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Grade 12. English language arts curriculum

Reading and Literature Studies

1 read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning;
- 1 read a variety of student- and teacher-selected texts from diverse cultures and historical periods, identifying specific purposes for reading (e.g., read editorials and articles in newspapers, magazines, or journals reflecting two opposing views of Canada as a multicultural society, to prepare for a debate; compare the information in a variety of university calendars and websites to identify the undergraduate program that best suits their interests and needs; summarize a selection of critical essays about a text studied in class to enhance or challenge their own interpretation of the text)
- 2 select and use, with increasing facility, the most appropriate reading comprehension strategies to understand texts, including complex and challenging texts (e.g., activate prior knowledge before reading by taking part in a fishbowl discussion; confer with the teacher during reading to clarify understanding and/or discuss an interpretation; role-play an interview with the main character of the story)
- 3 identify the most important ideas and supporting details in texts, including complex and challenging texts (e.g., summarize the ideas in a critical essay about a literary work; outline two contrasting interpretations of a scene from a Shakespeare play; outline the historical or political context of an Aboriginal writer’s narrative)
- 4 make and explain inferences of increasing subtlety and insight about texts, including complex and challenging texts, supporting their explanations with well-chosen stated and implied ideas from the texts (e.g., explain what the details in a story suggest about the author’s attitude towards the subject; explain what made them begin to doubt the reliability of the narrator in a novel; identify and explain inferences that can be drawn from the home page of a website)
- 5 extend understanding of texts, including complex and challenging texts, by making rich and increasingly insightful connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them (e.g., compare the personal and moral evolution of the main character in a coming-of-age story with their own experience; read and summarize several essays expressing different perspectives on a topic in order to inform their own opinion; apply concepts from literary theories in their analyses of fictional texts; identify and explain parallels between the way an issue is presented in a text and the way a similar issue is playing itself out in current events)
- 6 analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the texts contribute to the presentation or development of these elements (e.g., analyse how syntax and stylistic devices are used in the characters’ speeches to help build tension in a dramatic scene; analyse how literary devices are used in a short story to illuminate a theme; explain why the thesis of an article is strengthened by the author’s exploration of a variety of perspectives on the topic; track significant words or images in an electronic version of a literary text to determine how they are used to reinforce certain themes and ideas)
- 7 evaluate the effectiveness of texts, including complex and challenging texts, using evidence from the text insightfully to support their opinions (e.g., evaluate whether the final scene in a play provides a credible and effective resolution that deepens the play’s impact; devise a list of criteria for evaluating the strengths and weaknesses of poems and use it to evaluate a selection of poems studied in class; compare two newspaper editorials in terms of the persuasiveness of their arguments, referring to the role of the organizational pattern used in each)
- 8 identify and analyse the perspectives and/or biases evident in texts, including complex and challenging texts, commenting with understanding and increasing insight on any questions they may raise about beliefs, values, identity, and power (e.g., identify any significant social issues or concerns that are relevant to the topic of an opinion piece but are not addressed by the author; analyse texts for their use of inclusive or exclusive language; review the allusions made in a text to determine whether they reveal a bias on the author’s part)
2 recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
- 1 identify a variety of characteristics of literary, informational, and graphic text forms and demonstrate insight into the way they help communicate meaning (e.g., quoted material is used in a literary essay to support the analysis or argument, and the thesis is often restated and extended in the conclusion; recurring imagery and/or symbols often help to develop themes in poems, stories, and plays; the structure of a sonnet provides a framework for the poem’s content)
- 2 identify a variety of text features and demonstrate insight into the way they communicate meaning (e.g., compare several editions of a Shakespeare play, noting design and font choices as well as features such as footnotes or endnotes and glossaries, to assess how these features improve the readability of the text; compare the paper type, use of colour, fonts and font sizes, and layouts in various informational texts, and explain how these features affect readability and influence the reader’s response to the message)
  - Formatting quotations and dialogue (12-E.17)
- 3 identify a variety of elements of style in texts and explain how they help communicate meaning and enhance the effectiveness of the texts (e.g., analyse how diction is used to create pathos in a play; analyse the syntax in a passage from a novel and describe the effect it creates; explain how dramatic irony is used to create sympathy for the protagonist in a short story; analyse the layers of meaning that the use of an archetype lends to a poem, or that the use of allusions to myth and legend add to a contemporary Aboriginal writer’s prose; show how juxtaposition is used to support the argument in an essay)
- 3 use knowledge of words and cueing systems to read fluently;
  - 1 automatically understand most words in a variety of reading contexts (e.g., identify clichés and jargon in texts and suggest clearer, more specific wordings; identify words that signal organizational patterns in literary essays; analyse how familiar words are used to influence a mass audience in print and television advertisements)
  - 2 use decoding strategies effectively to read and understand unfamiliar words, including words of increasing difficulty (e.g., create a glossary or personal dictionary of specialized and technical language encountered in academic texts; keep a list of prefixes and root words used in academic and technical publications to help decode new terms; speculate on the meaning of new words in a difficult text in discussion with peers, then consult a dictionary to confirm the meaning)
  - 3 regularly use a variety of strategies to explore and expand vocabulary, discerning shades of meaning and assessing the precision with which words are used in the texts they are reading (e.g., list words from an eighteenth-century novel that are now archaic, and provide contemporary synonyms for each, noting differences in connotation; compare two essays on the same idea by different authors, focusing on differences in word choice and resulting differences in meaning and effect)
  - 4 reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.
    - 1 demonstrate insight into their strengths and weaknesses as readers, and practise the strategies they found most helpful when reading particularly challenging texts to enhance their reading skills (e.g., select a university-level text from the library, apply preferred strategies as they read a selected chapter, and paraphrase the passage they found most difficult)
    - 2 identify a variety of their skills in listening, speaking, writing, viewing, and representing and explain how the skills help them read more effectively (e.g., describe the insights they gained into a short story after viewing a short film based on the story)

Writing

1 generate, gather, and organize ideas and information to write for an intended purpose and audience;
- 1 identify the topic, purpose, and audience for a variety of writing tasks (e.g., a letter of application to a specific program at a postsecondary school; the script for a satirical monologue on contemporary issues and popular culture to be delivered to their peers; an essay analysing character development in a literary work; an adaptation of a complex scene from a Shakespeare play into a narrative for an English language learner)
  - Order topics from broadest to narrowest (12-L.1)
  - Identify audience and purpose (12-N.3)
- 2 generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic, and other resources, as appropriate (e.g., record notes from a group discussion about a literary work to generate ideas for an analytical essay on the work; use a variety of strategies, including inquiry, divergent thinking, and discussion with peers, to explore a potential topic and generate ideas for writing an informational report; use a writer’s notebook while reading literary texts to jot down and keep a record of ideas for creative writing; brainstorm to develop a focus for their research, formulate a question that encapsulates the focus, and establish their research parameters to suit the focus; consult print, electronic, and other resources, including public and postsecondary library collections, to identify potential sources of information for a report or essay; create and annotate a list of website addresses that may be useful in researching a topic; before starting their research, interview community business people, representatives of volunteer or community-service organizations, or social-issue advocates, as appropriate to their topic; record all sources used to gather ideas and information, so that if they use the ideas and information, they can credit the original author, avoid plagiarism, and provide a complete bibliography or reference list)
- 3 locate and select information to fully and effectively support ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate (e.g., create a research plan and track their progress; identify a wide range of sources that could provide appropriate information relevant to their assignment, such as books, periodicals, blogs, streamed media, online databases, audio and video recordings and films, and archived newspapers and multicultural community newspapers; search digital media and community resources such as university libraries and government agencies, as appropriate to their topic; conduct interviews with community and other experts in person or online to obtain leads about reliable and informative print and online sources, or to confirm and augment information gathered from other sources; develop and use a detailed template to evaluate sources for reliability, objectivity, and comprehensiveness; record all sources of information in a bibliography or reference list, observing conventions for proper documentation and full acknowledgement of sources and extracts, in recognition of the need to credit original authors and promote academic honesty)
- 4 identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and selecting the organizational pattern best suited to the content and the purpose for writing (e.g., use a concept map to organize key concepts for their argument in an essay, including an acknowledgement and a rebuttal of alternative positions; organize the important points in a motivational speech in climactic order; use a variety of organizational patterns, such as comparison, analogy, and examples, to present ideas and information in essays; develop an organizational plan for a complex document, such as a book or magazine that will contain several genres of text, and include in the plan elements such as the text genres and forms, the voice and/or point of view for each text, and appropriate, relevant, and appealing images, graphics, and fonts)
- 5 determine whether the ideas and information gathered are accurate and complete, interesting, and effectively meet the requirements of the writing task (e.g., review and assess the ideas and information they have assembled for accuracy, relevance, specificity, clarity, completeness, and/or insight, using an effective personal marking system of their choice, such as highlighter pens, sticky notes, and recipe cards, and eliminate material or augment what they have, as appropriate)
- 2 draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience;
  - 1 write for different purposes and audiences using a variety of literary, informational, and graphic forms (e.g., a parody of a soliloquy in a play studied in class, for their peers; an essay analysing the themes, image patterns, or narrative techniques used in a literary work; a novel study website on a novel of their choice for an audience of teenagers; a feature article for a community newspaper that describes a conflict between people from different cultures in their school or community and proposes a solution to the conflict)
  - 2 establish a distinctive and original voice in their writing, modifying language and tone skilfully and effectively to suit the form, audience, and purpose for writing (e.g., write a soliloquy in the voice of the antagonist in a play; use a warm, convivial tone in writing a graduating-class report for the school yearbook; use academic language and an authoritative tone effectively to convey confidence in writing a research or literary essay)
  - 3 use a wide range of descriptive and evocative words, phrases, and expressions precisely and imaginatively to make their writing clear, vivid, and compelling for their intended audience (e.g., replace general diction with concrete and specific language; use figurative language and literary and stylistic devices appropriately and effectively in a short story; review their writing for examples of imprecise or clichéd expressions, and replace them with more precise or imaginative wording, as appropriate)
  - 4 write complete sentences that communicate their meaning clearly and effectively, skilfully varying sentence type, structure, and length to suit different purposes and making smooth and logical transitions between ideas (e.g., use antithesis and parallel structures to convey ideas vividly and effectively; use parallelism and balance to aid clarity)
  - 5 explain, with increasing insight, how their own beliefs, values, and experiences are revealed in their writing (e.g., examine their writing to check for bias and to determine whether their language and ideas are inclusive and appropriate; explain how a script they have written for a scene between two co-workers subtly depicts one as patronizing the other)
  - 6 revise drafts to improve the content, organization, clarity, and style of their written work (e.g., ensure that their controlling idea is appropriate and clear; reinforce their arguments with compelling evidence; rephrase passages or combine sentences in a narrative to improve clarity or to make their writing more compelling)
  - 7 produce revised drafts of texts, including increasingly complex texts, written to meet criteria identified by the teacher, based on the curriculum expectations (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)
  - 3 use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
    - 1 use knowledge of spelling rules and patterns, a variety of resources, and appropriate strategies to recognize and correct their own and others’ spelling errors (e.g., use print and electronic spelling resources judiciously, demonstrating awareness of variant spellings, such as U.S. spellings, and homonyms; use irregular spelling in comments attributed to an opponent they are caricaturing in an editorial; identify words that they regularly misspell and implement appropriate strategies to avoid repeating the errors)
    - 2 build vocabulary for writing by confirming word meaning(s) and reviewing and refining word choice, using a variety of resources and strategies, as appropriate for the purpose (e.g., use specialized dictionaries to verify the meaning of terminology they want to use in writing a technical report; identify shared roots and the use of the same prefixes and suffixes in words from different subject areas; incorporate into their writing new words encountered in their reading both in and outside the classroom)
    - 3 use punctuation correctly and effectively to communicate their intended meaning (e.g., use commas, semi-colons, colons, and dashes correctly to clarify meaning, to improve the rhythm and flow of a sentence, and/or for stylistic effect)
    - 4 use grammar conventions correctly and appropriately to communicate their intended meaning clearly and effectively (e.g., use a variety of sentence structures correctly to communicate complex ideas; use transitional words and phrases to write coherent paragraphs; incorporate parallelism and balance in paragraph structure to enhance clarity and style; use pronoun case, number, and person correctly; select singular or plural verbs to agree with subjects containing collective nouns, as appropriate for their intended meaning; use the active and passive voice appropriately and effectively for their purpose and audience; use unconventional grammar for effect)
    - 5 regularly proofread and correct their writing (e.g., consult print and electronic resources as necessary to verify that their spelling, vocabulary, punctuation, and grammar are accurate and/or appropriate; assess the validity of the feedback provided by a partner who has proofread their work by consulting print and electronic resources, and make corrections where necessary)
      - Suggest appropriate revisions (12-L.8)
    - 6 use a variety of presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their written work and to heighten its appeal and effectiveness for their audience (e.g., format and publish the script for a scene in a short film on a fictional subject of their choice; select appealing and appropriate fonts, graphics, and layout for a brochure informing teenagers about an important health or social issue)
    - 7 produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)
  - 4 reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.
    - 1 demonstrate insight into their strengths and weaknesses as writers, and practise the strategies they found most helpful when writing particularly complex texts to improve their writing skills (e.g., assess the strategies they have used for overcoming writer’s block, and explain the specific ways in which these strategies have been helpful; describe to peers how they revised a first draft to strengthen content and style; create a list of tips to be used in peer editing of their writing, including the kind of assistance and advice that they feel would specifically benefit them; compare their current writing skills with those required for higher education, and identify specific goals for improvement)
    - 2 identify a variety of skills they have in listening, speaking, reading, viewing, and representing, and explain how these skills help them write more effectively (e.g., identify the benefits of reading their work aloud to an audience as a revising strategy; describe the specific ways in which individual texts they have read have influenced their writing)
    - 3 select a variety of types of writing that they think most clearly reflect their growth and competence as writers, and explain the reasons for their choice (e.g., select a finished piece of writing that they feel best reflects their abilities as a writer, and explain why they chose it; select a finished piece of work that taught them something valuable about writing that they will continue to find useful in their future academic work)

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