English 11 - Communicate Ideas and Information (Improving Communications)

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• assess their own and others' work for sentence clarity, precision of language use, and variety and artistry of expression
• use appropriate criteria to critique and appraise their own and others' ideas, use of language, and presentation forms, taking into consideration the purposes of the communications
• manipulate the conventions of language for stylistic effect
• adapt their oral presentations and discussions to best suit audiences and styles
• demonstrate a willingness to accept and provide constructive criticism and feedback to improve the clarity, meaning, and style of their communications

To view the prescribed learning outcomes for Communicate Ideas and Information (Improving Communications) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Assign groups of students each a quotation from the work of particular authors. Have them examine their quotations for the stylistic techniques used by the authors (descriptive phrases, rhetorical devices, tone, humour, other techniques). Ask groups to report to the class what they found out about the authors' styles. Then have them use the same strategies to examine samples of one another's work.
• Teach students the organizational framework of a compare-and-contrast essay. Have students read models of essays that examine both sides of an issue and discuss how the essays are effective. Ask students to each generate a list of topics, then write a compare-and-contrast essay. Have students who wrote on the same topic gather in groups and provide feedback on strengths and weaknesses of each person's essay.
• Suggest that students review daily and community papers and identify standard sections and their purposes. Then have them discuss the distinctions between news stories, feature stories, and editorials. Ask students to investigate school events over a period of several weeks and write stories about them. After students develop a checklist for technical editing, have them submit each article for editing by at least two other students. Elect an editorial board to review all submissions and select material for publication. Invite a professional editor to review the selections and provide feedback to authors and editors.

SUGGESTED ASSESSMENT STRATEGIES

• Prompt students to use a variety of ways to assess their work. They can use checklists or rating scales, offer analyses in terms of class or individually developed criteria, use symbol systems (e.g., putting sketches of stars or light bulbs beside passages that show insight, quills beside passages that are particularly well written), or include comments such as:
  • Two things I'd like you to notice about my work (or performance) are: _____ .
  • I'd like to know what you think about the way I _____ .
  • You could help me by offering advice or suggestions about _____ .
  • Provide opportunities for students to review their oral presentation skills and identify one or two specific goals for improvement. They can develop action plans that describe:
  • what steps they will take to reach their goals
  • what resources (including classmates and teacher) are available to support them
  • how they will monitor their progress
• Have students develop and use checklists for spelling, mechanics, usage, syntax, and format conventions. They should include copies of the checklists with all assignments. Students can also refer to the checklists to provide peer feedback.

RECOMMENDED LEARNING RESOURCES

• The Art of Teaching Writing
• Horizons
• The Little, Brown Handbook
• The Prose Reader
• Speaking for Success
• Technically-Write!
• The Writer's Workshop
• Writing for Results

Previous Organizer Next Organizer

  BC Ministry of Education Home Page