Page 114 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

G r a d e 1 1 E , S UL n L e i v v e e r l s 5 i t , y O P p r e e n p a r a t i o n
1. write in a variety of forms for different purposes and audiences;
2. organize ideas coherently in writing;
3. use correctly the conventions of written English appropriate for this level, including grammar, usage, spelling, and punctuation;
4. use the stages of the writing process.
1. Writing for Different Purposes 2. Organizing Ideas in Writing
WRITING
OVERALL EXPECTATIONS
By the end of this course, students will:
THEONTARIOCURRICULUM,GRADES9–12 | ESLandELD
SPECIFIC EXPECTATIONS
By the end of this course, students will:
Academic Purposes
1.1 write complex texts to convey information and ideas for academic purposes using a wide variety of forms (e.g., write a report comparing the environments of two regions of Canada; com- pose a formal letter to the principal about provi- ding healthy food choices in the school cafeteria; write a detailed report clearly outlining causes and effects of greenhouse gas emissions; write a coherent summary synthesizing information from several different sources)
Teacher prompt: “What is the purpose of your writing? What form will best suit this purpose?”
Personal Purposes
1.2 write short texts to express ideas and feelings on personal topics using a wide variety of forms (e.g., a poem responding to an event in their lives; a short play written in a group inter- preting a contemporary event or issue of rele- vance; a manual for other newcomer students on how to learn a language, based on their own
experience)
Community and Workplace Purposes
1.3 write complex texts to communicate informa- tion and ideas for official or personal purposes using a wide variety of forms (e.g., a statement of interest to accompany an application for a summer internship or apprenticeship program;
a personal statement to accompany an applica- tion for a postsecondary education program)
By the end of this course, students will:
Organizing Ideas
2.1 organize information in a logically structured essay of five or more paragraphs that includes a thesis statement, body, and conclusion (e.g., a report comparing the economies of Canada and their native country; a persuasive essay about
the advantages of cutting down on television watching; an essay that documents the barriers that visually impaired and hearing-impaired people confront in daily life)
Linking Ideas
2.2 use a wide variety of connecting devices and transition words and phrases to show relation- ships between ideas and information in linked sentences and paragraphs (e.g., use“meanwhile”, “prior to”to indicate sequence; use“despite”, “although”to compare and contrast; use“more- over”,“not only ... but also”to add details and examples; use“in conclusion”,“finally”,“to sum up” to signal closing remarks)
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