Page 153 - 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 introduce themselves and the region in which they live to a potential exchange student by letter; to write a multi-paragraph biography about a member of the school community for an online school newsletter; to survey student attitudes towards healthy lifestyles and nutrition; to promote a cause in an advertising campaign; to create an advice column responding to questions from teenagers and young adults about human rights issues; to express an opinion about the effects of inappropriate or biased language on the Internet; to plan a community event and develop a feedback form
to evaluate the event’s success; to compare and contrast the arguments in two persuasive essays on the same topic; to inform other students about the advantages of volunteering as a way of preparing for future jobs and careers)
Teacher prompts: “Quelles sont les questions que tu peux te poser pour t’aider à identifier l’objectif du travail et le destinataire ciblé?” “Comment décides-tu de la forme convenable d’une lettre?” “Pourquoi est-ce qu’on partage des informations personnelles?” “Comment
peux-tu créer un sondage électronique?” “Comment poseriez-vous des questions révélatrices dans un sondage?” “Comment organises-tu un événement spécial et comment planifies-tu un budget pour celui-ci?”
Instructional tips:
(1) Teachers can suggest that students use different forms of questions when creating
a survey (e.g., “Croyez-vous que...?”, “Pensez- vous que...?”, “Êtes-vous d’accord avec...?”, “Dans quelle mesure...?”, “De quelle manière...?”, “Quels changements permettraient d’améliorer...?”, “Qu’aimez-vous le plus...?”).
(2) Teachers can encourage students to avoid repetition in their writing by using a variety of direct and indirect pronouns.
(3) Teachers can suggest that students use different parts of speech when making compari- sons, including conjunctions (e.g., “comme”, “ainsi que”, de même que”), adverbs (e.g., “différemment de”, “contrairement à”), and adjectives (e.g., “semblable à”, “tel”, “pareil à”).
D1.2 Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about academic and personally relevant topics, applying their knowledge of the structural and stylistic elements of each form (e.g., an online article on a subject
of school-wide interest; a cover letter to accompany a résumé; a retelling of a short story or novel from an alternative point of view; a report explaining
WRITING
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Core French
FSF3U