Page 109 - The Ontario Curriculum, Grades 9 and 10: English, 2007 (Revised)

Grade 10, Open
4. Reflecting on Writing Skills and Strategies
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | English
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Proofreading
3.6 proofread and correct their writing using guidelines developed with peers and the teacher (e.g., use student-and-teacher-generated questions to self-edit throughout the writing process; during a student-teacher conference, show evi- dence of multiple and continuous revision)
Teacher prompt: “What errors did you catch when you read the piece aloud?”
Publishing
3.7 use a wide range of appropriate presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their written work and to engage their audience (e.g., ensure that written information is legible and reasonably neat; word-process the final copy of a short narrative; add appropriate graphics such as charts, pie graphs, or tables to a report to expand on key ideas in the text; use appropriate fonts to indi- cate titles, headings, and subheadings)
Teacher prompts: “What can you do to make the presentation of your work more attrac- tive?” “How can you finish it to show how much effort you have put into this?”
Producing Finished Works
3.8 produce pieces of published work to meet criteria identified by the teacher, based on
the curriculum expectations (e.g., adequate development of information and ideas, logical organization, appropriateness of form and style, appropriate use of conventions)
Teacher prompt: “Have you checked your work against the checklist outlining the requirements of the writing task?”
By the end of this course, students will:
Metacognition
4.1 describe a variety of strategies they used before, during, and after writing; explain which ones they found most helpful; and identify specific steps they can take to improve as writers (e.g., identify strategies that helped them improve their writing; identify skills that were particularly important for completing a specific writing project)
Teacher prompts: “What form and style of writing do you prefer? Why?” “How do you decide what information is important and should be included in the final text?”
Interconnected Skills
4.2 identify skills they have in listening, speaking, reading, viewing, and representing and explain how the skills help them write more effectively (e.g., explain how brainstorming and conferencing help them develop and structure their writing; explain how reading has familiarized them with a range of models to use in writing)
Teacher prompt: “How does reading a variety of texts help you as a writer?”
Portfolio
4.3 select pieces of writing that they think reflect their growth and competence as writers and explain the reasons for their choice (e.g., writ- ing that meets teacher-identified criteria as well as personal criteria)
Teacher prompts: “What piece of writing best reflects your current understanding of what makes a good research report?” “How do these pieces show your growth in understanding different cultures and perspectives?” “Why have you chosen this piece to revise and publish in an anthology?”