| Curricular Competency |
Express and support an opinion with evidence |
English Studies 12 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Use writing and design processes to plan, develop, and create engaging and meaningful texts for a variety of purposes and audiences |
English Studies 12 |
Create and communicate (writing, speaking, representing) |
| Keyword: writing and design processes |
Elaboration: There are various writing and/or design processes depending on context, and these may include determining audience and purpose, generating or gathering ideas, free-writing, making notes, drafting, revising and/or editing, and selecting appropriate format and layout |
| Keyword: audiences |
Elaboration: Students expand their understanding of the range of real-world audiences. These can include children, peers, community members, professionals, and local and globally connected digital conversations. |
|
| Curricular Competency |
Demonstrate appropriate speaking and listening skills in a variety of formal and informal contexts for a range of purposes |
English Studies 12 |
Create and communicate (writing, speaking, representing) |
| Keyword: speaking |
Elaboration: Strategies may include conscious use of emotion, volume, pace, pause, inflection, and emphasis. |
| Keyword: listening skills |
Elaboration: Strategies may include receptive body language, eye contact, paraphrasing and building on others’ ideas, and disagreeing respectfully. |
| Keyword: contexts |
Elaboration: may include debate, presentation, speech, small- and large-group discussion, interviewing, performance, school- and community-based forums |
| Keyword: range of purposes |
Elaboration: such as to inquire, to explore, to inform, to interpret, to explain, to take a position, to evaluate, to problem solve, to entertain |
|
| Curricular Competency |
Respond to text in personal, creative, and critical ways |
English Studies 12 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and extend thinking |
English Studies 12 |
Create and communicate (writing, speaking, representing) |
| Keyword: Respectfully exchange ideas and viewpoints |
Elaboration: using active listening skills and receptive body language, paraphrasing and building on others’ ideas, disagreeing respectfully, extending thinking (e.g., shifting, changing) to broader contexts (social media, digital environments), collaborating in large and small groups |
|
| Curricular Competency |
Identify bias, contradictions, distortions, and omissions |
English Studies 12 |
Comprehend and connect (reading, listening, viewing) |
|
| Curricular Competency |
Recognize an increasing range of text structures and how they contribute to meaning |
English Studies 12 |
Comprehend and connect (reading, listening, viewing) |
|
| Curricular Competency |
Evaluate how literary elements, techniques, and devices enhance and shape meaning and impact |
English Studies 12 |
Comprehend and connect (reading, listening, viewing) |
|
| Curricular Competency |
Construct meaningful personal connections between self, text, and world |
English Studies 12 |
Comprehend and connect (reading, listening, viewing) |
|
| Curricular Competency |
Appreciate and understand how language constructs personal, social, and cultural identities |
English Studies 12 |
Comprehend and connect (reading, listening, viewing) |
|
| Curricular Competency |
Recognize and identify personal, social, and cultural contexts, values, and perspectives in texts, including gender, sexual orientation, and socio-economic factors |
English Studies 12 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: identify personal, social, and cultural contexts, values, and perspectives in texts, including gender, sexual orientation, and socio-economic factors |
Elaboration: Students should be prompted to understand the influence of family, friends, community, education, spirituality/religion, gender identity, age, sexual orientation, land/place, settlement patterns, economic factors, political events (local and beyond), and colonial policies; to understand that authors write from a perspective influenced by such factors; and to understand the relationship between text and context. |
|
| Curricular Competency |
Think critically, creatively, and reflectively to analyze ideas within, between, and beyond texts |
English Studies 12 |
Comprehend and connect (reading, listening, viewing) |
|
| Curricular Competency |
Understand and appreciate how different forms, formats, structures, and features of texts reflect a variety of purposes, audiences, and messages |
English Studies 12 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: forms |
Elaboration: Within a type of communication, the writer, speaker, or designer chooses a form based on the purpose of the piece. Common written forms include narrative, journal, procedural, expository, explanatory, news article, e-mail, blog, advertisements, poetry, novel, and letter. |
| Keyword: formats |
Elaboration: refers to the consideration of format choices including layout, sequencing, spacing, topography, colour |
| Keyword: structures |
Elaboration: refers to the way the author organizes text |
| Keyword: features of texts |
Elaboration: elements of the text that are not considered the main body. These may include typography (bold, italic, underlined), font style, guide words, key words, titles, diagrams, captions, labels, maps, charts, illustrations, tables, photographs, and sidebars/textboxes. |
|
| Curricular Competency |
Select and apply appropriate strategies in a variety of contexts to comprehend written, oral, visual, and multimodal texts, to guide inquiry, and to extend thinking |
English Studies 12 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: strategies |
Elaboration: Strategies used will depend on purpose and context. These may include making predictions, asking questions, paraphrasing, forming images, making inferences, determining importance, identifying themes, and drawing conclusions. |
| Keyword: multimodal texts |
Elaboration: texts that combine two or more systems, such as linguistic, visual, audio, gestural, and spatial, and that can be delivered via a variety of media or technologies (e.g., music video, graphic novel, closed-captioned film) |
|
| Curricular Competency |
Evaluate the relevance, accuracy, and reliability of texts |
English Studies 12 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: relevance |
Elaboration: Consider the extent to which material has credibility, currency, and significance for the purpose, and whether it resonates with personal experience. |
| Keyword: reliability |
Elaboration: Consider point of view, bias, propaganda, and voices left out, omitted, or misrepresented. |
|