The Writer’s Craft, Grade 12 (EWC4U) CONTACT US
Course Title : The Writer’s Craft, Grade 12 (EWC4U)
Course Name : The Writer’s Craft
Course Code : EWC4U
Grade : 12
Course Type : University Preparation
Credit Value : 1.0
Prerequisite : ENG3U, English Grade 11, University Preparation
Curriculum Policy Document: English, The Ontario Curriculum, Grades 11 and 12, 2007 (Revised)
Course Developer: USCA Academy
Department: Business Studies
Development Date: June 2019
Most Recent Revision Date: June 2019

Course Description

This course emphasizes knowledge and skills related to the craft of writing. Students will analyse models of effective writing; use a workshop approach to produce a range of works; identify and use techniques required for specialized forms of writing; and identify effective ways to improve the quality of their writing. They will also complete a major paper as part of a creative or analytical independent study project and investigate opportunities for publication and for writing careers.

Overall Curriculum Expectations

A1 Writing, Writers, and the Writing Life:

demonstrate an understanding of writing as an art, a craft, and a career as they explore the work of a variety of Canadian and international writers.

B1 Exploring Ideas, Forms, and Styles:

generate and experiment with ideas about writing content, forms, and styles;

B2 Drafting and Revising:

organize, draft, and revise their writing, employing forms and stylistic elements appropriate for their purpose and audience;

B3 Editing, Proofreading, and Publishing:

use editing, proofreading, and publishing skills and strategies to refine and polish their work;

B4 Collaborative Writing:

collaborate in the writing process with peers by generating Ideas, responding to peers' work, and assessing peers' work in a workshop setting.

C1 Metacognition:

identify their strengths as writers and areas where they could Improve, and assess the growth and development of their own writing style.

Outline of Course Content

Unit

Titles and Descriptions

Time and Sequence

Unit 1

Children’s Literature

In this instructional unit, students analyze children’s literature: the text and illustrations, and the special requirements of this audience. In order to support this analysis and creation of a children’s text(s), students will read published literature of this genre and their own final illustrated children’s story to grade school children.

20 hours

Unit 2

The Short Story

In this instructional unit, students read a variety of short stories, analyzing the elements of plot, character, theme and setting. Students will begin maintaining a journal, both in and out of class, to record inspirations, observations, fragments of ideas, images etc. as inspiration for their own final production of a short story (and for other units of this course, as well).

20 hours

Unit 3

Poetry Time:

In this instructional unit, students read and analyze a variety of poetic structures - including sonnets, concrete poetry, free verse, etc. – from a wide range of poets. Students write in a minimum of three of the forms studied

15 hours

Unit 4

Play Writing:

In this instructional unit, students research elements of drama writing using selected samples from playwrights such as Judith Thompson, Thomson Highway, Edward Albee, etc. Students write and present a short one act play or scene.

.

15 hours

Unit 5

Stepping Ahead - Independent Study Project

In this evaluation unit, students will work independently to demonstrate the key knowledge and skills developed throughout the course by planning and conducting an independent study project that will result in: an analysis of a specific writer’s style; a creative text written in the chosen writer’s style; and, an oral presentation which summarizes the various independent study components.

15 hours

 

Summative Evaluation (15% of Final Mark): Analysis of chosen author’s writing style Creative text modeling chosen author’s style

Oral presentation synthesizing various components of this project

15 hours

 

Summative Final Evaluation (30% of Final Mark):

In-class Exam (15% of final mark) includes I.S.U. Independent Study Unit (see above, 15% of final mark)

20 hours

 

Total

110 hours

Since the over-riding aim of this course is to help students use language skilfully, confidently and flexibly, a wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests and ability levels. These include:

Think/pair/share

Word wall

Panel discussions

Directed Questioning

Group learning

Role playing

Reading response journal

Extensive use of visual clues

Interviews

Guided writing

Scaffolding

Simplified texts

Story telling/story boarding/media production

Oral presentations

Pre-teaching of key vocabulary

A variety of strategies are used to allow students opportunities to attain the necessary skills for success in this course and at the post-secondary level of study. To facilitate learning, the teacher uses a variety of activities engaging the whole class, small groups, and individual students.

The assessment will be based on the following processes that take place in the classroom:

Assessment FOR Learning Assessment AS Learning Assessment OF Learning

During this process the teacher seeks information from the students in order to decide where the learners are and where they need to go.

During this process the teacher fosters the capacity of the students and establishes individual goals for success with each one of them.

During this process the teacher reports student’s results in accordance to established criteria to inform how well students are learning.

Conversation Conversation Conversation

Classroom discussion Self-evaluation Peer assessment

Classroom discussion Small group discussion Post-lab conferences Presentations of research Debates
Observation Observation Observation
Drama workshops (taking direction) Steps in problem solving Group discussions Presentations Group Presentations
Student Products Student Products Student Products
Reflection journals (to be kept throughout the duration of the course)
Check Lists
Success Criteria
Practice sheets
Socrative quizzes
Projects
Poster presentations Tests
In Class Presentations

Some of the approaches to teaching/learning include

Strategy

Who

Assessment Tool

Class discussion

Teacher

Observation Checklist

Response Journal

Teacher

Anecdotal Comments

Student Chosen Song

Teacher

Observation Checklist

Narrative Poem/Song

 Teacher

Rubric and Anecdotal Comments

Character Sketch

Self

Checklist

Journal Responses

Self/teacher

Anecdotal comments

Short Story Analysis

Teacher

Rating scale

Short Story Outline

Teacher

Rating scale

Anecdote

Teacher

Direct Observation

Found poem

Teacher

Direct Observation

Journal Entries

Teacher

Anecdotal

Research Notes

Self/Teacher

Checklist

Non-fiction Report/Presentation

 Teacher

 Rubric

Presentation to group

 Self/Peer

Self-and peer assessment rubric

Sight passage

Teacher

Marking scheme

Narrative piece

Teacher

Rubric

Assessment is embedded within the instructional process throughout each unit rather than being an isolated event at the end. Often, the learning and assessment tasks are the same, with formative assessment provided throughout the unit. In every case, the desired demonstration of learning is articulated clearly and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course as stated in the course guideline. The evaluations are expressed as a percentage based upon the levels of achievement.

The evaluation of this course is based on the four Ministry of Education achievement categories of knowledge and understanding (25%), thinking (25%), communication (25%), and application (25%). The evaluation for this course is based on the student's achievement of curriculum expectations and the demonstrated skills required for effective learning.

The percentage grade represents the quality of the student's overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.

A credit is granted and recorded for this course if the student's grade is 50% or higher. The final grade for this course will be determined as follows:

  • 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student's most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement.
  • 30% of the grade will be based on a final exam administered at the end of the The exam will contain a summary of information from the course and will consist of well-formulated multiple-choice questions. These will be evaluated using a checklist.

Textbook

Potential Resources

  • Writings: A number of short stories and various forms of writings
  • Get It Written, Get It Right! © 2009
  • The Writer's Craft © 2003

Teachers who are planning a program in English must take into account considerations in a number of important areas. Essential information that pertains to all disciplines is provided in the companion piece to this document, The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment. The areas of concern to all teachers that are outlined there include the following:

  • Education for Exceptional Students
  • The Role of Technology in the Curriculum
  • English as a Second Language (ESL) and English Literacy Development (ELD)
  • Antidiscrimination Education in the English Program
  • Literacy, Numeracy, and Inquiry/Research Skills
  • Career Education
  • Cooperative Education
  • Health and Safety

Considerations relating to the areas listed above that have particular relevance for program planning in English are noted here.

It is important to ensure that all students, especially those with special education needs, are provided with the learning opportunities and supports they require to gain the knowledge, skills, and confidence needed to succeed in a rapidly changing society. The context of special education and the provision of special education programs and services for exceptional students in Ontario are constantly evolving. Provisions included in the Canadian Charter of Rights and Freedoms and the Ontario Human Rights Code have driven some of these changes. Others have resulted from the evolution and sharing of best practices related to the teaching and assessment of students with special educational needs. Accommodations (instructional, environmental or assessment) allow the student with special education needs access to the curriculum without changes to the course curriculum expectations.

Environmental education teaches students about how the planet's physical and biological systems work, and how we can create a more sustainable future. Good curriculum design following the resource document. This ensures that the student will have opportunities to acquire the knowledge, skills, perspectives and practices needed to become an environmentally literate citizen. The online course should provide opportunities for each student to address environmental issues in their home, in their local community, or even at the global level.

USCA helps students to become environmentally responsible. The first goal is to promote learning about environmental issues and solutions. The second goal is to engage students in practicing and promoting environmental stewardship in their community. The third goal stresses the importance of the education system providing leadership by implementing and promoting responsible environmental practices so that all stakeholders become dedicated to living more sustainably. Environmental education teaches students about how the planet's physical and biological systems work, and how we can create a more sustainable future.

USCA provides a number of strategies to address the needs of ESL/ELD students to accommodate the needs of students who require instruction in English as a second language or English literacy development. Our teacher considers it to be his or her responsibility to help students develop their ability to use the English language properly. Appropriate accommodations affecting the teaching, learning, and evaluation strategies in this course may be made in order to help students gain proficiency in English, since students taking English as a second language at the secondary level have limited time in which to develop this proficiency. School determines the student's level of proficiency in the English Language upon registration. This information is communicated to the teacher of the course following the registration and the teacher then invokes a number of strategies and resources to support the student in the course.

Throughout their secondary school education, students will learn about the educational and career opportunities that are available to them; explore and evaluate a variety of those opportunities; relate what they learn in their courses to potential careers in a variety of fields; and learn to make appropriate educational and career choices. The skills, knowledge and creativity that students acquire through this course are essential for a wide range of careers. Being able to express oneself in a clear concise manner without ambiguity in a second language, would be an overall intention of this course, as it helps students prepare for success in their working lives.

By applying the skills they have developed, students will readily connect their classroom learning to real-life activities in the world in which they live. Cooperative education and other workplace experiences will broaden their knowledge of employment opportunities in a wide range of fields. In addition, students will increase their understanding of workplace practices and the nature of the employer-employee relationship. Teachers should maintain links with community-based businesses to ensure that students have access to hands-on experiences that will reinforce the knowledge they have gained in school.

Every student is entitled to learn in a safe, caring environment, free from violence and harassment. Students learn and achieve better in such environments. The safe and supportive social environment at USCA is founded on healthy relationships between all people. Healthy relationships are based on respect, caring, empathy, trust, and dignity, and thrive in an environment in which diversity is honoured and accepted. Healthy relationships do not tolerate abusive, controlling, violent, bullying/harassing, or other inappropriate behaviours. To experience themselves as valued and connected members of an inclusive social environment, students need to be involved in healthy relationships with their peers, teachers, and other members.

Critical thinking is the process of thinking about ideas or situations in order to understand them fully, identify their implications, make a judgement, and/or guide decision making. Critical thinking includes skills such as questioning, predicting, analysing, synthesizing, examining opinions, identifying values and issues, detecting bias, and distinguishing between alternatives. Students who are taught these skills become critical thinkers who can move beyond superficial conclusions to a deeper understanding of the issues they are examining. They are able to engage in an inquiry process in which they explore complex and multifaceted issues, and questions for which there may be no clear-cut answers.

The school library program in USCA can help build and transform students' knowledge in order to support lifelong learning in our information- and knowledge-based society. The school library program of these schools supports student success across the curriculum by encouraging students to read widely, teaching them to examine and read many forms of text for understanding and enjoyment, and helping them improve their research skills and effectively use information gathered through research. USCA teachers assist students in accessing a variety of online resources and collections (e.g., professional articles, image galleries, videos, databases). Teachers at USCA will also guide students through the concept of ownership of work and the importance of copyright in all forms of media.

Information literacy is the ability to access, select, gather, critically evaluate, and create information. Communication literacy refers to the ability to communicate information and to use the information obtained to solve problems and make decisions. Information and communications technologies are utilized by all Virtual High School students when the situation is appropriate within their online course. As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools, as would be expected in any other course or any business environment. Although the Internet is a powerful learning tool, there are potential risks attached to its use. All students must be made aware of issues related to Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred.

USCA provides varied opportunities for students to learn about ethical issues and to explore the role of ethics in both public and personal decision making. During the inquiry process, students may need to make ethical judgements when evaluating evidence and positions on various issues, and when drawing their own conclusions about issues, developments, and events. Teachers may need to help students in determining appropriate factors to consider when making such judgements. In addition, it is crucial that USCA teachers provide support and supervision to students throughout the inquiry process, ensuring that students engaged in an inquiry are aware of potential ethical concerns and address them in acceptable ways. Teachers will ensure that they thoroughly address the issue of plagiarism with students. In a digital world in which there is easy access to abundant information, it is very easy to copy the words of others and present them as one's own. Students need to be reminded, even at the secondary level, of the ethical issues surrounding plagiarism, and the consequences of plagiarism should be clearly discussed before students engage in an inquiry. It is important to discuss not only dishonest plagiarism but also more negligent plagiarism instances.