Page 90 - 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 3 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
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 more complex texts to convey informa- tion and ideas for academic purposes using a variety of forms (e.g., compose an information paragraph about the contribution of Chinese immigrants to the building of Canada’s trans- continental railroad; summarize a chapter in a novel; write a bilingual, illustrated folk tale in their first language and English; write a short piece of poetry or prose to contribute to a student literary anthology)
PersonalPurposes
1.2 write more complex texts to express ideas and feelings on personal topics using a variety of forms (e.g., compose a narrative about a personal journey; write a poem following a model; depict an imaginary conversation between two charac- ters in a novel; set down the words to a favourite song in their first language and provide a trans- lation with words and pictures; write a letter to
a friend describing school life in Ontario)
Community and Workplace Purposes
1.3 write more complex texts to communicate information for official or personal purposes using a variety of forms (e.g., write a covering letter for a job application using an appropriate salutation and closing; write a letter of complaint to a business; compile a set of instructions for completing a“do-it-yourself”project)
By the end of this course, students will:
Organizing Ideas
2.1 organize information relating to a central idea in a series of several linked paragraphs (e.g., a character sketch based on a character in a novel, a brief opinion piece based on a model, a short informational report)
Linking Ideas
2.2 use connecting devices and transition words and phrases to show relationships between ideas and information in linked sentences and paragraphs (e.g., use“for example”,“another”to add details and information; use“therefore”,“as a result of” to identify cause and effect; use “on the other hand”,“similarly”,“both ... and”to indicate comparison and contrast)
Teacher prompt: “What other transition words or phrases could you use to show comparison and contrast?”
By the end of this course, students will:
Grammatical Structures
3.1 use correctly the grammatical structures and conventions of written English appropriate for this level (see the Language Reference Chart for ESL Level 3 on pages 92–93)
Teacher prompt: “Why did you use the pres- ent perfect tense in this sentence?”
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