ontario curriculum, grades 11 and 12...

Ministry of Education

The Ontario CurriculumGrades 11 and 12

English

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Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

The Place of English in the Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

The Program in English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Teaching Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Strands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Compulsory Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

English, Grade 11, University Preparation (ENG3U) . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

English, Grade 11, College Preparation (ENG3C) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

English, Grade 11,Workplace Preparation (ENG3E) . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

English, Grade 12, University Preparation (ENG4U) . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

English, Grade 12, College Preparation (ENG4C) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

English, Grade 12,Workplace Preparation (ENG4E) . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Optional Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67Canadian Literature, Grade 11, University/College Preparation (ETC3M) . . . . . . . . . . . 68

Literacy Skills: Reading and Writing, Grade 11, Open (ELS3O) . . . . . . . . . . . . . . . . . . 72

Media Studies, Grade 11, Open (EMS3O) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

Presentation and Speaking Skills, Grade 11, Open (EPS3O) . . . . . . . . . . . . . . . . . . . . . 84

Studies in Literature, Grade 12, University Preparation (ETS4U) . . . . . . . . . . . . . . . . . . 89

The Writer’s Craft, Grade 12, University Preparation (EWC4U) . . . . . . . . . . . . . . . . . . . 93

Studies in Literature, Grade 12, College Preparation (ETS4C) . . . . . . . . . . . . . . . . . . . . 97

The Writer’s Craft, Grade 12, College Preparation (EWC4C) . . . . . . . . . . . . . . . . . . . . 101

Communication in the World of Business and Technology, Grade 12, Open (EBT4O) . . 105

Some Considerations for Program Planning in English . . . . . . . . . . . . . . . . . . . . . . . . 110

The Achievement Chart for English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

This publication is available on the Ministry of Education’swebsite at http://www.edu.gov.on.ca.

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Introduction

The Ontario Curriculum, Grades 11 and 12: English, 2000 will be implemented in Ontario sec-ondary schools starting in September 2001 for students in Grade 11 and September 2002 forstudents in Grade 12. This document replaces the following curriculum guidelines or thoseparts of guidelines that relate to the senior grades:

– English, Intermediate and Senior Divisions (Grades 7–12), 1987

– English, Ontario Academic Courses, Senior Division, 1984

– Business Studies: Business English, Senior Division, 1987

This document is designed for use in conjunction with The Ontario Curriculum, Grades 9 to 12:Program Planning and Assessment, 2000, which contains information relevant to all disciplinesrepresented in the curriculum. The planning and assessment document is available both inprint and on the ministry’s website, at http://www.edu.gov.on.ca.

The Place of English in the Curriculum

To participate fully in the society and workplace of the twenty-first century, today’s studentswill need to be able to use language skilfully, confidently, and flexibly. The English curriculumoffers a challenging program of the highest quality, one that recognizes the central importanceof language and literature in learning and everyday life and prepares students for the literacydemands they will face as Canadians and members of the global community. Equally impor-tant, the English program encourages students to develop a lifelong love of reading andwriting.

Language is the basis for thinking, communicating, and learning. Students need literacy skillsto enable them to receive and comprehend ideas and information, to inquire further into areasof interest and study, to express themselves clearly, and to demonstrate their learning. Literacyskills are important for higher education and for eventual entry into the workplace. Studentswho are preparing for postsecondary education must develop literacy skills, as well as criticalthinking skills, in order to succeed in the challenging academic work of university and collegeprograms. Students who are preparing for careers in business and industry also need these skillsin order to adapt to a workplace that is constantly changing. Whatever their postsecondarydestination, all students need to be able to think critically and creatively and to express them-selves clearly and effectively. Learning to communicate with clarity and precision, both orallyand in writing, will help students to thrive in their future endeavours in the world beyondthe school.

Literature is a fundamental element of identity and culture. As students read and reflect on arich variety of literature, informational texts, and media works, they deepen their understand-ing of themselves and the world around them. In their study of literary works by accom-plished writers and from many genres, historical periods, and cultures, students consider per-sonal and societal aspirations and explore possibilities. Through the study of literature,students strengthen their ability to use language as an effective tool for thought, expression,and communication.

3I N T R O D U C T I O N

Language is also an essential tool for learning across the curriculum. When students considertopics, issues, or themes in various subject areas, they use and develop important literacy skills.For example, in science and technology, students must communicate effectively to recordobservations, describe investigations, and present their findings in oral and written reports.They must also learn to use many technical terms and types of specialized language. Facility inlanguage helps students to learn in all subject areas; at the same time, by using language for abroad range of purposes students increase their ability to communicate with precision and tounderstand how language works.

Students in Ontario come from a wide variety of backgrounds. This variety enriches the class-room experience in the same way that the study of authors from different cultures contributesto a greater appreciation of literature. There is no single correct way to teach or learn English;it is assumed that the strategies and resources used will vary according to the object of thelearning and the needs of the students.

Subject matter from any course in English can be combined with subject matter from oneor more courses in other disciplines to create an interdisciplinary course. The policies andprocedures regarding the development of interdisciplinary courses are outlined in the inter-disciplinary studies curriculum policy document.

Language learning is developmental and cumulative across the grades: students develop flexi-bility and proficiency in their understanding and use of language over time. The secondaryschool English curriculum for Grades 11 and 12 therefore builds on the expectations outlinedin The Ontario Curriculum, Grades 9 and 10: English, 1999, and provides students and teacherswith clearly stated, rigorous, and increasingly demanding expectations. In each grade in thesecondary curriculum, the expectations increase in scope and complexity. As students movethrough the grades, they are required to use language with ever greater fluency, proficiency,and accuracy in a broadening range of situations. They take greater responsibility for their ownlearning and apply their language skills in more challenging and complex ways.

Although students in Grades 11 and 12 will continue practising skills covered in Grades 9 and10, the emphasis in the senior secondary grades is on helping students consolidate the skillsand knowledge they need to prepare for their postsecondary destinations. This emphasis willensure that students develop independence and master the range of complex skills they willneed for university and college programs and for the workplace.

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Overview

The English program includes compulsory courses, which are required for graduation, andoptional courses, which are elective credits offered only in Grades 11 and 12.

Compulsory courses emphasize strong core competencies in reading, writing, use of language,and media awareness. As part of their program in Grades 11 and 12, students must take a com-pulsory course in English in each grade. They may choose their compulsory courses fromthree types of courses in Grades 11 and 12: university preparation, college preparation, andworkplace preparation. (See The Ontario Curriculum, Grades 9 to 12: Program Planning andAssessment, 2000 for a description of the different types of secondary school courses.)

Optional courses provide students with opportunities to explore individual interests and todeepen and extend some of the knowledge and skills acquired in their compulsory coursesthrough more thematic and specialized study. Four types of optional courses are offered:university preparation, university/college preparation, college preparation, and open. Studentsmay choose to take one of the optional English courses to fulfil an additional compulsorycredit requirement for graduation.

Compulsory Courses in English, Grades 11 and 12

Grade Course Name Course Type Course Code Prerequisites

11 English* University ENG3U Grade 10 English, Academic

11 English* College ENG3C Grade 10 English, Applied

11 English* Workplace ENG3E Grade 10 English, Applied

12 English University ENG4U Grade 11 English, University

12 English College ENG4C Grade 11 English, College

12 English Workplace ENG4E Grade 11 English, Workplace

Note: Each of the courses listed above is worth one credit.

* Credit earned for the Grade 11 Native studies course “English: Contemporary Aboriginal Voices”(University, College, or Workplace Preparation) may be used to meet the Grade 11 English compulsorycredit requirement. (See Ontario Secondary Schools, Grades 9 to 12: Program and Diploma Requirements, 1999,Appendix 5: Compulsory Credits, and the secondary curriculum policy document for Native studies.)

The Program in English

5T H E P R O G R A M I N E N G L I S H

Optional Courses in English, Grades 11 and 12

Grade Course Name Course Type Course Code Prerequisites

11 Canadian Literature University/College ETC3M Grade 10 English, Academic or Applied

11 Literacy Skills: Open ELS3O NoneReading and Writing

11 Media Studies Open EMS3O Grade 10 English, Academic or Applied

11 Presentation and Open EPS3O Grade 10 English,Speaking Skills Academic or Applied

12 Studies in Literature University ETS4U Grade 11 English, University

12 The Writer’s Craft University EWC4U Grade 11 English, University

12 Studies in Literature College ETS4C Grade 11 English, College

12 The Writer’s Craft College EWC4C Grade 11 English, College

12 Communication in Open EBT4O Grade 11 English,the World of Business University, College,and Technology or Workplace

Note: Each of the courses listed above is worth one credit.

A Note About Credits. Courses in Grades 11 and 12 are designed to be offered as full-creditcourses. However, half-credit courses may be developed for specialized programs, such asschool-work transition and apprenticeship programs, as long as the original course is not des-ignated as a requirement for entry into a university program. Individual universities will iden-tify the courses that are prerequisites for admission to specific programs. Such courses must beoffered as full-credit courses, to ensure that students meet admission requirements.

In Grades 9-12, half-credit courses, which require a minimum of fifty-five hours of scheduledinstructional time, must adhere to the following conditions:

• The two half-credit courses created from a full course must together contain all of theexpectations of the full course, drawn from all of the strands of that course and divided in amanner that best enables students to achieve the required knowledge and skills in the allot-ted time.

• A course that is a prerequisite for another course in the secondary curriculum may beoffered as two half-credit courses, but students must successfully complete both parts of thecourse to fulfil the prerequisite. (Students are not required to complete both parts unless thecourse is a prerequisite for another course that they wish to take.)

• The title of each half-credit course must include the designation Part 1 or Part 2. A half-credit (0.5) will be recorded in the credit-value column of both the report card and theOntario Student Transcript.

Boards will ensure that all half-credit courses comply with the conditions described above, andwill report all half-credit courses to the ministry annually in the School September Report.

6 T H E O N T A R I O C U R R I C U L U M , G R A D E S 1 1 A N D 1 2 : E N G L I S H

Prerequisite Charts for English, Grades 9–12

These charts map out all the courses in the discipline and show the links between courses and the possible prerequisites for them.

They do not attempt to depict all possible movements from course to course.

Compulsory Courses

English

Grade 9, Academic

English

Grade 9, Applied

English

Grade 10, Academic

English

Grade 10, Applied

English

Grade 11, University

English

Grade 11, College

English

Grade 11, Workplace

English


Optional Courses

Note: Dotted lines indicate compulsory courses.

English

Grade 10, Academic

English

Grade 10, Applied

English


Canadian Literature

Grade 11, University/College

English

Grade 11, Workplace

English

Grade 11, College

Media Studies

Grade 11, Open

Presentation and Speaking Skills

Grade 11, Open

Literacy Skills: Reading and Writing

Grade 11, Open

Studies in Literature


The Writer’s Craft


The Writer’s Craft

Grade 12, College

Communication in the World of

Business and Technology

Grade 12, Open

Studies in Literature

Grade 12, College

English

Grade 12, College

English

Grade 12, Workplace


Teaching Approaches

Teachers will use their professional judgement to decide which instructional methods will bemost effective in promoting the learning of core knowledge and skills described in the expectations.

Language is best learned through direct instruction and classroom activities that present stimu-lating ideas, issues, and themes that are meaningful to students. Since no single instructionalapproach can address all the curriculum expectations or meet all the needs of each learner,teachers should select instructional strategies and classroom activities that are based on anassessment of students’ needs, proven learning theory, and best practices. In their English pro-grams, teachers should introduce a rich variety of activities that integrate expectations from thedifferent strands and provide for the explicit teaching of knowledge and skills.

The ability to work both independently and collaboratively is important for success in theworkplace and postsecondary education and is equally relevant in the context of family andcommunity. It is therefore important for students to have opportunities to develop theirEnglish skills and knowledge in a variety of ways: individually and cooperatively; indepen-dently and with teacher direction; and through the study of examples followed by practice.Students must be able to demonstrate that they have acquired the specified knowledge andskills.

Curriculum Expectations

The expectations identified for each course describe the knowledge and skills that students areexpected to develop and demonstrate in their class work, on tests, and in various other activi-ties through which their achievement is assessed and evaluated.

Two sets of expectations are listed for each strand, or broad curriculum area, of each course.The overall expectations describe in general terms the knowledge and skills that students areexpected to demonstrate by the end of each course. The specific expectations describe theexpected knowledge and skills in greater detail. The specific expectations are organized undersubheadings that reflect particular aspects of the required knowledge and skills and that mayserve as a guide for teachers as they plan learning activities for their students.The organizationof expectations in strands and subgroupings is not meant to imply that the expectations in anyone strand or group are achieved independently of the expectations in the other strands orgroups.

Many of the expectations are accompanied by examples, given in parentheses. These examplesare meant to illustrate the kind of skill, the specific area of learning, the depth of learning,and/or the level of complexity that the expectation entails. They are intended as a guide forteachers rather than as an exhaustive or mandatory list.


Strands

Compulsory CoursesThe strands for compulsory courses are as follows: Literature Studies and Reading,Writing,Language, and Media Studies.

Literature Studies and Reading. Since students will vary in their reading proficiency, some maycontinue to need additional support to develop their reading skills and to monitor their ownprogress. In addition, all students need instruction to cope with the more challenging readingdemands of the senior secondary school curriculum, which requires students to considerincreasingly difficult concepts and to use language structures that are more complex andvocabulary that is more specialized than in earlier grades. The English program will help stu-dents learn to read efficiently and to absorb information quickly. Students will also learn toswitch from one genre to another, and to use a range of reading skills to suit their purpose andthe materials they are reading as they move from subject to subject. Students should beencouraged to read independently for pleasure, information, and comprehension.

The study of literature is central in the English curriculum; it offers students opportunities toexpand their intellectual horizons and to extend and strengthen their literacy skills. As a cre-ative representation of life and experience, literature raises important questions about thehuman condition, now and in the past. As students increase their knowledge of accomplishedwriters and literary works and vicariously experience times, events, cultures, and values differ-ent from their own, they deepen their understanding of the many dimensions of humanthought and human experience.

All students, regardless of their postsecondary plans, need to read a balance of exemplary liter-ary and informational works that nourish the imagination, promote intellectual growth, con-tribute to a sense of literary appreciation, and provide a broad range of language models fortheir own writing. Literary works should be drawn from many genres, historical periods, andcultures to reflect the diversity of Canada and the world. Such works include:

– poetry (poets such as Dionne Brand, Elizabeth Barrett Browning, Leonard Cohen, EmilyDickinson, John Donne,T.S. Eliot, Robert Frost, Langston Hughes, John Keats, JohnMilton, Derek Walcott,William Wordsworth);

– novels (novelists such as Chinua Achebe, Margaret Atwood, Jane Austen, Charlotte Brontë,Joseph Conrad, Robertson Davies, Fyodor Dostoyevsky,Timothy Findley,Thomas Hardy,Ernest Hemingway,Aldous Huxley, Rohinton Mistry,Toni Morrison, Michael Ondaatje,Carol Shields, John Steinbeck, Stendhal, Elie Wiesel);

– plays (playwrights such as Carol Bolt,Anton Chekhov, David French,Tomson Highway,Henrik Ibsen,Arthur Miller,William Shakespeare, George Bernard Shaw,Tom Stoppard,Michel Tremblay,Tennessee Williams);

– short stories (writers such as Alice Munro and Edgar Allan Poe).

Genres such as biographies, journals, letters, and essays are also worth including. (The preced-ing lists of authors are provided to indicate the level of challenge that programs in literaturestudies should entail, and are not intended to suggest prescribed reading.) Literary worksenrich students’ understanding of themes and issues and enhance their appreciation of thepower and beauty of language. To help students become confident, proficient, flexible readers,a balanced literature program also includes a range of informational texts, such as academictextbooks, technical manuals, newspapers and magazines, reference materials, memos, bulletin-board notices, CD-ROMs, databases, and websites.


When choosing literature, teachers must consider the genres designated for intensive study inthe curriculum expectations, as well as an appropriate balance among contemporary, historical,Canadian, and world literature.

Writing. Students use writing to record information and ideas, to express themselves, to com-municate with others for various purposes, and to reflect and learn. In personal, academic, andworkplace situations, students need to be able to write clearly and coherently, with precisionand an engaging style. A central goal of the Writing strand is to promote students’ growth asconfident writers and researchers who can communicate competently, using a range of formsand styles to suit specific purposes and audiences and correctly applying the conventions oflanguage – grammar, usage, spelling, and punctuation. These conventions are best learned inthe context of meaningful and creative writing activities that allow students to develop theability to think and write clearly and effectively. When planning writing activities, teachersmust include the forms designated for intensive study in the curriculum expectations, as wellas an appropriate balance of other forms of writing.

Writing, from initial musings to final publication, is a complex process that involves a range ofcomplementary thinking and composing skills, as well as other language processes, includingreading, speaking, and listening. As writers compose, they consider their audience; make deci-sions about form, style, and organization; and apply their knowledge of language use, includingthe conventions of grammar, spelling, and punctuation. To develop competence in these areas,students need a supportive classroom environment, with opportunities to extend and refinetheir skills in using the writing process and doing research. They also need opportunities toapply these skills and to write daily, in many forms and genres, for a variety of purposes andaudiences, and within different time constraints. The forms and genres explored shouldinclude essays, reports, short stories, poetry, scripts, journals, letters, biographies, children’s sto-ries, articles, reviews, précis, instructions, notes, procedures, résumés, and advertisements.Because postsecondary institutions and employers require clear, well-organized writing, ondemand and within strict timelines, students also need to learn and practise strategies for writ-ing effectively and correctly in the context of examinations and in-class writing assignments.

To help them in their writing and research, students need access to a range of print and elec-tronic resources, including general and specialized dictionaries, thesauri, manuals of style,word-processing and graphics software, desktop publishing programs, e-mail, and the Internet.Students should be encouraged to write frequently for pleasure and personal purposes.

Language. The Language strand sets out expectations for vocabulary development, knowledgeof the history of the English language, knowledge of the conventions of standard CanadianEnglish, and oral communication skills.

Knowledge of vocabulary helps students improve their reading, writing, and speaking skills.The study of the development of the English language – the influence on English of otherlanguages, historical events, and trends – and of the nature of dialects and world Englisheshelps students appreciate the evolving nature of language. Knowledge of the rules of standardgrammar and the conventions of spelling and punctuation helps students to understand, write,and speak standard Canadian English confidently and correctly in all subject disciplines. Thus,the study of the conventions of standard Canadian English is a component of all compulsoryEnglish courses.


Oral language is a fundamental means for communicating with others and the cornerstone oflearning in all subjects. Students listen and speak in order to understand concepts, solve prob-lems, provide information, and express thoughts. When they converse about information andideas, they become aware of forms, styles, imagery, language structures, and conventions usedby other speakers and writers. As they work towards achieving the expectations for this strand,students will improve their ability to explore and communicate ideas in both classroom andformal speaking situations. Students should be encouraged to appreciate and take pleasure inthe power and beauty of language.

Media Studies. Because of the pervasive influence of print and electronic media, it is importantfor students to learn how to understand and interpret media works. In the English program,students should have frequent opportunities to analyse various aspects of media communica-tions, including key elements of the works themselves, the audience, and media industry codesand practices. Students should also learn about the media through the process of designing orcreating their own media works, using a range of technologies to do so. By working in thevarious media to communicate their own ideas, students will develop critical thinking skillsand understand at first hand how media works are designed to influence audiences and reflectthe perspectives of their creators. Students will also develop production skills that may openup career opportunities in the entertainment and communication industries. Students shouldbe encouraged to appreciate the media as sources of personal information and pleasure.

Optional CoursesThe optional courses in the English program provide students with the same language knowl-edge and skills in reading, writing, and oral and visual communication as do the compulsorycourses, but the focus of each of these courses is more thematic or specialized than in thecompulsory courses. The expectations are therefore clustered in strands that reflect eachcourse’s emphasis. A list of these strands by course is provided below.

Grade 11• Canadian Literature, University/College Preparation

– Reading and Interpreting Canadian Literary Texts– Responding to Canadian Literary Texts

• Literacy Skills: Reading and Writing, Open– Reading Skills– Writing Skills

• Media Studies, Open– Media Texts– Media Audiences– Media Production

• Presentation and Speaking Skills, Open– Preparing Presentations– Making Presentations– Responding to Presentations


Grade 12• Studies in Literature, University Preparation

– Reading and Interpreting Literary Texts– Responding to Literary Texts

• The Writer’s Craft, University Preparation– Investigating the Writer’s Craft– Practising the Writer’s Craft

• Studies in Literature, College Preparation– Reading and Interpreting Literary Texts– Responding to Literary Texts

• The Writer’s Craft, College Preparation – Investigating the Writer’s Craft– Practising the Writer’s Craft

• Communication in the World of Business and Technology, Open– Investigating Business and Technical Communications– Creating Business and Technical Communications

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Compulsory Courses

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English, Grade 11, University Preparation (ENG3U)

This course emphasizes the development of literacy, critical thinking, and communicationskills. Students will analyse challenging texts from various periods; conduct research andanalyse the information gathered; write persuasive and literary essays; and analyse the relation-ship among media forms, audiences, and media industry practices. An important focus will beon understanding the development of the English language.

Prerequisite: English, Grade 10, Academic


Literature Studies and Reading

Overall Expectations

By the end of this course, students will:

• read and demonstrate an understanding of texts from various periods, with an emphasis onanalysing and assessing information, ideas, themes, issues, and language;

• demonstrate an understanding of the elements of fiction, drama, poetry, and non-fiction,with an emphasis on novels and poems;

• describe the elements of style in texts from various periods, and analyse their effects.

Specific Expectations

Understanding the Meaning of Texts


– analyse and interpret information, ideas,themes, and arguments in print and elec-tronic texts (e.g., write a paper analysing atheme in a novel; explain explicit andimplicit claims made in a persuasive essay);

– select and use specific and relevant evi-dence from a close reading of texts to sup-port interpretations, analyses, and argu-ments (e.g., analyse and describe theorganization of an argument in a literaryessay; identify the target and explain thecriticism in a work of satire);

– select and use a range of effective readingstrategies (e.g., make, adjust, and defendpredictions while reading a novel; adjustreading pace as the complexity of a textchanges; reread a text closely to relaterepeated images to a theme);

– compare their own ideas, values, and per-spectives with those expressed or impliedin a text (e.g., analyse the thinking andresponse of a fictional character in a crisisand compare them with their own proba-ble reactions; debate two different inter-pretations of a literary work using specificreferences to the text to support theirarguments);

– explain the influence of social and histori-cal values and perspectives on texts andthe interpretation of texts (e.g., relate thesocial values in a period such as theIndustrial Revolution, the Second WorldWar, or the 1960s to a literary work fromthat period; compare a historical and acontemporary critique of a literary work).

Understanding the Forms of Texts


– analyse and explain how key elements ofthe novel and poetic forms influence theirmeaning (intensive study) (e.g., assess theeffect of an author’s choice of narrator in anovel; analyse the relationship betweencharacter revelation and theme or messagein a dramatic monologue);

– analyse how elements of literary formsother than novels and poetry are used toenhance meaning (extensive study) (e.g.,compare a parody with the original textto understand the author’s purpose;explain how the conflict and characteriza-tion in a short story enhance its socialcommentary);

– analyse how elements of non-fictionforms influence their meaning (e.g.,explain how the pattern chosen to orga-nize an argument is related to the contentand purpose of the work).

15E N G L I S H , G R A D E 1 1 , U N I V E R S I T Y P R E P A R A T I O N ( E N G 3 U )

Understanding the Elements of Style


– analyse how language and syntax are usedin texts to create a voice appropriate tothe purpose and audience (e.g., compareessays by two authors on a similar themeor topic and determine how each authorcreates a personal voice; describe howdiction is used to establish voice in theopening chapter of a novel);

– describe how authors use rhetorical andliterary devices, such as pun, caricature,cliché, hyperbole, antithesis, paradox, wit,sarcasm, and invective, to enhance themeaning of texts (e.g., explain how para-dox is used to deepen meaning in poetry;assess the effectiveness of rhetoricaldevices used to emphasize the social criti-cism in a satirical essay);

– analyse the effect on the reader of authors’choices of language, syntax, and literaryand rhetorical devices by examining theirown and others’ interpretations of thestyle of texts;

– explain how authors and editors usedesign elements to organize content andhelp communicate ideas (e.g., discuss howthe captions for illustrations could bewritten to achieve either a comic or aserious effect; explain the choice of photographs used in a biography).




• use a variety of print and electronic primary and secondary sources to gather and assessinformation and develop ideas for writing;

• select and use appropriate writing forms for intended purposes and audiences with a focuson essays and on narratives or poems;

• use a variety of organizational structures and patterns to produce coherent and effectivewritten work;

• revise their written work, independently and collaboratively, with a focus on accuracy ofinformation, clear expression, and consistent use of voice;

• edit and proofread to produce final drafts, using correctly the grammar, usage, spelling, andpunctuation conventions of standard Canadian English, as prescribed for this course, withthe support of print and electronic resources when appropriate.


Generating Ideas and Gathering Information


– investigate potential topics by posing ques-tions, identifying information needs andpurposes for writing, and developingresearch plans to gather information andideas from primary and secondary sources(e.g., consult a CD-ROM or on-line data-base to find information for an essay on atheme in a work studied; search libraryon-line catalogues to determine the avail-ability of an author’s works);

– organize and analyse information, ideas,and sources to suit specific forms and pur-poses for writing (e.g., group informationand ideas to focus on key concepts for anessay; create a pattern of imagery for writ-ing a sonnet);

– formulate and refine a thesis, using infor-mation and ideas from prior knowledgeand research (e.g., develop a thesis for ananalysis of a satirical novel; integrate infor-mation and ideas acquired from a varietyof sources for a personal essay on a topicor issue);

– evaluate information and ideas to deter-mine whether they are reliable, current,sufficient, and relevant to the purpose andaudience.

Choosing the Form to Suit the Purpose

and Audience


– demonstrate an understanding of the usesand conventions of various forms by writ-ing persuasive and literary essays, reviews,short narratives or poems, and summaries(e.g., write a personal essay on a currentissue; write an academic essay analysingthe themes or imagery of literature stud-ied; write a film review for the schoolnewspaper);

– select and use an appropriate form to pro-duce written work for an intended audi-ence and purpose (e.g., write a poemabout being Canadian for a reader inanother country; write a report for anacademic audience on the historical con-text of a literary work studied);

– analyse the characteristics of literary andinformational texts as models of writingfor specific purposes and audiences;

Writing


– select and use a level of language and avoice appropriate to the specific purposeand intended audience for a piece of writ-ing (e.g., use colloquialisms to establish anauthentic voice for a character in a shortnarrative; use an appropriate voice in anacademic essay on a work of literature).

Organizing Ideas and Information

in Written Work


– apply knowledge of essay structure toorganize short essays or critiques, using:

an introduction that engages thereader’s interest, introduces the thesis orcontrolling idea, and previews the orga-nization or content of the essay;a body that develops ideas logically andcoherently and incorporates well-chosen, relevant evidence to supporteach idea;a conclusion that follows logically fromthe thesis and ideas developed in thebody, summarizes the key points andorganization in the body, and makes athoughtful generalization related to thecontrolling idea;

– select and use appropriate organizationaldevices and patterns to structure short sto-ries, poems, and multimedia presentations(e.g., use flashbacks to present backgroundinformation in a short story; use extendedmetaphor in a poem; use a storyboard toestablish sequence in a scene from a liter-ary work);

– use organizational patterns such as classifi-cation, definition, cause and effect, andchronological order to present informa-tion and ideas in essays, reviews, and summaries.

Revising Drafts


– revise drafts to strengthen content andimprove organization by refining the con-trolling idea; making connections amongideas; integrating details; and reorderinginformation, ideas, and images (e.g., com-bine several ideas from an early draft toform a controlling idea for an essay;change the order of images in a poem toenhance the emotional impact);

– revise drafts to improve clarity of expres-sion (e.g., find specialized or academicvocabulary in reference resource materialsto replace vague or inaccurately usedwords; review the use of active and passiveverb voice in formal writing);

– revise drafts to refine voice in writtenwork (e.g., highlight pronouns to checkfor consistent use of person in an acade-mic essay; read a passage aloud to listenfor a distinctive voice; change the directspeech of characters in a short story toreflect their different personalities; exam-ine writing for use of inclusive and anti-discriminatory language);

– revise drafts to incorporate researchedinformation, ideas, and quotations accu-rately, ethically, and consistently (e.g.,incorporate researched information byusing parenthetical referencing accordingto acceptable research methodology; useappropriate words and phrases to intro-duce borrowed information and ideas;create charts, graphs, or diagrams to incor-porate information from research).

Editing, Proofreading, and Publishing


– cite researched information, ideas, andquotations according to acceptableresearch methodology (e.g., cite sourcesusing a recognized style such as that of theModern Language Association [MLA] or


the traditional footnote/endnote systemknown as the Chicago style; use paren-thetical referencing; create bibliographies);

– produce, format, and publish writtenwork, using appropriate technology toshare writing with intended audiences(e.g., adapt an electronic template for thetitle page of an academic essay; use effec-tive computer graphics, fonts, and type-faces to format a short story for a literarymagazine);

– compare their current writing skills withthose required in a variety of universityprograms and occupations and makeaction plans to address identified needs(e.g., review samples of their own writingto identify strengths and weaknesses);

– edit and proofread their own and others’writing, identifying and correcting errorsaccording to the requirements for gram-mar, usage, spelling, and punctuation listedbelow:

Grammar and Usageuse parts of speech correctly and in aconsistent manner in writing (e.g., usethe possessive case to modify a gerund);communicate complex ideas using avariety of sentence structures (e.g., usecoordination and subordination foremphasis and to improve clarity; useparallelism and balance as an aid to clarity);use pronouns correctly, with particularemphasis on personal, relative, andreflexive pronouns;use verb tenses appropriately and cor-rectly (e.g., use the present perfect tensewhen expressing general truths, whenwriting about literature, and when summarizing an author’s views; use thepast perfect tense to express an actionalready completed at some specific timein the past);

use active and passive verb voice effec-tively to suit purpose and audience(e.g., use the active voice for clarity of expression; recognize the function ofthe passive voice as used in history andthe sciences);use parallel structures correctly and forrhetorical effect (e.g., express equal ideasin the same grammatical form, balancingsingle words with single words, phraseswith phrases, clauses with clauses; useparallel structure in the paragraphs of anessay for clarity and emphasis);show understanding that grammar maybe used unconventionally for a particu-lar effect in advertising, poetry, and forcharacterization in fiction and drama;

Spellingdemonstrate an understanding of a widerange of spelling patterns, rules, andstrategies by recognizing and correctingtheir own and others’ spelling errors(e.g., understand the conventions ofCanadian, British, and Americanspelling; recognize difficulty in spellingwords ending in cede, ceed, and sede);spell correctly specific historical, acade-mic, and literary terms used in coursematerials;use a variety of print and electronicresources to flag possible errors andimprove spelling (e.g., understand thelimitations of electronic spell checkers;use dictionaries when in doubt aboutspelling);

Punctuationuse punctuation correctly and thought-fully to clarify meaning, to show thegrammatical relationships betweenwords, and to add emphasis;use commas correctly with restrictiveand non-restrictive words, phrases, andclauses;introduce and punctuate long quota-tions correctly in the body of an essay.


Language



• apply knowledge of the development of the English language, vocabulary and languagestructures, and the conventions of standard Canadian English to read, write, and speak effectively;

• use listening techniques and oral communication skills to participate in classroom discussionsand more formal activities, with a focus on using academic language appropriately in paneldiscussions, speeches, and group presentations.


Developing Vocabulary and Knowledge of

Language Structures and Conventions


– apply a variety of strategies to extendvocabulary while reading, with an empha-sis on understanding the denotation, con-notation, and pronunciation of words (e.g.,discuss diction in a poem or novel toexplore personal and historical connota-tions; use knowledge of phonetics to pro-nounce words they are not used to seeingin print);

– identify and describe the major influencesin the development of the English lan-guage (e.g.,Angles, Saxons, and Jutes;Vikings; Romans; the Norman Conquestof England; the invention of the printingpress; colonialism; mass literacy; computertechnology; the influence of other lan-guages; the global use of English);

– apply knowledge of prefixes, suffixes, androots to expand vocabulary (e.g., use anetymological dictionary to identify theoriginal and expanded meanings ofwords);

– identify specialized and technical languageappropriate to academic discussion and useit with precision in oral and written work;

– recognize, describe, and use correctly, inoral and written language, the languagestructures of standard Canadian Englishand its conventions of grammar, usage,spelling, and punctuation, as prescribed forthis course (e.g., consult recognized styleguides for information about languageconventions).

Developing Listening and Speaking Skills


– communicate orally in large and smallgroups for a variety of purposes, with afocus on listening for main ideas and sig-nificant supporting details; clarifying andextending the ideas of others; usingappropriate academic and theoretical lan-guage; and evaluating implicit and explicitideas using criteria such as relevance,accuracy, and bias;

– communicate orally in group discussions,applying such skills as the following:fulfilling roles as required; preparing fordiscussion; contributing additional andrelevant information; asking questions toextend understanding; making notes totrack the discussion; completing assignedtasks for the group; working towards con-sensus; and accepting group decisionswhen appropriate;


– use critical listening skills to analyse thecontent of oral presentations (e.g., assessthe validity and persuasiveness of explicitand implicit arguments and the truth ofconclusions; make inferences and detectassumptions, omissions, and biases; write asynopsis or review using criteria such ascoherence, relevance, and logic);

– analyse elements of oral presentations andassess how effectively they are used (e.g.,transition words and phrases, level of lan-guage, body language, handouts, visualaids, and opportunities to clarify informa-tion or answer questions);

– plan and prepare presentations byresearching information and ideas; orga-nizing material; selecting language appro-priate to the topic, purpose, and audience;and rehearsing and revising;

– use techniques of oral presentation tocommunicate effectively, with a focus oncoherent organization; correct grammarand sentence structure; the use of rhetori-cal devices such as anecdote, rhetoricalquestions, short emphatic sentences, andrepetition; and the use of voice projection,gestures, body language, timing, visualaids, and technology;

– compare their current oral communica-tion knowledge and skills with thoserequired in a variety of occupations anduniversity programs and make an actionplan to address identified needs.


Media Studies



• demonstrate an understanding of a variety of media texts, audiences, and industry practicesby analysing representations, forms, and techniques in media works;

• demonstrate an understanding of the relationships among form, purpose, audience, and pro-duction techniques by designing or creating media works, independently and collaboratively,based on ideas, themes, and issues examined in this course.


Analysing Media and Media Works


– demonstrate critical thinking skills byidentifying bias and by analysing explicitand implicit messages in media works (e.g., explain the effect of images used in afilm; identify the perspective of a newspa-per or magazine);

– explain how the form, technique, style, andlanguage of a variety of media forms createmeaning (e.g., compare the coverage of acurrent event by newspapers, radio, televi-sion, and Internet websites);

– analyse the relationship between mediaworks and their audiences (e.g., prepare fora panel discussion on how advertisingcampaigns target different audiences; iden-tify the demographic profile of the targetaudience for a television show or radio sta-tion and assess how the content and adver-tising match the audience);

– explain the relationship among mediaworks, media industry practices includingmarketing and distribution methods, andmedia industry codes and government reg-ulations (e.g., explain the use of media tolaunch a new product line).

Creating Media Works


– design or create media works based onideas, themes, and issues examined in thiscourse (e.g., create media works based ona theme from literature, using availableresources; write dialogue for a commercialto promote sales of a novel; create a pro-motional campaign to sell the same ideaor service to two or more different audiences);

– use knowledge of the relationships amongform, purpose, audience, and productionoptions to explain choices made in thedesign or production of media works (e.g., present media works to peers andexplain solutions to problems encounteredduring the production process).

22

English, Grade 11, College Preparation (ENG3C)

This course emphasizes the development of literacy, critical thinking, and communicationskills. Students will study the content, form, and style of informational texts and literaryworks from Canada and other countries; write reports, correspondence, and persuasive essays;and analyse media forms, audiences, and media industry practices. An important focus will beon establishing appropriate voice and using business and technical language with precisionand clarity.

Prerequisite: English, Grade 10, Applied

23E N G L I S H , G R A D E 1 1 , C O L L E G E P R E P A R A T I O N ( E N G 3 C )




• read and demonstrate an understanding of a variety of informational and literary texts fromCanada and other countries, with an emphasis on analysing information, ideas, and issues;

• demonstrate an understanding of the elements of a variety of informational and literaryforms, with an emphasis on opinion pieces and the novel;

• identify elements of style in a variety of texts, with a focus on how the elements contributeto clear and effective communication.




– interpret and assess explicit and implicitideas, issues, and information in informa-tional and literary texts (e.g., summarizeand assess the ideas in a magazine article;explain the major themes underlying theplot and characterization in a novel);

– select specific and relevant evidence fromtexts and use it to support interpretationsand arguments (e.g., refer to specificactions and choices to explain a character’smotives in a novel or play; use relevantfacts from research in an oral reportexploring both sides of a social issue);

– select and use a range of effective readingstrategies (e.g., recall knowledge about atopic or theme from personal and otherreading experiences to prepare for reading;adjust reading pace as the complexity of atext changes; reread challenging passagesclosely);

– compare their own ideas, values, and per-spectives with those expressed or impliedin a text (e.g., analyse the response of a fic-tional character in a crisis and compare itwith their own probable reaction);

– explain the influence of the personal andsocial values and perspectives of authorsand readers on texts and interpretations oftexts (e.g., explain how the word choice inan article or report demonstrates the

author’s attitude towards the topic;describe their own and others’ interpreta-tions of a national or local news event orissue and suggest reasons for the similaritiesand differences; compare different repre-sentations of the same issue or historicalevent in two films or novels about hero-ism, war, or the immigrant experience).



– explain how elements of opinion piecesand novels influence their meaning (inten-sive study) (e.g., explain how the languageof a letter to the editor reveals the attitudeof the author; explain how the narratorselected for a novel influences the reader’sunderstanding of plot and character);

– explain how elements of a variety of liter-ary forms other than novels and opinionpieces are used to enhance meaning (exten-sive study) (e.g., explain how characters’responses to crises contribute to the themein different stories; show how the behav-iour of a character in the early scenes of adrama foreshadows the ending of the play);

– explain how elements of informationaltexts contribute to meaning (e.g., describehow headings, subheadings, and illustrationsare used to convey information in a reportor manual; describe and assess how theorganization of a report or short essaycontributes to its effectiveness).




– describe the language of a variety ofinformational and literary texts andexplain how the language is used to com-municate information and express opin-ions and emotions (e.g., compare severalbusiness and technical reports to identifycharacteristics of a plain-language style;analyse editorials and explain the effects oftheir use of persuasive words; assess theauthenticity of the characters’ dialogue ina novel);

– explain how rhetorical and literary devicesenhance meaning in informational and lit-erary texts (e.g., assess the use of rhetoricalquestions as a means of introducing thetopic or thesis of a report or essay; explainhow hyperbole and understatement areused for ironic effect in a narrative);

– explain the effect on the reader ofauthors’ choices of language, syntax, andrhetorical and literary devices by examin-ing their own and others’ interpretationsof the style of texts;

– explain how authors and editors usedesign elements to organize content andcommunicate ideas (e.g., explain theimportance of marginal notes, diagrams,and captions in a textbook or report;assess the value of supplementary informa-tion in boxes in newspaper and magazinearticles; explain the role of introductoryand concluding summaries in sections of atechnical manual).


Writing



• use a variety of print and electronic primary and secondary sources to gather and analyseinformation and develop ideas for writing;

• select and use appropriate writing forms for various purposes and audiences with a focus onreports, correspondence, and persuasive essays;


• revise their written work, independently and collaboratively, with a focus on accuracy ofinformation, clear expression, and consistent use of voice;

• edit and proofread to produce final drafts, using correctly the grammar, usage, spelling, andpunctuation conventions of standard Canadian English, as specified for this course, with thesupport of print and electronic resources when appropriate.




– investigate potential topics by formulatingquestions, identifying information needsand purposes for writing, and developingresearch plans to acquire information andideas (e.g., consult a CD-ROM to findinformation for a report about the authorof a novel; identify the accessibility of rele-vant sources for a class presentation on asocial issue);

– classify and organize information and ideasto suit specific forms and purposes forwriting (e.g., sort information from differ-ent sources for a report on effective busi-ness practices; organize information tosupport the arguments for an opinionpiece; use a graphic organizer to makeconnections between ideas or to showtime order in a narrative);

– use information and ideas from priorknowledge and research to develop con-tent for writing (e.g., interview anemployee for an essay about teamworkand cooperation in business; apply knowl-edge of characterization techniques towrite a short essay about the major char-acter in a Canadian novel);

– analyse and assess the information andideas gathered from a variety of print andelectronic sources to determine whetherthey are accurate, current, sufficient, rele-vant, and suitable to the form and purposefor writing.


and Audience


– select and use appropriate informationalor literary forms to produce written workfor specific audiences and purposes, withan emphasis on reports, correspondence,and persuasive essays (e.g., summarize amagazine article on a topic of personalinterest for a report to the class; write a


letter requesting information about a col-lege program; write a short essay present-ing a solution to a community problem);

– select and use a level of language and avoice appropriate to the specific purposeand intended audience for business, tech-nical, and personal communications (e.g.,use an appropriate voice to convey infor-mation about a policy in a memo).


in Written Work


– select and use appropriate organizationalpatterns to structure written work (e.g.,use a question-and-answer structure toformat an information pamphlet about aproduct or service; use chronologicalorder and flashbacks to organize informa-tion about a character in a script; use clas-sification to organize a class anthology ofstudent writing);

– apply knowledge of report structure toorganize written reports, using:

an introduction that identifies the topicand explains its significance or poses aninquiry question;a body that presents information anddata in connected and coherent para-graphs supported by graphics, illustra-tions, and charts;a conclusion that presents insights orrecommendations;

– apply knowledge of essay structure toorganize short essays, using:

an introduction that engages thereader’s interest, introduces the thesis orcontrolling idea, and previews the orga-nization or content of the essay;a body that develops ideas logically andcoherently and incorporates well-chosen, relevant evidence to supporteach idea;

a conclusion that follows logically fromthe thesis and ideas developed in thebody, summarizes the key points andorganization in the body, and makes athoughtful generalization related to thecontrolling idea;

– use organizational patterns such as causeand effect, classification, and definition topresent information and ideas in reportsand short essays.

Revising Drafts


– revise drafts to strengthen content andimprove organization by adding details,deleting irrelevant information, andreordering ideas (e.g., revise a report to lista series of recommendations in order ofpriority; delete irrelevant arguments toenhance the impact of a persuasive essay;add details to reveal more about a charac-ter’s motivations);

– revise drafts to increase precision and clar-ity of expression by incorporating appro-priate business and technical language andtransition words (e.g., use a dictionary andthesaurus to find specialized vocabulary toreplace vague or inaccurately used words);

– revise drafts to ensure consistent use of anappropriate voice and tone (e.g., highlightpronouns to check for consistent use ofperson in a report or memo; use feedbackfrom a peer conference to assess theappropriateness of voice used in a set ofinstructions or tone in a character’s directspeech; examine writing for use of inclu-sive and anti-discriminatory language);

– revise drafts to integrate researched infor-mation, ideas, and quotations in an ethicalmanner (e.g., use parenthetical referenc-ing; use transition words and phrases toprovide a context for quoted material).




– cite researched information, ideas, andquotations in a consistent and ethicalmanner according to acceptable researchmethodology (e.g., cite sources using arecognized style such as that of theModern Language Association [MLA] orthe traditional footnote/endnote systemknown as the Chicago style);

– produce, format, and publish written work,using appropriate technology to sharewriting with intended audiences (e.g.,incorporate effective graphics, fonts, andtypefaces to enhance the impact of areport; adapt an electronic template for aformal letter);

– compare their current writing skills withthose required in a variety of college pro-grams and occupations and make actionplans to address identified needs;


Grammar and Usageuse parts of speech correctly, includingparticiples and gerunds (e.g., use cor-rectly the comparative and superlativedegrees of adjectives and adverbs);communicate clearly and correctlyusing a variety of correct sentences,including compound-complex sen-tences, and incorporating conjunctions,prepositional and gerund phrases, andnoun, adjective, and adverb clauses;make subjects agree with their predi-cates and pronouns with theirantecedents, even when widely sepa-rated in a sentence or paragraph;use active and passive verb voice to suitpurpose and audience (e.g., use theactive voice for clarity of expression;

recognize the function of the passivevoice as used in history and the sciences);use correct parallel structure (e.g., usethe same grammatical form to balanceparallel ideas in a series; use parallelgrammatical structure with correlativeconjunctions such as either ... or, not only... but also);identify deliberate uses of ungrammati-cal structures in advertisements, poetry,and oral language;

Spellingdemonstrate an understanding of a vari-ety of spelling patterns, rules, and strate-gies by analysing and correcting spellingerrors (e.g., apply knowledge of rulesand patterns when adding a suffix towords ending in y or silent e; under-stand the patterns for doubling finalconsonants before a suffix);use homophones and commonly con-fused words correctly (e.g., learnspelling and use of compliment/complement,site/sight/cite, eminent/imminent, emigrate/immigrate, climactic/climatic );spell correctly specific business, techni-cal, and literary terms used in coursematerials;use a variety of print and electronicresources to flag possible problems andimprove spelling (e.g., recognize thelimitations of electronic spell checkers;use dictionaries when in doubt aboutspelling);

Punctuationuse punctuation, including the period,question mark, exclamation mark,comma, semicolon, colon, apostrophe,quotation marks, parentheses, brackets,and ellipses, correctly and for rhetoricaleffect (e.g., use parentheses to enclosesupplementary material, personal digres-sions, or afterthoughts; use brackets toenclose words or phrases inserted into aquotation).


Language



• apply knowledge of vocabulary and language conventions to read, write, and speak effec-tively, with a focus on identifying, developing, and sustaining an appropriate voice;

• use listening techniques and oral communication skills to participate in classroom discussionsand more formal activities, with a focus on using business and technical language appropri-ately in oral reports and other presentations.





– apply a variety of strategies to extendvocabulary through reading, with anemphasis on understanding concrete andabstract vocabulary and the denotation andconnotation of words (e.g., use a thesaurusto find a more precise word to suit thecontext of a passage; assess the impact ofconcrete and abstract words in an editorial);

– apply knowledge of prefixes, suffixes, androots to expand vocabulary (e.g., use anetymological dictionary to identify theoriginal and expanded meanings ofwords);

– identify specialized language appropriate tobusiness and technical contexts and use itwith precision in oral and written work;

– select and use vocabulary and figurativelanguage to express themselves clearly in avariety of spoken and written communica-tions, with a focus on developing a consis-tent voice;




– communicate orally in large and smallgroups for a variety of purposes, with afocus on listening for main ideas and rele-vant supporting details; clarifying andextending the ideas of others; and under-standing business and technical informa-tion and language and using it correctly;

– communicate orally in group discussions,applying such skills as the following:describing and fulfilling roles as required;preparing for discussion; contributingadditional and relevant information; ask-ing questions for clarification; completingassigned tasks for the group; summarizingthe main ideas of the discussion; workingtowards consensus; and accepting groupdecisions when appropriate;

– use critical listening skills to analyse thecontent of oral presentations (e.g., writeaccurate summaries of main ideas and sup-porting details; assess the relevance of evi-dence, the validity of arguments, and thetruth of conclusions);

– plan and prepare clear oral reports andpresentations by researching informationand ideas, organizing material, rehearsing,and revising;


– use techniques of oral presentation tocommunicate effectively, with a focus onclear organization, relevant examples,appropriate vocabulary and style, repeti-tion for emphasis, and the use of voiceprojection, pace, gestures, timing, bodylanguage, visual aids, and technology;

– compare their current oral communica-tion knowledge and skills with thoserequired in a variety of occupations andcollege programs and make an action planto address identified needs.


Media Studies



• use knowledge of the characteristics of media forms, representations, audiences, and industrypractices to analyse a variety of media works;

• demonstrate an understanding of the interactions among form, purpose, audience, and pro-duction options by designing or creating media works, independently and collaboratively,based on ideas, themes, and issues examined in this course.




– demonstrate critical thinking skills byidentifying bias and explaining the differ-ence between explicit and implicit mes-sages in media works (e.g., explain theintended appeal of images selected for spe-cific advertisements; write a short essay onthe theme of a feature film);

– explain how the form, style, and languageof a variety of media forms communicatemessages with specific social implications(e.g., explain how the characteristics of anational newspaper, a local newspaper, alocal television newscast, and the Internetare reflected in the coverage of a majornews story; compare the effectiveness ofthe language and style in a range of televi-sion news-magazine programs);

– explain the relationship between mediaworks and their audiences (e.g., explainhow specific features of a popular televi-sion series appeal to different family mem-bers; analyse the content and advertise-ments of a television show or issue of amagazine and draw conclusions about thedemographics of the audience);

– explain the relationship between mediaworks and media industry practices,including marketing and distributionmethods (e.g., investigate the implicationsof product placement in films and televi-sion shows; research a promotional cam-paign to determine why it was successfulor unsuccessful).



– design or create media works based onideas, themes, and issues examined in thiscourse (e.g., create a radio documentaryor a photo essay on a day in the life of anathlete, using available resources);

– use knowledge of the interactions amongform, purpose, audience, and productionoptions to explain choices made in thedesign and production of media works(e.g., maintain a log to record decisions atvarious stages in the design and productionprocess; present media works to peers andexplain solutions to production problems).

31

English, Grade 11,Workplace Preparation (ENG3E)

This course emphasizes the development of literacy, critical thinking, and communicationskills. Students will study the content, form, and style of informational texts and literaryworks; write explanations, letters, and reports; and investigate the connections among mediaforms, audiences, and media industry practices. An important focus will be on using languageclearly, accurately, and effectively in a variety of contexts.

Prerequisite: English, Grade 10, Applied





• read and demonstrate an understanding of a variety of informational and literary texts fromCanada and other countries, with an emphasis on identifying and explaining information,ideas, and issues;

• demonstrate an understanding of the elements of a variety of forms of fiction, non-fiction,drama, poetry, and informational material;

• identify elements of style in a variety of informational and literary texts, focusing on howthe elements contribute to clear and accurate communication.




– use knowledge of the elements and orga-nizational patterns of informational textsto understand information from print andelectronic sources, including charts andgraphs (e.g., follow a developing story in anewspaper for personal interest; relateinformation contained in charts and graphsto the body of the text; read trade publica-tions to report to the class about the liter-acy and social skills required in variousoccupations);

– use knowledge of the elements of fiction,non-fiction, drama, and poetry to under-stand and explore relevant social themesand issues in literary texts (e.g., examineroles of similar characters in a selection ofCanadian literature; assess the impact oftechnology as presented in science-fictionshort stories; read a novel for enjoymentand report on their reactions);

– identify and explain ideas, issues, and infor-mation in texts (e.g., identify key charac-ters and events in a novel and explain howthey are used to develop the theme; iden-tify characteristics needed for success fromreading a newspaper or magazine profile ofa successful person; read about employ-ment trends and describe the implicationsfor career planning);

– describe a variety of reading strategies anduse them to understand specific texts, withan emphasis on previewing table of con-tents, headings, illustrations, photographs,captions, and charts; forming questionsabout difficult sections of text; and usinggraphic organizers to record information;

– compare their own ideas, values, and per-spectives with those expressed or impliedin a text (e.g., role-play their ownresponse to a crisis depicted in fiction andcompare it with the actions of a characterin the work);

– describe the influence of the personal andsocial values and perspectives of authorsand readers on texts and interpretations oftexts (e.g., explain how the word choice inan article or report reflects the author’sattitude towards the topic; account for dif-ferent interpretations by different readersof stories about such issues as humanrights, sexism, genocide, or conservation).



– describe how elements of specific formsinfluence meaning in informational texts(e.g., describe how images, copy, chartsand graphs, and page layout contribute tothe theme in a magazine article; explainthe different functions of paragraphs in areport and a short article);

33E N G L I S H , G R A D E 1 1 , W O R K P L A C E P R E P A R A T I O N ( E N G 3 E )

– describe how elements of specific formsinfluence meaning in literary texts (e.g.,discuss how the use of chronological orderor flashbacks in fiction contributes to thestory; describe the effects of an author’sdescription of a character in a novel).



– describe the different types of languageused to convey information and expressopinions and emotions in a variety oftexts (e.g., explain the use of transitionalwords and phrases to clarify the argumentin an opinion piece; examine reports andmanuals to identify characteristics of aplain-language style; discuss the way lan-guage is used to convey a mood in a shortstory);

– describe the rhetorical and literarydevices, such as parallel structure, hyper-bole, imagery, and symbol, used in infor-mational and literary texts, and explainhow the devices clarify and enhance themeaning and impact of the works (e.g.,discuss the importance of parallel structurein a series of instructions; explain howone image effectively captures the themeof a poem);

– describe the effect of authors’ choices oflanguage and stylistic devices on thereader by examining their own and others’ interpretations of the style of texts;

– explain how authors and editors usedesign elements to organize content andcommunicate ideas (e.g., explain the func-tion of columns, boxes, and diagrams innewspapers and magazines; assess the use-fulness of visual elements such as borders,shading, italics, bullets, and numbered listsin reports; assess the readability and attrac-tiveness of brochures from varioussources).


Writing



• use a variety of print and electronic sources to gather information and develop ideas forpersonal, school-related, and workplace-related writing;

• identify the informational and literary forms suited to various purposes and audiences anduse the forms appropriately in their own writing;

• use organizational structures and patterns to produce coherent written work;

• revise their written work, collaboratively and independently, with a focus on accuracy ofinformation and clear expression;





– investigate potential topics by formulatingquestions, identifying information needsand purposes for writing, and developingresearch plans to gather data from printand electronic sources (e.g., search libraryresources to select, broaden, or narrow atopic; consult an on-line catalogue to getproduct information or send an e-mailmessage to request information; create atimeline in order to complete a projecteffectively and meet a deadline);

– classify and organize information to suitspecific forms and purposes for writing(e.g., highlight the most relevant details ina brainstormed list and group them for areport; place events in an appropriatesequence for a report on a process);

– analyse information gathered from a vari-ety of print and electronic sources todetermine whether the information is suf-ficient, relevant, and suitable to the formand purpose for writing;

– use information and ideas from priorknowledge, personal experience, andresearch to develop content for personaland workplace-related writing (e.g., useknowledge about a product or service toplan a letter of complaint; compare infor-mation from different sources about sum-mer jobs to plan a résumé).


and Audience


– select and use an appropriate form to pro-duce written work for a specific audienceand a specific purpose (e.g., create instruc-tions on how to program a VCR for cus-tomers with a limited knowledge of elec-tronics; write a short narrative report for asupervisor outlining the sequence ofevents in a workplace incident; write aletter of complaint about a defective prod-uct, identifying the problem and propos-ing a solution);

– use literary and informational texts asmodels of writing for specific purposesand audiences;


– select the appropriate person and level oflanguage for a specific form, purpose, andaudience (e.g., use the first person to stateand support an opinion; use precise, spe-cialized language to write a set of instruc-tions; use the impersonal third personconsistently to compare information fromtwo texts).


in Written Work


– select and use appropriate organizationalpatterns in written communications (e.g.,organize a prose narrative chronologicallyusing new paragraphs to indicate signifi-cant changes in time, setting, or speaker;use categorization and examples to orga-nize an oral presentation on employmentskills);


an introduction that clearly identifiesthe topic or poses an inquiry question;a body that presents information anddata in point form or connected para-graphs, supported by examples, graph-ics, or charts;a conclusion that presents a summary orrecommendation;

– use organizational patterns such as causeand effect and problem-solution to presentinformation and ideas in short reports(e.g., use a cause-and-effect pattern andlabelled diagrams in a report explaininghow to use a computer application).

Revising Drafts


– revise drafts to strengthen content andimprove organization by adding details,deleting irrelevant information, andreordering to clarify the content orsequence or connect ideas (e.g., add stagedirections in a script to clarify characteri-zation and manner of delivery; revise a setof instructions by presenting key steps incorrect sequence);

– revise drafts to improve freshness, accuracy,and clarity of expression (e.g., use feed-back from a peer conference to rewrite atrite or clichéd ending to a story; use adictionary and thesaurus to substituteappropriate for incorrectly used words;examine writing for use of inclusive andanti-discriminatory language);

– revise drafts to integrate researched infor-mation, ideas, and quotations in an ethicalmanner (e.g., provide a context for quotedmaterials; use transition words and phrasesto link information from differentsources).



– cite researched information, ideas, andquotations in a consistent and ethicalmanner according to acceptable researchmethodology;

– produce, format, and publish writtenwork, using appropriate technology toshare writing with intended audiences(e.g., select the most effective fonts, type-faces, and type sizes to publish announce-ments; format a résumé and letter ofapplication for a summer job; adapt anelectronic template to create a greetingcard or letterhead);


– compare their current writing skills withthose required in a variety of workplacesituations and occupations and identifygoals for improvement;

– edit and proofread their own and others’writing, identifying and correcting errorsaccording to the requirements of gram-mar, usage, spelling, and punctuation listedbelow:

Grammar and Usageuse parts of speech correctly, includingnouns, pronouns, verbs, adverbs, adjec-tives, conjunctions, and prepositions(e.g., use personal pronouns in theproper case in compound subjects andobjects);communicate clearly using a variety ofcorrect sentences incorporating subject,verb, object, subjective completion, andprepositional phrases;communicate clearly and logically usinga variety of correct compound andcomplex sentences that incorporateprincipal and subordinate clauses (e.g.,use coordination to draw equal atten-tion to two or more ideas; place majorideas in principal clauses and minorideas in subordinate clauses or phrases);identify and correct errors in sentencestructure, verb tense consistency, andsubject-verb agreement in narrative andexpository writing;

Spellingdemonstrate an understanding of a vari-ety of spelling patterns, rules, and strate-gies by analysing and correcting spellingerrors (e.g., recognize the basic patternsof Canadian, British, and Americanspelling; apply knowledge of rules andpatterns when adding a suffix to wordsending in y or silent e );use homophones and commonly con-fused words correctly (e.g., learnspelling and use of coarse/course, lead/led,passed/past, stationary/stationery, fewer/less,farther/further);use apostrophes correctly in contrac-tions and possessives (i.e., know whenand when not to use an apostrophe);use a variety of print and electronicresources to flag possible errors andimprove spelling (e.g., recognize thelimitations of electronic spell checkers;use dictionaries when in doubt aboutspelling);

Punctuationuse punctuation correctly, including theperiod, question mark, exclamationmark, comma, dash, and colon, as wellas quotation marks, parentheses, andellipses (e.g., use a dash to indicate adramatic shift in tone or thought; use acolon after the salutation of a businessletter and to indicate that a list or expla-nation will follow).


Language



• use knowledge of vocabulary and language conventions to read, write, and speak compe-tently, with a focus on identifying and selecting appropriate diction and syntax in personal,creative, and workplace-related communications;

• use listening techniques and oral communication skills to participate in classroom discussionsand more formal activities, with a focus on using specialized language appropriately in oralreports, role-playing, and other presentations.





– apply a variety of strategies to extendvocabulary through reading, with anemphasis on recognizing synonyms,antonyms, homophones, and homonyms(e.g., keep a personal list of significant newwords and phrases encountered in texts;refer to a dictionary and a thesaurus foralternative word choices to those in amagazine article; recognize how wordsencountered in a trade or professionalpublication are formed from prefixes,suffixes, and roots);

– explain the impact and consequences ofusing different types of words and expres-sions in a variety of personal and socialcontexts (e.g., write a scene that illustrateshow language affects personal relation-ships; research the persuasive use of lan-guage in advertisements; identify words orphrases likely to intensify a conflict andsuggest alternative language to help resolvethe situation);

– identify and use specialized vocabulary andlanguage appropriate to workplace situa-tions, with a focus on clear and accurateexpression (e.g., read a manual and make alist of specific words used to describeequipment, parts, tools, or procedures);

– recognize, describe, and use correctly, inoral and written language, the languagestructures of standard Canadian Englishand its conventions of grammar, usage,spelling, and punctuation, as prescribed forthis course (e.g., refer to recognized styleguides for information about languageconventions).



– communicate orally in large and smallgroups for a variety of purposes, with afocus on following specific instructions;listening for main ideas and supportingdetails; clarifying and extending the ideasof others; and using specialized languageappropriately;

– communicate orally in group discussions,applying such skills as the following:fulfilling roles as required; preparing fordiscussion; restating and paraphrasinginformation; asking questions to confirmunderstanding; contributing additionalinformation; making notes to recordinformation; summarizing the discussion;completing assigned tasks for the group;working towards consensus; and acceptinggroup decisions when appropriate;

– use critical listening skills to understandthe content of oral communications (e.g.,listen for main ideas and supportingdetails; follow oral instructions accurately;


ask questions to confirm understanding;write accurate summaries and messages);

– use techniques of effective oral communi-cation, with a focus on clear organization,strong beginnings and endings, and theuse of timing, pace, voice projection,gestures, body language, visual aids, andtechnology;

– compare their current oral communica-tion knowledge and skills with thoserequired in a variety of workplace settingsand create a plan to address identifiedneeds.


Media Studies



• use knowledge of media forms, representations, audiences, and industry practices to analyse avariety of media works;

• demonstrate an understanding of the connections among form, purpose, audience, and pro-duction options by designing or creating media works, collaboratively and independently,based on ideas, themes, and issues examined in this course.




– demonstrate critical thinking skills byidentifying explicit and implicit messagesin media works (e.g., analyse the use ofclaims and appeals in a series of advertise-ments; identify the point of view in a doc-umentary);

– describe the key elements of a variety ofmedia forms (e.g., write a report describ-ing the use of images, columns, colour,fonts, and text in several magazines; reportorally on the use of narration and imagesin a documentary; compare the print andfilm versions of a story);

– identify the techniques used in a variety ofmedia works (e.g., discuss the use ofimages and editing in several films; identifythe techniques used to alter images elec-tronically in commercials);

– explain ways in which media works reflect,distort, or influence audience behaviour(e.g., compare the portrayal of teenage lifeon television with teenage life in theschool and community; explain the impacton various segments of society of the por-trayal of violence in the media);

– explain how and why different audiencesinterpret media works differently (e.g., sur-vey peers and adults about their reactionsto specific television programs and explainthe results);

– describe the relationship between mediaworks and media industry practices,including marketing and distributionmethods (e.g., research and report on theuse of product placement in films andtelevision shows; research and report onthe development, promotion, and sale of anew product).



– design or create media works based onideas, themes, and issues examined in thiscourse (e.g., communicate the same storyin two or more media forms, such as aradio news report, a television tabloidreport, and a storyboard, using availableresources; design an instructional video for use in the home or workplace);

– use knowledge of the connections amongform, purpose, audience, and productionoptions to describe choices made in thedesign and production of media works(e.g., identify a production problem anddiscuss the solutions considered; present amedia work and explain the design andproduction process).

40

English, Grade 12, University Preparation (ENG4U)

This course emphasizes consolidation of literacy, critical thinking, and communication skills.Students will analyse a range of challenging texts from various time periods, countries, andcultures; write analytical and argumentative essays and a major paper for an independent liter-ary research project; and apply key concepts to analyse media works. An important focus willbe on understanding academic language and using it coherently and confidently in discussionand argument.

Prerequisite: English, Grade 11, University Preparation





• read and demonstrate an understanding of complex texts from various time periods, coun-tries, and cultures, with an emphasis on analysing and assessing ideas, themes, concepts, andarguments;

• demonstrate an understanding of the elements of fiction, drama, poetry, and non-fiction,with an emphasis on plays and essays;

• analyse the elements of style in a variety of texts and assess their effects.




– analyse and assess ideas, themes, concepts,and arguments in print and electronic texts(e.g., assess how the use of multiple per-spectives in a novel contributes to itstheme; analyse an author’s use of ironybased on a close reading of a poem);

– select and use significant and compellingevidence from texts to support criticalanalyses (e.g., prepare an oral presentationexplaining how the recognition scene in aShakespearean tragedy deepens the play’simpact; write a critical review of an essay,focusing on bias);

– select and use a range of effective readingstrategies (e.g., research the life of anauthor using a literary encyclopedia; readclosely and accurately to identify specificinformation; use an electronic version of aliterary text to track significant words orimages; compare the print and film ver-sions of a dramatic scene);

– compare values, perspectives, and worldviews in texts (e.g., compare the moral andspiritual values of an evolving character atdifferent stages in a literary work; outlinethe similarities and differences in the per-spectives of the protagonists in two literaryworks);

– analyse the influence of social, cultural,and economic values and perspectives onthe themes and interpretations of texts(e.g., examine various texts about a socialor political issue such as human rights oranti-Semitism to analyse and suggest reasons for authors’ different approaches).



– analyse and assess how key elements ofchallenging plays and essays reinforce theworks’ themes and ideas (intensive study)(e.g., analyse how imagery in a tragedycontributes to the theme; assess how theorganization of an essay strengthens thepersuasiveness of the argument);

– analyse and assess how elements of chal-lenging texts in literary forms other thanplays and essays are used to enhancemeaning (extensive study) (e.g., assess theuse of symbols and images to generatemultiple meanings in a historical novel;analyse the ways in which settings add lay-ers of meaning in a short story);


– analyse and assess how elements ofdemanding non-fiction texts influencetheir meaning (e.g., compare the use andeffectiveness of inductive and deductiveorganizational patterns in two newspapereditorials).



– analyse how language and syntax are usedin texts to create particular effects (e.g.,analyse how language is used to createpathos in a play; analyse the language usedto create an ironic tone in an essay);

– analyse how authors use a variety of liter-ary and rhetorical devices to help conveymeaning and strengthen the impact of atext (e.g., contrast the ways in whichauthors use dramatic irony to create sym-pathy for their protagonists; analyse therhetorical techniques, such as juxtaposi-tion and allusion, used to support theargument in a film review);

– assess the effect on the reader of authors’choices of language, syntax, and literaryand rhetorical devices by examining theirown and others’ interpretations of thestyle of texts;

– analyse how authors and editors usedesign elements to enhance meaning andstrengthen the impact of a text (e.g., assessthe effect of the font style and spacing of apoem; analyse and comment on thedesign layout of a textbook).


Writing



• use a range of print and electronic primary and secondary sources to gather and assess infor-mation and ideas and to develop and refine topics for writing;

• select and use writing forms suited to various purposes and audiences, with an emphasis onanalytic and argumentative essays and narratives or dramatic scenes;

• use a range of organizational structures and patterns to produce unified, coherent, and effec-tive written work;

• revise their written work, independently and collaboratively, with a focus on sufficient devel-opment of content, coherent organization, clear expression, and effective style;





– investigate potential topics for writtenwork, including a literary independentstudy project, by devising research ques-tions, identifying information needs andpurposes for writing, and developingresearch plans to acquire information andideas from primary and secondary sources(e.g., review a library serials index toestablish the availability of periodicals;investigate access to public and postsec-ondary collections of reference materials;create electronic bookmarks to organizelinks to other sources of information);

– organize and synthesize significant infor-mation, ideas, and sources to suit specificforms and purposes for writing (e.g.,group interpretations for an analyticalessay; identify key concepts to develop theargument of an essay for an independentstudy project);

– formulate and refine a thesis to developcontent for academic and expressive writ-ing by making inferences and thinkingdivergently about information and ideas

from prior knowledge and research (e.g.,reconcile conflicting perspectives for aseminar report on Shakespearean tragedy;use knowledge of the period to rewrite asection of a historical novel from the pointof view of a minor character);

– evaluate information and ideas to deter-mine whether they are sufficient, authori-tative, significant, and suitable to the formand the purpose for writing.


and Audience


– demonstrate an understanding of the usesand conventions of various forms by writ-ing analytic and argumentative essays, crit-ical reviews, expressive works such as nar-ratives or dramatic scenes, and anindependent research essay or report (e.g.,adapt an episode in a novel to create adramatic scene; write an essay providing aclose analysis of a novella);

– select and use an appropriate form to pro-duce written work for an intended audi-ence and purpose (e.g., write a critical


review of the film of a literary work stud-ied in the course; write an essay compar-ing the central characters in two novelsfrom different periods);

– analyse the characteristics of literary andinformational texts as models of writingfor specific purposes and audiences;

– select and use a voice and style appropri-ate to academic and personal writing (e.g.,use an authoritative voice, develop a the-sis, and support their arguments in anessay analysing characters or techniques ina literary work; write a soliloquy in the“voice” of the antagonist in a play).


in Written Work


– use essay structure and report structureand patterns such as induction, deduction,analogy, process analysis, climactic order,chronological order, and cause and effectto organize information and ideas inessays, critical reviews, and reports (e.g.,organize and unify the main ideas in anargumentative essay through the use ofanalogy; organize an argument in a reportby acknowledging and rebutting alterna-tive positions);

– select and use appropriate organizationaldevices and patterns to structure creativeworks and multimedia presentations (e.g.,use categorization to organize informationand ideas in an oral presentation for anindependent study project).

Revising Drafts


– revise drafts to strengthen content andimprove organization by connecting ideas,themes, or issues to critical concepts;exploring the complexities of the control-ling idea; reconciling different perspec-tives; reinforcing arguments with com-pelling evidence; and reorderingarguments for improved coherence andimpact (e.g., consider the implications ofevidence to strengthen an essay’s control-ling idea; use climactic order to emphasizethe most powerful and convincing argu-ment in support of the thesis);

– revise drafts to improve clarity of expres-sion (e.g., use feedback from peer confer-ences to rephrase passages or combinesentences for more concise, authoritative,and emphatic expression in an academicessay; examine writing for precise use oftechnical terminology);

– revise drafts to ensure an effective style(e.g., select words with connotations thatdeepen the meaning and impact of writ-ing; examine writing for use of inclusiveand anti-discriminatory language; assessthe effectiveness of diction in a mono-logue by listening to a recording of it);

– revise drafts to integrate researched infor-mation, ideas, concepts, and quotationseffectively and ethically (e.g., use identify-ing words and phrases to refer to sources,parenthetical referencing, and bibliogra-phies in a research essay or report).




– cite researched information, ideas, andquotations in a consistent manner accord-ing to acceptable research methodology(e.g., cite sources using a recognized stylesuch as that of the Modern LanguageAssociation [MLA] or the traditional foot-note/endnote system known as theChicago style);

– produce, format, and publish writtenwork, using appropriate technology toshare writing with intended audiences(e.g., develop graphics and other visualaids to support the oral presentation of aliterary independent study project; use adesktop publishing program to format andpublish a script on a student-writing web-site);

– identify strengths and weaknesses in theirwriting skills and create action plans forimprovement;


Grammar and Usage use a variety of sentence structures tocommunicate complex ideas effectively,logically, coherently, and emphatically,with a focus on subordination, transi-tions, parallelism, and word order;use pronoun case, number, and personcorrectly (e.g., use proper case for pro-nouns in comparisons using than or as );choose verb voice and mood to suit thepurpose and audience (e.g., use theactive voice to emphasize the doer ofthe action and to avoid dangling or mis-related modifiers; use the passive voiceto emphasize the receiver of the actionor to minimize the importance of thedoer of the action);

show understanding that grammar maybe used unconventionally for a particu-lar effect in oral language, advertising,poetry, or direct speech of characters infiction and plays;

Spellingdemonstrate an understanding of a widerange of spelling patterns, rules, andstrategies by recognizing and correctingtheir own and others’ spelling errors(e.g., apply knowledge of rules for theuse of hyphens, particularly in spellingcompound adjectives; maintain a list ofwords that do not follow spelling rules);spell correctly specific academic,historical, and technical terms used inwriting;use a range of print and electronicresources to flag possible errors andimprove spelling (e.g., consult an up-to-date dictionary for the spelling ofhyphenated words);

Punctuationuse punctuation to achieve clarity, andfor rhetorical and stylistic effect (e.g.,understand the purposes of punctuationmarks to enhance clarity, emphasis, andrhythm; read aloud written work toensure that sentences are punctuated asthey are intended to be heard).


Language



• use knowledge of recent developments in the English language, vocabulary and languagestructures, and the conventions of standard Canadian English to read, write, and speak effectively;

• use listening techniques and oral communication skills to participate in classroom discussionsand more formal activities, with a focus on using academic language appropriately in semi-nars and presentations of independent study projects.





– apply a variety of strategies to extendvocabulary while reading, with an empha-sis on discerning nuances and judging theprecision of words (e.g., find examples ofcliché, jargon, and redundancy in texts andsuggest fresh, vivid, and concise alterna-tives; create a web of words associated witha coined word in a poem);

– analyse the origins and roots of words usedin different areas of science and technology(e.g., medicine, computer studies, commu-nications technology, space technology);

– select appropriate academic and technicallanguage and use it with precision in oraland written work;




– communicate orally in large and smallgroups for a variety of purposes, with afocus on challenging and extending theideas of others; using academic and theo-retical concepts and language; and dis-cussing the coherence, relevance, strengths,and weaknesses of ideas and arguments;

– communicate orally in group discussions,applying such skills as the following: lead-ing and contributing to productive discus-sions; suggesting possibilities and selectingdirections within the group; generatingideas; contributing information; connect-ing ideas and arguments to other knowl-edge; making inferences; assessing theprocess used to reach conclusions; and ful-filling roles and completing tasks asrequired to produce presentations andproducts of high academic quality;

– use critical listening skills to analyse andassess the content of oral presentations(e.g., assess the validity of the presenter’ssources, arguments, and conclusions;detect assumptions and omissions, andprovide missing information);


– assess oral presentations to explain howrhetorical devices, academic and technicallanguage, answers to challenging ques-tions, and technological aids are used topersuade, enhance credibility, and capturethe interest of the audience;

– use effective strategies, such as researchinginformation and ideas, organizing, rehears-ing, and revising, to plan and present seminars, debates, and independent studyprojects;

– use techniques for making effective oralpresentations, with a focus on organizingmaterial coherently; providing significantevidence; using imagery, analogy, andparallel structures; and incorporatingparticipatory activities, visual aids, andtechnology;

– identify strengths and weaknesses in theiroral communication skills and create anaction plan for improvement.


Media Studies



• demonstrate an understanding of a variety of media, media theories, and media industrypractices by analysing representations, forms, and techniques in media works and assessingtheir implications for individuals and society;

• demonstrate an understanding of the relationships among form, content, purpose, audience,and production techniques by designing or creating media works, independently and collaboratively, based on ideas, themes, and issues examined in this course, and assessing theireffectiveness.




– use critical thinking skills to identify biasand to analyse the differences betweenexplicit and implicit messages in mediaworks (e.g., analyse and assess the represen-tation of Canadian culture in a wide rangeof films and television programs; analyseand assess the newspaper, television, radio,and Internet coverage of a conflict oruprising);

– explain how representation, form, style,and techniques in media works conveymessages with social, ideological, and polit-ical implications (e.g., compare advertise-ments promoting healthy living as pre-sented in different media forms; comparethe coverage of a business or political newsstory in a range of newspapers, news mag-azines, radio and television newscasts, andon the Internet);

– explain the relationship between mediaworks and their audiences (e.g., researchhow an advertiser adapts a campaign fordifferent regional, cultural, or socio-economic groups; write a report on theways in which various citizen groups usethe media for specific purposes);

– apply key concepts of media theory toanalyse specific media works (e.g., exam-ine the coverage of an issue or event by avariety of media to assess MarshallMcLuhan’s statement “The medium is themessage”);

– identify and explain the conditions thataffect media industry practices governingthe production, financing, and distributionof media works (e.g., gather data for anargumentative essay by investigating theownership and control of media businessesand the implications for public access,range of expression, and audience choice).



– design or create media works based onideas, themes, and issues examined in thiscourse (e.g., create a short videotaped editorial on a current issue or topic, usingavailable resources; create a multimediapresentation for peers for an independentstudy project);

– demonstrate an understanding of the rela-tionships among form, content, purpose,audience, and production options in theircreations; assess the effectiveness of theworks; and evaluate the choices madeduring the production process (e.g., main-tain a learning log to record stages in thedesign and production process).

49

English, Grade 12, College Preparation (ENG4C)

This course emphasizes consolidation of literacy, critical thinking, and communication skills.Students will analyse informational texts and literary works from various time periods, coun-tries, and cultures; write research reports, summaries, and short analytical essays; complete anindependent study project; and analyse the interactions among media forms, audiences, andmedia industry practices. An important focus will be on establishing appropriate style andusing business and technical language effectively.

Prerequisite: English, Grade 11, College Preparation





• read and demonstrate an understanding of a variety of challenging informational texts andliterary works from various time periods, countries, and cultures, with an emphasis on assess-ing information, ideas, and issues;

• demonstrate an understanding of a range of informational and literary forms, with anemphasis on research articles and plays;

• analyse elements of style in a variety of texts, focusing on how the elements contribute toclear and effective communication.




– analyse and assess ideas, issues, and explicitand implicit information in texts (e.g.,assess information from a research reportto write an executive summary; explainhow separate incidents, characters, or ele-ments in a novel work together to com-municate the main theme);

– select and use specific and significant evi-dence from texts to support judgementsand arguments (e.g., support an argument,using convincing examples from texts andresearch materials; support an interpreta-tion of a character with specific referenceto the dialogue in a play);

– select and use a variety of effective readingstrategies (e.g., before reading a magazinearticle, examine the date of publicationand country of origin to determine thecontext; create subtitles to summarize orhighlight sections of a long article; explainhow the theme of a short story relates toits social or cultural context);

– compare ideas, values, and perspectives intexts (e.g., prepare an oral report examin-ing alternative views of the future in dif-ferent opinion pieces);

– analyse the influence of social, cultural, andeconomic factors on the themes and inter-pretations of texts (e.g., research an

author’s background to assess the qualityof the information used in an article; as anindependent study project, compare howtwo novels treat political or societal con-flicts such as separatism in Canada,apartheid in South Africa, or anti-Semitism during the Second World War).



– analyse how elements of research articlesand plays reinforce the works’ conclusionsand themes (intensive study) (e.g., explainthe dramatic purpose of a scene in a play;examine how the interpretations of data inseveral case studies support the conclu-sions; explain the effect of comparativecharts in consumer magazines);

– analyse how elements of a variety of liter-ary works are used to enhance meaning(extensive study) (e.g., compare how therhyme scheme and rhythms in poems orsongs reinforce the mood and/or message;analyse how multiple points of view areused in a novel to underline its themes);

– analyse how elements of non-fictionforms influence meaning (e.g., compare asummary with the original report toanalyse the characteristics of the intendedaudiences).




– analyse how language is used in exposi-tory writing to communicate information,ideas, and arguments (e.g., assess the effec-tiveness of a plain-language style used inbusiness and technical writing; comparethe diction used in a personal letter, a doc-umentary voice-over, a business report,and a newspaper editorial);

– analyse how authors use a variety of liter-ary and rhetorical devices to enhancemeaning in texts (e.g., describe the effectof the pattern of images in a play; discusshow repetition and parallel structures ininformational texts reinforce meaning);

– analyse the effect of authors’ choices oflanguage, syntax, and rhetorical and liter-ary devices on the reader by examiningtheir own and others’ responses to thestyle of texts;

– explain how authors and editors usedesign elements to organize content andcommunicate ideas (e.g., assess the effec-tiveness of the graphic design used to pre-sent information in a flowchart; write aletter to the publisher of a play makingrecommendations about how to reformatthe text of the second edition).


Writing



• use a range of print and electronic primary and secondary sources to gather and analyseinformation and ideas and to develop topics for writing;

• select and use informational and literary forms suited to various purposes, audiences, and sit-uations, with a focus on research reports, summaries, and short analytical essays;

• use a range of organizational structures and patterns to produce unified and effective writtenwork;

• revise their written work, independently and collaboratively, with a focus on accuracy ofinformation, coherent organization, clear expression, and effective style;





– investigate potential topics for writtenwork, including an independent study pro-ject, by posing inquiry questions, identify-ing information needs and purposes forwriting, and developing research plans toacquire information and ideas (e.g., use agraphic organizer to plan the questionsand strategies for an independent studyproject; create electronic bookmarks for anInternet search to find information for anoral presentation);

– organize and analyse the information,ideas, and sources to suit specific forms andpurposes for writing (e.g., categorizeinformation from a variety of sources toclarify divergent positions on an issue; usesuggestions from peer discussion in assess-ing alternative opinions or ideas for anindependent study project);

– formulate and refine a thesis to developcontent for expressive and business andtechnical writing, using information andideas from prior knowledge and research

(e.g., imagine possibilities and testhypotheses while developing a thesis foran essay; consult a reference text of spe-cialized or technical terms to add preci-sion to the statement of the problem in areport);

– assess information and ideas from researchto determine whether they are sufficient,reliable, credible, and suitable to the formand the purpose for writing.


and Audience


– select and use appropriate forms to pro-duce written work for specific audiencesand purposes, with an emphasis onresearch reports, summaries, short analyti-cal essays, and scripts (e.g., use a step-by-step procedure to write and illustrate aninstructional pamphlet about snowboardsafety; compile a class anthology of shortanalytical essays as models for next year’sclass);


– select and use a level of language and avoice appropriate to the specific purposeand intended audience of business andtechnical communications and expressivewriting (e.g., rewrite a section of a techni-cal manual in plain language to create abrochure for a general audience; draft anoral report for an independent study pro-ject using specialized vocabulary and aim-ing at an engaging style).


in Written Work


– use report structure, essay structure, andorganizational patterns such as induction,deduction, and process-analysis to presentinformation and ideas in reports and essays(e.g., use a general-to-specific pattern toorganize the headings and content of areport on how a law is passed; use aprocess-analysis pattern to describe thestages of the writing process);

– select and use appropriate organizationalpatterns to structure expressive writingand multimedia presentations (e.g., usechronological order to describe the eventsleading to the crisis in a script; use a com-parison-and-contrast pattern to organizeand present information and ideas in anindependent study project).

Revising Drafts


– revise drafts to strengthen content andimprove organization by adding relevantdetails and examples, reordering ideas, andstrengthening connections (e.g., group rel-evant information to support key ideas ina short analytical essay; create headingsand subheadings to indicate general andspecific points in a report);

– revise drafts to improve precision and clar-ity of expression (e.g., replace vagueexpressions in a consumer report withprecise technical terms; use feedback froma peer conference to identify transitionwords and phrases to link ideas);

– revise drafts to ensure an effective style(e.g., use checklists or rubrics to assess theeffectiveness of word choice, sentenceconstruction, and rhetorical devices in areport; examine writing for consistent useof inclusive and anti-discriminatory lan-guage; read an essay or narrative aloud tocheck that diction and style are appropri-ate to the topic and audience);

– revise drafts to integrate researched infor-mation, ideas, and quotations appropriatelyand ethically, checking all material foraccuracy (e.g., incorporate researchedmaterial consistently, using parentheticalreferencing, charts, graphs, diagrams, andbibliographies to support opinions andassertions).



– cite researched information, ideas, andquotations in a consistent and ethicalmanner according to acceptable researchmethodology (e.g., cite sources using arecognized style such as that of theModern Language Association [MLA] orthe traditional footnote/endnote systemknown as the Chicago style);

– produce, format, and publish writtenwork, using appropriate technology toshare writing with intended audiences(e.g., submit a report with the sources ofinformation documented and charts,tables, and/or graphics smoothly inte-grated into text; use graphics, fonts, andtypefaces effectively to enhance theimpact of a report; adapt an electronictemplate for a formal letter);


– identify strengths and weaknesses in theirwriting skills and create action plans forimprovement;


Grammar and Usageuse parts of speech correctly and con-struct sentences to communicate ideasclearly and effectively (e.g., constructsentences using participial phrases thatrefer clearly to the intended noun orpronoun);use pronoun case and number correctly(e.g., use the proper case for who andwhom; use us and we correctly before anoun; use the appropriate number forpronouns with antecedents such as all,everyone, nobody);use parallel structure for clarity whengiving instructions and making reports(e.g., express equal ideas in the samegrammatical form, balancing singlewords with single words, phrases withphrases, clauses with clauses; use parallelstructure in the paragraphs of a reportfor clarity and emphasis);use coordinating, subordinating, andcorrelative conjunctions correctly toindicate logical connections amongideas;

show understanding that grammar maybe used unconventionally for a particu-lar effect in advertising, poetry, or directspeech of characters in fiction anddrama;

Spellingdemonstrate an understanding of a vari-ety of spelling patterns, rules, and strate-gies by recognizing and correcting theirown and others’ spelling errors (e.g.,apply knowledge of rules for the use ofhyphens, particularly in spelling com-pound adjectives; maintain a list ofwords that do not follow spelling rules);spell correctly specific business, techni-cal, and literary terms used in coursematerials;use a variety of resources to flag possibleerrors and improve spelling (e.g., referto original sources such as letters, cata-logues, and directories for the spellingof names, companies, and products;consult an up-to-date dictionary for thespelling of hyphenated words);

Punctuationuse punctuation correctly to achieveclarity, and for stylistic effect (e.g., usepunctuation to show the grammaticalrelationships between words or parts ofsentences; use punctuation to add clar-ity and emphasis to a report).


Language



• use knowledge of language to read, write, and speak effectively, with a focus on choosing,developing, and sustaining an appropriate style;

• use listening techniques and oral communication skills to participate in classroom discussionsand more formal activities, with a focus on using business and technical language appropri-ately in interviews and presentations of portfolios and independent study projects.





– apply a variety of strategies to extendvocabulary while reading, with an empha-sis on discerning nuances and judging theprecision of words (e.g., read articles in anews magazine and describe how the con-text might help them decipher the mean-ing of new or unfamiliar words; use a the-saurus to find synonyms for a word andsystematically substitute to assess the effectof different word choices);

– analyse the origins and roots of words usedin different areas of science, business, andtechnology (e.g., computer studies, hospi-tality services, communication technology,financial services, health care);

– identify and use specialized business andtechnical vocabulary and consolidate theiruse of a plain-language style in reports andessays;

– express themselves effectively in a varietyof spoken and written communications,with a focus on using specialized vocabu-lary and figurative language and sustainingan appropriate style (e.g., select precise andspecialized vocabulary in revising an inde-pendent study report; select arrestingvocabulary and figures of speech to use ina simulated political debate);




– communicate orally for a variety of pur-poses, with a focus on extending informa-tion and ideas; exploring possibilities;drawing conclusions; understanding andusing business and technical concepts andlanguage; and assessing ideas and argu-ments for coherence, relevance, omissions,and values (e.g., prepare for an interviewfor a summer job connected with a spe-cific college program; present a portfolioof student work to a panel of adjudicators);

– communicate orally in group discussions,applying such skills as the following: con-tributing to and leading productive discus-sions; suggesting directions and solvingproblems within the group; connectingideas and arguments to other knowledge;making inferences; summarizing signifi-cant ideas and issues; recording key infor-mation; reporting on the process used bythe group to make decisions; and fulfillingroles and completing tasks as required toproduce high-quality presentations andproducts;


– use critical listening skills to analyse andassess the content of oral presentations(e.g., detect assumptions, omissions, andperspectives; assess the validity of thearguments, evidence, and conclusions; askquestions to extend understanding; writeaccurate summaries using appropriatetechnical language);

– plan and deliver oral presentations andconduct interviews, with a focus onresearching information and ideas, orga-nizing, rehearsing, and revising;

– use techniques for making effective oralpresentations, with a focus on previewing,reviewing, summarizing, using parallelstructure, sustaining an appropriate tone,and incorporating props, handouts, chartsand other visual aids, and technology;

– identify strengths and weaknesses in theiroral communication skills and create anaction plan for improvement.


Media Studies



• analyse relationships among media forms, representations, audiences, and industry practicesto explain how a variety of media works communicate messages;

• demonstrate an understanding of the interactions among form, purpose, audience, and pro-duction options by designing or creating media works, independently and collaboratively,based on ideas, themes, and issues examined in this course.




– demonstrate critical thinking skills byidentifying bias and analysing messages inmedia works (e.g., write an essay describ-ing aspects of Canadian culture as repre-sented in a range of Canadian televisionprograms; explain the impact of cross-promotional marketing associated with afilm);

– explain how the form, style, and tech-niques in media works convey messageswith social or ideological implications(e.g., write a report investigating the socialimplications of the representation ofheroes, villains, and conflict in electronicmedia);

– explain the relationship between mediaworks and their audiences (e.g., analyse thereactions of the local community andother audiences to a film, television series,or cable channel, and explain why differentaudiences interpret messages differently;explain the effect of feedback from a pre-view audience on the final version of amedia work);

– identify and explain how factors such asindustry codes and government regulationsaffect media industry practices, including

marketing and distribution methods (e.g.,explain how codes and regulations influ-ence children’s television programming;analyse marketing campaigns in specificindustries).



– design or create media works based onideas, themes, and issues examined in thiscourse (e.g., create a short video, usingavailable resources, on a business or tech-nical topic for a clearly identified audienceand describe how the video would bechanged for a different audience; designan oral presentation to be made with andwithout media support and assess theeffectiveness of each presentation);

– demonstrate an understanding of the rela-tionships among form, purpose, audience,and production options in their creations,assess the effectiveness of the works, andanalyse the choices made during the pro-duction process (e.g., develop and applybasic criteria for assessing the effectivenessof student media works; write a reflectivereport describing key production decisionsand their results).

58

English, Grade 12,Workplace Preparation (ENG4E)

This course emphasizes consolidation of literacy, critical thinking, and communication skills.Students will study informational texts and literature from various countries and cultures;write summaries, reports, résumés, and short essays; complete an independent research project;and explain the connections among media forms, audiences, and media industry practices. Animportant focus will be on using specialized language related to the workplace accurately andcoherently in appropriate contexts.

Prerequisite: English, Grade 11, Workplace Preparation





• read and demonstrate an understanding of texts from various countries and cultures, with an emphasis on interpreting and assessing information, ideas, and issues;

• demonstrate an understanding of the elements of a range of forms of fiction, non-fiction,drama, poetry, and informational material;

• identify the elements of style in a variety of informational and literary texts, focusing onhow the elements contribute to accurate and coherent communication.




– use knowledge of the elements and orga-nizational patterns of informational textsto understand information from print andelectronic sources (e.g., explore the lan-guage and organization of the classifiedadvertisements section of a newspaperfrom the viewpoint of a consumer; explainorally the information conveyed in graphsand charts; compare different kinds ofinformation in business reports and refer-ence directories from the viewpoint of aprospective employee);

– use knowledge of the elements of fiction,non-fiction, drama, and poetry to under-stand universal themes and global issues inliterary texts (e.g., prepare a report on theproblems faced by individuals and familiesin a selection of short stories; investigateaccounts by individuals whose lives havemade a positive impact locally, nationally,or internationally on a global issue);

– interpret and assess explicit and implicitinformation, ideas, and issues in literaryand informational texts (e.g., assess theeffectiveness of the ending of a story orplay in relation to the plot, characters, ortheme; make inferences about the valuesand beliefs of the school community from

the stated and implied information in theschool code of behaviour; compare arti-cles on similar topics and identify incon-sistencies and ambiguities in the texts);

– describe a variety of reading strategies anduse them to understand specific texts, withan emphasis on previewing the index andappendices in a book, listing key detailsincluded and excluded, using diagramsand charts to clarify meaning, and sortingand categorizing information from texts;

– explain the influence of the personal, cul-tural, political, and economic values andperspectives of authors and readers ontexts and interpretations of texts (e.g.,describe their own and others’ interpreta-tions of stories about the oppression ofchildren, on themes such as child labouror children in concentration camps duringthe Second World War).




– explain how elements of specific formsinfluence meaning in informational texts(e.g., analyse the function of elementssuch as summaries, diagrams and charts,introductions, and conclusions in variousinformational texts; explain the impor-tance of elements such as the table of con-tents, index, and bibliography in informa-tional books);

– explain how elements of specific formsinfluence meaning in literary texts (e.g.,explain the role of suspense, description,and humour in maintaining readers’ inter-est in a novel; explain how the languageof the narrator in a dramatic monologuereveals character).



– describe the language in a variety of infor-mational and literary texts and explainhow it is used to create an appropriatevoice and style to communicate informa-tion, ideas, and emotions (e.g., explainhow the use of appropriate business andtechnical language gives authority to awriter’s ideas; explain why writers com-bine plain language and specialized termsin technical writing; describe the effect ofthe use of concrete and abstract languagein a poem);

– describe the rhetorical and literarydevices, such as allusion and irony, used inliterary and informational texts, andexplain how the devices enhance themeaning (e.g., explain the dramatic ironyin a play and how it contributes to thetheme; discuss how allusion and ironyconvey meaning in newspaper columnsand magazine articles);

– explain the impact of the authors’ choicesof language and stylistic devices on thereader by examining their own and others’interpretations of the style of texts;

– explain how authors and editors usedesign elements to organize content andcommunicate ideas (e.g., compare thefunction of borders, shading, colour, typestyle, type size, and page layout in maga-zines for different audiences; assess thecontribution of graphs, flowcharts, andtimelines in business reports).


Writing



• use a variety of print and electronic sources to gather information and ideas and to developtopics for personal, school-related, and workplace-related writing;

• identify the informational and literary forms suited to various purposes and audiences anduse the forms appropriately;


• revise their written work, collaboratively and independently, with a focus on accuracy ofinformation, coherent organization, clear expression, and appropriate voice and style;





– investigate potential topics for writtenwork, including an independent study pro-ject, by formulating questions, identifyinginformation needs and purposes for writ-ing, and developing research plans togather information and ideas (e.g., consultrelevant newspaper and magazine articlesand books to select, broaden, or narrow atopic; search job databases for informationon personal career opportunities and job-search skills);

– classify and organize information, ideas, andsources to suit specific forms and purposesfor writing (e.g., use index cards to classifyand order information and ideas for anoral, written, or multimedia presentation;cluster key images for writing a poem; usea chart to compare how two different playsconvey two different moods);

– analyse information and ideas gatheredfrom a variety of print and electronicsources to determine whether the infor-mation and ideas are sufficient, relevant,and suitable to the form and purpose forwriting;

– use information and ideas from priorknowledge, personal experience, andresearch to develop content for personal,business, and technical writing (e.g., usepersonal experience and information frominterviews with employers and employeesto write a report about workplace safety;create an action plan and portfolio for ajob search).


and Audience


– select and use an appropriate form to pro-duce written work for a specific audienceand purpose (e.g., outline a study plan orcourse of action in an e-mail message to ateacher; write a covering letter to accom-pany an application for a job; use an e-mail format to write a memo for supervi-sors and co-workers about a newproduct);

– use literary and informational texts asmodels of writing for specific purposesand audiences;

– select and use a voice and style appropri-ate to the specific purpose and intendedaudience of business, technical, workplace,


and personal communications (e.g., use aninformal, conversational style in a personalletter; use a plain, concise style in a report;use a plain, factual style to write a state-ment for the police describing an accident).


in Written Work



an introduction that identifies the topicand explains its significance or poses aninquiry question;a body that presents information anddata in connected and coherent para-graphs supported by graphics, illustra-tions, and charts;a conclusion that presents insights orrecommendations;

– apply knowledge of essay structure toorganize short essays, using:

an introduction that engages the readerand introduces the topic or controllingidea;a body that develops ideas logically andcoherently and incorporates supportingexamples and anecdotes;a conclusion that follows logically fromthe introduction and body and presentsa summary or generalization;

– use patterns such as cause and effect, prob-lem-solution, classification, or positivesand negatives to organize information andideas in reports and short essays (e.g., useclassification or problem-solution to orga-nize a report about workplace safety; use acause-and-effect pattern in a personalessay about success in school or work; usepositives and negatives to develop a thesisin a short essay about a global issue).

Revising Drafts


– revise the content and organization ofdrafts by adding relevant details and exam-ples, restructuring information, andstrengthening connections between ideas(e.g., integrate and synthesize data bysummarizing information from severalsources; add details to a letter givingadvice about alternative solutions to aconflict);

– revise drafts to improve vividness, accu-racy, and effectiveness of expression (e.g.,assess the effectiveness of language in aformal letter of complaint; use feedbackfrom a peer conference to select alterna-tive words and phrases in a poem);

– revise drafts to maintain an appropriatevoice and style (e.g., modify the languagein a workplace memo to reflect a man-ager’s “voice”; revise a report for consis-tent use of a plain-language style appro-priate to the workplace; examine thepronouns used in written work for consis-tency of person and gender; use a check-list to examine writing for consistent useof inclusive and anti-discriminatory language);

– revise drafts to integrate researched infor-mation, ideas, and quotations in an ethicalmanner (e.g., provide a context for quotedmaterials; use transition words and phrasesto link information from differentsources).



– cite researched information, ideas, andquotations in a consistent and ethicalmanner according to acceptable researchmethodology (e.g., acknowledge referencematerials in bibliographies and parentheti-cal references or footnotes);


– produce, format, and publish writtenwork, using appropriate technology toshare writing with intended audiences(e.g., adapt electronic templates to create arésumé and covering letter for a job appli-cation; select the most effective fonts,typefaces, and type sizes to publish aninstruction manual);

– identify strengths and weaknesses in theirwriting skills and create action plans toimprove these skills for success in careersand the community;


Grammar and Usageuse parts of speech correctly and con-struct sentences to communicate ideasclearly (e.g., use correctly the compara-tive and superlative degrees of adjectivesand adverbs; place words such as only,nearly, scarcely, always, just, and evenwhere they make the intended meaningclear to the reader; avoid using reflexivepronouns such as myself, themselves incompound subjects and objects);

use parallel structure for clarity in lists and instructions (e.g., use the samegrammatical form for items in a list; usethe imperative consistently when writ-ing instructions);

Spelling

demonstrate an understanding of a vari-ety of spelling patterns, rules, and strate-gies by recognizing and correcting theirown and others’ spelling errors (e.g.,apply knowledge of rules and patternsfor doubling final consonants before asuffix; spell as separate words commonlyused expressions such as a lot, in between,every time);use commonly confused words cor-rectly (e.g., learn spelling and use ofadapt/adopt, choose/chose, complement/compliment, desert/dessert, loose/lose);use a variety of print and electronicresources to flag possible errors andimprove spelling (e.g., refer to originalsources such as letters and catalogues forthe spelling of names, companies, andproducts; consult directories for accu-rate business spellings);

Punctuationuse punctuation correctly to achieveclarity in writing (e.g., use punctuationconsistently within a text; recognizethat the principle of clarity is mostimportant in governing the use of indi-vidual marks of punctuation).


Language



• use knowledge of vocabulary and language to read, write, and speak competently, with afocus on choosing, developing, and sustaining an appropriate voice and tone in personal,creative, and workplace-related communications;

• use listening techniques and oral communication skills to participate in classroom discussionsand more formal activities, with a focus on using specialized language appropriately in inter-views, oral reports, and meetings.





– apply a variety of strategies to extendvocabulary, with an emphasis on acquiringthe language proficiency needed to func-tion as responsible citizens, pursue careers,and participate in the community (e.g.,keep a personal list of significant wordsand phrases related to renting an apart-ment, buying insurance, and owning a car;use knowledge of roots, prefixes, and suf-fixes to extend vocabulary; comparevocabulary and sentence patterns used in aformal business letter and a personal e-mailmessage on the same topic);

– explain the meaning and function of wordsand expressions specific to various com-munity and workplace contexts (e.g.,report on vocabulary specific to their ownwork or community service; list anddefine words from classified advertisementsto use in applying for a job; role-play aworkplace meeting and assess the impactof each speaker’s language);

– select and use appropriate language tocommunicate in a consistent voice andtone in a variety of spoken and writtencommunications (e.g., simulate workplacetelephone conversations or interviews;

write a letter of complaint to a store man-ager about bad service; compose a thank-you letter to the school’s parents’ councilto express appreciation);

– recognize, describe, and use correctly, inoral and written language, the languagestructures of standard Canadian Englishand its conventions of grammar, usage,spelling, and punctuation, as prescribed forthis course (e.g., refer to recognized styleguides for information about languageconventions).



– communicate orally for a variety of pur-poses, with a focus on assessing the validityof main arguments and supporting details;applying information and ideas in new sit-uations; using specialized language appro-priately; exploring alternatives; and identi-fying values, priorities, and perspectives;

– communicate orally in group discussions,applying such skills as the following: con-tributing productively to discussions; set-ting priorities; recording and assessing keyinformation; summarizing the discussion;reporting on the process used by thegroup to solve problems; and completing


tasks as required to produce high-qualitypresentations and products;

– use critical listening skills to understandthe content of oral communications (e.g.,note the order in which information andexamples are presented; ask questions toextend understanding and explore alterna-tives; make checklists and reminders basedon oral communications);

– use techniques for making effective oralpresentations, with a focus on organizingmaterial coherently, choosing relevantexamples, using pauses and repetition,incorporating visual aids and technology,providing opportunities for questions, andfollowing accepted protocol at meetings;

– identify strengths and weaknesses in theiroral communication skills and make anaction plan to improve these skills for suc-cess in the workplace and community.


Media Studies



• use knowledge of the characteristics of media forms, representations, audiences, and industrypractices to assess a variety of media works;

• demonstrate an understanding of the connections among form, purpose, audience, and pro-duction options by designing or creating media works, independently and collaboratively,based on ideas, themes, and issues examined in this course.




– demonstrate critical thinking skills byidentifying bias and explaining the differ-ence between explicit and implicit mes-sages in media works (e.g., prepare an oralpresentation on bias in a TV documentary;identify aspects of Canadian culture as rep-resented in a range of Canadian televisionprograms and films; write a report describ-ing how a marketing campaign is con-structed to appeal to a specific audience);

– explain how the key elements of a varietyof media forms are used to communicateinformation and/or to influence people(e.g., compare the techniques used ininstructional videos and printed manualsabout using a household appliance; assesshow language is used in advertisements toinfluence consumers);

– explain the relationship between audienceand interpretation by analysing the reac-tions of different audiences to a variety of media works (e.g., listen to an open-linephone-in radio program and discuss therelationship between its content and thedemographics of the audience);

– explain the connections between mediaworks, media industry practices, includingmarketing and distribution methods, andsuch factors as industry codes and govern-ment regulations (e.g., report on the mar-keting of toys and fast food related tomovies; assess the effects of Canadian content regulations on local radio andtelevision programming).



– design or create media works based onideas, themes, and issues examined in thiscourse (e.g., create a photo essay on work-place safety for a clearly identified audi-ence and describe how it would bechanged for a different audience; create acommercial for a school event to be airedon one or more local radio stations);

– demonstrate an understanding of the con-nections among form, purpose, audience,and production options by describingdesign and production choices made dur-ing the creation of media works (e.g.,write a short personal essay describing thesolutions to practical and economic chal-lenges encountered in the creation of amedia work).

67

Optional Courses

68

Canadian Literature, Grade 11, (ETC3M)University/College Preparation

This course emphasizes the study and analysis of literary texts by Canadian authors for studentswith a special interest in Canadian literature. Students will study the themes, forms, and stylisticelements of a variety of literary texts representative of various time periods and of the diversecultures and regions of Canada, and will respond personally, critically, and creatively to them.

Prerequisite: English, Grade 10, Academic or Applied

69C A N A D I A N L I T E R A T U R E , G R A D E 1 1 , U N I V E R S I T Y / C O L L E G E P R E P A R A T I O N ( E T C 3 M )

Reading and Interpreting Canadian Literary Texts



• read and demonstrate an understanding of Canadian fiction, drama, poetry, and non-fictionfrom diverse cultures, regions, and time periods;

• demonstrate an understanding of the use of form, language, voice, and style to communicatemeaning and enhance the impact of Canadian literary texts;

• demonstrate knowledge and understanding of a variety of interpretations of Canadian liter-ary texts;

• analyse the function and significance of Canadian literature in society.


Understanding Meaning in

Canadian Literary Texts


– interpret a variety of Canadian literaryworks;

– interpret Canadian literary texts in perfor-mance or recorded on film or tape;

– explain the major themes and issues inCanadian literary texts (e.g., make a grouppresentation on the representation ofnature in a poet’s work; compare authors’treatments of immigrant experiences inCanadian literature);

– select and use reading strategies to under-stand Canadian literary texts (e.g., discussregional and historical contexts beforereading a novel; keep a list of unfamiliarand distinctive Canadian words andexpressions while reading a play; reread astory after consulting reference sourcesabout allusions encountered in the text).

Understanding Form and Expression

in Canadian Literary Texts


– identify elements of literary forms inCanadian literary texts and explain howthey are used to communicate meaningand enhance impact (e.g., analyse the useof action and suspense in a short story to

engage the reader; discuss the use of flash-backs or multiple narrators to deepen orbroaden meaning in a Canadian novel);

– explain how language is used in Canadianliterary texts to communicate meaningand enhance impact (e.g., keep an anno-tated list of effective words and expressionsfrom texts; explain why the use ofregional dialect is an important element ofcharacterization in a Canadian play);

– explain how voice and style are used inCanadian literary texts to communicatemeaning and enhance impact (e.g., explainhow a novelist uses first-person narrationto establish and maintain a distinctivevoice; write an essay about the style of aCanadian author based on representativeworks).

Understanding Interpretations

of Canadian Literary Texts


– analyse their own and others’ interpreta-tions of a variety of Canadian literary texts(e.g., generate questions about a Canadiannovel and discuss them with peers; com-pare their own interpretations with thoseof professional critics to debate the meritsof a Canadian film; compare literaryreviews from a website on a Canadianauthor);


– research critical interpretations ofCanadian literary texts in print and elec-tronic sources and summarize their keyideas (e.g., report to group members themain ideas from critical articles on anovel; compile an annotated bibliographyof secondary sources on a national orregional theme or issue);

– explain how the historical and regionalcontexts of the works and the differingperspectives of readers influence inter-pretations of Canadian literary texts(e.g., research the historical and regionalbackground to help understand a specifictext; produce a videotaped interview oraudiotaped oral history to depict the historical period of a novel; compareinterpretations of a Canadian short story in a small group and account forthe differences);

– select and use appropriate strategies tounderstand specialized language and com-plex concepts in literary criticism (e.g.,apply contextual information or consult aspecialized reference source to understandunfamiliar concepts or terminology; sum-marize the key ideas in a critical essay).

Understanding the Social Purposes

of Canadian Literary Texts


– describe distinctive values, attitudes, andviewpoints in Canadian literary texts (e.g., draw conclusions about the socialnorms and behaviours of Canadians byexamining characters in a selection ofshort stories; discuss the variety of atti-tudes to the geographical vastness ofCanada by writers of Canadian essays and poetry);

– explain how Canadian literary workscomment on the human condition or present universal themes or global issues(e.g., write a letter to the author of a literary text regarding the portrayal ofmembers of a particular gender, class, orculture; make a small-group presentationabout the diverse influences on a work ofCanadian literature).

71C A N A D I A N L I T E R A T U R E , G R A D E 1 1 , U N I V E R S I T Y / C O L L E G E P R E P A R A T I O N ( E T C 3 M )

Responding to Canadian Literary Texts



• produce personal and critical responses to a variety of Canadian literary texts;

• produce creative responses to a variety of Canadian literary texts.


Responding Personally and

Critically to Canadian Literary Texts


– compare their own thoughts, feelings, atti-tudes, beliefs, and values to those expressedin Canadian literary texts (e.g., recordobservations about the values and beliefsexpressed in the work of several authors;share interpretations in a group to exploreand clarify ideas, themes, and issues and tonegotiate a common interpretation of aCanadian literary text);

– produce critical responses to ideas, themes,and issues presented in Canadian literarytexts (e.g., write a review of a Canadianliterary text evaluating its effectiveness incommunicating ideas for a specific pur-pose to a specific audience; write an ana-lytical academic essay discussing ideas pre-sented in a novel in the light of a criticaltheory about Canadian literature).

Responding Creatively to

Canadian Literary Texts


– adapt a character, scene, or idea from aCanadian literary text for presentation inanother form or medium (e.g., role-play aconflict from a Canadian novel, includingpossible resolutions; compose a televisionscript based on a Canadian short story);

– design and create, individually or collabo-ratively, literary or media works inresponse to Canadian literary texts (e.g., create visual images to illustrate aCanadian poem, story, or novel; create amultimedia presentation about a Canadianshort-story writer);

– explain how the works created or adaptedreflect key ideas, themes, and issues inCanadian literary texts (e.g., make an oralpresentation explaining how their creativechoices reflect aspects of Canadian literarytexts).

72

Literacy Skills: Reading and Writing, Grade 11, Open (ELS3O)

This course emphasizes the strengthening of essential reading and writing skills. Students willread short plays, short stories, novels, poems, and newspaper and magazine articles and opinionpieces, with particular attention to locating important information, identifying main ideas andsupporting details, extending personal knowledge, responding imaginatively, and using specificstrategies to expand vocabulary. An important focus will be on writing clear, accurate, andcoherent narratives, summaries, reports, letters, and short essays, using correct grammar, punc-tuation, and spelling.

Prerequisite: None

73L I T E R A C Y S K I L L S : R E A D I N G A N D W R I T I N G , G R A D E 1 1 , O P E N ( E L S 3 O )

Reading Skills



• demonstrate an understanding of a variety of contemporary texts;

• demonstrate an understanding of the elements of a variety of contemporary texts, with afocus on short plays, short stories, novels, poetry, and newspaper and magazine articles andopinion pieces;

• explain the use of specific elements of style in a variety of contemporary texts;

• use a variety of strategies to understand words encountered in texts.




– read a variety of self-selected and teacher-assigned contemporary texts for differentpurposes, with an emphasis on locatingimportant information, identifying mainideas and supporting details, extendingpersonal knowledge, and responding imag-inatively (e.g., read a short story as a modelfor writing; read a magazine article on atopic of personal interest and report on themain ideas and details to a small group);

– use and assess strategies before, during, andafter reading to understand a variety ofcontemporary texts, with an emphasis onsetting a purpose for reading, making pre-dictions about content, skimming andscanning, using prior knowledge to under-stand text, predicting and confirmingwhile reading, discussing main ideas andsupporting details, rereading sections, andsummarizing key points (e.g., skim texts tolocate specific ideas; discuss the effective-ness of a reading strategy modelled by theteacher; assess the appropriateness of areading strategy used during a guidedreading session; compare reading strategiesused by various students to read the samepassage; identify their own strengths andweaknesses in reading and set goals forimprovement);

– use knowledge of the organization of textsto locate relevant information (e.g., createchapter titles to identify plot details in anovel; use headings, table of contents, andthe index to find specific information in atext; refer to illustrations and diagrams toclarify information; explain the role of theintroduction, body, and conclusion of ashort essay in communicating the mainidea; use knowledge of the organizationalpattern of a text, such as comparison andcontrast or cause and effect, to locateanswers to questions about the text);

– make inferences, draw conclusions, andmake judgements based on implicit andexplicit information in texts (e.g., makejudgements about a character’s valuesbased on implicit and explicit informationin a short story; read a magazine articleand discuss the perspective of the writer;chart explicit information about a charac-ter in a short story; state the main idea inan opinion piece and list supportingdetails; differentiate between fact andopinion in a magazine article);

– compare their own interpretations of textswith those of others (e.g., record responsesto self-selected materials and share themwith others in a small group; chart andcompare various responses to the actionsof a character in a novel; discuss different


interpretations of the same text and sug-gest possible reasons for the differences;compare their own preferences forauthors, genres, and topics with those ofpeers; explain how personal values andperspectives influence responses to andinterpretations of texts).



– use knowledge of the elements of drama,with an emphasis on plot, character devel-opment, conflict, and dialogue, to under-stand and interpret plays;

– use knowledge of the elements of theshort story, with an emphasis on events,character, setting, and theme, to under-stand and interpret short stories;

– use knowledge of the elements of thenovel, with an emphasis on plot, character,setting, and theme, to understand andinterpret novels;

– use knowledge of the elements of poetry,with an emphasis on form, rhyme, rhythm,and imagery, to understand and interpretpoems;

– use knowledge of the elements of newspa-per and magazine articles and opinionpieces, with an emphasis on headlines,leads, the Five W’s (who, what, where, when,and why?), titles, subtitles, and accompany-ing photographs, to understand and inter-pret these texts.



– describe how particular words and phrasesin a text help communicate ideas, feelings,and information effectively (e.g., discusshow descriptive language helps create amood in a short story or poem; explainhow connecting words help clarify thesequence in a set of instructions; describehow precise technical words strengthenthe message in an article about safety);

– explain how authors use simile, metaphor,personification, and foreshadowing tocommunicate thoughts, feelings, andinformation (e.g., explain the explicitcomparison made in a simile and discusshow it adds to meaning; identify theimplied comparison made in a metaphorand relate it to the theme of a poem;describe the use of literary devices such as hyperbole, personification, irony, andsimile for impact or emphasis in texts).

Building Vocabulary


– preview vocabulary before reading (e.g.,skim and scan texts to identify unfamiliarwords and look them up in a dictionary orglossary);

– use word-identification strategies whilereading (e.g., sound out unfamiliar words;scan texts for key words; read ahead in thepassage to find or deduce the meaning ofan unfamiliar word or phrase; use rootwords, prefixes, and suffixes to determinethe meaning of specialized vocabulary);

– use context to determine the meaning ofunfamiliar words (e.g., use the surround-ing information and vocabulary in a sen-tence or paragraph to deduce or infer themeaning of abstract or specialized words;use accompanying illustrations, diagrams,and charts to determine the meaning ofunfamiliar words and phrases in a textbook);

– use print and electronic dictionaries, the-sauri, and reference texts to clarify themeaning and pronunciation of antonyms,synonyms, homophones, homonyms, spe-cialized language, and commonly confusedwords.


Writing Skills



• investigate information and ideas for written work, using a variety of print and electronicsources;

• demonstrate an understanding of the forms of writing appropriate for specific purposes andaudiences, with an emphasis on using the forms to communicate information clearly andaccurately;

• organize information, ideas, and supporting details in written work;

• revise drafts of written work, collaboratively and independently, with an emphasis onimproving content, clarity, and coherence;

• edit, proofread, and publish written work, using correctly the grammar, usage, spelling, andpunctuation conventions of standard Canadian English, as specified for this course, with thesupport of print and electronic resources when appropriate.




– describe and use strategies to generateideas and explore topics for writing (e.g.,brainstorm approaches to a topic; usegraphic organizers to connect and struc-ture ideas; use charts and graphs as sourcesof information; identify key words to nar-row a topic);

– make research plans based on informationneeds (e.g., identify possible sources ofinformation on specific writing topics; settimelines to plan, research, draft, revise, andcomplete short research projects);

– locate and record information from a vari-ety of print and electronic sources (e.g.,use an electronic catalogue in the libraryor an Internet search engine to locateinformation from textbooks, encyclope-dias, magazines, CD-ROMs, and websites;use highlighting, note making, paraphras-ing, and summarizing to gather and recordrelevant information);

– assess information to determine its rele-vance, sufficiency, and accuracy (e.g., clas-sify information by topic and subtopics;assess the accuracy of information bycomparing it with information fromanother source).


and Audience


– demonstrate an understanding of form inwritten work, with an emphasis on narra-tives, summaries, reports, letters, and shortessays (e.g., write frequently on self-selected and teacher-assigned literary andgeneral-interest topics in a variety offorms);

– describe the form, purpose, and intendedaudience for each piece of writing;

– use the appropriate person and level oflanguage for a specific form, purpose, andaudience (e.g., use formal language in ashort essay describing the theme of anovel studied; use the impersonal thirdperson consistently in the summary of areport; use the first person in a friendlyletter).



in Written Work


– construct complete sentences to presentinformation and ideas, using a variety ofsentence types (e.g., compose a variety ofsimple, compound, and complex sentenceson a topic; alter the word order in sen-tences for emphasis and variety);

– organize sentences about a topic intocoherent and unified paragraphs (e.g., use atopic sentence to state the main idea of aparagraph; use relevant details to developthe main idea; use a specific pattern, suchas logical, chronological, or climactic order,to organize information in a paragraph);

– organize paragraphs into coherent andunified narratives, reports, letters, andshort essays (e.g., maintain a consistentpoint of view in a narrative; use transitionwords to link paragraphs in a letter; statethe controlling idea in the opening para-graph of a short essay).

Revising Drafts


– revise drafts to strengthen the content(e.g., use feedback from a partner to iden-tify incomplete ideas or lack of details;read passages aloud to identify unnecessaryor incorrectly placed information);

– revise the organization of drafts toimprove clarity of thought and expression(e.g., use a highlighter to track the logicaldevelopment of ideas; use a word-process-ing program to reorder sentences, para-graphs, or sections of a draft; combinesimple sentences to show a clear relation-ship between ideas);

– revise drafts to improve coherence (e.g.,signal transitions with appropriate transi-tion words and phrases; check for consis-tency between the topic sentence and theconcluding statement);

– revise drafts to ensure consistent use of theappropriate person and level of languageto suit the form, purpose, and audience(e.g., maintain consistent use of the imper-sonal third person in the summary of areport; check the use of the first person ina friendly letter; review the use of formallanguage in a short essay describing thetheme of a novel studied);

– use print and electronic dictionaries, the-sauri, and reference texts to select preciseand appropriate vocabulary and find alter-native phrasings for awkward construc-tions (e.g., select and use specializedvocabulary to clarify technical informa-tion and complex concepts).



– incorporate information from researchinto written work by using quotationmarks and consistent documentation;

– describe and use strategies to edit, proof-read, and correct written work (e.g., usepeer feedback to identify errors in sen-tence structure and grammar; use spellcheckers to flag possible spelling errors;replace incorrectly used homophones andhomonyms);

– identify and use appropriate and effectivetechniques and formats to publish writtenwork (e.g., word-process the final copy ofa short story; edit and format a classanthology of effective student writing;add diagrams or charts to a report for a bulletin-board display);


– edit and proofread written work, identify-ing and correcting errors according to therequirements of grammar, usage, spelling,and punctuation listed below:

Grammar and Usageidentify the rules of subject-verb andpronoun agreement and apply themcorrectly;identify and use correctly the principalparts of irregular verbs;

Spellingidentify and apply a wide variety ofspelling patterns, rules, and strategies torecognize and correct spelling errors(e.g., use knowledge of word patterns,word families, root words, prefixes, suf-fixes, and syllabication to check spelling;use a variety of spelling references, suchas dictionaries and spell checkers, to flagpossible errors);spell correctly specialized vocabulary,unfamiliar words, and words that devi-ate from regular spelling patterns (e.g.,check a dictionary for the correctspelling of abbreviations and technicalterms);

Punctuationidentify the use of effective punctuationwhen reading and use punctuation cor-rectly when writing.

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Media Studies, Grade 11, Open (EMS3O)

This course emphasizes knowledge and skills that will enable students to understand mediacommunication in the twenty-first century and to use media effectively and responsibly.Through analysing the forms and messages of a variety of media works and audience responsesto them, and through creating their own media works, students will develop critical thinkingskills, aesthetic and ethical judgement, and skills in viewing, representing, listening, speaking,reading, and writing.


79M E D I A S T U D I E S , G R A D E 1 1 , O P E N ( E M S 3 O )

Media Texts



• analyse, interpret, and assess the techniques, forms, style, and language of media works todescribe and explain how different media communicate meaning;

• analyse media representations to describe their content, identify bias, and explain theirimpact on audiences.


Analysing Media Forms, Techniques,

Style, and Language


– identify the characteristics of a variety ofmedia, including television, newspapers,and the Internet, and explain how thesecharacteristics influence meaning (e.g., inan oral presentation examine how a news-paper, a radio station, a television network,and a news website cover the same event,and explain how the differences affectinterpretations of the event);

– identify and explain how media conven-tions and techniques influence the creationand interpretation of media works (e.g.,describe how audience expectations abouta western or a horror film are shaped bythe use of a familiar formula; compare theproduction costs for a thirty-second TVcommercial and a thirty-minute TV showand assess the implications of the findings;report on the controversy about the use ofcomputer retouching in fashion photogra-phy and photo-journalism);

– analyse how the language used in mediaworks influences the interpretation ofmessages, with a focus on tone, level oflanguage, and point of view (e.g., analysethe language used in a sports broadcast andexplain its purpose and effect; describe thenarrative language used in an animatedmedia work and state what themes andbeliefs are being communicated);

– explain how aesthetic qualities in mediaworks contribute to audience enjoymentand understanding (e.g., assess the effec-tiveness of colour in advertisements forparticular purposes and audiences; identifyand explain the emotional responseevoked by background music in a range offilms);

– explain how a media form changes whenpresented in a new communication con-text and assess the effect of the changes(e.g., describe the changes that occurwhen newspapers are presented on theInternet);

– explain the ways in which media influ-ence and shape various environments andactivities (e.g., describe how the televisingof hockey or baseball games influences theappearance of the arena or stadium andthe pace of the game).

Analysing Media Representations


– analyse how individuals or groups are pre-sented in media works and assess the accu-racy and influence of these representations(e.g., create a collage of familiar stereotypesin the media and explain the overall impactof these images; compare media represen-tations of work, vacation experiences, orfamily life with their own experiences);


– examine how people or groups are repre-sented in a variety of media works andexplain the beliefs and biases revealed andthe messages conveyed (e.g., discuss howthe message of a popular television pro-gram would change if the main characterswere from a different socio-economic orethnic group; explain the effects of theinclusion, exclusion, or positioning ofpeople or groups in magazine advertise-ments);

– analyse media representations of social,political, and cultural issues and explainhow the representations influence people’sinterpretation of the issues and their levelof concern (e.g., analyse media coverageof the international response to a war oruprising; assess the effectiveness of public-service announcements in the media);

– analyse and explain the representations ofbehaviours and attitudes in media works(e.g., analyse the news coverage given tothe achievements of a local hero; describeand explain the attitudes depicted duringa conflict and its resolution in a featurefilm or television drama);

– compare and analyse the representations ofpeople and issues in a variety of media andidentify factors that may account for anydifferences (e.g., compare the coverage ofsocial issues and current events in main-stream media with that in alternative peri-odicals, video documentaries, or on somespecialty cable-TV channels; prepare anoral presentation about how the owner-ship and funding of a variety of mediamay influence their presentation ofevents).


Media Audiences



• demonstrate an understanding of the ways in which media businesses, sponsors, and advertis-ers target and attract audiences, and of how audiences use and respond to media works;

• analyse and draw conclusions about the influences of media and communication technologyon society, culture, and the economy.


Analysing Audience Characteristics

and Responses


– compare their own and others’ responsesto a variety of media works and explainhow the characteristics of audiences influ-ence how the audiences interpret andenjoy particular works (e.g., observe overtime, record, and explain their own andothers’ media use and preferences);

– explain how and why media businesses,sponsors, and advertisers identify and targetaudiences based on social and economicfactors (e.g., discuss examples of productsor TV programs that are targeted to dif-ferent demographic groups; explain whycertain commercials are aired during teenprime-time dramas; investigate andexplain the rationale behind productplacement in current feature films andtelevision programs);

– explain how and why people use mediaand communication technologies (e.g.,analyse information about people’s mediause from interviews, surveys, or studies ofconsumer demographics; report on howmedia are used to promote education orcommunity participation).

Analysing the Impact of Media on Society


– analyse the social, economic, and culturalcontributions made by Canadian mediaindustries (e.g., chart the growth of thefilm industry in Canada; research theCanadian animation industry and reporton its economic and cultural impact);

– analyse the impact of media and commu-nication technologies on interpersonalcommunications, commerce, education,family life, and work (e.g., research infor-mation for a report on the impact on peo-ple’s lives of e-mail or cell phones);

– assess the impact of media and communi-cation technology on the relationshipsamong countries, cultures, and economiesaround the world (e.g., research the role ofmedia and communication technologiesin spreading the influence of NorthAmerican popular culture around theworld);

– assess the impact on society of the factthat most media are funded by revenuefrom advertising, admission fees, and pub-lic contributions (e.g., debate the advan-tages and disadvantages of the commercialand public sponsorship of arts and athleticevents).


Media Production



• demonstrate an understanding of the interrelationship of form, content, and audience bycreating media works for different audiences and purposes;

• describe production roles and responsibilities in a variety of media industries and identifykey conditions that affect the production, financing, and distribution of media works.




– select and use the conventions of a partic-ular genre and appropriate techniques toproduce media works (e.g., create suspensein a video by using low camera angles,eerie music, and dim lighting; design awebsite that includes animated clip art andcoloured text; adapt a published shortstory for radio, selecting and using narra-tive techniques appropriate to themedium);

– select and use the appropriate level of lan-guage, tone, and point of view in creatingmedia works for specific audiences andpurposes (e.g., videotape or audiotape amock colour commentary of a schoolsports event; create posters aimed at differ-ent groups to advertise a communityevent);

– adapt messages for different media and fordifferent audiences and explain how thecharacteristics of media forms and audi-ences influenced production decisions andshaped the content (e.g., adapt a shortstory for a comic book or a website; writeor produce a news story about the sameevent for radio and for the school newspa-per; explain the choices made in creating awater-safety poster for adults and anotherfor children);

– use appropriate production techniques tocreate a media work about an importantsocial or cultural issue for a particularaudience (e.g., create a website or printadvertisement about drug abuse aimed at ateen audience; create a collage that pre-sents alternative perspectives on a socialissue);

– design a multimedia campaign to promotean institution or product (e.g., plan a cam-paign that includes print advertising,TVor radio commercials, a website, andclothing or other product tie-ins).

Examining Production Contexts, Roles,

and Responsibilities


– explain how copyright law and guidelinesfor protecting intellectual property rightsaffect Canadian media industries and audi-ences (e.g., report on the ethical and eco-nomic implications of copyright and digi-tal sampling in the music industry; list theguidelines that exist for citing materialfrom newspapers or magazines posted onthe Internet; research the guidelines forusing an artist’s music in a film, video, ortelevision program);

– explain how industry codes, governmentregulations, and commercial considera-tions affect the way in which media busi-nesses operate (e.g., investigate prime-time


TV programming and suggest reasons forpositioning top-rated programs in theschedule; compare the effects on mediabusinesses of the regulations governingmedia ownership in Canada and in theUnited States; analyse various advertise-ments in relation to the Canadian Code ofAdvertising Standards);

– describe the various stages and responsi-bilities in the production of a media work(e.g., for a film or videotape, describe theconcept or proposal stage, the develop-ment of the storyboard, and the responsi-bilities involved in the filming or video-taping process; use the website of a filmstudio, or other sources, to research waysin which a director interacts with writers,actors, and sound, camera, and lightingcrews during the production process);

– explore career opportunities in the mediaand media-related businesses (e.g., write areport on the career opportunities for aneditor, producer, cinematographer, carpen-ter, film lab technician, entertainmentlawyer, actor, accountant, caterer, websitedesigner, reporter, or photographer; visit alocal media business such as a televisionstudio or advertisement agency, or invite aspeaker into the classroom, to learn aboutmedia production, careers, issues, orevents).

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Presentation and Speaking Skills, Grade 11, Open (EPS3O)

This course emphasizes the knowledge and skills required to plan and make effective presenta-tions and to speak effectively in both formal and informal contexts, using such forms asreports, speeches, debates, panel discussions, storytelling, recitations, interviews, and multimediapresentations. Students will research and analyse the content and characteristics of convincingspeeches and the techniques of effective speakers; design and rehearse presentations for a vari-ety of purposes and audiences; select and use visual and technological aids to enhance theirmessage; and assess the effectiveness of their own and others’ presentations.


85P R E S E N T A T I O N A N D S P E A K I N G S K I L L S , G R A D E 1 1 , O P E N ( E P S 3 O )

Preparing Presentations



• identify and analyse the characteristics of effective presentations;

• plan presentations for specific purposes and audiences.


Understanding Effective Presentations


– identify a range of presentation forms (e.g.,oral reports, speeches, lectures, debates,public address announcements, panel dis-cussions, book talks, storytelling, recita-tions, role-playing, seminars, sales presenta-tions, interviews, and multimediapresentations);

– identify the presentation form appropriatefor a specific purpose and audience;

– identify elements of style and organizationin selected speeches by famous orators(e.g., compare the use of repetition,rhetorical questions, and climactic order inexcerpts of speeches by Cicero, Sir WilfridLaurier, and Martin Luther King, Jr.;explain how Marc Antony’s “Friends,Romans, countrymen” speech inShakespeare’s Julius Caesar uses emotionalappeals to sway the audience);

– analyse the use of rhetorical and stylisticdevices in oral presentations (e.g., explainhow the use of climactic order heightensthe impact of a speech; explain why theuse of repetition for emphasis is an effec-tive strategy in a debate);

– identify elements of style and organizationin oral narrative (e.g., compare the use ofthe narrative and poetic elements in both amedieval and a contemporary ballad; retellan Aboriginal story using appropriatetechniques);

– explain the techniques effective speakersuse to make convincing presentations(e.g., describe the body language andvocal inflection used in a motivationalspeech; explain the importance of volume,pace of speech, pitch, tone of voice, eyecontact, facial expression, posture, dress,movement, and gesture in effective pre-sentations; assess the use of visual aids,periodic summations, and transition wordsto hold audience attention; assess the useof presentation software to emphasize keypoints in a sales presentation);

– describe conventions of oral and non-verbal communication in various culturesand how they affect the delivery of oralpresentations (e.g., find and discuss infor-mation about how different cultures viewthe use of eye contact and body languageduring presentations).

Planning Effective Presentations


– select an appropriate oral presentationform for a specific purpose and audience(e.g., plan a storytelling session to enter-tain an elementary class; rehearse an oralrecitation of a poem for a presentation tothe class about a poet);

– analyse the context and the needs of theaudience when planning an oral presenta-tion (e.g., make a floor plan of the presen-tation venue to decide on use of the spaceand select appropriate visual aids and tech-nology for a multimedia presentation;


identify the prior knowledge, assumptions,expectations, and attention span of theaudience in order to customize a booktalk to meet its needs);

– select relevant and significant informationfrom research to suit the purpose andaudience (e.g., gather and organize rele-vant information about healthy lifestylesto engage a teenage audience; select a spe-cific focus about workplace safety andsupporting details to match the priorknowledge and needs of co-workers);

– apply knowledge of the characteristics ofeffective presentations in planning a vari-ety of presentations for a range of audi-ences (e.g., begin a speech with a startlingstatistic to engage the interest of an audi-ence of peers; search the Internet forimages that may be downloaded and usedin a slide presentation about a global issuefor an audience of elementary students);

– select and use effective rehearsal strategiesto practise and polish a presentation (e.g.,try out a speech on peers or family mem-bers; rehearse a panel discussion or agroup presentation to refine sequencingand transitions; set up and practise usingaudio-visual equipment, visual aids, andcue cards in the presentation venue);

– use appropriate strategies to increase con-fidence (e.g., memorization, repeatedrehearsals, appropriate dress, relaxation andbreathing exercises, mnemonic devices,visualization).

87P R E S E N T A T I O N A N D S P E A K I N G S K I L L S , G R A D E 1 1 , O P E N ( E P S 3 O )

Making Presentations



• communicate orally for a variety of specific purposes and audiences, using the forms,language, and techniques of effective oral presentations;

• use a variety of visual aids and technologies to clarify meaning and enhance the impact ofpresentations.


Making Effective Presentations


– make presentations in a variety of formsfor various purposes and audiences (e.g.,debate a topical issue at a student assembly;tell a story to a younger audience; role-play a job interview; present a monologueadapted from a novel; make a multimediapresentation for senior citizens);

– use appropriate and effective language inoral presentations (e.g., use specialized lan-guage in a product or skill demonstration;use imagery or analogy to emphasize andclarify key points; use anti-discriminatoryand inclusive language consistently);

– use appropriate techniques in oral presen-tations (e.g., use techniques such as rhetor-ical questions, repetition, and dramaticpauses in a speech promoting a student-operated business; provide information atan appropriate pace in a student seminar;vary volume, pitch, and inflection foremphasis and to maintain audience interestin an oral report);

– monitor audience reactions during a pre-sentation and adapt delivery accordingly(e.g., ask questions to check audienceunderstanding and engagement; rephrasemain ideas for clarification; speed updelivery to recapture the attention of arestless audience; add humour to reinforceand emphasize key points; respond quickly,confidently, and appropriately to unex-pected digressions, interruptions, or ques-tions during the presentation).

Enhancing Presentations


– create and use appropriate visual aids, suchas flipcharts, posters, transparencies, slides,videos, tables, and graphs, to clarify mean-ing in presentations (e.g., prepare concisehandouts for an audience; use a soundrecording of a poem to enhance presenta-tion in a poetry seminar; create animatedgraphics to emphasize a key point in asales presentation);

– select and use appropriate technologies,such as videotapes, projectors, presentationsoftware, and computers, to enhance theeffectiveness of presentations (e.g., use avideotape of a news clip to illustrate areport on a current issue; use recordedmusic and slides to create atmosphere dur-ing storytelling; use a computer to man-age a slide presentation).


Responding to Presentations

Overall Expectation


• produce personal and critical responses to a variety of presentations.


Responding Personally and Critically


– use techniques of effective listening tounderstand ideas and information in pre-sentations (e.g., identify what they hope tolearn from a lecture; make notes to recordkey points and organization during aspeech; identify the implications and con-sequences of information provided in apresentation);

– assess the effectiveness of a presenter’sideas, arguments, and organization (e.g.,assess the extent to which the needs ofthe audience have been met by the con-tent of a presentation; use an evaluationchecklist to assess clarity of arguments,persuasiveness, and quality of refutationsin a debate; identify logical fallacies inoral presentations and assess the extent towhich they undermine the credibility ofthe speaker’s message; use a graphic orga-nizer to track the organization of theideas in a presentation);

– assess the effectiveness of techniques usedin oral presentations (e.g., discuss in agroup the three most effective techniquesused in a presentation; develop criteria onwhich to base an assessment of a presen-ter’s use of voice, gestures, and visual aidsin a speech);

– provide objective and constructive feed-back on rehearsals and presentations bypeers (e.g., work with a partner to identifystrengths and weaknesses during therehearsal of a presentation; use peer con-ferences and checklists of specific criteriato provide feedback after presentations);

– compare their current oral communica-tion skills with those required for effectivepresentations and create a plan forimprovement (e.g., use suggestions fromfeedback to improve presentations; doresearch to identify the specific skills andtypes of oral presentations most relevant tocareers they are interested in; set goals forfuture improvement).

89

Studies in Literature, Grade 12, University Preparation (ETS4U)

This course is for students with a special interest in literature and literary criticism. The coursemay focus on themes, genres, time periods, or countries. Students will analyse a range of formsand stylistic elements of literary texts and respond personally, critically, and creatively to them.They will also assess critical interpretations, write analytical essays, and complete an indepen-dent study project.



Reading and Interpreting Literary Texts



• read and demonstrate an understanding of a range of literary texts from various periods andcountries;

• demonstrate an understanding of how form, diction, syntax, voice, and style are used tocommunicate meaning and enhance the impact of literary texts;

• demonstrate an understanding of a range of critical interpretations of literary texts;

• assess the function and significance of literature in society.


Understanding the Meaning of Literary Texts


– analyse a range of literary works, with anemphasis on in-depth study of particulargenres, authors, themes, time periods, orcountries;

– analyse literary texts in performance orrecorded on film or tape;

– select, use, and adapt reading strategies tointerpret challenging literary texts (e.g.,research the social, cultural, and politicalcontext of a literary period before reading;reread a text to identify connectionsamong ideas, incidents, characters, images,and themes; research critical assessments ofan author’s work);

– analyse how literary texts provide insightinto diverse human experiences and per-spectives (e.g., compare the representationsof heroes in a range of poems and novels).

Understanding the Forms, Language, Voice,

and Style of Literary Texts


– identify elements of literary forms andevaluate their effectiveness in communicat-ing meaning and enhancing the impact oftexts (e.g., write an essay explaining howvariations in chronological order or pointof view are used to achieve multiple layersof meaning in a novel; compare how asimilar idea is expressed in a sonnet and afree-verse poem);

– describe the diction and syntax used in literary texts and evaluate how effectivelythey help communicate meaning andenhance impact (e.g., assess the effect onthe reader of inverted word order in apoem; describe how diction is used toreveal the social class of characters in anovel);

– describe the voice and style used in liter-ary texts and evaluate how effectively theyhelp communicate meaning and enhanceimpact (e.g., describe the distinctive voicesin a novel with multiple narrators andassess the effect of their use for an inde-pendent study project on the contempo-rary novel).


of Literary Texts


– analyse and assess their own and others’responses to a range of literary texts (e.g.,record and assess a group’s responses tosections of a novel; write an analytical aca-demic essay comparing critical reviews ofa poem with their own interpretation);

– demonstrate an understanding of key con-cepts and specialized terms in literary crit-icism (e.g., consult a glossary of literaryterms or specialized reference sources tounderstand unfamiliar terminology andallusions; explain concepts and specializedlanguage used in critical interpretations of

91S T U D I E S I N L I T E R A T U R E , G R A D E 1 2 , U N I V E R S I T Y P R E P A R A T I O N ( E T S 4 U )

a film; use the specialized language of lit-erary criticism appropriately and effec-tively in an analytical academic essay);

– analyse and assess critical interpretations ofliterary texts researched through the use ofprint and electronic sources (e.g., write abrief synopsis of a critical article and assessthe degree to which it increases under-standing of a play; create an annotatedbibliography of secondary sources, assess-ing their usefulness for helping readersunderstand a novel);

– analyse literary texts by applying key liter-ary concepts (e.g., explain the use ofarchetypes in short stories; analyse thepower relationships among charactersfrom different social classes in a novel orfilm; discuss how a psychoanalytical inter-pretation helps clarify the motivations andactions of a tragic hero; debate whether apoem has only one meaning that residessolely in the text or whether each readernegotiates a unique meaning based onpersonal background and experience);

– analyse how social, cultural, and politicalcontexts and the perspectives of variousreaders influence the interpretation of lit-erary texts (e.g., explain the appeal of aplay that has been presented successfully indifferent parts of the world; analyse theinfluence of contemporary social attitudesabout gender and race on our understand-ing and interpretation of a play or novelfrom another historical period).


of Literary Texts


– analyse the relationships between literarytexts and the social, cultural, and politicalcontexts in which they were created (e.g.,explain why certain authors have beenpersecuted or certain literary texts sup-pressed; conduct research to explain theeffect of literary works that have had a sig-nificant impact on society);

– analyse and assess the social functions ofliterary texts (e.g., prepare an independentstudy project about how literature defines,reinforces, or challenges commonly heldvalues; explain how a contemporary novelor play contributes to public dialogue on asocial issue; explain the impact on societyof selected works of literature).


Responding to Literary Texts



• produce personal and critical responses to a range of literary texts and criticism;

• produce creative responses to a range of literary texts and criticism.


Responding Personally and Critically

to Literary Texts


– explain ideas, intuitions, and feelingsevoked by literature (e.g., discuss possibleinterpretations of an image to understand atheme in a poem; keep a graphic record ofpersonal reactions to ideas from primaryand secondary sources; describe andexplain personal responses in a group toclarify and challenge the ideas, issues, andthemes in a text and to negotiate a com-mon interpretation);

– produce critical responses to ideas, themes,and issues presented in a range of literarytexts (e.g., evaluate the relationshipbetween the structure and ideas in a son-net; challenge the values conveyed in playsof the Theatre of the Absurd for an inde-pendent study project);

– produce critical responses to interpreta-tions of texts and theories of literary criti-cism (e.g., analyse a particular interpreta-tion of a novel to identify significantevidence from the text that is not includedin the interpretation; debate the criticalview that meaning resides solely in thetext).

Responding Creatively to Literary Texts


– design and create, individually or collabo-ratively, literary or media works inresponse to literary texts (e.g., write asatire exposing the human foibles andsocial follies of characters in literary texts;write and perform an original short playextending a theme in literature);

– adapt a character, scene, or idea from a lit-erary text for presentation in another formor medium (e.g., role-play characters froma novel in a trial situation; use ideas andthemes from a poem as the basis of a shortstory);

– assess the extent to which their created oradapted works expand understanding ofideas, themes, and issues in the original lit-erary texts (e.g., use a class-developedrubric to assess the effectiveness of thecreated or adapted works; make an oralpresentation explaining how the workcreated or adapted underlines the continu-ing relevance of the original text).

93

The Writer’s Craft, Grade 12, University Preparation (EWC4U)

This course emphasizes knowledge and skills related to the craft of writing. Students willanalyse models of effective writing; use a workshop approach to produce a range of works;identify and use techniques required for specialized forms of writing; and identify effectiveways to improve the quality of their writing. They will also complete a major paper as part ofa creative or analytical independent study project and investigate opportunities for publicationand for writing careers.



Investigating the Writer’s Craft



• analyse and assess how techniques, diction, voice, and style are used in a range of forms ofwriting to communicate effectively;

• demonstrate an understanding of how various writers think about and practise the craft ofwriting.


Analysing Models of Writing


– analyse a variety of forms of writing,including poems, personal essays, narratives,stories, plays, and specialized informationaltexts, to evaluate their effectiveness;

– describe the distinctive elements and con-ventions of a range of forms within spe-cific genres (e.g., compare the conventionsof different poetic forms, such as the son-net and the dramatic monologue; explainthe use of headings, table of contents,indexes, glossary, and appendices in a sci-entific report; analyse the content andjournalistic style found in national, local,and community newspapers);

– assess the relationships among the ideas ina passage, its purpose and audience, and thewriter’s choices of techniques, diction,voice, and style (e.g., discuss the author’schoice of voice and style to address a busi-ness-related issue in a persuasive article;assess the use of specialized vocabulary,plain-language style, and illustrations ininformational texts for a general audience;evaluate the extent to which style and

structure influence the content of a literarywork for an independent study project).

Understanding the Writer’s Craft


– analyse interviews with and articles by avariety of writers about the craft and prac-tice of writing to increase knowledge ofthe techniques, skills, and processes ofwriting;

– analyse selected works and articles bywriters from around the world to assesstheir practices and beliefs about writing;

– conduct research to learn about a varietyof careers in writing and communicationsand the skills needed to pursue them (e.g.,contact authors and publishers electroni-cally; submit writing for assessment on theInternet; research writers’ trade magazinesfor publication opportunities; interviewprofessional writers in a variety of special-ized fields).

95T H E W R I T E R ’ S C R A F T , G R A D E 1 2 , U N I V E R S I T Y P R E P A R A T I O N ( E W C 4 U )

Practising the Writer’s Craft



• produce writing for a range of purposes and audiences with an emphasis on well-developedcontent and the effective use of appropriate forms, techniques, diction, voice, and style;

• assess the effectiveness of their own and others’ written work.


Producing Effective Writing


– write frequently to develop and practisewriting skills, including incorporatingvivid words and phrases, expressing ideasprecisely, and experimenting with diction,syntax, sentence patterns, imagery, voice,and style, and maintain a portfolio contain-ing their writing experiments throughoutthe course;

– write frequently for various purposes,including exploring ideas, feelings, andexperiences; responding to the writing ofothers; and making inferences about thecraft of writing (e.g., regularly comparetheir written explorations to identifyimaginative approaches and to improvewritten work);

– write on both assigned topics and topics oftheir choice, with and without time con-straints, for various purposes and audiences(e.g., produce a 200-word account of anincident as an in-class assignment; write asonnet on a theme of their choice; write a600-word personal human-interest essayfor submission to a newspaper);

– produce written work for various purposesand audiences, including a major creativeor analytical independent study paper, withemphasis on at least three forms selectedfrom the following: poems, novels, stories,plays, media scripts, critical reviews, essays,opinion pieces, and reports;

– use information and ideas generated byresearch, discussion, reflection, reading,viewing, and exploratory writing todevelop the content of written work;

– use an inquiry process to elaborate andrefine the content of written work byreviewing what is already known, posinginquiry questions, analysing information,making inferences, thinking divergently,and testing hypotheses;

– organize information and ideas effectivelyto suit the form, purpose for writing, andintended audience;

– select appropriate techniques, diction,voice, and style and use them effectively tocommunicate ideas and experiences (e.g.,use a reflective tone in an ode; use analogyto explain a complex idea in an essay orreport; use a personal voice and style towrite narratives based on personal knowl-edge and experience; use an interiormonologue or stream-of-consciousnessstyle to reveal character; use an authorita-tive voice in a critical review; consciouslyand consistently use anti-discriminatoryand inclusive language);

– revise drafts to produce effective writtenwork by refining content, form, technique,diction, voice, and style;

– edit and proofread written work, applyingcorrectly the grammar, usage, spelling, andpunctuation conventions specified for thecompulsory Grade 12 UniversityPreparation English course;


– produce thoughtful, effective publicationsand prepare them for distribution to wideraudiences (e.g., apply desktop publishingtechniques to enhance text for a schoolpublication, using columns, graphics, pic-tures, design, colour, and borders; submitwork to writing contests and celebrations;publish a poem or short story on anappropriate Internet website; format amajor piece of original writing as an inde-pendent study project);

– use group skills effectively during the pro-duction of written work (e.g., participatein collaborative writing projects; shareresponses to works in progress).

Assessing Their Own and Others’ Written Work


– assess the creative choices made in pro-ducing their written work (e.g., thechoice of content, form, techniques, dic-tion, voice, and style in relation to thepurpose and audience);

– assess the content, organization, style, andimpact of drafts and final versions of infor-mational and literary written work pro-duced by peers, providing objective andconstructive suggestions (e.g., discuss in agroup the content and impact of a narra-tive; work with a partner to identifystrengths and weaknesses in a draft of apoem; participate in a peer conference toprovide feedback on a script in progress;assess the organization of the argument inan editorial; develop criteria to assess vari-ous forms of writing);

– demonstrate an understanding of thewriting skills and knowledge required forsuccess in various university programsand careers (e.g., use guest speakers, fieldtrips, interviews, and print and electronicresources to investigate the types of writ-ing required in university programs;research and report on the opportunitiesfor publication for particular forms ofwriting; set goals for personal improve-ment in writing);

– use group skills effectively during theassessment of written work (e.g., makecritical and constructive suggestions forrevision; use feedback to improve theirown and peers’ writing).

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Studies in Literature, Grade 12, College Preparation (ETS4C)

This course is for students with a special interest in literature. The course may focus onthemes, genres, time periods, or countries. Students will study a variety of forms and stylisticelements of literary texts and respond personally, critically, and creatively to them. They willalso investigate critical interpretations and complete an independent study project.



Reading and Interpreting Literary Texts



• read and demonstrate an understanding of a variety of literary texts from different periodsand countries;

• demonstrate an understanding of how form, language, voice, and style are used to communi-cate meaning and enhance the impact of literary texts;

• demonstrate an understanding of a variety of interpretations of literary texts;

• analyse the function and significance of literature in society.


Understanding the Meaning of Literary Texts


– interpret a variety of literary works withan emphasis on in-depth study of particu-lar genres, themes, time periods, or countries;

– interpret literary texts in performance orrecorded on film or tape;

– select, use, and adapt reading strategies tounderstand challenging literary texts (e.g.,research the social context of a novel orplay before reading; apply prior knowledgeof a theme or image from other readingexperiences to interpret a text; reread atext closely to relate repeated images to atheme; use a literary encyclopedia toresearch the biography and reputation ofan author; use an electronic version of aliterary text to track significant words orimages);

– explain how literary texts provide insightinto diverse human experiences and per-spectives (e.g., discuss the difficulties youngpeople experience in growing up as pre-sented in a novel and a play).

Understanding the Forms, Language, Voice,

and Style of Literary Texts


– identify elements of literary forms, andassess their effectiveness in communicatingmeaning and enhancing the impact of lit-erary texts (e.g., explain how the setting ofa play is used symbolically to enhance theaudience’s understanding of a theme;compare how two poets use rhyme toengage the reader and reinforce meaning);

– describe the language used in literary textsand assess how effectively it helps commu-nicate meaning and enhance impact (e.g.,explain how the language used to describethe setting helps to create the mood in ashort story; explain how vocabulary andlanguage patterns are used to create dis-tinctive characters in a play);

– describe the voice and style used in liter-ary texts and assess how effectively theyhelp communicate meaning and enhanceimpact (e.g., explain how a playwrightuses soliloquy to reveal character; explainhow a writer uses a pattern or series ofimages to reinforce a theme; explain whythe sound of the language when a poem isread aloud can illuminate its meaning andenhance the audience’s appreciation of thework).

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of Literary Texts


– analyse their own and others’ responses toa variety of literary texts (e.g., generatequestions in response to a novel and dis-cuss them with peers; compare reviews ofa production of a play with their owninterpretations);

– demonstrate an understanding of key con-cepts and specialized terms used in literarycriticism (e.g., consult a glossary of literaryterms or a specialized encyclopedia tounderstand unfamiliar terminology andreferences; make point-form notes on thesimilarities and differences in critical inter-pretations of a novel; use literary termsappropriately in an analytical essay);

– summarize key concepts in critical inter-pretations of literary texts researchedthrough print and electronic sources (e.g.,paraphrase and summarize in plain lan-guage the main points in a critical article;create an annotated bibliography of sec-ondary sources, assessing their usefulnessfor helping readers understand a novel);

– explain how historical context and theperspectives of various readers influencethe interpretation of literary texts.


of Literary Texts


– explain the connections between literarytexts and the social and cultural contextsin which they were created (e.g., deter-mine the social norms and behaviours,patterns of thought, and historical eventsthat form the basis for a novel of socialcommentary; conduct research for anindependent study project on the work ofPEN, an organization that has, as one of itsaims, helping writers whose works havebeen censored);

– explain the social functions of literarytexts (e.g., explain the ways a Canadiannovel defines, reinforces, or challengescommonly held values; explain how a playanticipates or predicts changes in society;explain how a film or a series of poemsprovides vicarious experiences, pleasure,and entertainment).


Responding to Literary Texts



• produce personal and critical responses to a variety of literary texts and critical articles;

• produce creative responses to a variety of literary texts and critical articles.


Responding Personally and Critically to

Literary Texts


– describe thoughts and feelings evoked byliterary texts (e.g., explore and clarify theirresponses in writing or through discussion;record on index cards personal reactions toideas from primary and secondary sources;generate new questions for further discus-sion; share individual responses in a groupto explore and clarify the ideas, issues, andthemes in a text and to negotiate a com-mon interpretation);

– produce critical responses to ideas, themes,and issues presented in literary texts (e.g.,write a review of a film version of a liter-ary work; assess whether the presentationof a controversial issue in a short story isbalanced);

– produce critical responses to interpreta-tions of texts by literary critics (e.g., debatethe strengths of two critical views of anovel; find evidence in a play to refute anargument made by a literary critic).

Responding Creatively to Literary Texts


– design and create, individually or collabo-ratively, literary or media works inresponse to literary texts (e.g., write apoem using the imagery and style ofpoetry studied; create a collage to demon-strate an understanding of the themes in anovel);

– adapt a character, scene, or idea from a lit-erary text for presentation in another formor medium (e.g., create a panel discussionin which characters from a play defendtheir beliefs, decisions, and actions; adapt ashort story for presentation as a radiodrama);

– explain how the works created or adapteddemonstrate an understanding of keyaspects of literary texts (e.g., keep a learn-ing log of creative choices made; use criti-cism they have studied as a model forwriting a critical analysis of the works created or adapted).

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The Writer’s Craft, Grade 12, College Preparation (EWC4C)

This course emphasizes knowledge and skills related to the craft of writing. Students willinvestigate models of effective writing; use a workshop approach to write a variety of works;and make considered decisions for improving the quality of their writing. They will also complete a creative or analytical independent study project and investigate opportunities forpublication and for writing careers.



Investigating the Writer’s Craft



• analyse how techniques, vocabulary, voice, and style are used in a variety of forms of writingto communicate effectively;

• demonstrate an understanding of how various writers think about and practise the craft ofwriting.


Analysing Models of Writing


– analyse a variety of models of effectivewriting, including children’s literature,poems, stories, excerpts from plays andnovels, reports, articles, advertising copy,media scripts, news stories, and personalessays;

– describe the distinctive elements and con-ventions of a variety of forms within spe-cific genres (e.g., describe the organiza-tional patterns used in different types ofshort essays; compare the features of illus-trated children’s stories, such as length, rep-etition of illustrations and language, num-ber of words on a page, and therelationship between text and pictures;compare the features of radio and televi-sion news copy);

– analyse and explain the connectionsamong the ideas in a passage, its purposeand audience, and the writer’s choices oftechniques, vocabulary, voice, and style(e.g., describe the purpose of specializedvocabulary and plain-language style inreports, consistent voice in personal orinformational essays, and onomatopoeicrefrains in children’s stories; discuss thewriter’s use of concrete and abstract wordsto develop ideas in a poem; analyse theconnections between the content and thestyle and structure of a literary work for anindependent study project).

Understanding the Writer’s Craft


– summarize interviews with and articles bya variety of writers about the craft andpractice of writing to increase knowledgeof the techniques, skills, and processes ofwriting;

– analyse selected works and articles bywriters from around the world to comparetheir practices and beliefs about writing;

– conduct research to learn about a varietyof careers in writing and communicationsand the skills needed to pursue them (e.g.,chat with authors electronically on theInternet; research guides to the writers’market to learn about publication oppor-tunities; attend readings by writers).

103T H E W R I T E R ’ S C R A F T , G R A D E 1 2 , C O L L E G E P R E P A R A T I O N ( E W C 4 C )

Practising the Writer’s Craft



• produce informational and literary writing for a variety of purposes and audiences, indepen-dently and collaboratively, with an emphasis on developing substantial content and usingappropriate forms, techniques, vocabulary, voice, and style;

• assess the effectiveness of their own and others’ written work.


Producing Effective Writing


– write regularly for various purposes,including to explore ideas, feelings, andexperiences; incorporate interesting wordsand phrases; respond to the writing of oth-ers; assess their own work; experimentwith different choices of vocabulary, phras-ing, sentence patterns, imagery, and style;and discuss writing with peers;

– use information and ideas generated fromresearch, discussion, reading, viewing, andexploratory writing to develop the contentof written work;

– construct the content of written work byreviewing what is already known, posinginquiry questions, analysing and interpret-ing information, imagining possibilities,and testing arguments, theses, and thesisstatements;

– produce written work for various purposesand audiences in a variety of forms,including children’s literature, poems, nov-els, stories, plays, reports, articles, advertis-ing copy, media scripts, news stories, per-sonal essays, and opinion pieces;

– organize information and ideas appropri-ately to suit the form, purpose for writing,and intended audience;

– select appropriate techniques, vocabulary,voice, and style and use them effectively tocommunicate ideas and experiences (e.g.,use repetition and parallel structure toconvey ideas clearly in a report; useimagery to convey abstract ideas vividly ina series of poems; use an authoritativevoice in an editorial; select vocabulary toreveal character in dramatic monologue;consistently use anti-discriminatory andinclusive language);

– produce effective written work by revisingdrafts to refine content, form, technique,vocabulary, voice, and style;

– edit and proofread written work, applyingcorrectly the grammar, usage, spelling, andpunctuation conventions that are specifiedfor the compulsory Grade 12 CollegePreparation English course;

– produce clear, effective publications andprepare them for distribution to wideraudiences (e.g., apply desktop publishingtechniques to enhance text for a schoolpublication, using columns, graphics, pic-tures, design, colour, and borders; format amajor piece of original writing as an inde-pendent study project; publish an articleon an appropriate Internet website);


– use group skills effectively to producewritten work (e.g., participate in collabo-rative writing projects; share responses toworks in progress).

Assessing Their Own and Others’ Written Work


– explain creative choices made in produc-ing their written work (e.g., the choiceof content, form, techniques, vocabulary,voice, and style to suit purposes andaudiences);

– assess the content, organization, style, andimpact of drafts and final versions of writ-ten work produced by peers, providingobjective and constructive suggestions(e.g., assess the organization of informa-tion in a report; work with a partner toidentify strengths and weaknesses in a draftof a short story; participate in a peer con-ference to provide feedback on a poem inprogress; develop criteria to assess variousforms of writing; participate in a groupdiscussion about the content and impactof a magazine article);

– demonstrate an understanding of thewriting skills and knowledge required forsuccess in various college programs andcareers (e.g., use guest speakers, field trips,interviews, and print and electronicresources to investigate the types of writ-ing required in college programs; researchand report on the opportunities for publi-cation for particular forms of writing; setgoals for personal improvement in writing);

– use group skills effectively to assess writtenwork (e.g., make suggestions for revision;use feedback to improve their own andpeers’ writing).

105

Communication in the World of Business (EBT4O)and Technology, Grade 12, Open

This course emphasizes practical writing and communication skills that are needed in theworld of business and technology. Students will analyse the characteristics of effective modelsof business and technical communications; gather information to write reports, business let-ters, memos, manuals, instructions, and brochures; and integrate graphics and text, using tech-nology appropriately for formatting and special effects. They will also make a number of oraland visual presentations.

Prerequisite: English, Grade 11, University Preparation, College Preparation, or WorkplacePreparation


Investigating Business and Technical Communications



• demonstrate an understanding of the forms and content of business and technical communi-cations and their purposes and audiences;

• identify characteristics of written, oral, and visual business and technical communications;

• explain the role of technology in producing effective business and technical communications.


Understanding Business and Technical

Communications


– identify topics and issues in a variety ofbusiness and technical communications,including reports, business letters, memos,manuals, instructions, brochures, contracts,and instructional videos (e.g., record themain idea and supporting details in areport on job sharing and flexible hours;summarize key information in a warrantyor an insurance policy);

– identify the characteristics and needs ofdifferent types of audiences for businessand technical communications, includingexperts, managers, technicians, employees,and the general public;

– identify the specific purpose and audiencefor a variety of business and technicalcommunications (e.g., discuss whether aninstructional manual has been written forexperts or a general audience; develop cri-teria to determine whether a business let-ter or an instructional video is designed toinform or persuade);

– select and use appropriate strategies tounderstand business and technical commu-nications (e.g., read headings to previewthe content of a report or manual; role-play and exchange responses with a col-league to clarify understanding of aninsurance policy; generate questions afterviewing a training video).

Analysing Business and Technical

Communications


– identify the characteristics of effectivebusiness and technical communications,including clarity, accuracy, comprehensive-ness, accessibility, conciseness, and correct-ness (e.g., explain how the use of special-ized language can contribute to theaccuracy and conciseness of a memo;describe how a plain-language style canincrease the clarity and accessibility ofinstructions);

– identify specific elements of business andtechnical communications and describetheir purpose (e.g., elements such as tablesof contents, headings, marginal notes,tables, charts, diagrams, graphics, images,appendices, indexes, and glossaries);

– explain how elements of business andtechnical communications can be used toenhance their effectiveness and meet theneeds of an audience (e.g., compare theeffects of using a chart or text to conveydata; discuss the contribution of diagramsand illustrations in a multimedia presenta-tion for a general audience);

– identify the organizational patterns ofbusiness and technical communications,with an emphasis on sequential, chrono-logical, spatial, order-of-importance, prob-lem-solution, comparison-and-contrast,and cause-and-effect patterns (e.g., iden-tify the use of sequential organization in

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instructions; identify words that denotespatial relationships in an instruction man-ual; determine the organizational patternused in an incident report).

Understanding the Role of Technology in

Business and Technical Communications


– explain the role of audio, visual, andtelecommunications equipment, computerhardware and software, and presentationand desktop publishing programs in pro-ducing clear and effective business andtechnical communications;

– demonstrate an understanding of howsound clips, animation, pictures, illustra-tions, charts, and diagrams from theInternet, CD-ROMs, software programs,and scanners can clarify the meaning andenhance the visual impact of business andtechnical communications.


Creating Business and Technical Communications



• produce written, oral, and visual business and technical communications for specific pur-poses and audiences;

• use technology appropriately to clarify the meaning and enhance the impact of business andtechnical communications;

• assess their own and others’ business and technical communications.


Producing Business and Technical

Communications


– use the forms, elements, and organizationalpatterns of business and technical commu-nications to communicate effectively (e.g.,apply knowledge of how people readinformational texts to plan an effectivebrochure; use directional and sequencingwords and phrases to assist the reader inunderstanding written procedures; makean oral report using a cause-and-effectstructure);

– use information and ideas gathered from avariety of print and electronic sources togenerate content for business and technicalcommunications on school-, career-, orworkplace-related topics and issues (e.g.,gather information from consumer reportsto use in a memo recommending a pur-chase; use simulations, role-plays, and casestudies to understand different perspectiveson issues such as customer relations);

– select or adapt the content, forms, andorganizational patterns of business andtechnical communications to suit the pur-pose and audience (e.g., organize keyinformation for a video recognizing theachievements of employees; adapt the con-tent of a memo to meet the needs of dif-ferent audiences, such as an expert, a man-ager, a technician, or the general public);

– use graphics effectively in business andtechnical communications (e.g., presentinformation from text or a spreadsheet inthe form of a chart or graph; use diagramsand illustrations to emphasize main pointsin posted instructions);

– revise, edit, and proofread drafts to pro-duce clear, accurate, well-organized, andgrammatically correct business and techni-cal communications (e.g., revise a businessletter to include only the necessary details;rewrite a paragraph to express key ideas inpoint form; use software and on-line tuto-rials to revise, edit, proofread, and formatbusiness and technical communications).

Enhancing Business and Technical

Communications


– use a variety of audio, visual, and elec-tronic aids to produce effective businessand technical communications (e.g., leaveclear, straightforward, and succinct voice-mail messages; select the appropriate fea-tures from a presentation-software pro-gram to emphasize key ideas);

– use sound clips, animation, pictures, illus-trations, charts, and diagrams from theInternet, CD-ROMs, software programs,scanners, or other audio-visual equipmentto enhance the visual impact of businessand technical communications.

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Assessing Their Own Business

and Technical Communications


– assess the content and style of business andtechnical communications they have pro-duced (e.g., discuss in a group the contentand visual appeal of a classmate’s brochure;develop criteria to assess their own busi-ness and technical communications);

– assess drafts and final versions of businessand technical communications by peers,providing objective and constructive sug-gestions (e.g., work with a partner toidentify strengths and weaknesses of a draftof a report; use peer conferences andrubrics to provide feedback about a finalproduct);

– explain the creative choices made toenhance the effectiveness of their ownbusiness and technical communications;

– demonstrate an understanding of theknowledge and skills required for successin various careers in business and technicalcommunications (e.g., use guest speakers,field trips, and interviews to investigatethe use of business and technical writingskills in various occupations; set goals forpersonal improvement in business andtechnical communications).

110

Some Considerations for Program Planning in English

Teachers who are planning a program in English must take into account considerations in anumber of important areas. Essential information that pertains to all disciplines is provided inThe Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000. The areas ofconcern to all teachers that are outlined there include the following:

• types of secondary school courses

• education for exceptional students

• the role of technology in the curriculum

• English as a second language (ESL) and English literacy development (ELD)

• career education

• cooperative education and other workplace experiences

• health and safety

Considerations relating to the areas listed above that have particular relevance to programplanning in English are noted here.

Education for Exceptional Students. The Education Act and regulations made under the actrequire school boards to provide exceptional students with special education programs andservices that are appropriate for their needs.

An Individual Education Plan (IEP) must be developed and maintained for each student whois identified as exceptional by an Identification, Placement, and Review Committee (IPRC).The IEP must outline, as appropriate, any modified or alternative curriculum expectations andany accommodations (i.e., the specialized support and services) that are required to meet thestudent’s needs. The IEP must also identify the methods by which the student’s progress willbe reviewed. For exceptional students who are fourteen years of age or older and who are notidentified solely as gifted, the IEP must contain a plan to help them make the transition topostsecondary education, apprenticeship programs, or the workplace, and to help them live asindependently as possible in the community.

An IEP may also be prepared for a student with special needs who is receiving special educa-tion programs and/or services but who has not been identified as exceptional by an IPRC.

In English courses, accommodations to meet the needs of exceptional students as set out intheir IEP may include the use of specialized equipment and learning aids such as Braille, mag-nification aids, voice-activated computers, audiotapes, and specialized computer programs, aswell as the assistance of oral or sign-language interpreters or scribes. Some students may bene-fit from using alternative resources (some less complex, others more challenging), communi-cating through sign language, or working in flexible grouping arrangements.

111S O M E C O N S I D E R A T I O N S F O R P R O G R A M P L A N N I N G I N E N G L I S H

The Role of Technology in the Curriculum. Using information technology will assist studentsin the achievement of many of the expectations in the English curriculum. Information technol-ogy helps students in their written work and in the analysis of literary works and informa-tional materials. Students should use word processing to draft, organize, revise, edit, and formatwritten work. In their research, students should use multimedia resources to find, process, andreorganize information and ideas. Presentation software and audio-visual technologies willenhance the effectiveness of oral and visual presentations.

English As a Second Language and English Literacy Development (ESL/ELD). The secondaryEnglish curriculum can be very demanding for second-language learners. Their relatively lim-ited vocabulary in English may make it difficult for them to read certain materials, and theirrelative inexperience with the conventions of English and with complex sentence patterns in asecond language may make it difficult for them to write as fluently or correctly as some oftheir peers. Also, these students may not be familiar with some of the traditional literary worksand common literary themes that their English-speaking peers have already studied.

Students who are learners of English as a second language will have the best chance of successin English programs where there are many opportunities for oral interaction with English-speaking peers. Teachers can make an asset of linguistic and cultural diversity in the classroomby encouraging students to share information about their respective languages and literaryinheritances. Teachers should focus on the content and organization of ideas in students’ writ-ten work, as well as on word choice, grammar, usage, spelling, and punctuation.

Career Education. Expectations in the English program include many opportunities for stu-dents to apply their language skills to work-related situations, to explore educational andcareer options, and to become self-directed learners. To prepare students for the literacydemands of a wide array of postsecondary educational programs and careers, English coursesrequire students to develop research skills, practise expository writing, and learn strategies forunderstanding informational reading materials. Small-group work and oral presentations helpstudents to express themselves confidently and to work cooperatively with others. Regardlessof their postsecondary destination, all students need to realize that literacy skills are employmentskills. Powerful literacy skills will equip students to manage information technologies, commu-nicate effectively and correctly in a variety of situations, and perform a variety of tasks.

Cooperative Education and Other Workplace Experiences. The knowledge and skills studentsacquire in English courses will assist them in their cooperative-education and work-experi-ence placements. In all placements, students will be required to read and listen, carefully andwith attention to detail, to messages, instructions, and information, in order to perform place-ment-related tasks and duties efficiently, responsibly, and safely. In some placements,students will need to apply the specialized knowledge acquired in the optional courses onbusiness and technical communication and presentation and speaking skills. Certain place-ments will have a specific focus on English literacy skills. For example, in placements withnewspapers, television and radio stations, schools, and libraries, students will use their knowl-edge and skills to analyse texts, to conduct research, to write and revise texts, and to createmedia works.

112

The achievement chart that follows identifies four categories of knowledge and skills inEnglish – Knowledge/Understanding,Thinking/Inquiry, Communication, and Application.These categories encompass all the curriculum expectations in courses in the discipline. Foreach of the category statements in the left-hand column, the levels of student achievement aredescribed. (Detailed information on the achievement levels and on assessment, evaluation, andreporting policy and its implementation is provided in The Ontario Curriculum, Grades 9 to 12:Program Planning and Assessment, 2000.)

The achievement chart is meant to guide teachers in:

– planning instruction and learning activities that will lead to the achievement of the curricu-lum expectations in a course;

– planning assessment strategies that will accurately assess students’ achievement of the cur-riculum expectations;

– selecting samples of student work that provide evidence of achievement at particular levels;

– providing descriptive feedback to students on their current achievement and suggestingstrategies for improvement;

– determining, towards the end of a course, the student’s most consistent level of achievementof the curriculum expectations as reflected in his or her course work;

– devising a method of final evaluation;

– assigning a final grade.

The achievement chart can guide students in:

– assessing their own learning;

– planning strategies for improvement, with the help of their teachers.

The achievement chart provides a standard province-wide method for teachers to use inassessing and evaluating their students’ achievement. A variety of materials is being made avail-able to assist teachers in improving their assessment methods and strategies and, hence, theirassessment of student achievement.

The ministry is providing the following materials to school boards for distribution to teachers:

– a standard provincial report card, with an accompanying guide

– instructional planning materials

– assessment videos

– training materials

– an electronic curriculum planner

The Achievement Chart for English

113T H E A C H I E V E M E N T C H A R T F O R E N G L I S H

When planning courses and assessment, teachers should review the required curriculumexpectations and link them to the categories to which they relate. They should ensure that allthe expectations are accounted for in instruction, and that achievement of the expectations isassessed within the appropriate categories. The descriptions of the levels of achievement givenin the chart should be used to identify the level at which the student has achieved the expec-tations. Students should be given numerous and varied opportunities to demonstrate theirachievement of the expectations across the four categories. Teachers may find it useful to pro-vide students with examples of work at the different levels of achievement.

The descriptions of achievement at level 3 reflect the provincial standard for student achieve-ment. A complete picture of overall achievement at level 3 in a course in English can be con-structed by reading from top to bottom in the column of the achievement chart headed“70–79% (Level 3)”.


Categories

Knowledge/

Understanding

– knowledge of formsof texts (e.g., novels,plays, essays, poems),conventions, termi-nology, and strategies(e.g., for reading andwriting)

– understanding ofinformation, ideas,concepts, and themes

– understanding of rela-tionships among facts,ideas, concepts, andthemes

– understanding of theuses and effect ofrhetorical elements(e.g., stylistic devices,voice) in literary andinformational texts

Thinking/Inquiry

– critical and creativethinking skills (e.g.,reflecting, analysing,hypothesizing,explaining)

– inquiry skills (e.g.,formulating questions;planning; selectingstrategies andresources; analysing,interpreting, andassessing information;forming conclusions)

Communication

– communication ofinformation and ideas(e.g., through logicalorganization)

50–59%

(Level 1)

– demonstrates limitedknowledge of forms,conventions, termi-nology, and strategies

– demonstrates limitedunderstanding ofinformation, ideas,concepts, and themes

– demonstrates limitedunderstanding of rela-tionships among facts,ideas, concepts, andthemes

– demonstrates limitedunderstanding of theuses and effect ofrhetorical elements

– uses critical and cre-ative thinking skillswith limited effectiveness

– applies few of theskills involved in aninquiry process

– communicates infor-mation and ideas withlimited clarity

60–69%

(Level 2)

– demonstrates someknowledge of forms,conventions, termi-nology, and strategies

– demonstrates someunderstanding ofinformation, ideas,concepts, and themes

– demonstrates someunderstanding of rela-tionships among facts,ideas, concepts, andthemes

– demonstrates someunderstanding of theuses and effect ofrhetorical elements

– uses critical and cre-ative thinking skillswith moderate effectiveness

– applies some of theskills involved in aninquiry process

– communicates infor-mation and ideas withsome clarity

70–79%

(Level 3)

– demonstrates consid-erable knowledge offorms, conventions,terminology, andstrategies

– demonstrates consid-erable understandingof information, ideas,concepts, and themes

– demonstrates consid-erable understandingof relationships amongfacts, ideas, concepts,and themes

– demonstrates consid-erable understandingof the uses and effectof rhetorical elements

– uses critical and cre-ative thinking skillswith considerableeffectiveness

– applies most of theskills involved in aninquiry process

– communicates infor-mation and ideas withconsiderable clarity

80–100%

(Level 4)

– demonstrates thor-ough and insightfulknowledge of forms,conventions, termi-nology, and strategies

– demonstrates thor-ough and insightfulunderstanding ofinformation, ideas,concepts, and themes

– demonstrates thor-ough and insightfulunderstanding of rela-tionships among facts,ideas, concepts, andthemes

– demonstrates thor-ough and insightfulunderstanding of theuses and effect ofrhetorical elements

– uses critical and cre-ative thinking skillswith a high degree ofeffectiveness

– applies all or almost allof the skills involvedin an inquiry process

– communicates infor-mation and ideas witha high degree of clarity, and with confidence

Achievement Chart – Grades 11 and 12, English

The student:

The student:

The student:

115T H E A C H I E V E M E N T C H A R T F O R E N G L I S H

Categories

Communication (cont.)

– communication fordifferent audiencesand purposes (e.g.,choice of languageand style)

– use of various formsof communication(e.g., essays, narra-tives, debates, poems,reports)

Application

– application ofrequired languageconventions (e.g.,grammar, usage,spelling, punctuation)

– application of oralcommunication andmedia conventionsand techniques

– application of readingstrategies (e.g., reread-ing closely to identifyspecific information,scanning, using cuesfrom context)

– application of thewriting process (e.g.,choice of topic, revi-sion, use of resources)

– application of tech-nology (e.g., choiceof tools and software,ethical use)

– making connections(e.g., between Englishand other subjects,between English andthe world outside theschool, and betweenexperiences and texts)

50–59%

(Level 1)

– communicates with alimited sense of audi-ence and purpose

– demonstrates limitedcommand of the various forms

– uses the required lan-guage conventionswith limited accuracyand effectiveness

– uses oral communica-tion and media con-ventions and tech-niques with limitedeffectiveness

– uses reading strategieswith limited competence

– uses the writingprocess with limitedcompetence

– uses technology withlimited appropriate-ness and effectiveness

– makes connectionswith limited effectiveness

60–69%

(Level 2)

– communicates withsome sense of audi-ence and purpose

– demonstrates moder-ate command of thevarious forms

– uses the required lan-guage conventionswith some accuracyand effectiveness

– uses oral communica-tion and media con-ventions and tech-niques with someeffectiveness

– uses reading strategieswith moderate competence

– uses the writingprocess with moderatecompetence

– uses technology withmoderate appropriate-ness and effectiveness

– makes connectionswith moderate effectiveness

70–79%

(Level 3)

– communicates with aclear sense of audi-ence and purpose

– demonstrates consid-erable command ofthe various forms

– uses the required lan-guage conventionswith considerableaccuracy and effec-tiveness

– uses oral communica-tion and media con-ventions and tech-niques effectively

– uses reading strategieswith considerablecompetence

– uses the writingprocess with consider-able competence

– uses appropriate tech-nology with consider-able effectiveness

– makes connectionswith considerableeffectiveness

80–100%

(Level 4)

– communicates with astrong sense of audi-ence and purpose

– demonstrates exten-sive command of thevarious forms

– uses the required lan-guage conventionsaccurately and effec-tively all or almost allof the time

– uses oral communica-tion and media con-ventions and tech-niques effectively andcreatively

– uses reading strategieswith a high degree ofcompetence

– uses the writingprocess with a highdegree of competence

– uses appropriate tech-nology with a highdegree of effectiveness

– makes connectionswith a high degree ofeffectiveness

The student:

The student:

Note: A student whose achievement is below 50% at the end of a course will not obtain a credit for the course.

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The Ministry of Education wishes to acknowledgethe contribution of the many individuals, groups,and organizations that participated in the develop-ment and refinement of this curriculum policydocument.

ontario curriculum, grades 11 and 12...

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