Page 255 - 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 French texts they plan to create (e.g., to summarize a complex scene from a literary text; to critique a film and analyse character development in it; to write an essay arguing for or against changing a policy at some level of government;
to apply for a scholarship for bilingual students; to compare how several newspapers and/or magazines provide information of interest to teenagers; to explain how information in a newspaper article about the rising cost of food, tuition, gas, and/or public transit affects their postsecondary plans and/or budgets; to adapt a challenging scene
from a literary novel under study into a script for performance in the class)
Teacher prompts: “Comment pouvez-vous commenter et critiquer d’une manière objective pour qu’on se rallie à votre point de vue?” “Comment rédigez-vous une lettre de motivation pour demander une bourse?” “Comment faites- vous la synthèse d’information pour formuler une argumentation solide?”
Instructional tip: Teachers can ask students to use indirect discourse to report statements by others (e.g., “On demande que...”, “Il a déclaré que...”).
D1.2 Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about a wide variety of topics, including literary and other challenging topics, applying their knowledge of the structural and stylistic elements of each form (e.g., a literary essay about the use of satire in a play by Molière; a persuasive essay about a current controversial topic, such as a social issue or an aspect of a new government policy; a financial plan that discusses their short-term financial goals and includes a budget based on those goals; a report synthesizing different opinions on a social or environmental issue; an essay presenting and supporting their opinion about a literary text that challenges social, cultural, or political norms; a scene featuring characters from a novel, in which they respond
to a new situation in ways consistent with their character development in the original work; a com- parison of the first pages of local, regional, and/or national newspapers; an exposé on a current issue affecting cultural traditions in Canada)
Teacher prompts: “Pourquoi les dialogues sont-ils utiles dans une saynète quand il s’agit d’exposer des dilemmes moraux auxquels les personnages font face?” “De quelle manière pouvez-vous utiliser l’écriture comme véhicule pour faire voir clairement les idées qui vous
WRITING
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Extended French
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