Page 160 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

Grade 11E,LDUnLieverls4it,yOPpreenparation
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
3. Developing Accuracy 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 longer texts to convey information and ideas for academic purposes using a variety of forms (e.g., a summary of main points for a guided-research project; a biographical sketch
of a famous Canadian based on research; a book report or website review; a letter to the author about their reaction to a particular text)
Personal Purposes
1.2 write longer texts to express ideas and feelings using a variety of forms (e.g., poems, song lyrics/raps, journals or diaries, e-mails or letters, text messages, narratives, descriptions, class graffiti walls)
Community and Workplace Purposes
1.3 write longer texts to communicate information for official and personal purposes in a variety of forms (e.g., complete a driver’s licence appli- cation form or a short medical history form; com- pose a statement of interest for a co-op placement or an internship; write a thank-you note for a job
interview)
By the end of this course, students will:
Organizing Ideas
2.1 organize information to develop a central idea in two or more linked paragraphs (e.g., use a variety of graphic organizers to sort and order main ideas and supporting details for a review of a book, movie, or video game)
Linking Ideas
2.2 use a variety of connecting devices and transi- tion words and phrases to show relationships between ideas in linked sentences and para- graphs (e.g., in contrast, in conclusion, yet, furthermore)
Teacher prompt: “What words or phrases could you use to help the reader follow your thinking more easily?”
By the end of this course, students will:
Grammatical Structures and Conventions of Print
3.1 use correctly the grammatical structures and print conventions of written English appropri- ate for this level (see the Language Reference Chart for ELD Level 4 on page 162)
Teacher prompt: “How can you change the adjective ‘neat’ into an adverb that describes how a student writes?”
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