Please note:
This document is best suited for on-screen use. Some layout may have been
altered during the creation of this web page.
It is
recommended that you download the "pdf" version of this Course Profile
for printing and the "Word, Mac, or WordPerfect" versions for working
with or adapting the Course Profile to meet your instructional needs.
Course Profile The Writer’s Craft (EWC4C), Grade 12,
College Preparation, Public
Course Overview
Prerequisite: English, EWC3C, Grade 11, College Preparation
This
course emphasizes knowledge and skills related to the craft of writing.
Students investigate 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 also complete a creative or analytical
independent study project and investigate opportunities for publication and for
writing careers.
The
foundational theme selected for this course is Inspirations. All units are
based on the real life inspirations for writing. Through a range of tools of
the craft, such as writer’s diaries, work logs and reading groups, students
demonstrate the development of their skills, knowledge, and understandings
particular to the craft of writing. The thematic approach for this course
integrates both the analysis of other’s writing and the student’s own creation
of written work. In each unit, students are encouraged to make decisions about
writing forms, audiences, and purposes which suit their individual goals. The
Writing Planner (Appendix 0.1) has been provided as a possible framework for
students to use when planning their written work.
The
teacher should create a workshop environment that encourages writers in a
supportive atmosphere. In order to meet course expectations, students must
write in a variety of modes and forms to suit different purposes and audiences.
Lengths of writing will vary. Teachers should explain to students that some
assessments may be based upon a portion of a piece, pre-determined during
student-teacher conference, rather than the entire piece. Writing topics and
purposes should, whenever possible, be directly inspired by individual
interests and goals. Entries in the writer’s diary may include items such as:
sources of inspiration, writer’s notes, favourite quotations, reading notes,
newspaper clippings, bits of dialogue, brainstorming, and idea maps. The
purpose of the writer’s diary is to help the student understand, document, and
analyse their growth as writers. While the teacher’s assessment of the writer’s
diary will be primarily formative, students’ analysis of and reflection upon
their writer’s diary as documentation of their learning throughout the course
may also be used as a form of summative assessment toward the end of the
course.
Throughout the course teachers should encourage
students to develop independent time management and writing skills necessary
for su
Unit Six, Inspiring Others, provides a framework for the culminating portfolio that allows students to demonstrate their growth as writers throughout the course. The ongoing writing experimentation and revision in each unit, combined with the discovery of new techniques and individual and small group feedback will provide students with the necessary skills, inspirations, and material upon which to base their culminating portfolio. Teachers should introduce the independent study early in the course so that students can prepare rough work, gather ideas, and collect materials throughout the course.
All writing is a public act. The teacher should
explain to students that if something is written, it may be read. Teachers
should outline a
|
Unit 1 |
Genre Inspirations |
17.5 hours |
|
* Unit 2 |
Reading Inspirations |
20
hours |
|
Unit 3 |
Community Inspirations |
20
hours |
|
Unit 4 |
Global
Inspirations |
21.25
hours |
|
Unit 5 |
Personal
Inspirations |
21.25
hours |
|
Unit 6 |
Inspiring
Others |
10 hours |
* This
unit is fully developed in this Course Profile.
Time:
17.5 hours
Unit
Description
This
first unit begins with what most students taking this course will want: time to
write. For this unit, students select one genre which will serve as a
self-selected focus for their introduction to all of the components of the
writing process. Students are expected to follow this writing process for each
polished assignment in this course. This unit establishes the routines and
writing patterns that shape the course.
Unit
Overview Chart
|
Activity/ Time |
Learning Expectations |
Assessment Categories |
Focus |
|
1.1 |
PWV.01,
PW1.01, PW1.04 |
Thinking/Inquiry
Communication |
Students
begin the course through a series of free writing activities. |
|
1.2 |
IW1.01,
PW1.07, PW1.10 |
Knowledge/
Understanding Thinking/Inquiry Communication |
Students
work through a sample professional rough draft and make revision comments. |
|
1.3 |
IWV.01,
IW1.01, IW1.02, IW1.03, PW1.10 |
Knowledge/
Understanding Thinking/Inquiry Communication |
In
groups, students use models to create a checklist for effective writing of a
specific format. |
|
1.4 3.75
hours |
PW1.03,
IWV.01 |
Knowledge/
Understanding Thinking/Inquiry Communication |
Students
read at least one article on a particular writing technique and contribute to
a preliminary writing reference guide. |
|
1.5 |
PWV.01,
PW1.02, PW1.06 |
Knowledge/
Understanding Thinking/Inquiry |
Students
complete a writing planner, rough drafts, and polished copy of one piece of
writing related to their chosen genre. |
Time: 20
hours
Unit
Description
By
reading about one writer’s works and life, students discover the writer’s
personal sources of inspiration. Sharing these discoveries through
presentations provides the class with exposure to a wide variety of writer’s
works, lives, styles, and sources of inspiration. Students then identify and
reflect upon their own sources of inspiration for writing. Students select one,
or possibly two, pieces of writing drafted during this unit to refine and
polish for summative evaluation.
Unit
Overview Chart
|
Activity/ Time |
Learning Expectations |
Assessment Categories |
Focus |
|
2.1 A
Writer’s Life 5 hours |
IWV.02,
IW1.01, IW1.03, IW2.01, IW2.02, IW2.03 |
Thinking/Inquiry
Communication Application |
Students
research the life of one writer. Students maintain notes about their chosen
author. Students
prepare a brief presentation highlighting key events in the writer’s life. |
|
2.2 A
Writer’s Work 8.75
hours |
IW2.01,
IW2.02, IW2.03, PW1.04 |
Knowledge/
Understanding Thinking/Inquiry Communication |
Students
use the knowledge gained in the previous activity to analyse one work by
their chosen author. Students write a short article for young writers
explaining the influences that shaped the writer’s work. |
|
2.3 My Life
as a Writer 5 hours |
PWV.01,
PW1.02, PW1.03, PW2.01, IWV.02, PW1.04 |
Thinking/Inquiry
Communication Application |
Students
reflect on the influences that shape their own writing in an interview with a
classmate. Students write a short speech, profile, written interview, or
eulogy outlining the influences that shaped their partner’s life as a writer. |
|
2.4 Inspired
by Others 1.25
hours |
PW1.01,
PW1.05, PW2.01 |
Thinking/Inquiry
Communication |
Students
create a writing piece of their choice based on a personal inspiration.
Students provide an explanation of the relationship between their latest work
and the inspiration that shaped this work. |
Time:
20 hours
Unit
Description
The local
community provides the focal point for this unit as students produce and study
writing inspired by the community local events, e.g., sports events, fairs,
fundraisers, local shows, historical events, economic and business developments,
environmental concerns, social issues, local by-laws. A particular focus for
this unit is students’ analysis of models of writing such as advertising copy,
plays, reports, and news stories. In this unit, students also become familiar
with the writing skills and knowledge required for various community college
programs and careers.
Unit Overview Chart
|
Activity/ Time |
Learning
Expectations |
Assessment
Categories |
Focus |
|
3.1 |
PWV.01, PW2.01, PW2.04 |
Thinking/ Inquiry |
Students discuss various forms of community
writing, e.g., news articles, advertising copy, historical writing, opinion
pieces. Students prepare a rough draft reflection on one particular aspect of
their community. |
|
3.2
Community Journalism |
IW1.01,
IW1.02, IW1.03, PW1.01, PW1.02, PW1.04 |
Thinking/
Inquiry |
Students
analyse the various forms and styles of writing in newspapers. Students
select one form of news writing and create a draft piece based on a local
issue. |
|
3.3 |
IWV.02,
IW2.01, IW2.02, IW2.03, PW1.02, PW1.03, PW2.03 |
Knowledge/
Understanding Thinking/ Inquiry |
Students
organize a speaker series or panel discussion of community members who write
as part of their job, e.g., museum curator, police officer, a college writing
instructor, communications officer, social agency worker, volunteer
coordinator. Students write a summary report on one particular career. |
|
3.4
Community Script |
IW1.03,
PW1.02, PW1.04, PW1.06, PW1.07, PW1.10 |
Knowledge/
Understanding Thinking/ Inquiry Communication |
In
groups, students select a local community conflict, e.g., a sport,
historical, political, or environmental issues. Students
prepare a short fictional dialogue or series of connected monologues in which
differing perspectives on the event or issue are explored. |
|
3.5
Community Calendar |
PWV.01,
PW1.02, PW1.04, PW1.09 |
Communication |
Students
create a single page for a 12- month calendar which features one local
community landmark, business, attraction, or service each month. The
calendar page must include a visual supported by written copy, using desktop
publishing techniques. |
|
3.6
Community Contributions |
PW1.03,
PW1.07, PW1.08, PW1.09 |
Knowledge/
Understanding |
Students
share personal and familial community involvements, e.g., volunteer work,
part-time jobs, sports teams, advocacy groups, or involvement in local issues
committees. Students
brainstorm a list of possible writing related to these involvements, e.g.,
letter to editor, report to council, newsletter, manual of instructions, meeting
summaries or minutes, media release, public service announcement. Students
prepare at least one piece of writing which addresses a community need. |
Time:
21.25 hours
Unit Description
Writing
produced and studied by students in this unit is inspired by global issues such
as the environment, scientific events, political events, and literature. The
analytic component of this unit focuses on students’ examination of models of
writing including articles, media scripts, novels, and stories.
Unit
Overview Chart
|
Activity/ Time |
Learning Expectations |
Assessment Categories |
Focus |
|
4.1 |
IWV.02,
PWV.01, PW1.03, PW1.05, PW1.08 |
Knowledge/
Understanding Thinking/ Inquiry |
Students
view a movie on a global issue. Students
write a short analytical paper discussing how one aspect of the movie
contributed to the film’s overall effectiveness, e.g., setting, camera angle,
casting. |
|
4.2 |
PWV.01,
PW1.04, PW1.07, PW2.01 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Students
use a compelling picture related to a global issue as the basis for a poem or
short story. |
|
4.3 |
PW1.03,
PW1.04, PW1.07, PW1.08 |
Thinking/
Inquiry Communication Application |
Teachers
select and distribute a variety of statistics, graphs and/or charts
representing various global realities, (e.g., literacy rates, minimum wage,
fresh water availability), taken from sources such as world almanacs and
atlases. Students
write an explanation of the trend represented by the data. |
|
4.4 |
PW1.01,
PW1.02, PW1.03, PW1.04, PW1.05, PW1.06, PW1.07, PW1.08, PW1.09 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
In
groups, students select a theme based on a world issue and prepare a portion
of a magazine or a webpage including a variety of pieces such as, poetry,
short stories, information articles, advertisements. Students
informally assess other group’s final products. |
|
4.5
Mythology Around the World |
IWV.01,
IW2.02, PW1.06, PW2.01 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Students
examine a variety of myths, legends, and fairytales. Students
rewrite one piece to reflect their own cultural experience, (e.g., modernize
a Greek myth, adapt a Ukrainian story to a Canadian context, urbanize a rural
African folk tale). |
Time:
21.25 hours
Unit Description
Unit 5
provides students with an opportunity to select, as the basis for their own
writing, inspirations that are personally meaningful to them. This unit
reinforces the idea that writing is most effective when writers create
something about which they are both knowledgeable and passionate. Ongoing
student-teacher conferencing guides, supports, and enhances student choices.
Students write in a variety of forms, including personal narratives, poems, and
expositions. This unit helps students to focus in on the types of writing and
content areas that are of greatest interest to them as they continue to work on
possible pieces for their culminating portfolio. Students are encouraged to
submit a polished piece for this unit to a real-life audience for publication,
such as a magazine editor, a newspaper, an anthology publisher, or a writing
contest.
Unit Overview Chart
|
Activity/ Time |
Learning Expectations |
Assessment Categories |
Focus |
|
5.1 |
PW1.04,
PW1.06, PW2.01 |
Thinking/
Inquiry Communication |
Students use inspirations from their
writer’s diary to write a personal narrative. |
|
5.2 |
IWV.02,
IW1.03, PW1.02, PW1.09 |
Thinking/
Inquiry Knowledge/ Understanding Communication |
Students
analyse various product or performance critiques, e.g., consumer product
reviews, movie critiques to determine the key characteristics. Students write
a critique of a product or performance. |
|
5.3 |
PW1.01,
PW1.06, PW2.01, PW2.02 |
Thinking/
Inquiry Communication |
Students
select one person who has played a prominent role in their lives. Students
write a personal profile of the person describing the person and explaining
the importance of the person in their own life. |
|
5.4 |
IW1.01,
PW1.04, PW1.08, PWV.02 |
Knowledge/
Understanding Communication Application |
Students
examine various forms of poetry in their lives, e.g., from personal reading,
advertisements, song lyrics. Students
select three poetic forms and create their own poetry. |
|
5.5 |
PW2.04,
IW2.03, PW1.02, PW1.06, PWV.02 |
Thinking/
Inquiry Communication |
Students
identify the writing skills needed for a possible study or work path which
they might pursue after high school. Students
complete a personal assessment of the strengths and areas for improvement in
their own writing based on the skills needed for the career identified. |
|
5.6 |
PW1.04, PW1.06, PW1.08, PW1.08, PW1.09,
PW2.03, IW2.03 |
Knowledge/ Understanding Thinking/ Inquiry
Communication |
Students investigate the criteria used by
publishers when reviewing potential material. Students develop a “pitch” to a
publisher for a new novel, film, or play. The “pitch” includes: a letter of
introduction, a description of the setting, characters, and basic premise of
the story, and the first page or two of one key episode. |
Time:
10 hours
Unit
Description
This unit
allows students to refine and reflect upon their learning and writing
throughout the course. Students identify a unifying theme or concept for their
culminating writing task. This writing could take the form of a thematically
based anthology or a writer’s guide for future EWC classes. Students select a
minimum of three pieces from different genres that they have produced earlier
in the course as the key pieces in their portfolio. Students polish these
pieces based on self-assessment as well as feedback from peer and teacher
conferencing. Each of the pieces is a
Unit
Overview Chart
|
Activity/Time |
Learning Expectations |
Assessment Categories |
Focus |
|
6.1 |
PWV.02,
PW2.02, PW2.04 |
Knowledge/
Understanding Application |
As a
class, students identify criteria for the selection of pieces for the
portfolio. Each student selects at least three pieces for their portfolio. In
pairs and small groups, students provide revising and editing suggestions for
their peers. |
|
6.2 |
PW1.06,
PW1.07, PW1.08, PW1.09 |
Knowledge/
Understanding Communication Application |
Students
revise and edit their pieces for the portfolio. |
|
6.3 |
PW1.01,
PWV.02, PW2.01, IW1.03 |
Thinking/
Inquiry Communication |
Students
prepare the author’s explanatory notes of each piece outlining the reasons
for the creative and technical choices made. |
|
6.4 |
PWV.02,
IW1.03, IW1.02 |
Knowledge/
Understanding Communication Thinking/ Inquiry |
Students
share their polished portfolios in small groups. Peers
informally assess the portfolios. Teachers evaluate the portfolios. |
Students
enrolled in the Grade 12 College Writer’s Craft (EWC4C) course have su
The
Writer’s Craft course is designed to operate as a writer’s workshop. As such, a
variety of activities including teacher-student conferencing, peer
conferencing, self-reflection, drafting, revision, reading and analysis of
models, polishing, completion of writing exercises or tasks will frequently o
The
writer’s diary may serve many different purposes throughout the course
including jotting down ideas or inspirations, reflections on community and
class events and discussions, responses to directed writing prompts, snippets
of dialogue and narrative, drafts of graphic organizers for writing pieces and
draft writing. Pieces from the students’ writing diary will serve as much of
the basis for student-teacher conferencing and peer collaboration and feedback.
Discussion
with members of the class and collaboration are integral components of
students’ development as writers. It is important that teachers model and teach
students how to provide constructive feedback for peer’s writing. The creation
of a supportive and positive environment provides students with the necessary
low risk environment and comfort level that is so crucial to a writer’s craft
course.
Teachers should provide a range of individual,
small group and whole class activities throughout the course. This range of
instructional strategies provides the basis for varied experiences and
opportunities for development throughout the course. Individual activities
might include:
·
brainstorming
·
writing
exercises
·
reflections
on personal writing
·
student-teacher
conferences
·
independent
research
·
analysis
of writing models
·
reading
of writing technique articles
·
creation
of draft writing pieces
·
editing
and revising
Teachers should provide opportunities for students to
engage in small group activities such as:
·
collaborative
brainstorming
·
drafting
·
conference
partners
·
joint
writing
·
reader’s
theatre
·
research
partners
·
focus
groups for analysis
·
round
table discussions
·
small
group presentations
·
book
talks
·
portfolio
presentations
·
oral
reading of works in progress and polished pieces
·
response
groups for informal discussion
Whole class activities provide opportunities for teacher
modeling, explicit instruction, and shared experiences. Whole class activities
in The Writer’s Craft might include activities such as:
·
Socratic
lessons
·
review
·
instruction
of a new technique
·
guest
speakers
·
analysis
of models
·
video
presentations
·
field
trips
·
grammar
mini-lessons
For each polished assignment,
students must read, analyse, and take notes on at least one model. They should
also identify one specific writing technique or area of weakness to improve for
this assignment and work toward developing their skills by taking notes on a
related article or completing practice exercises.
Grammar
and mechanics of writing should be addressed on a needs basis within the
context of students’ daily writing.
At the end of each unit, students should
produce no less than one polished writing assignment that has gone through the
whole writing process that includes each of the following stages and/or
assignments:
a) A writing planner that identifies topic,
purpose, audience, persona, and format of the writing piece as well as the
other background tasks. See Appendix 0.1 for sample planner.
b) Reading notes on models, writing theory,
and/or writing techniques.
c) An appropriate set of criteria or checklist
for this type of writing.
d) No less than one set of written revision
notes on another student’s analysis of the piece.
e) No less than one journal entry that clearly
explains how this writing piece was inspired by the unit’s source.
Seventy
per cent of the grade will be based on assessments and evaluations conducted
throughout the course. Thirty per cent of the grade will be based on a final
evaluation in the form of an examination, performance, essay, and/or other methods
of evaluation. The culminating portfolio assignment, outlined in Unit 6, may
constitute the entire 30% final evaluation or may be combined with another
written component such as an exam.
Teachers
should provide a range of diagnostic, formative, and summative assessment
throughout the course based on the categories of knowledge and skill outlined
in the Achievement Chart. Unit 1 has been designed to facilitate the collection
of a number of short writing samples early in the course for the purposes of diagnostic
assessment. Formative assessments may include the writer’s diary, peer
assessments, drafts, student-teacher conferences, self-assessments, checklists,
reading notes, and writing exercises. Students produce one to two polished
pieces per unit for summative evaluation.
Specific
criteria for each summative assignment is developed and agreed upon through
individual and class consultation. Students should work with the teacher to
create writing checklists and rubrics that reflect their understanding of the
key elements and skills inherent in each assignment.
For
the developed unit in this Course Profile, a variety of assessment recording
tools (e.g., checklists, feedback forms, conference guidelines and rubrics)
have been provided. Assessment tasks should cluster relevant and meaningful
expectations; assessment tools and strategies should identify curriculum
planning as well as student progress. Additional assessments should be selected
to ensure consistency with the requirements outlined in the Grades 9 to 12,
Program Planning and Assessment, 2000 policy document.
The
Writer’s Craft course should include a variety of assessment strategies such
as: teacher observations, oral presentations, interviews, essays, reports,
letters, tests and quizzes, performance tasks, portfolios, self-assessment,
peer assessment, writing responses, and media works. Many of these assessments
may be used for formative assessment by providing students with opportunities
for resubmission after they have worked to improve their product by using self-
and peer assessment to help them improve their work. However, the final
evaluation is the responsibility of the teacher and should be based on
individual student performance. Group tasks must allow for individual a
Teachers should consult individual exceptional
student’s IEPs for specific direction on a
Teachers may make the
following a
·
providing
audio or Braille versions of print resources;
·
providing
students with teacher-generated checklists, criteria, and organizational
frameworks rather than having the students create their own;
·
assigning
writer’s diary topics and activities instead of having students generate these
independently;
·
restructuring
assignments as needed, e.g., allowing additional time, providing a scribe or a
·
adapting
the culminating activity to allow students to develop their personal strengths
and interests in a work of greater scope and depth.
Enrichment opportunities for students might include:
·
partnerships
with college student learning and writing centres;
·
in-school
publishing;
·
community
writing for service organizations and newspapers;
·
mentoring
with local writers;
The
URLs for the websites were verified by the writers prior to publication. Given
the frequency with which these designations change, teachers should always
verify the websites prior to assigning them for student use.
Units in
this Course Profile make reference to the use of specific texts, magazines,
films, videos, and websites. Teachers need to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
students use from printed publications, teachers need to ensure that their
board has a Cancopy licence and that this licence covers the resources they
wish to use. Before screening videos/films with their students, teachers need
to ensure that their board/school has obtained the appropriate public
performance videocassette licence from an authorized distributor, e.g., Audio
Cine Films Inc. Teachers are reminded that much of the material on the Internet
is protected by copyright. The copyright is usually owned by the person or
organizations that created the work. Reproduction of any work or substantial
part of any work on the Internet is not allowed without the permission of the
owner.
Books
Barclay,
S., J. Coghill, and P. Weeks. Canadian Students’ Guide to Language,
Literature, and Media. Don Mills: Oxford University Press, 2001. ISBN 0195416759
Burke,
J., et al. Creative
Writing. Rocky
River: The Center for Learning. 2000. ISBN 1-56077-604-8
Clinton,
E. M., J. E. Darus, and P. S. Lincoln. Writing 1: Learning the Process.
Rocky River: The Center for Learning, 1998. ISBN 1-56077-607-2
Costello,
M. E., M. A. Kovacs, and J. Toner. Writing 2: Personalizing the
Process. Rocky River: The Center for Learning, 1999. ISBN 1-56077-6082
Gardner,
John. The Art of Fiction: notes on craft for young writers. (2nd
ed). New York, Toronto: Random House, 1991. ISBN 0679734031
Hinman,
Sheryl Lee and Thomas E. Winski. Journalism: Writing for Publication.
Rocky River: The Center for Learning, 2000. ISBN 1-56077-596-3
Holm,
Kirsten, ed. 2002 Writer’s Market. Cincinnati: Writer’s Digest Books,
2001. ISBN 15820440
Ireland,
R. The Poet’s Craft. Toronto: Harcourt Brace Canada, 1987. ISBN
0774712155
King,
Stephen. On Writing: a memoir of the craft. New York: Pocket Books,
2000. ISBN 0671024256
LeGuin,
Ursula. Steering the Craft: exercises and discussion on story writing for
the long navigator or the mutinous crew. Portland, Oregon: Eighth Mountain
Press, 1998. ISBN 0933377460
New
York Times. Writers on Writing: collected essays from The New York Times.
New York: Times Books, 2001. ISBN 0805067418
Robertson,
Hugh. The English Essay: writing about literature. Ottawa: Piperhill
Publications, 2000. ISBN 0-9693068-5-7
Tooze,
Sandra. The Canadian Writer’s Market. Toronto: McClelland and Stewart
Inc., 2000.
ISBN 0771085257
Weinstein,
Larry. Writing at the Threshold: featuring 56 ways to prepare high school
and college students to think and write at the college level. Urbana, IL:
National Council of Teachers of English, 2001. ISBN 0-8141-5913-3
Zinsser,
W. On Writing Well: the classic guide to writing non fiction (6th
ed). New York: Harper Collins, 1998. ISBN 096564725
Magazines
and Journals
Quill and Quire. Toronto, ON. Phone: 416-360-0044. Email: info@quillandquire.com
Writer’s Digest. Cincinatti, OH: Writer’s Digest Books. Phone: 800-333-0133 – www.writersdigest.com
Teachers
should discuss with students safe and a
American
Psychological Association Style Guide – http://apastyle.org
Bartleby’s
Daily Quotations, Definitions and Biographies – http://www.bartleby.com
Canadian
Authors Association – http://canauthors.org/
Canadian
Magazine Publishers Association – http://www.cmpa.ca/
Danforth
Review – http://www.danforthreview.com/
English
Language Arts Network – http://www.elan.on.ca/
It’s
Still Winter: A Web Journal of Contemporary Canadian Poetry and Poetics
– http://quarles.unbc.ca/winter/
League
of Canadian Poets – http://www.poets.ca/
Modern
Language Association – http://www.mla.org
News
and Newspapers Online – http://library.uncg.edu/news/
Newswise
– http://newswise.com/
Online
Writing Lab – http://owl.english.purdue.edu/
Pen
Canada – http://pencanada.ca
Playwrights
Union of Canada – http://www.puc.ca/
Sheridan
College Explore the Web Cybersurfing Directory
– http://www.sheridanc.on.ca/Internet/cyber.htm#tut
Write
For Kids – http://write4kids.com/
Writer’s
Digest – http://www.writersdigest.com/
Writers
in Electronic Residence Cool Tools Online – http://edu.yorku.ca/~WIER/WIERtools.html
Writers’
Union of Canada – http://www.writersunion.ca
Writers
Write – http://writerswrite.com/
The
Writer’s Craft course provides many unique opportunities to create links with
the community. Local writing groups, contests, and organizations provide
meaningful connections for students in order to demonstrate the many personal
and professional purposes for writing. Similarly, students may find a wide
avenue for publishing their work in both the local community and within the
wider writing community.
Assignment ___________
|
Name |
|
|
Topic |
|
|
Purpose |
|
|
Audience |
|
|
Format/Length |
|
|
Persona/Role |
|
|
Reasons for Writing |
|
Background Information |
|
Writing Models |
|
Style and Techniques |
|
|
Definition |
Example |
|
Topic |
What
the writing is about |
Cats,
the high cost of education, the benefits of thought control, crystal caves,
etc. Basically, your topic may be anything you can think of. |
|
Purpose |
What
the writer wishes to a |
To
persuade; to inform; to entertain; to convince; to assess; to investigate; to
prove, etc. |
|
Audience |
The
person the writer wishes to persuade, inform, address, etc. |
A
family member, your next door neighbour, teens who like to skateboard,
seniors who fly south every winter, single parents, college students, etc, |
|
Format |
Type of
writing |
Short
story, article, letter, guide, essay, film, theatre or TV script, poetry,
memoir, autobiography, etc. |
|
Persona |
Mask or
imaginary personality the writer uses when writing, also known as narrator |
Worried
mother, caring teacher, frustrated student, retired clown, hungry vampire,
political journalist, technical writer, etc. |
|
Reasons for Writing Reasons
may be as simple as “I want to tell my friend in Vancouver about my holidays”
to “The Canadian Olympic gold medals in hockey in 2002 demonstrate that
hockey is truly a Canadian sport”. |
|
Background Information You may
flip through your holiday photo album and jot down descriptions or refer to
the Salt Lake City Olympic websites. |
|
Writing Models If you
are writing a short story, you must read a short story and make a summary and
analytical notes on the short story. If you are writing poetry, you do the
same for poetry, articles, etc. |
|
Style and Techniques You
must read and record notes about writing techniques that may help you to
improve your assignments. These techniques might include topics such as “How
to write stimulating dialogue,” “New scripts formatting software packages,”
or “The use of adjectives and oppositives in effective descriptive writing.” |
Coded
Expectations, The Writer’s Craft, Grade 12, College Preparation, EWC4C
IWV.01 · analyse how techniques,
vocabulary, voice, and style are used in a variety of forms of writing to
communicate effectively;
IWV.02 · demonstrate an understanding of
how various writers think about and practise the craft of writing.
Analysing
Models of Writing
IW1.01 – analyse a variety of models of
effective writing, including children’s literature, poems, stories, excerpts
from plays and novels, reports, articles, advertising copy, media scripts, news
stories, and personal essays;
IW1.02 – describe the distinctive elements
and conventions of a variety of forms within specific genres (e.g., describe
the organizational patterns used in different types of short essays; compare
the features of illustrated children’s stories, such as length, repetition of
illustrations and language, number of words on a page, and the relationship
between text and pictures; compare the features of radio and television news
copy);
IW1.03 – analyse and explain the
connections among the ideas in a passage, its purpose and audience, and the
writer’s choices of techniques, vocabulary, voice, and style (e.g., describe
the purpose of specialized vocabulary and plain-language style in reports,
consistent voice in personal or informational essays, and onomatopoeic refrains
in children’s stories; discuss the writer’s use of concrete and abstract words
to develop ideas in a poem; analyse the connections between the content and the
style and structure of a literary work for an independent study project).
Understanding
the Writer’s Craft
IW2.01 – summarize interviews with and
articles by a variety of writers about the craft and practice of writing to
increase knowledge of the techniques, skills, and processes of writing;
IW2.02 – analyse selected works and
articles by writers from around the world to compare their practices and
beliefs about writing;
IW2.03 – conduct research to learn about a
variety of careers in writing and communications and the skills needed to
pursue them (e.g., chat with authors electronically on the Internet; research
guides to the writers’ market to learn about publication opportunities; attend
readings by writers).
PWV.01 · produce informational and
literary writing for a variety of purposes and audiences, independently and
collaboratively, with an emphasis on developing substantial content and using
appropriate forms, techniques, vocabulary, voice, and style;
PWV.02 · assess the effectiveness of their
own and others’ written work.
Producing
Effective Writing
PW1.01 – write regularly for various purposes,
including to explore ideas, feelings, and experiences; incorporate interesting
words and phrases; respond to the writing of others; assess their own work;
experiment with different choices of vocabulary, phrasing, sentence patterns,
imagery, and style; and discuss writing with peers;
PW1.02 – use information and ideas
generated from research, discussion, reading, viewing, and exploratory writing
to develop the content of written work;
PW1.03 – construct the content of written
work by reviewing what is already known, posing inquiry questions, analysing
and interpreting information, imagining possibilities, and testing arguments,
theses, and thesis statements;
PW1.04 – produce written work for various
purposes and audiences in a variety of forms, including children’s literature,
poems, novels, stories, plays, reports, articles, advertising copy, media
scripts, news stories, personal essays, and opinion pieces;
PW1.05 – organize information and ideas
appropriately to suit the form, purpose for writing, and intended audience;
PW1.06 – select appropriate techniques,
vocabulary, voice, and style and use them effectively to communicate ideas and
experiences (e.g., use repetition and parallel structure to convey ideas
clearly in a report; use imagery to convey abstract ideas vividly in a series
of poems; use an authoritative voice in an editorial; select vocabulary to
reveal character in dramatic monologue; consistently use anti-discriminatory
and inclusive language);
PW1.07 – produce effective written work by
revising drafts to refine content, form, technique, vocabulary, voice, and
style;
PW1.08 – edit and proofread written work,
applying correctly the grammar, usage, spelling, and punctuation conventions
that are specified for the compulsory Grade 12 College Preparation English
course;
PW1.09 – produce clear, effective
publications and prepare them for distribution to wider audiences (e.g., apply
desktop publishing techniques to enhance text for a school publication, using
columns, graphics, pictures, design, colour, and borders; format a major piece
of original writing as an independent study project; publish an article on an
appropriate Internet website);
PW1.10 – use group skills effectively to
produce written work (e.g., participate in collaborative writing projects;
share responses to works in progress).
Assessing
Their Own and Others’ Written Work
PW2.01 – explain creative choices made in
producing their written work (e.g., the choice of content, form, techniques,
vocabulary, voice, and style to suit purposes and audiences);
PW2.02 – assess the content, organization,
style, and impact of drafts and final versions of written work produced by
peers, providing objective and constructive suggestions (e.g., assess the
organization of information in a report; work with a partner to identify
strengths and weaknesses in a draft of a short story; participate in a peer
conference to provide feedback on a poem in progress; develop criteria to
assess various forms of writing; participate in a group discussion about the
content and impact of a magazine article);
PW2.03 – demonstrate an understanding of
the writing skills and knowledge required for su
PW2.04 – use group skills effectively to assess written work (e.g., make suggestions for revision; use feedback to improve their own and peers’ writing).