Page 362 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 12, 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: Immersion
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 adapt a complex scene from a literary work into a dialogue for junior students; to review a book or film and analyse the character development in it; to apply for a postsecondary program or scholarship; to respond in a letter to the editor to news reports about an environmental initiative; to explain social, political, and/or economic realities in Canada today, using research to strengthen their arguments; to write an editorial for a multicultural community newspaper)
Teacher prompts: “Quels sont les éléments d’une lettre formelle? Quel niveau de langue est nécessaire dans ce genre de lettre?” “Comment pouvez-vous exprimer votre opinion d’une façon directe, avec courtoisie, dans un éditorial pour convaincre le lecteur de votre point de vue?” “Comment utilisez-vous les informations rassemblées de différentes sources pour formuler et appuyer vos arguments?”
Instructional tips:
(1) Teachers can suggest that students express opinions in their editorials using “penser que” and “espérer que” with the indicatif in an affirmative statement or the subjonctif in a negative statement (e.g., “Je pense qu’il a raison”, “Je ne pense pas qu’il ait raison”,
“Vous croyez qu’il peut nous convaincre”, “Croyez-vous qu’il puisse nous convaincre?”).
(2) Teachers can suggest that students use appropriate forms of the impératif in formal letters (e.g., “Veuillez accepter...”).
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 topics and challenging or specialized topics, applying their knowledge of the structural and stylistic elements of each form (e.g., a blog post giving an opinion about
a literary text that challenges social, cultural,
or political norms; a satirical monologue using hyperbole to parody a political speech; an adaptation
of a third-person narrative into the first person, reflecting the attitudes and views of the character who is narrating; a persuasive speech on bullying,
homophobia, or racism, using rhetorical devices such as metaphor, simile, and allegory; an opinion on the future of the Canadian economy, supported by examples from the financial sections of various newspapers; a summary of positive and negative observations about the Canadian cultural mosaic; a persuasive essay on the dangers of cultural and regional stereotypes)
Teacher prompts: “Comment l’emploi de l’hyperbole rend-il un monologue plus satirique ou comique?” “Comment le sens d’un passage écrit à la troisième personne change-t-il en le récrivant à la première personne?” “Comment
D. WRITING OVERALL EXPECTATIONS
By the end of this course, students will:
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