Page 127 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

D. WRITING OVERALL EXPECTATIONS
By the end of this course, students will:
D1. Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of written French appropriate for this level;
D2. The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their work effectively;
D3. Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.
SPECIFIC EXPECTATIONS
D1. Purpose, Audience, and Form
By the end of this course, students will:
D1.1 Identifying Purpose and Audience: deter- mine their purpose in writing and the audience for the French texts they plan to create (e.g., to publish an article in a school paper based on an interview with a family member about his or her cultural traditions; to critique a film for a blog; to promote community service in an advertisement; to prepare a report explaining how something works or why something happened; to create a travel brochure to convince their families to visit
a particular city or country; to develop a series
of dialogues illustrating various ways to request and give directions; to compose an email or text message accepting an invitation to a party and confirming information about the event; to highlight the admirable qualities of a personal hero in a biography; to create a newspaper or magazine advertisement discussing the benefits and importance of learning French or other languages; to create
an advertising campaign to persuade students to support a school fundraising event)
Teacher prompts: “Quels sont les éléments essentiels d’une nouvelle journalistique?” “Comment peux-tu déterminer qu’une publicité est intéressante et cohérente pour tes lecteurs?” “Dans quelle mesure une biographie est-elle un véhicule efficace des expériences vécues par une personne d’importance dans un mouvement social ou environnemental?”
Instructional tips:
(1) Teachers can review the use of the futur simple and encourage students to use it when writing
about the benefits of volunteering for a local, a national, or an international non-governmental organization.
(2) Teachers can suggest that students use past tenses (passé composé and imparfait) when writing about the accomplishments of someone they admire.
D1.2 Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about everyday matters and personally relevant topics, applying their knowledge of some of the structural and stylistic elements of each form (e.g., an editorial to encourage adults to improve their energy conserva- tion practices; a promotional text for a book or a movie; a slogan to encourage healthy and active living; a classified advertisement about an item lost, found, or for sale; an FAQ section for a school website about school-based apprenticeships or opportunities for bilingual volunteer work)
Teacher prompts: “Comment est-ce que les éléments stylistiques d’un slogan peuvent inciter les gens à faire des liens personnels?” “Pourquoi y a-t-il une répétition de mots clés dans un message publicitaire?”
Instructional tips:
(1) Teachers can encourage students to use the impératif in a slogan.
(2) Teachers can suggest that students consider whether to use diagrams and/or point-form notes to explain their ideas in a text.
WRITING
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Core French
FSF2P