| Curricular Competency |
Use writing and design processes to plan, develop, and create engaging and meaningful texts for a variety of purposes and audiences |
Composition 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. |
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| Curricular Competency |
Select and apply appropriate speaking and listening skills in a variety of formal and informal contexts for a range of purposes |
Composition 12 |
Create and communicate (writing, speaking, representing) |
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| Curricular Competency |
Respond to text in personal, creative, and critical ways |
Composition 12 |
Create and communicate (writing, speaking, representing) |
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| Curricular Competency |
Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and transform thinking |
Composition 12 |
Create and communicate (writing, speaking, representing) |
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| Curricular Competency |
Recognize an increasing range of text structures and understand how they contribute to meaning |
Composition 12 |
Comprehend and connect (reading, listening, viewing) |
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| Curricular Competency |
Evaluate how literary elements, techniques, and devices enhance and shape meaning and impact |
Composition 12 |
Comprehend and connect (reading, listening, viewing) |
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| Curricular Competency |
Construct meaningful personal connections between self, text, and world |
Composition 12 |
Comprehend and connect (reading, listening, viewing) |
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| Curricular Competency |
Appreciate and understand how language constructs personal, social, and cultural identities |
Composition 12 |
Comprehend and connect (reading, listening, viewing) |
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| Curricular Competency |
Identify and understand the role of personal, social, and cultural contexts, values, and perspectives in texts |
Composition 12 |
Comprehend and connect (reading, listening, viewing) |
|
| Curricular Competency |
Think critically, creatively, and reflectively to analyze ideas within, between, and beyond texts |
Composition 12 |
Comprehend and connect (reading, listening, viewing) |
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| Curricular Competency |
Understand and appreciate how different forms, formats, structures, and features of texts reflect a variety of purposes, audiences, and messages |
Composition 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, and 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, sidebars/textboxes |
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| 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 transform thinking |
Composition 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) |
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| Curricular Competency |
Evaluate the relevance, accuracy, and reliability of texts |
Composition 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. |
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| Curricular Competency |
Use information for diverse purposes and from a variety of sources to inform writing |
Composition 12 |
Comprehend and connect (reading, listening, viewing) |
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| Curricular Competency |
Understand the influence of land/place in First Peoples and other Canadian texts |
Composition 12 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: land/place |
Elaboration: refers to the land and other aspects of physical environment on which people interact to learn, create memory, reflect on history, connect with culture, and establish identity |
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