Page 240 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 11, University Preparation
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.
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Extended
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 French texts they plan to create (e.g., to respond to an argument made in an oral report about a social issue; to heighten awareness of an environmental issue in an editorial; to change the outcome of a literary novel by rewriting the con- clusion; to script questions for an interview with
a peer about an equity-related concern in their community)
Teacher prompts: “Comment l’écriture d’un éditorial peut-elle sensibiliser un public au sujet de causes importantes?” “Comment la création d’une nouvelle conclusion personnalise-t-elle la fin d’une histoire et pourquoi?” “Comment le développement d’un script d’une entrevue vous aide-t-il à formuler des questions pertinentes?”
Instructional tip: Teachers can suggest that students use interrogative pronouns to formu- late the questions for their interviews (e.g., “pour quelle raison?”, “à laquelle serez-vous intéressé?”, “avec lequel êtes-vous d’accord?”) .
D1.2 Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about a variety of topics, including literary topics, applying their knowl- edge of the structural and stylistic elements
of each form (e.g., a persuasive essay on whether researchers should be allowed to test products on
animals; a comic book that satirizes a current event or public figure; a detailed description of a celebration that they have attended or read about; a poem in a particular form, such as sonnet or ballad, addressing a controversial issue that is personally relevant;
a literary essay using a variety of stylistic devices such as metaphors, rhetorical questions, and contrast; an analysis of the novel under study, supported by quotations; a speech highlighting the contributions of Aboriginal people to Canadian society; a plan and budget for a school fundraiser)
Teacher prompts: “Comment pouvez-vous persuader un lecteur à adopter votre point
de vue?” “Comment la création d’un poème renforce-t-elle l’usage de formes variées de la poésie et vous sensibilise-t-elle davantage à des situations controversées qui vous touchent?” “Comment les figures de style aident-elles à engager vos lecteurs?” “Comment allez-vous influencer les pensées et les actions des gens pour qu’elles participent à la collecte de fonds? Est-ce que les gens prennent leurs décisions de façon logique ou émotionnelle? Justifiez votre réponse.”
Instructional tips:
(1) Teachers can suggest that students review stylistic devices used in poetry and integrate some of them into their own poems.
(2) Teachers can direct students to use expressions followed by the subjonctif présent to convey emotion, doubt, preference, or directives in their persuasive essays.
D. WRITING OVERALL EXPECTATIONS
By the end of this course, students will:
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