Page 331 - 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 ideas about a literary work in a critical essay; to express an opinion about the effects of inappropriate or biased language on the Internet; to email a friend, teacher, or peer sharing their point of view on an equity issue; to promote a candidate for student council president through
a speech; to express emotion in a letter of apprecia- tion or complaint; to justify a point of view by synthesizing arguments from various sources; to write a persuasive essay with supporting details about environmental threats)
Teacher prompts: “Comment utilisez-vous différents systèmes du récit pour résumer un extrait littéraire?” “Que pensez-vous du langage sur Internet et des opinions exprimées? Jusqu’à quel point croyez-vous que les gens se fient à une critique avant de faire un choix?” “Comment pouvez-vous démontrer divers degrés d’intensité d’émotions dans vos écrits?”
Instructional tips:
(1) Teachers can direct students to use indirect discourse to report the statements of others (e.g., “Il a dit qu’il n’était pas content avec
la politique de l’école concernant l’équité et l’inclusion”, “Elle a affirmé qu’elle n’avait jamais manqué une réunion”).
(2) Teachers can review the verbs that might
be followed by the subjonctif, and suggest that students use both the subjonctif and indicatif in their persuasive articles (e.g., subjonctif: “Le conseil municipal souhaite qu’on avertisse les habitants du quartier”; indicatif: “Nous espérons que le monde entendra notre voix”).
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 and other challenging topics, applying their knowledge of the structural and stylistic elements of each form (e.g., a poem using a variety of literary devices to establish a distinctive tone and style; an analysis of the influence of the culture of a contemporary First Nation, Métis, or Inuit writer on his or her works and perspectives; a plan and budget for school fundraising; an expository essay to compare how beliefs from different cultures are portrayed in the media; a scene from a novel or play they have read, rewritten to set it in a different time period; a critique of a film, book, or play under study; a letter nominating a student leader who made a difference in their community for an award)
Teacher prompts: “Comment les poèmes peuvent- ils servir de moyen pour véhiculer ses idées à propos des besoins des jeunes d’aujourd’hui?” “Quand vous rédigez un texte d’opinion, pour- quoi devez-vous tenir compte non seulement de la présentation du sujet, mais aussi des procédés pour appuyer l’opinion (p. ex., faits, exemples, explications, témoignages)?” ”Jusqu’à
WRITING
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French Immersion
FIF3U