Page 119 - The Ontario Curriculum, Grades 9 and 10: English, 2007 (Revised)

THE ONTARIO CURRICULUM, GRADES 9 AND 10 | English
report. An oral or written account or opin- ion formally expressed, based on the find- ings from an investigation or inquiry.
research. A systematic investigation involving the study of materials and sources in order to establish facts and seek out the truth. Such an investigation gener- ally has the following stages: selecting a topic, narrowing the focus, locating appropriate resources, gathering informa- tion, analysing material and forming con- clusions, presenting the information in written and/or oral form, and document- ing the sources of information and ideas.
revising. The process of making major changes to the content, structure, and wording of a draft to improve the organi- zation of ideas, eliminate awkward phras- ing, correct errors, and generally ensure that the writing is clear, coherent, and cor- rect. See also writing process.
rhetorical devices and techniques. Elements of style used in speech or writing to achieve special effects, usually in order to per- suade, interest, or impress an audience (e.g., rhythm, repetition, rhetorical question, emphasis, balance, dramatic pause).
rhetorical question. A question asked not for information but for dramatic effect. The answer may be self-evident (Why should I care what they think?) or immediately pro- vided by the questioner (What should be done? Well, first we should. . . ).
role playing. A dramatic technique in which participants act the part of another character, usually in order to explore the character’s thoughts, feelings, and values.
run-on sentence. A sentence error in which two or more sentences are run together and punctuated as one, or a series of main clauses are not separated by the required conjunctions or punctuation.
scaffolding. Instruction that helps students build on their prior knowledge and expe-
riences in order to reach higher levels of learning and proficiency. Teachers provide temporary support until students develop the ability to apply newly learned skills and knowledge independently.
semantic cues. See cueing systems.
slang. Very informal language patterns or vocabulary used by particular groups, or in special contexts, or to reflect trends.
sound devices. Literary techniques in which words are selected for the sounds they make (e.g., rhyme, assonance, conso- nance, alliteration, and onomatopoeia).
specialized language. Words and phrases that have a particular meaning because of the context in which they are used (e.g., cinematic terms such as close-up or fade out used in a film review). See also techni- cal language.
specific expectations. See expectations.
standard Canadian English. Oral and written English that follows accepted rules and practices of grammar, usage, spelling, and punctuation and that is used across
a broad spectrum of Canadian society (e.g., in government, educational, medical, legal, science, business, and media communications).
stereotype. An image of a particular type of person or thing that has become fixed through being widely held. Stereotypes are usually conventional, formulaic, and oversimplified.
story grammar. The structure and elements of narrative text. In Western cultures, story grammars have the following elements: setting (time, place); characters; the intro- duction of a problem or conflict; events (e.g., the reaction of the central character and his or her attempts to solve the prob- lem); a resolution or conclusion; and a theme. A story map is a graphic organizer that traces the story grammar.
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