Page 179 - 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 generate and support a thesis; to write their auto- bigraphy, including past phases of their life and future plans; to introduce a text; to express an opinion about a contemporary social issue; to assume the role of a contemporary or historical person and write their autobiography; to summarize a book read in class; to blog about ideas and opinions about twenty-first-century learning skills; to describe the personality traits and interests of a fictional character on a fictional social network page;
to compose a short story inspired by a work by an Aboriginal artist; to write a formal letter of application for a job at a local company or to a potential employer)
Teacher prompts: “Comment est-ce que tu rédigeras ton autobiographie en différentes sections?” “Comment est-ce que l’on exerce son esprit critique pour écrire des textes d’une teneur appropriée au contexte (p. ex., absence de préjugés, d’affirmations non fondées, de vocabulaire sexiste ou raciste)?” “Comment considères-tu ton auditoire quand tu choisis la forme du texte?” “Dans un éditorial, comment peux-tu exprimer ton opinion d’une façon polie, mais directe, pour convaincre les lecteurs d’adopter ton point de vue?”
Instructional tips:
(1) Teachers can remind students to use appro- priate verb tenses in their autobiographies (e.g., “J’avais trois ans quand j’ai appris à monter à bicyclette”).
(2) Teachers can suggest that students use appropriate forms of the impératif in formal letters (e.g., “Veuillez agréer...”).
(3) Teachers can suggest that, in an opinion piece, students express opinion and doubt (e.g., “penser que”, “espérer que”) using the indicatif in an affirmative statement and the subjonctif in a negative statement.
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., a skit with dialogue; a monologue; a poem in a particular form – ballad, sonnet, etc. – expressing a view on a social issue of personal interest; a review, including quotes from viewers, that persuades others to see or avoid a current film; a report with data and evidence regarding people’s perceptions of an environmental issue; a persuasive essay using metaphors to provide strong images;
a plan for how to save and invest money)
Teacher prompts: “Comment t’assures-tu que le contenu de ta critique du film respecte le plan d’un texte argumentatif?” “Comment te rassures-tu que tu emploies des arguments solides en lien avec le sujet dans un texte
WRITING
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Core French
FSF4U