Page 377 - 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 update a historical work so that it reflects current issues; to apply for a specific, advertised bilingual position with a cover letter and résumé; to adapt for children a First Nations, Métis, or Inuit legend that is intended for adults; to give instructions for making or doing something to fellow students; to describe an event or act that marks a significant transition in life; to compare several websites that provide similar kinds of information of interest to teenagers; to write a speech on intergenerational issues or the proliferation of social media; to create a short story inspired by a work of visual art; to outline the qualities of a responsible global citizen in a charter)
Teacher prompts: “Comment pourriez-vous changer un texte afin de refléter les valeurs d’aujourd’hui, en respectant les thèmes du texte original?” “Pourquoi la modernisation d’une œuvre historique nécessite-t-elle une compréhension du texte original?” “Comment rédigez-vous une lettre de motivation pour postuler un emploi?” “De quelle manière adapteriez-vous pour des enfants une histoire assez compliquée?” “De quelle façon écririez- vous un texte sur un même thème pour différents auditoires?” “Qu’est-ce qu’un citoyen du monde? Quelles qualités doit-on posséder pour être un citoyen du monde?”
Instructional tip: Teachers can suggest that students use the collective form of “on” when writing a report or sharing opinions.
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 challenging topics, applying their knowledge of the structural and stylistic elements of each form (e.g., a formal letter inviting a community partner to sponsor a school project;
a persuasive essay on how First Nations, Métis, and Inuit values and beliefs could benefit the larger society, presenting information and ideas
in order of importance; an article about a trend in environmental stewardship; a blog post on a social issue; a personal journal entry about a conflict with peers and its resolution, using an intimate and thoughtful tone; an analysis of why certain groups are, or are not, featured in advertisements)
Teacher prompts: “Quels enjeux sociaux vous touchent le plus et pourquoi? Comment pourriez- vous écrire un blog qui incite les autres à l’action sur ces enjeux?” “Croyez-vous qu’on exclue certains groupes des publicités? Pourquoi?”
Instructional tip: Teachers can discuss with students some essential aspects of writing a persuasive essay, such as organizing arguments in a logical order, focusing individual paragraphs on one piece of evidence, providing sufficient supporting detail within each paragraph,
and describing and refuting key points of the opposing view.
WRITING
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French Immersion
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