English 12 - 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, and variety and artistry of expression
• critique, defend, and appraise the effectiveness and organization of their own and others' work
• critique, defend, and appraise the effectiveness of their own and others' use of language and presentation forms relative to the specific purpose and audience
• demonstrate a willingness to accept and provide constructive criticism and feedback to revise and edit communications for clarity, meaning, and style
• monitor their own spelling, grammar, mechanics, and syntax using strategies and techniques including the use of electronic technology

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Review with students the basic elements of various essay styles. Review persuasive techniques such as rhetorical devices and language.
• Invite students to comment on a recent political campaign (e.g., provincial, federal, referendum, student council). Prompt discussion with questions such as:
  • How were different viewpoints presented?
  • What would persuade you to decide one way or the other?
  Have students prepare persuasive arguments that represent views opposite to the ones they hold on a particular issue and develop them for particular media (e.g., newspaper, TV, radio).
• Have groups of student editors (grouped by genre or theme) select work to go into a Journal of Student Writing. Ask each group to write a rationale and review for each selection made, based on criteria predetermined by the class. Next, students can create introductory material for each section of the journal. This material can take the form of a synthesis of the reviews for each of the selections in the section.

SUGGESTED ASSESSMENT STRATEGIES

• After students participate in activities in which they compare the relative merits of different communications for a given purpose (e.g., as members of an editorial board selecting work for a literary journal or feature page in a school newspaper; in reviewing a group of movies, TV shows, or World Wide Web pages), prompt reflection and discussion by posing questions such as the following:
  • What were the most important factors in your decisions and comparisons? Why?
  • How did you ensure that you were applying the same criteria to each work? What did you do to ensure that you were being fair and objective?
  • What was the most difficult part for you?
  • Were you comfortable with your decisions? Able to explain your choices clearly?
  • What did you learn that you can use in other contexts? That might help you improve your work?
• When students develop group projects or presentations, have each group create a peer editing criteria sheet specific to the intended purpose and audience. Group members review, edit, and revise their work using the criteria, then include the criteria as a guideline for teacher and peer response.
• Work with students to develop a checklist of common grammar and usage errors they can use to monitor their written work. Have them include the checklist with all written assignments.

RECOMMENDED LEARNING RESOURCES

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

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