| Compétences disciplinaires |
Transform ideas and information to create original texts, using various genres, forms, structures, and styles |
English Studies 12 |
Créer et communiquer (écrire, parler, représenter) |
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| Compétences disciplinaires |
Use acknowledgements and citations to recognize intellectual property rights |
English Studies 12 |
Créer et communiquer (écrire, parler, représenter) |
| Keyword: acknowledgements and citations |
Elaboration: includes citing sources in appropriate ways to understand and avoid plagiarism and understanding protocols that guide use of First Peoples oral texts and other knowledge |
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| Compétences disciplinaires |
Use the conventions of Canadian spelling, grammar, and punctuation proficiently and as appropriate to the context |
English Studies 12 |
Créer et communiquer (écrire, parler, représenter) |
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| Compétences disciplinaires |
Assess and refine texts to improve their clarity, effectiveness, and impact |
English Studies 12 |
Créer et communiquer (écrire, parler, représenter) |
| Keyword: refine texts to improve their clarity, effectiveness, and impact |
Elaboration: creatively and critically manipulating language for a desired effectconsciously and purposefully making intentional stylistic choices, such as using sentence fragments or inverted syntax for emphasis or impactusing techniques such as adjusting diction and form according to audience needs and preferences, using verbs effectively, using repetition and substitution for effect, maintaining parallelism, adding modifiers, varying sentence types |
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| Compétences disciplinaires |
Express and support an opinion with evidence |
English Studies 12 |
Créer et communiquer (écrire, parler, représenter) |
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| Compétences disciplinaires |
Use writing and design processes to plan, develop, and create engaging and meaningful texts for a variety of purposes and audiences |
English Studies 12 |
Créer et communiquer (écrire, parler, représenter) |
| 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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| Compétences disciplinaires |
Demonstrate appropriate speaking and listening skills in a variety of formal and informal contexts for a range of purposes |
English Studies 12 |
Créer et communiquer (écrire, parler, représenter) |
| 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 |
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| Compétences disciplinaires |
Respond to text in personal, creative, and critical ways |
English Studies 12 |
Créer et communiquer (écrire, parler, représenter) |
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| Compétences disciplinaires |
Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and extend thinking |
English Studies 12 |
Créer et communiquer (écrire, parler, représenter) |
| 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 |
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| Compétences disciplinaires |
Identify bias, contradictions, distortions, and omissions |
English Studies 12 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Recognize an increasing range of text structures and how they contribute to meaning |
English Studies 12 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Evaluate how literary elements, techniques, and devices enhance and shape meaning and impact |
English Studies 12 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Construct meaningful personal connections between self, text, and world |
English Studies 12 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Appreciate and understand how language constructs personal, social, and cultural identities |
English Studies 12 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Recognize and identify personal, social, and cultural contexts, values, and perspectives in texts, including gender, sexual orientation, and socio-economic factors |
English Studies 12 |
Comprendre et faire des liens (lire, écouter, visionner) |
| 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. |
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