Page 52 - The Ontario Curriculum, Grades 9 and 10: English, 2007 (Revised)

writing notebook to help you in the future?” “Your next sentence starts with ‘this’, but it’s not clear what ‘this’ refers to. What can you do to make the sentence clearer?”
Proofreading
3.5 proofread and correct their writing, using guidelines developed with the teacher and peers (e.g., consult print and electronic refer- ences to check spelling; develop and use a check- list specific to the writing task; with a partner, read work aloud to check for clarity and interest)
Teacher prompt: “How could you check your writing for subject-verb agreement or pronoun-antecedent agreement?”
Publishing
3.6 use several different presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their written work and to engage their audi- ence (e.g., select striking computer graphics and fonts to heighten the impact of a news article; select images or unusual fonts or other design features for a title page to reflect or foreshadow the content of a story; use design elements such as columns, headlines, and visuals to create an arresting front page for a class newspaper)
Teacher prompt: “How could you use differ- ent fonts to suggest the story’s principal theme or mood?”
Producing Finished Works
3.7 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, appropriate use of form and style, appropriate use of conventions12)
Teacher prompt: “Have you followed the appropriate conventions recommended for presenting a series of events in the form of a news report?”
By the end of this course, students will:
Metacognition
4.1 describe several different strategies they used before, during, and after writing; explain which ones they found most helpful; and identify several specific steps they can take to improve as writers (e.g., keep a log of everything they do
when they begin a writing task; describe the place where they like to write; explain how they find quotations to support their writing)
Teacher prompts: “Before Grade 9, what did you know or understand to be your strengths as a writer? Has this changed?” “What did you learn about yourself as a writer as a result of the group writing experience?” “How do you determine whether the peer feedback you receive is valid or not?”
Interconnected Skills
4.2 identify several different skills they have in listening, speaking, reading, viewing, and representing and explain how the skills help them write more effectively (e.g., read their writing into a tape-recorder and listen to the playback as part of the editing process; explain howanalysingapieceofYoungAdultfictionby a favourite author helped them identify elements and approaches they could experiment with in
a story of their own)
Teacher prompts: “How does listening to the taped reading of your writing help you revise it?” “What did you discover from reading Young Adult fiction that you could apply to your own short story?”
Portfolio
4.3 select several examples of different types of writing that they think most clearly reflect their growth and competence as writers and explain the reasons for their choice (e.g., com- pare a first draft to a later or final draft, identify improvements they made, and explain what they learned from the redrafting process; compare the process for writing a poem and a news report about the same event and identify challenges they overcame during the writing process for each form)
Teacher prompts: “What pieces do you feel show your creativity as a writer? What is it about these pieces that you like?” “How did changing the opening words of most sentences from ‘the’ plus a noun to two adjectives or a prepositional phrase or past participle improve the draft?”
4. Reflecting on Skills and Strategies
WRITING
12. TLCC 7-12 “Adding Details” 118
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English
ENG1D