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Course Profile Writer’s Craft (EWC4U), Grade 12, University
Preparation, Catholic
Course Overview
Prerequisite: English, Grade 11, University Preparation
This
course emphasizes knowledge and skills related to the craft of writing.
Students will analyse 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 effective ways to improve the quality of their
writing. They will also complete a major paper as part of a creative or
analytical independent study project and investigate opportunities for
publication and for writing careers.
Students
in EWC4U are called upon to create original pieces of writing across a wide
variety of genres. Students use Catholic social teachings and ideas to guide
their choice of writing topics and their analysis of literary models. Paramount
to students’ interaction is the development of a collegial atmosphere infused
with Gospel values. This course challenges students to make informed decisions
about writing which will lead them to develop their literary voices. The
integration of Faith and Community concepts in this course encourages the
appreciation of one’s own literary voice, as well as the unique literary voices
of one’s peers, while achieving the Ontario Catholic School Graduate
Expectations.
·
University
Preparation courses are designed to equip students with the knowledge and
skills they need to meet the entrance requirements for university programs.
Teaching and learning will emphasize the theoretical aspects of the course
content but will also include concrete applications.
·
The
learning expectations of this course fall under the two categories of Investigating
the Writer’s Craft and Practising the Writer’s Craft. While each category
provides an excellent starting point for exploring personal, cultural, and
spiritual values, it is important to appreciate that the issues and questions
that emerge from these categories overlap and are interrelated.
·
For
assessment tools (rubrics and checklists) teachers should consult various
resources such as the Ontario Curriculum Unit Planner or Course Profiles
published for Grade 11 and 12 University Preparation courses. Rubrics for the
Culminating Activity (ISP) of this course may be found in Appendix A.
·
Students
are required to create written products. The teacher may need to amend or alter
the activities suggested in this Course Profile given the local availability of
technology and expertise. The written products created by students should be
sensitive to the variety of different cultures, races, and experiences in the
classroom, and should reflect the Catholic vision of the school.
·
In
order to stimulate students’ creativity, students will often engage in
workshops. These are designed to facilitate a collegial atmosphere in which
students may present both final products and practice pieces without fear of
censure. It is the teacher’s responsibility to ensure that workshops take place
on a regular basis so that students are constantly presenting their work to
each other; in this way, they learn to write, not merely for the teacher, but
for a larger audience. This practice underlines the mandate of this course: to
expose students to a wide range of writing styles and audiences.
·
At
other times, students may form expert groups and lead the class in an
understanding of certain genres or grammar conventions.
·
Throughout
the course, short published pieces are used as exemplars of technique; students
read these, analyse their effectiveness, and decide whether or not to
incorporate the same technique in their own writing.
·
Students
will keep a Writer’s Notebook or Journal as a cache for ideas, images, snatches
of dialogue, inspirational quotations about writing, new vocabulary, and other
writing.
·
In
the Writer’s Workshop, students write from many perspectives. The teacher must
clarify the distinction between author and narrative voice to avoid confusion
between personal experience and creativity.
·
In
the workshop environment, students read and assess their own work and the work
of others. The teacher models appropriate constructive editing skills.
Text-oriented feedback on writing should always be clear, precise, useful,
sensitive, and constructive.
·
As
part of the writing process, students are to maintain a writing portfolio in
which they will collect their written products. Using the work in this
portfolio, students can reflect on and select their best work for publication
in a class anthology and for submission to writing contests and actual
publication.
·
The
choice of resources and writing topics should reflect students’ diverse
interests, abilities, and backgrounds. The selection of texts should be
sensitive to the community in which the curriculum is delivered.
·
It
is imperative that the teacher instruct students in the appropriate use of
technology, emphasizing the critical, ethical, and safety issues associated
with the use of the Internet and audiovisual equipment. This is referred to as
“technical workshops” throughout this Course Profile.
·
As
many of the units involve the use of existing images and sounds, consideration
needs to be given to copyright laws. Many existing resources have specific
limitations on viewing or reproduction. Resources should be consulted for
copyright clearance.
·
The
teacher must preview all materials before sharing them with students. Some are
for teacher reference only and may contain material that is inappropriate for
students.
·
In
an effort to provide opportunities to promote student learning across the
curriculum, the teacher should work with (and invite into the class when
appropriate) the Art teacher, Technology teacher, Drama teacher, English
teacher, Librarian, Chaplain, Social Science teacher, Science teacher, Media
and Computer technician, and Guidance personnel.
·
Opportunities
should be provided to members of the local community, especially those with
publishing expertise, to contribute to student learning.
·
The
teacher needs to ensure that the classroom provides an environment that
promotes respect, acceptance, integration, and a vision of the Catholic faith
community.
·
This
course is intended to be one step in the ongoing process to develop the skills,
values, and beliefs that are necessary to fulfill the Catholic Graduate
Expectations. The teacher must guide students and provide opportunities for
them to discuss, analyse, and evaluate issues as they relate to their own lives
and to the influence of faith in their lives.
·
Teachers should be sensitive to the personal
nature of the experience, and support students in avoiding disclosure and
discussion of sensitive issues in the classroom context.
·
Students
must be instructed to accept “no comment” as a valid answer to any questions,
and to respect that people may choose not to respond at all to questionnaires
and surveys.
·
The
teacher must be sensitive to exceptional students and to students who are
enrolled in the English as a Second Language program. When necessary,
modifications and accommodations must be made to the course activities to
ensure student learning.
|
* Unit 1 |
The Art and Craft of Writing |
35 hours – throughout the course |
|
Unit 2 |
Narration |
25
hours |
|
Unit 3 |
Informational
Writing |
20
hours |
|
Unit 4 |
Persuasion |
15
hours |
|
Unit 5 |
Culminating
Activity (see Appendix A) |
15
hours |
* This
unit is fully developed in this Course Profile.
Time:
35 hours
Unit
Description
This unit
is a foundation for the rest of the course. In this introductory unit, the
teacher may choose to integrate activities from various clusters instead of
doing them sequentially. This unit deals with various aspects of the Writing
Workshop including: Journals, the writing process, the writing profession, and
evaluation of literary texts. In order to clarify students’ understanding of
the writing process, the teacher frequently models these activities. Students
investigate how the social teachings of the Church can provide a critical
context for the interpretation of values embedded in literary texts. Students
are given the opportunity to read texts and do writing on topics that interest
them, allowing them to reflect on their own lives and experiences. Students explore
the fundamentals of successful writing and elements common to various genres.
These skills and techniques are reinforced in subsequent units.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
IWV.01,
PWV.01, PWV.02,
IW1.01, PW1.01, .02, .03, .09, .12, PW2.01, .02, .04 |
Thinking/
Inquiry Communication |
Experiencing
the Audience: Journals/Workshops -
introduce the writer’s notebook/journal - lay
foundations for a successful Writer’s Workshop -
structure peer response and self evaluation -
discuss class anthology |
|
2 |
IWV.01,
PWV.01, PWV.02,
IW1.01 .02, .03, PW1.03, .08, .09, PW2.01, .02, .04 |
Knowledge/
Understanding Thinking/ Inquiry |
The
Elements of Fiction - students acquire knowledge about and have an
opportunity to practise these essential elements of fiction: -
beginnings -
setting -
characterization -
dialogue - plots
and plotting - point
of view and voice -
mood/tone/atmosphere |
|
3 |
IWV.01,
IWV.02, IW1.01,
.02, .03 IW2.02 |
Knowledge/
Understanding Thinking/ Inquiry |
The
Thoughtful Writer – students develop the necessary skills for evaluating
literary texts: -
establish response format -
explain the “point of argument” -
discuss criteria for student -
selected texts -
explain procedures for student-led presentations |
|
4 |
PWV.01, PW1.01, .03, .10 |
Communication
Application |
The
Writer’s Essentials – students review, develop, and hone the elements of
style: -
mechanics and grammar -
punctuation (conventions) -
sentence fluency paragraphs and paragraphing -
language usage (diction/word choice) -
précis -
summary |
|
5 |
IWV.02,
PWV.01, PWV.02,
IW2.01, .02, .03 PW1.11, PW2.03 |
Knowledge/
Understanding Application |
The
Writing Life: A Career In Writing -
markets for writing in Canada -
technical writing -
literary writing -
writing for children -
educational writing - writing
for magazines -
writing for newspapers -
writing for television and various media -
Canadian Writers’ Associations -
resources for writers |
Time:
25 hours
Unit
Description
In this
genre-based unit, students analyse models of writing. Students examine the
distinctive elements and conventions of a range of forms within each genre, and
assess the effectiveness of various texts. Biblical texts, selected Church
documents, and works of Catholic writers are explored to gain a uniquely
Catholic perspective. Narrative options include: poetry, drama, fiction
(horror, humour, fantasy/science fiction, mystery/detective fiction, westerns),
and non-fiction (diary/Journal/letters, biography). In student-led seminars,
“expert” groups create writing activities to allow peers to develop their
technique in each genre. Written products are critiqued in the Writers’
Workshop, and are included in students’ Writing Portfolios, from which they
select their best pieces for polishing and publication. The activities
presented in the three clusters are used to explore and assess the students’
mastery of six selected genres.
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1 |
IWV.01, IW1.01, .02, .03 |
Knowledge/ Understanding Thinking/ Inquiry Communication |
Seminars on each genre led by an “expert”
group including: -
characteristics of the genre - published
samples/models presented and examined |
|
2 |
PWV.01, PW1.01, .03 |
Application |
Expert
groups: - create and lead the class in mini-writing activities that focus on
specific characteristics of the genre, and allow students to develop writing skills,
e.g., create atmosphere or characters specific to the genre - develop scenarios as springboards for longer pieces of writing in
the genre Students: - use knowledge of characteristics of genre, as well as their
examination of samples from the genre to do their own writing - practise focused writing in mini-lessons presented by expert group - write a longer piece using a springboard presented scenario as a for
writing |
|
3 |
PWV.01,
PWV.02, PW1.04,
.05, .08, .09, .10, .12 PW2.02, .04 |
Knowledge/
Understanding Application |
All
students: -
participate in the writing process - write and
submit for evaluation one piece in the genre in which they are “experts” - select one
piece of writing done in another of the six presented genres to polish for
evaluation - share and
assess their own and others’ writing in the Writing Workshop |
Time:
20 hours
Unit
Description
Students
have the opportunity to examine the social, moral, and ethical implications of
our information-filled environment. Students examine the role of information in
their lives and discover how the Catholic Church has responded in various
Church documents to the explosion of information on the Internet and through
various other sources. Knowledge is gained by organizing, evaluating, and
drawing conclusions about information. Students are encouraged to explore the
various aspects of informational writing such as organizational structures,
research techniques, documentation procedures, graphical information, and
privacy issues. Practical and ethical issues of the journalist’s craft are
explored in this unit.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
IWV.02,
PWV.02, IW2.01,
.02 PW2.01, .02, .04 |
Thinking/
Inquiry Application |
Social
and Moral Issues in an Information-Filled World -
information gathering before the Internet -
information gathering tools -
privacy issues in information access -
methods of evaluating information -
censorship -
Gospel values in an information-filled world |
|
2 |
IWV.01, IW1.01, .02, .03 |
Knowledge/
Understanding Communication |
The
Genres of Informational Writing - notes - reports - news
articles - magazine
articles -
scripts for television reporting -
informational essays - oral
reports -
diagrams -
surveys -
checklists -
technical manuals -
instructions -
writing for the web, e.g., website development -
electronic presentations - Short
Message Service e.g., SMS pagers, text messaging |
|
3 |
IWV.02,
PWV.01, IW2.01,
PW1.02, .05, .06, .07, .08 |
Knowledge/
Understanding Thinking/ Inquiry |
Gathering
Information -
accuracy -
classification -
research techniques -
reference materials and sources -
copyright issues - use
of quotations -
documentation procedures -
summarizing -
plagiarizing |
|
4 |
IWV.01,
PWV.01, IW1.01,
.03, PW1.03, .05, .06, .07, .08 |
Communication
Application |
Organizing
Information -
various forms of organization -
beginnings and endings -
rhetorical structures - use
of examples -
transitions -
sentence variety -
techniques of organization -
graphical information |
|
5 |
PWV.02,
PW2.01, .02, .04 |
Thinking/
Inquiry Application |
The
Journalist’s Craft -
definition of news -
sources of news -
bias and propaganda -
economic aspects of news gathering -
interviewing techniques -
privacy issues - characteristics
of effective reporters -
accuracy -
ethical issues |
Time:
15 hours
Unit
Description
Students
examine three types of persuasive writing: essays, advertisements, and
speeches. The issues of freedom of speech and bias should be discussed in this
unit within the context of Gospel values. Students evaluate several examples of
writing within each cluster. These will serve as models for practice pieces to
be critiqued in the Writer’s Workshop. Throughout this unit, students hone
their ability to use the stylistic devices of good fiction by working with
three persuasive genres. As a culminating activity for each cluster, they may
submit a piece of writing incorporating the features of the particular genre
studied.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
IWV.01,
PWV.01, IW1.01,
.02, .03, PW1.01, .02, .03, .07 |
Knowledge/
Understanding Thinking/ Inquiry |
Thinking
the Words - students examine the art and craft of the persuasive essay: -
formats for the persuasive essay: informal/formal -
exemplars and models -
charged language – diction and tone |
|
2 |
IWV.01,
PWV.01, IW1.01,
.02, .03, PW1.01, .02, .03, .07, .08, .09, .10 |
Communication
Application |
Seeing
the Words – assessing the language of print and broadcast advertising - how
to deconstruct the language of advertising - words
and pictures: selling products with toned language - media
as a construct of reality -
issues of bias and freedom of speech in advertising |
|
3 |
IWV.01,
PWV.01, IW1.01,
.02, .03, PW1.01, .02, .03, .07, .08, .09, .10 |
Communication
Application |
Hearing
the Words: analysing writing for speeches -
characteristics of a good speech -
models and exemplars -
speeches within contexts: social speechmaking, political speeches, speeches
which define history |
Time: 15 hours
Unit
Description
The
purpose of this culminating activity is to provide an opportunity for students
to illustrate their mastery of the techniques learned in the preceding units
and to demonstrate that they are “effective communicators” as outlined in the Catholic
Graduation Expectations. Students are required to produce a substantial piece
of original writing (fiction or non-fiction) in a genre of their own choice. In
achieving this, they are guided by their analysis of primary materials
(original works) as well as their study of writing techniques used by published
authors. Students present their research and finished product to the class.
Please see Appendix A for more information about planning the culminating
activity and sample handouts for the ISP.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
IWV.01,
02, PWV.01,
IW1.01, .02, .03, IW2.01, .02, PW1.04, .05, .06, .07, .08, .09, .10, .11 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Putting
it All Together: Creating a Substantial Piece of Original Fiction or
Non-fiction Writing |
Instructional Strategies
|
· Editing – peer and self |
· Group work |
|
· Personal reflection |
· Teacher-led discussion |
|
· Seminars led by students |
· Interviewing |
|
· Lecture |
· Written responses |
|
· Viewing/Listening/Critiquing |
· Researching – print and electronic sources |
|
· Creative extensions |
· Discussion with publishing professionals |
|
· Brainstorming discussion, concept mapping |
· Technical workshops |
|
· Conferences – student/teacher student/student |
· Reading individual, whole group, and small group |
The
primary purpose of assessment and evaluation is to improve student learning.
University Preparation courses are designed to equip students with the
knowledge and skills they need to meet the entrance requirements for university
programs and success in various university programs and careers. Information
gathered through assessment helps the teacher to determine students’ strengths
and weaknesses in their achievement of the curriculum expectations in this
course. Assessment and evaluation are based on the provincial curriculum
expectations and the achievement levels.
In order to ensure that
assessment and evaluation are valid, reliable and equitable, and that they lead
to the improvement of student learning, the teacher should use assessment and
evaluation strategies that:
·
address
both what students learn and how well they learn;
·
are
based on both the categories and descriptors of the achievement chart;
·
are
varied in nature, administered over a period of time, and designed to provide
opportunities for students to demonstrate the full range of their learning;
·
are
fair to all students;
·
accommodate
the needs of exceptional students, and ensure that they are consistent with the
strategies outlined in students’ Individual Education Plans, and take into
consideration the goals outlined in students’ Annual Education Plans;
·
ensure
that each student is given clear directions for improvement;
·
include
the use of samples of students’ work that provide evidence of their achievement
·
are
communicated clearly to students and parents at the beginning of the course and
at other appropriate points throughout the course.
Reflection/Conferencing
|
· Self-assessment |
· Peer Assessment/conferencing |
|
· Response Journals |
· Student/Teacher Conferences |
Performance Assessment
|
· Oral Presentations |
· Essays |
|
· Newspaper articles, editorials, reviews |
· Scripts |
|
· Copy for advertisements |
· Surveys |
|
· Dramatization and role-play |
· Reports |
|
· Short stories |
·
Magazine
articles |
|
·
Poetry
anthologies |
· Graphical texts |
|
· Pencil-and-Paper Tests Final Examination |
· Observation: Formal and Informal |
Assessment Tools include:
|
· Rubrics |
· Checklists |
|
· Tests |
· Workshop Response Forms |
|
· Self Evaluation Forms |
|
Anecdotal
comments with suggestions for improvement
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.
|
Ongoing Assessment and Evaluation
(70%) |
|
|
Knowledge/Understanding ·
Tests* ·
Written Products ·
Quizzes ·
Presentations |
Communication ·
Written Products ·
Class Anthology ·
Tests* ·
Oral Presentations ·
Projects · Group Discussion |
|
Thinking/Inquiry ·
Presentations ·
Written Products ·
Group Discussion ·
Projects · Tests* |
Application ·
Written Products ·
Oral Presentations ·
Projects · Tests* |
|
*
Tests may involve a wide range of questions and tasks and can be one valid
form of assessment in each category. |
|
|
Final Evaluation (30 %) |
|
|
Final
Examination Culminating
Activity |
|
Teachers
should consult individual student IEPs for specific direction on accommodation
for individuals. The following is a list of general accommodations for
students:
·
pairing
with another student (mentor, tutor)
·
providing
a scribe
·
providing
supplementary texts to accommodate different reading levels
·
providing
alternative activities that suit strengths and learning styles
·
providing
audio/Braille of print resources
·
providing
students with extra time and/or an alternative location for successful
completion of tasks
·
audio
taping or oral assessment of pencils-and-paper tests and assignments
·
breaking
down assignments into smaller more manageable tasks
·
providing
students with appropriate frameworks to organize information and assignments
·
providing
summary sheets of skills and concepts learned
·
positioning
students in the most suitable region of the room (this location will vary
depending on visual or hearing acuity)
·
offering
time extensions within each unit
·
allowing
the use of lap top computers within the classroom
·
simplifying
assignments to include critical material only
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
student use from printed publications, teachers need to ensure that their board
has a Cancopy license 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
In. Teachers are reminded that much of the material on the Internet is
protected by copyright. The copyright is usually owned by the person or
organization 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.
·
Church
documents
·
Writing
texts and resources
·
Newspapers
and magazines
·
Bible
·
Dictionaries,
thesauri
·
Original
written works
Software/Video
·
Desktop
Publishing Program
·
Presentation
Software
·
Internet
·
CD-ROM
·
Video
Hardware
·
TV/VCR
·
Computers
·
CD
Player
·
Video
Camera/Cassettes
·
Audio
Player/Tapes
·
Overhead
Projector
Human
·
Librarian
·
Chaplain
·
Audio/Visual
Technician (where available)
·
Guest
Speakers
·
Team
Teachers
Websites
See
websites
Adams,
Janice, C. Costello, and S. Naylor. Reading and Writing for Success Senior.
Toronto: Harcourt Canada Ltd., 2001.
Allen,
Roberta. Fast Fiction: Creating Fiction in Five Minutes. Cincinnati:
Story Press, 1997.
Bailey,
Rick, et al. The Creative Writer’s Craft: Lessons in Poetry, Fiction, and
Drama. Lincolnwood, IL: NTC Publishing Group, 1999.
Barker-Sandbrook,
Judith. Thinking Through Your Writing Process. Toronto: McGraw-Hill
Ryerson, 1989.
Barnet,
Sylvan and Reid Gilbert. A Short Guide to Writing About Literature. 1st
Canadian edition Don Mills: Addison-Wesley Publishers, 1997.
Benton,
Michael and Peter Benton. Double Vision: Reading Paintings…Reading
Poems…Reading Paintings. London: Hodder-Stoughton, 1990.
Benton,
Michael and Peter Benton. Painting With Words. London: Hodder-Stoughton,
1995.
Bernays,
Anne and Pamela Painter. What If? Writing Exercises for Fiction Writers.
New York: HarperPerennial, 1990.
Booth,
David and Stanley Skinner. ABC’s of Creative Writing. Toronto:
Globe/Modern Curriculum Press, 1981.
Bradbury,
Raymond. Zen in the Art of Writing: Releasing the Creative Genius Within
You. New York: Bantam Books, 1992.
Burnett,
Hallie. On Writing The Short Story. New York: Harper Collins, 1983.
Cameron,
Julia. The Right to Write: An Invitation and Initiation into the Writing
Life. New York: Jeremy P. Tarcher/Putnam, 1998.
Canfield,
Jack, et al. Chicken Soup For The Writer’s Soul: Stories to Open the Heart
and Rekindle the Spirit of Writers. Deerfield Beach, FL: Health
Communications, 2000.
Cohen,
Richard. Writer’s Mind: Crafting Fiction. Lincolnwood, IL: NTC
Publishing Group, 1995.
Dillard,
Annie. The Writing Life. New York: Harper Perennial, 1990.
Frye,
Northrop. The Educated Imagination. Toronto: The Hunter Rose Company,
1980.
Gardner,
John. On Becoming A Novelist. New York: W.W. Norton & Company, 1983.
Gardner,
John. The Art of Fiction: Notes on Craft for Young Writers. New York:
Vintage Books, 1983.
Goldberg,
Bonni. Room To Write: Daily Invitations to a Writer’s Life. New York:
Jeremy P. Tarcher/Putnam, 1996.
Goldberg,
Natalie. Writing Down the Bones: Freeing the Writer Within. Boston:
Shambhala Publications, 1986.
Healy,
Ann E. and Martha. Walusayi. Strategies for Writing: A Basic Approach:
Instructor’s Edition. Chicago: NTC Publishing Group, 1997.
Hodgins,
Jack. A Passion For Narrative: A Guide for Writing Fiction. Toronto:
McClelland & Stewart, 2001.
Kerrigan,
Donna, et al. Who’s
Going To Read This Anyway? 4th ed. Toronto: Harcourt Brace & Company, 1991.
King,
Stephen. On Writing: A Memoir of the Craft. New York: Scribner, 2000.
Lamott,
Anne. Bird By Bird: Some Instructions on Writing and Life. New York:
Anchor Books, 1995.
Lodge,
David. The Art of Fiction. London: Penguin Books, 1992.
Manguel,
Alberto. A History of Reading. Toronto: Alfred A. Knopf Canada, 1996.
Metcalf,
John and J.R. (Tim) Struthers, eds. How Stories Mean. Erin, ON: The
Porcupine’s Quill, Inc., 1993.
Minot,
Stephen. Three Genres: The Writing of Poetry, Fiction, and Drama. 4th
ed. Englewood Cliffs,
N.J.: Prentice-Hall, 1988.
Newman,
Jenny, Edmund Cusick, and Aileen La Tourette, eds. The Writer’s Workbook.
New York: Oxford University Press, 2000.
Northey,
Margot. Making Sense: A Student’s Guide to Research, Writing and Style,
3rd ed. Toronto: Oxford University Press, 1993.
Olmstead,
Robert. Elements of the Writing Craft. Cincinnati: Story Press, 1997.
Parker,
John F. The Writer’s Workshop, 2nd ed. Don Mills: Addison-Wesley
Publishers, 1990.
Perrine,
Laurence, ed. Story and Structure, Canadian ed. Toronto: Harcourt Brace
& Company, 1987.
Polonsky,
Marc. The Poetry Reader’s Toolkit: A Guide to Reading and Understanding
Poetry. Lincolnwood, IL: NTC Publishing Group, 1998.
Reeves,
Judy. A Writer’s Book of Days: A Spirited Companion & Lively Muse for
the Writing Life. Novato, CA: New World Library, 1999.
Shelnutt,
Eve. The Writing Room: Keys to the Craft of Fiction and Poetry. Atlanta:
Longstreet Press, 1989.
Strunk,
William Jr. and E.B. White. The Elements of Style, 4th ed. Boston: Allyn
and Bacon, 2000.
Ueland,
Brenda. If You Want To Write: A Book About Art, Independence and Spirit.
Saint Paul, MN: Graywolf Press, 1987.
Van
Belkom, Edo. Writing Horror. North Vancouver: Self-Counsel Press, 2000.
Volkmer,
John. The Fiction Workshop Companion. Mill Bay, B.C.: Bendall Books,
1995.
Winokur,
Jon, ed. Advice to Writers: A Compendium of Quotes, Anecdotes, and Writerly
Wisdom from a Dazzling Array of Literary Lights. New York: Vintage Books,
2000.
Abbot,
Walter M., editor. The Documents of Vatican II. Chicago: Follet
Publishing Co., 1966.
Ontario
Conference of Catholic Bishops. 100 Years of Catholic Social Teaching.
Ontario: 1991.
Pontifical
Council for the Means of Social Communication. Pastoral Instruction on the
Means of Social Communication (Communio et Progressio). Rome: 1971.
Pontifical
Council for Social Communications. Aetatis Novae (On Social Communication). Rome: 1992.
Sacred
Congregation for Catholic Education. Lay Catholics in Schools: Witness to
Faith. Canadian Conference of Catholic Bishops, 1982.
The URLs
for the websites have been verified by the writer prior to publication. Given
the frequency with which these designations change, teachers should always
verify the websites prior to assigning them for student use.
Canadian
Journal of Communication – www.cjc-online.ca
(A Journal of research which focuses on Journalism and information studies)
Media
Awareness Network – www.media-awareness.ca
(Particularly suitable for the Informational Writing unit)
Media
Foundation – www.adbusters.org
(A website dedicated to the criticism and analysis of advertising)
Northwest
Regional Educational Laboratory – www.nwrel.org
(This website provides an array of resources dealing with general issues in
education, along with some specific suggestions relating to the practice of
creative writing)
Writers
in Electronic Residence – www.wier.ca
(A website which seeks to connect writing students with a professional
mentor; it also serves as a means of allowing students from different parts of
Canada to share their writing via the Internet)
The
League of Canadian Poets – www.poets.ca
(Website dedicated entirely to poetry in this country. It contains many
poet profiles as well as a the www.youngpoets.ca website which exists to foster
the poetic aspirations of teens)
Canadian
Author’s Association – www.canathors.org
(A site for professional writers; it also has “writing links” with many
helpful resources for students)
It
is also useful for students to investigate individual author sites such as
those dedicated to Margaret Atwood or other significant authors.
Rubric
Builder – www.rubricbuilder.on .ca
(A site from which one may download software to help create rubrics)
Rubricator
– www.rubrics.com
(Another rubric software site)
Ontario
Curriculum Unit Planner, Queen’s Printer for Ontario, 2001.
This
course is designed to equip students with the knowledge and skills they need to
meet the entrance requirements for university programs. All university
preparation courses will be based on rigorous provincial curriculum
expectations. The Writers Craft may be designated as an additional compulsory
credit or an optional credit for diploma purposes. These expectations are
outlined in Ontario Secondary Schools, Grades 9 to 12, Program and
Diploma Requirements, 1999, and The Ontario Curriculum, Grades 11 and
12, English 2000. The English curriculum provides many opportunities for
students to develop necessary written, oral communication, and collaborative
skills directly related to career exploration activities and the student exit
plan outlined in Choices into Action: Guidance and Career Education Program
Policy For Ontario Elementary and Secondary Schools, 1999. This
course reflects the role of technology, the integration of career expectations,
and assessment, evaluation, and reporting strategies prescribed in The
Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000.
Time: 15 hours
The
purpose of this culminating activity is to provide an opportunity for students
to illustrate their mastery of the techniques learned in the preceding units
and to demonstrate that they are “effective communicators” as outlined in the
Catholic Graduate Expectations. Students are required to produce a substantial
piece or collection of original writing (fiction or non-fiction) according to
their own interests, in a genre of their own choice. In achieving this, they
are guided by their analysis of primary materials (original works) as well as
their study of writing techniques used by published authors. Students present
their research and finished product to the class.
|
Activity |
Learning Expectations |
Assessment Categories |
Tasks |
|
1. |
IWV.01,
IWV.02, PWV.01,
IW1.01, .02, .03, IW2.01, .02, PW1.04, .05, .06, .07, .08, .09, .10, .11 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Research
and Reading in Genre Written
Research Report Original
Piece of Writing Oral
Presentation on Research |
·
Students
should understand and be familiar with the Independent Study Project (ISP).
·
Students
should be familiar with research techniques and sources.
·
Students
should understand the criteria for an oral report. As a class they are able to
create a checklist to evaluate the effectiveness of the oral presentations.
·
Students
should be able to integrate knowledge of genre, writing techniques, and
elements of writing into their final written product.
·
Prepare
handout outlining the ISP process e.g., stages, expectations, evaluation, and
timelines (see the Sample Handout).
·
The
key pieces for evaluation are the research essay and the original writing; the
process and presentation marks should carry less weight in the evaluation.
·
Options
for a substantial piece of writing may include: a poetry anthology, a novella,
two or more short stories, a one-act play, a collection of children’s
literature, etc.
·
Create
a tracking sheet to be used in teacher-student conferences throughout the ISP
process.
·
The
teacher should determine the need for technical support or resources during the
oral presentations.
·
The
teacher should develop rubrics for evaluation of the research report and final
written product.
·
The
teacher leads a discussion about the scope and expectations of the ISP process
·
Using
handout on the ISP process (see Sample Handout), explain how the process is
managed in this course e.g., dates, timelines, research, conferences, peer
editing, and oral presentations.
·
The
teacher monitors student progress through conferences at various stages in the
ISP process.
·
Students
use written feedback provided by the teacher after submission and evaluation of
the written research portion of the ISP.
·
Peer
editing should occur throughout the entire process as needed. The teacher must
provide at least two peer editing opportunities, e.g., for the research report
and original piece of writing.
·
The
class creates a checklist to evaluate the effectiveness of the oral
presentations.
·
Checklist
on timelines during the ISP process
·
Rubric
for Research Report/Essay
·
Rubric
for Original Piece of Writing
·
Checklist
for Oral Presentation
·
Students
who have difficulty responding in writing may be given the option of responding
using a computer or audiotape format.
·
Provide
specific examples of guidelines for formatting of the ISP.
·
Allow
for the ISP to be broken into smaller chunks to be evaluated by the teacher.
In this ISP, students create an
original work based on their extensive reading in and study of a specific genre
or mode of writing. The ISP process is made up of: a Research Essay/Report, the
Original Writing, at least four Conferences with the teacher, two Peer Editing
sessions, and each student’s Presentation of the ISP.
1. Proposal Form: Students submit a
written description of what they want to do in the ISP. Included on the
Proposal Form is a bibliography of primary and secondary sources. Primary
sources are works of literature in the selected genre. Secondary sources are
resources containing information about the genre, and tips/techniques for
writing in that genre. Once the Proposal Forms are approved, students should
work on both the research and original writing components of the ISP.
2. First Conference (two weeks after the
Proposal Forms have been approved): Students bring to the First Conference
their research notes, resources, and copies of the literature they are reading.
Students are prepared to discuss their research and reading in the genre they
have selected, and receive feedback and suggestions for further research and
reading in preparation for writing the Research Essay/Report.
3. Second
Conference (two weeks after First Conference): At the Second Conference,
students continue the discussion of their reading and research. Students will
bring to the interview a thesis and outline for their Research Essay/Report, as
well as their research notes, resources, and copies of the literature they are
reading. Students should be prepared to ask any final questions about the
Research Essay at this interview.
4. Peer Editing of Rough Draft—Research
Essay/Report (one week after Second Conference): Each student must have
her/his essay edited by a classmate. The peer edited rough draft is submitted
along with the final copy of the Research Essay/Report.
5. ISP Research Essay/Report (one week
after Peer Editing): The ISP Research Essay/Report is a critical examination of
the genre selected by the student. The essay must contain evidence of thorough
research into the characteristics of the genre, with ample supporting evidence
drawn from the student’s extensive reading of works in the genre. Teachers
should provide specific direction on length. Stylistic direction should also be
given, particularly in the formatting of quotations, parenthetical
documentation, and the bibliography. Students may personalize this essay if
they wish; however, formal, standard English must be used.
6. Third Conference (one week after
Research Essay/Report is submitted): Students will bring to this conference
their notes and outlines for their Original Writing, along with any other relevant
materials to aid in the discussion of their work.
7. Fourth Conference (make an appointment
with the teacher): Students are expected to arrange to meet with the teacher at
least once more to discuss their Original Writing.
8. Peer Editing of Rough Draft—Original
Writing (two weeks after Third Conference): Each student must have her/his
Original Writing edited by at least one classmate. The peer edited rough
draft(s) is/are submitted along with the final copy of the Original Writing.
9. Original Writing (one week after Peer
Editing): On the day that the Original Writing is due, students must submit
their entire ISP package: research notes, photocopied/printed resources,
peer-edited rough drafts, and final copies of the Research Essay and Original
Writing.
10. Presentations: Students present their
research and their Original Writing in a 20- to 30-minute oral presentation.
Students may choose to read their entire piece, or excerpts from the piece, as
well as present their findings on the characteristics of the genre they have
explored, giving specific examples from their reading in the genre. Students
must provide the class with a two-page handout that reflects their reading and
research, and contains a sample from students’ own writing.
|
Evaluation: |
Conferences |
|
|
Research
Essay/Report |
|
|
Original
Writing |
|
|
Presentation |
Note: The most important pieces in the
evaluation are the Research Essay/Report and the Original Writing; the writing
process is evaluated during the conferences. The conferences (combined) and the
oral presentation are of equal weighting in marks, as are the Research Essay
and the Original Writing.
|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding Research
and reporting techniques |
- uses
a limited number of examples of characteristics specific to the selected
genre |
- uses
some examples of characteristics specific to the selected genre |
- uses
a considerable number of examples of characteristics specific to the selected
genre |
- uses
numerous well chosen examples of characteristics specific to the selected
genre |
|
Characteristics
of the selected genre |
-
demonstrates limited understanding of the characteristics of the genre |
-
demonstrates some understanding of the characteristics of the genre |
-
demonstrates considerable understanding of the characteristics of the genre |
-
demonstrates a thorough understanding of the characteristics of the genre |
|
Thinking/
Inquiry Analysis
and interpretation of texts |
-
demonstrates limited analysis and interpretation of informational and
literary texts |
-
demonstrates some analysis and interpretation of informational and literary
texts |
-
analyses and interprets informational and literary texts with considerable
effectiveness and insight |
-
analyses and interprets informational and literary texts with a high degree
of effectiveness and insight |
|
Synthesis
of both components of the research |
-
demonstrates limited evidence of the synthesis of research findings and the
evaluation of literary texts |
-
demonstrates some evidence of the synthesis of research findings and the
evaluation of literary texts |
-
synthesizes research findings and the evaluation of literary texts with
considerable effectiveness |
-
synthesizes research findings and the evaluation of literary texts with a
high degree of effectiveness |
|
Observations
and conclusions about the genre |
-
demonstrates limited evidence of observations and conclusions about the genre
and its unique characteristics |
- makes
some observations and conclusions about the genre and its unique
characteristics |
- makes
insightful observations and conclusions about the genre and its unique
characteristics |
- makes
highly insightful observations and conclusions about the genre and its unique
characteristics |
|
Use of
textual evidence (primary and secondary sources) to support points |
-
provides limited textual evidence to support points made |
-
provides some textual evidence to support points made |
-
provides considerable textual evidence to support points made in analysis and
interpretation |
-
provides thorough textual evidence to support points made in analysis and
interpretation |
|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Communication Organization
and presentation of research findings and textual analysis |
-
demonstrates limited organization of research -
essay/report is presented with limited clarity |
-
research essay/report shows some organization research -
essay/report is presented with some clarity |
-
research essay/report is considerably organized -
essay/report presented with considerable clarity |
-
research essay/report is thoroughly organized research -
essay/report is presented with a great deal of clarity |
|
Use of
language and terms specific to the genre and to the analysis of the Writer’s
Craft |
-
demonstrates limited use of specialized language |
- uses
specialized language with some effectiveness |
- uses
specialized language with considerable effectiveness |
- uses
specialized language with a high degree of effectiveness |
|
Application Use of
English language conventions |
-
demonstrates limited use of language conventions (usage, spelling,
punctuation, grammar, mechanics) |
-
demonstrates some use of language conventions (usage, spelling, punctuation,
grammar, mechanics) |
-
demonstrates considerably skillful use of language conventions (usage,
spelling, punctuation, grammar, mechanics) |
-
demonstrates highly skillful use of language conventions (usage, spelling,
punctuation, grammar, mechanics) |
|
Demonstrate
documentation of primary and secondary sources |
- few
resources are documented appropriately |
- some
resources are documented appropriately |
- most
resources are documented appropriately |
- all
resources are documented appropriately |
Note: A student whose achievement is less
than Level 1 (50%) has not met the expectations for this assignment or
activity.
|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding Elements
and characteristics of the selected genre (including theme, setting, point of
view, characterization, plot, atmosphere/mood, etc.) |
-
demonstrates limited knowledge and understanding of the elements and
characteristics of the selected genre |
-
demonstrates some knowledge and understanding of the elements and
characteristics of the selected genre |
-
demonstrates considerable knowledge and understanding of the elements and
characteristics of the selected genre |
-
demonstrates a high degree of knowledge and understanding of the elements and
characteristics of the selected genre |
|
Thinking/Inquiry thematic
approach |
-
demonstrates limited thought in the approach to the theme(s) in the writing |
-
demonstrates a moderately thoughtful approach to the theme(s) in the writing |
-
demonstrates a considerably thoughtful approach to the theme(s) in the
writing |
-
demonstrates a highly thoughtful approach to the theme(s) in the writing |
|
Storyline |
-
demonstrates a storyline that is limited in effectiveness and originality |
-
demonstrates a storyline that is somewhat effective and original |
-
demonstrates a storyline that is effective and original |
-
demonstrates a storyline that is highly effective and original |
|
Communication Awareness
of purpose and audience/level of language |
-
demonstrates limited understanding of writing for a specific purpose and
audience, using the appropriate level of language |
-
demonstrates some understanding of writing for a specific purpose and
audience, using the appropriate level of language |
-
demonstrates a considerable degree of understanding of writing for a specific
purpose and audience, using the appropriate level of language |
-
demonstrates a high degree of understanding of writing for a specific purpose
and audience, using the appropriate level of language |
|
Organization |
-
organizes and structures writing in a manner that is limited in its
appropriateness for the selected genre |
-
organizes and structures writing in a manner that is somewhat appropriate for
the selected genre |
-
organizes and structures writing in a manner that is appropriate for the
selected genre |
-
organizes and structures writing in a manner that is highly appropriate for
the selected genre |
|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Communication Use of
stylistic features (balance of showing/telling, as well as exposition,
narrative, scene and half-scene) |
-
demonstrates limited use of a balance of stylistic features |
-
demonstrates some use of a balance of stylistic features |
- demonstrates
a considerable degree of effectiveness in using a balance of stylistic
features |
-
demonstrates a high degree of effectiveness in using a balance of stylistic
features |
|
Plot
and structure |
-
develops plot and structure with limited coherence and cohesiveness |
-
develops plot and structure with some coherence and cohesiveness |
-
develops plot and structure with considerable coherence and cohesiveness |
-
develops plot and structure with a high degree of coherence and cohesiveness |
|
Setting |
-
creates setting with limited effectiveness |
-
creates setting with some effectiveness |
-
creates setting with considerable effectiveness |
-
creates setting with a high degree of effectiveness |
|
Characterization
(believable, well-developed characters) |
-
depicts characters with limited effectiveness |
-
depicts characters with some effectiveness |
-
depicts characters with considerable effectiveness |
-
depicts characters with a high degree of effectiveness |
|
Dialogue |
-
limited use of conventions of written dialogue |
- uses
some conventions of written dialogue |
- uses
conventions of written dialogue with considerable effectiveness |
- uses
conventions of written dialogue with a high degree of effectiveness |
|
Point
of view and narrative voice |
-
choice and use of specific point of view and narrative voice are limited in
effectiveness |
-
choice and use of specific point of view and narrative voice are somewhat
effective |
-
choice and use of specific point of view and narrative voice are considerably
effective |
-
choice and use of specific point of view and narrative voice are highly
effective |
|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Communication Mood
and tone |
-
demonstrates limited effectiveness in development of mood and tone |
-
demonstrates somewhat effective development of mood and tone |
-
demonstrates considerably effective development of mood and tone |
-
demonstrates highly effective development of mood and tone |
|
Application Use of
appropriate language conventions (usage, spelling, punctuation, grammar,
mechanics) |
-
demonstrates limited use of language conventions |
-
demonstrates some use of language conventions |
-
demonstrates considerably skillful use of language conventions |
-
demonstrates highly skillful use of language conventions |
|
Use/integration
of characteristics and literary techniques appropriate to the selected genre |
-
writing shows limited integration of the characteristics and literary
techniques appropriate to the genre |
-
writing shows some integration of the characteristics and literary techniques
appropriate to the genre |
-
writing shows considerable integration of the characteristics and literary
techniques appropriate to the genre |
-
writing shows a high degree of integration of the characteristics and
literary techniques appropriate to the genre |
Note: A student whose achievement is less
than Level 1 (50%) has not met the expectations for this assignment or
activity.
Now
that the course is drawing to a close, it is time for us to take stock of what
each of us has accomplished in terms of our writing since the beginning of the
semester.
Each
person in the class is asked to submit polished copies of her/his finest
original pieces (short stories, vignettes, poems, articles, you name it) from
over the past semester...flip through your portfolios and pull out the pieces
you are most proud of.
We’ll
arrange the works in an interesting and appealing fashion, add illustrations,
and photocopy everything on multi-coloured paper. We’ll also make arrangements
to purchase binders that will hold the Class Anthology, and they will each have
a sleeve on the front cover to insert our special cover design.
The following items should be submitted by each person:
1. Several original pieces: poems, short
stories, pieces from writing exercises, vignettes, plays, articles--your
choice. Choose ten items that you wish to have published. As a general
guideline, you should try to submit at least three or four longer pieces, and
six or seven shorter pieces.
2. A personal reflection on: a) your experiences in this course
b) your observations on writing
c) tips or techniques that work for you
d) your advice to student writers
3. An ISP highlight sheet (you may submit your
two-page ISP handout)
a) give it a title that reflects what genre you
researched and wrote in
b) give a list of relevant points about
characteristics of the genre
c) include an excerpt (or excerpts) from your
original piece (be sure to introduce the excerpt and explain the context of the
quoted portion).
All
submissions must:
·
be
error free (go back and make spelling/grammar corrections!)
·
be
typed (unless the integrity of the piece would be lost in the process)
·
have
a title
·
include
the name of the author
If you need feedback or advice, please speak to the teacher
about your submissions!
In
addition to the submissions from each student, the collection will contain some
or all of the following: an autograph page where students may collect personal
messages, class photos, interesting quotations from published writers, and
other relevant and interesting things...please submit your suggestions.
Note: Volunteers could sort and organize
the submissions, design a cover page, draw illustrations to liven up the look
of the collection, do the photocopying, collate the anthologies, and prepare
the binders.
Coded
Expectations, The Writer’s Craft, Grade 12, University Preparation, EWC4U
IWV.01 · analyse and assess how
techniques, diction, voice, and style are used in a range 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 forms of
writing, including poems, personal essays, narratives, stories, plays, and
specialized informational texts, to evaluate their effectiveness;
IW1.02 – describe the distinctive elements
and conventions of a range of forms within specific genres (e.g., compare the
conventions of different poetic forms, such as the sonnet and the dramatic
monologue; explain the use of headings, table of contents, indexes, glossary,
and appendices in a scientific report; analyse the content and Journalistic
style found in national, local, and community newspapers);
IW1.03 – assess the relationships among
the ideas in a passage, its purpose and audience, and the writer’s choices of
techniques, diction, voice, and style (e.g., discuss the author’s choice of
voice and style to address a business-related issue in a persuasive article;
assess the use of specialized vocabulary, plain-language style, and
illustrations in informational texts for a general audience; evaluate the
extent to which style and structure influence the content of a literary work
for an independent study project).
Understanding
the Writer’s Craft
IW2.01 – analyse 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 assess 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., contact authors and publishers electronically; submit
writing for assessment on the Internet; research writers’ trade magazines for
publication opportunities; interview professional writers in a variety of
specialized fields).
PWV.01 · produce writing for a range of
purposes and audiences with an emphasis on well-developed content and the
effective use of appropriate forms, techniques, diction, voice, and style;
PWV.02 · assess the effectiveness of their
own and others’ written work.
Producing
Effective Writing
PW1.01 – write frequently to develop and
practise writing skills, including incorporating vivid words and phrases,
expressing ideas precisely, and experimenting with diction, syntax, sentence
patterns, imagery, voice, and style, and maintain a portfolio containing their
writing experiments throughout the course;
PW1.02 – write frequently for various
purposes, including exploring ideas, feelings, and experiences; responding to
the writing of others; and making inferences about the craft of writing (e.g.,
regularly compare their written explorations to identify imaginative approaches
and to improve written work);
PW1.03 – write on both assigned topics and
topics of their choice, with and without time constraints, for various purposes
and audiences (e.g., produce a 200-word account of an incident as an in-class
assignment; write a sonnet on a theme of their choice; write a 600-word
personal human-interest essay for submission to a newspaper);
PW1.04 – produce written work for various
purposes and audiences, including a major creative or analytical independent
study paper, with emphasis on at least three forms selected from the following:
poems, novels, stories, plays, media scripts, critical reviews, essays, opinion
pieces, and reports;
PW1.05 – use information and ideas
generated by research, discussion, reflection, reading, viewing, and
exploratory writing to develop the content of written work;
PW1.06 – use an inquiry process to
elaborate and refine the content of written work by reviewing what is already
known, posing inquiry questions, analysing information, making inferences,
thinking divergently, and testing hypotheses;
PW1.07 – organize information and ideas
effectively to suit the form, purpose for writing, and intended audience;
PW1.08 – select appropriate techniques,
diction, voice, and style and use them effectively to communicate ideas and
experiences (e.g., use a reflective tone in an ode; use analogy to explain a
complex idea in an essay or report; use a personal voice and style to write
narratives based on personal knowledge and experience; use an interior
monologue or stream-of-consciousness style to reveal character; use an
authoritative voice in a critical review; consciously and consistently use
anti-discriminatory and inclusive language);
PW1.09 – revise drafts to produce effective
written work by refining content, form, technique, diction, voice, and style;
PW1.10 – edit and proofread written work,
applying correctly the grammar, usage, spelling, and punctuation conventions
specified for the compulsory Grade 12 University Preparation English course;
PW1.11 – produce thoughtful, 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; submit work to
writing contests and celebrations; publish a poem or short story on an
appropriate Internet website; format a major piece of original writing as an
independent study project);
PW1.12 – use group skills effectively
during the production of written work (e.g., participate in collaborative
writing projects; share responses to works in progress).
Assessing
Their Own and Others’ Written Work
PW2.01 – assess the creative choices made
in producing their written work (e.g., the choice of content, form, techniques,
diction, voice, and style in relation to the purpose and audience);
PW2.02 – assess the content, organization,
style, and impact of drafts and final versions of informational and literary
written work produced by peers, providing objective and constructive
suggestions (e.g., discuss in a group the content and impact of a narrative;
work with a partner to identify strengths and weaknesses in a draft of a poem;
participate in a peer conference to provide feedback on a script in progress;
assess the organization of the argument in an editorial; develop criteria to
assess various forms of writing);
PW2.03 – demonstrate an understanding of
the writing skills and knowledge required for success in various university
programs and careers (e.g., use guest speakers, field trips, interviews, and
print and electronic resources to investigate the types of writing required in
university programs; research and report on the opportunities for publication
for particular forms of writing; set goals for personal improvement in
writing);
PW2.04 – use group skills effectively
during the assessment of written work (e.g., make critical and constructive
suggestions for revision; use feedback to improve their own and peers’
writing).
Ontario
Catholic School Graduate Expectations
The
graduate is expected to be:
A
Discerning Believer Formed in the Catholic Faith Community
who
CGE1a -illustrates
a basic understanding of the saving story of our Christian faith;
CGE1b -participates in the sacramental life
of the church and demonstrates an understanding of the centrality of the
Eucharist to our Catholic story;
CGE1c -actively
reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d -develops
attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1e -speaks
the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks
intimacy with God and celebrates communion with God, others and creation
through prayer and worship;
CGE1g -understands
that one’s purpose or call in life comes from God and strives to discern
and live out this call throughout life’s journey;
CGE1h -respects
the faith traditions, world religions and the life-journeys of all
people of good will;
CGE1i -integrates
faith with life;
CGE1j -recognizes
that “sin, human weakness, conflict and forgiveness are part of the human
journey” and that the cross, the ultimate sign of forgiveness is at the heart
of redemption. (Witnesses to Faith)
An
Effective Communicator who
CGE2a -listens
actively and critically to understand and learn in light of gospel values;
CGE2b -reads,
understands and uses written materials effectively;
CGE2c -presents
information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes
and speaks fluently one or both of Canada’s official languages;
CGE2e -uses
and integrates the Catholic faith tradition, in the critical analysis of the
arts, media, technology and information systems to enhance the quality of life.
A
Reflective and Creative Thinker who
CGE3a -recognizes
there is more grace in our world than sin and that hope is essential in facing
all challenges;
CGE3b -creates,
adapts, evaluates new ideas in light of the common good;
CGE3c -thinks
reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes
decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts
a holistic approach to life by integrating learning from various subject areas
and experience;
CGE3f -examines,
evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and
compassionate society.
A Self-Directed, Responsible, Life Long Learner
who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes
initiative and demonstrates Christian leadership;
CGE4d -responds
to, manages and constructively influences change in a discerning manner;
CGE4e -sets
appropriate goals and priorities in school, work and personal life;
CGE4f -applies
effective communication, decision-making, problem-solving, time and resource
management skills;
CGE4g -examines
and reflects on one’s personal values, abilities and aspirations influencing
life’s choices and opportunities;
CGE4h -participates
in leisure and fitness activities for a balanced and healthy lifestyle.
A
Collaborative Contributor who
CGE5a -works
effectively as an interdependent team member;
CGE5b -thinks
critically about the meaning and purpose of work;
CGE5c -develops
one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds
meaning, dignity, fulfillment and vocation in work which contributes to the common
good;
CGE5e -respects
the rights, responsibilities and contributions of self and others;
CGE5f -exercises
Christian leadership in the achievement of individual and group goals;
CGE5g -achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others;
CGE5h -applies
skills for employability, self-employment and entrepreneurship relative to
Christian vocation.
A
Caring Family Member who
CGE6a -relates
to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes
human intimacy and sexuality as God given gifts, to be used as the creator
intended;
CGE6c -values
and honours the important role of the family in society;
CGE6d -values
and nurtures opportunities for family prayer;
CGE6e -ministers
to the family, school, parish, and wider community through service.
A
Responsible Citizen who
CGE7a -acts
morally and legally as a person formed in Catholic traditions;
CGE7b -accepts
accountability for one’s own actions;
CGE7c -seeks
and grants forgiveness;
CGE7d -promotes
the sacredness of life;
CGE7e -witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society;
CGE7f -respects
and affirms the diversity and interdependence of the world’s peoples and
cultures;
CGE7g -respects
and understands the history, cultural heritage and pluralism of today’s
contemporary society;
CGE7h -exercises
the rights and responsibilities of Canadian citizenship;
CGE7i -respects
the environment and uses resources wisely;
CGE7j -contributes to the common good.
Unit
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