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Introduction English Language Arts (Senior High) /1 Alberta Learning, Alberta, Canada (2003)

INTRODUCTION

There are two basic aims of senior high schoolEnglish language arts. One aim is to encourage, instudents, an understanding and appreciation of thesignificance and artistry of literature. A secondaim is to enable each student to understand andappreciate language and to use it confidently andcompetently for a variety of purposes, with avariety of audiences and in a variety of situationsfor communication, personal satisfaction andlearning.

An appreciation of literature and an ability to uselanguage effectively enhance students’opportunities to become responsible, contributingcitizens and lifelong learners while experiencingsuccess and fulfillment in life. As strong languageusers, students will be able to meet Alberta’sgraduation requirements and will be prepared forentry into post-secondary studies or theworkplace. Students will also acquireemployability skills: the fundamental, personalmanagement and teamwork skills they need toenter, stay in and progress in the world of work.Senior high school students must be prepared tomeet evolving literacy demands in Canada and theinternational community.

The Importance of Studying Literature

The study of literature allows students toexperience, vicariously, persons, places, times andevents that may be far removed from theirday-to-day experiences. Literature invites

students to reflect on the significance of culturalvalues and the fundamentals of human existence;to think about and discuss essential, universalthemes; and to grapple with the intricacies of thehuman condition. The study of literature providesstudents with the opportunity to developself-understanding. They imagine the worlds thatliterature presents and understand and empathizewith the characters that literature creates.

By studying Canadian literature, students are ableto reflect on ideas and experiences of citizenshipfrom Canadian perspectives. The study ofCanadian literature helps students to developrespect for cultural diversity and common values.

By studying works of literature, students come tounderstand how text creators use language toproduce effects, such as suspense, humour andpathos, and to create multiple layers of meaning.By studying the craft of text creators, studentsdevelop their own creative and cognitive abilities.

The Importance of Language

The Nature of Language

Language is the basis of communication and theprimary instrument of thought. It is a social anduniquely human means of exploring andcommunicating meaning. As well as being animportant element of culture, language is essentialfor forming interpersonal relationships, extendingexperience, reflecting on thought and action, andcontributing to society.

ENGLISHLANGUAGEARTS

2/ English Language Arts (Senior High) Introduction(2003) Alberta Learning, Alberta, Canada

Language Development

Language development is contextual. Studentsenhance their language abilities by using what theyknow, continuously and recursively, in new andmore complex contexts and with increasingsophistication. They reflect on and use priorknowledge to extend and enhance their languageabilities and understanding. By learning andincorporating new language structures into theirrepertoire and using them in a variety of contexts,students develop language fluency and proficiency.

Language Learning andEnglish Language Arts

While students learn about language in all subjectareas and in contexts outside of school, Englishlanguage arts teachers have a central role inlanguage learning because of their focus onlanguage, its forms and its functions. It is theEnglish language arts teacher who helps studentsdevelop and apply strategies for comprehending,responding to and creating a variety of texts in avariety of situations.

Critical Thinking and Learning throughLanguage

Critical thinking, learning and language areinterrelated. Students use language to make senseof and bring order to their world and to play anactive role in various communities of learnerswithin and beyond the classroom. They uselanguage to examine new experiences andknowledge in relation to their prior knowledge,experiences and beliefs. They make connections,anticipate possibilities, reflect upon and evaluateideas, and determine courses of action. Bybecoming critical thinkers, students also becomeindependent, successful and contributing membersof society.

Metacognition

Language study helps students develop anawareness of the strategies that they use tocomplete learning tasks successfully and to talkabout, write about and represent themselves aslearners. In essence, the study of languageenables students to develop metacognition: itenables them to become more consciously awareof their own thinking and learning processes andto gain greater control of these processes.

Essentially, metacognition involves reflection,critical awareness and analysis, monitoring, andreinvention. Students who are engaged inmetacognition recognize the requirements of thetask at hand, reflect on the strategies and skillsthey may employ, appraise their strengths andweaknesses in the use of these strategies andskills, make modifications, and monitorsubsequent strategies.

Many of the specific outcomes in this program ofstudies emphasize metacognition. Students recalland describe what they have done in a particularsituation, and recount how, when and why.Students then assess the value of the strategiesthey have used, make modifications to them orabandon them in favour of new approaches, andmonitor the use of these reworked or newstrategies in future situations.

The English Language Arts

The senior high school English language artsprogram highlights six language arts—listening,speaking, reading, writing, viewing andrepresenting.

Senior high school students engage all sixlanguage arts as they study texts and as they createtheir own texts in relevant situations for a varietyof purposes and audiences. All of the languagearts are interrelated and interdependent;facility in one strengthens and supports facilityin the others.


Listening and Speaking

Oral language is the foundation of literacy.Through listening and speaking, individualscommunicate thoughts, feelings, experiences,information and opinions, and learn to understandthemselves and others. Oral language is used totell a community’s stories and to convey many ofits values, beliefs and traditions.

Listening and speaking enable students to exploreideas and concepts, as well as to understand andorganize their experiences and knowledge.Students use oral language to learn, solveproblems and reach goals. To become discerning,lifelong learners, students need to develop fluencyand confidence in their oral language abilities.They benefit from many opportunities to listenand speak, both informally and formally, for avariety of purposes and with a variety ofaudiences.

Reading and Writing

Written language is a powerful means ofcommunicating and learning. Reading and writingenable students to extend their thinking and theirknowledge and use of language, to increase theirunderstanding of themselves and others, and toexperience enjoyment and personal satisfaction.

Reading provides students with a means ofaccessing the ideas, perspectives and experiencesof others. By using effective reading strategies,students construct meaning and developthoughtful and critical understandings andinterpretations of a variety of texts. They also usereading strategies to reconstruct the meanings ofothers.

Writing enables students to explore, shape andclarify their thoughts and to communicate thesethoughts to others. By using effective writingstrategies, students discover and refine ideas, andcompose and revise with increasing confidenceand skill.

Viewing and Representing

Visual imagery is an integral part of contemporarylife. By developing viewing strategies and skills,students come to understand the ways in whichimages may be used to convey ideas, values andbeliefs. Critical viewing enables students toacquire and assess information, appreciate theexperiences of others, and understand andevaluate others’ ideas and perspectives.

Representing may be envisioned as the expressivecounterpart of viewing. Visual representationenables students to communicate their ideasthrough a variety of text forms, including posters,diagrams, photographs, collages, videopresentations, visual art, tableaux and mime.

Representing, however, extends beyond the visual.For example, representations may have an oralcomponent. A speaker’s tone of voice canconvey, or represent, his or her feelings andattitudes. Music and sound effects that areselected to accompany a dramatic monologue, adialogue or a readers’ theatre presentation may berepresentational in that they set a mood andconvey an atmosphere.

Representing is also manifested in print. Tablesand figures that accompany informative texts maysuggest spatial relationships, time sequences, andrelationships between and among concepts andideas. Posters and other examples of promotionalprint texts typically employ design principles,such as alignment and repetition, to representrelationships and to create emphases.


Text and Context

Broadening the Definition of “Text”

This program of studies defines the word “text”broadly. The texts that senior high schoolstudents study in their English language artscourses include works of literature and other textsin oral, print, visual and multimedia forms.Students also create texts in a variety of forms andmedia.

Oral texts include storytelling, speechmaking,discussion and conversation. Oral texts are usedin a wide range of contexts: casual and formal,immediate and distant. As speakers and listeners,students need opportunities to use oral texts with avariety of audiences for a variety of pragmatic andaesthetic purposes. By creating and responding toa variety of oral texts, students obtain andcommunicate information, build relationships withothers, and develop self-confidence andself-understanding.

Print texts include books, journals, magazines andnewspapers. Both as writers and readers, studentsneed to experience a wide range of print texts anduse print texts for a variety of purposes. Studentsread literary, informative and persuasive texts forpleasure and knowledge. They write texts tocommunicate ideas clearly, artistically and withintegrity. Through written response to literature,students come to appreciate the ways in whichliterature engages the imagination, conveys humanexperience and comments on the human condition.Students write a variety of texts, includinginformative and persuasive texts, to make sense ofideas and to convey these ideas. They write toexpress their own and others’ experiences andperspectives and to provide enjoyment forthemselves and others.

Visual texts include pictures, collages, diagrams,tableaux, mime and nonverbal communication.Visual texts, like their oral and print counterparts,have a variety of purposes and audiences, andoccur in a wide range of contexts. Students needopportunities to create and respond to a range ofvisual texts; they need to recognize, analyze and

respond to ways in which visual texts constructreality and influence their perceptions.

Multimedia texts include demonstrations and oralpresentations, videos and films, graphic novelsand cartoon strips, plays, drum dancing, andInternet Web sites. Any text that combines an oralcomponent with a visual component, a printcomponent with an oral component, or a printcomponent with a visual component is amultimedia text. Many multimedia texts combinecomponents of all three text types—oral, print andvisual—to achieve their effects.

Defining “Context”—Purpose, Audience andSituation

“Context” includes any element present in acommunication situation that influences thecreation and interpretation of text. This programof studies emphasizes the importance of context,including purpose, audience and situation, in thestudent’s engagement with and creation of text. Atext creator’s understanding of purpose andaudience will influence his or her selection anddevelopment of form and content. Similarly, otherelements of the context within which a text isbeing produced, such as constraints of time andspace and issues of gender and culture, will affectthe production of text.

Students comprehend, respond to and create textsfor a variety of purposes. When involved in thestudy and creation of literary texts, and whenresponding to literature personally, critically andcreatively, students reflect upon the humancondition and develop and refine theirunderstandings of themselves as human beings.They also learn to appreciate the artistic quality oflanguage and how language may engage bothmind and spirit.

At other times, students comprehend, respond toand create texts to present information, to conveyideas and to persuade. When involved in studyingand creating informative and persuasive texts,students form understandings about the interplaybetween fact and opinion, support andgeneralization, connotation and denotation, literal


meaning and figurative meaning, and argumentand emotion.

In some communication situations, the audience isimagined by the originator of the communication.This audience can also be somewhat removedfrom the immediate context of the communication;and the context itself can be free of constraints oftime and space, such as when one reads a novel.In other communication situations, the audience isspecific and actual—a “target” audience—and ispresent within the immediate context of thecommunication. The context itself may bedefined by limitations of time and space and byexpectations influenced by audiencecharacteristics, such as age, gender and culture.

Senior high school students must be able tocommunicate well in a variety of contexts—for avariety of purposes, with a variety of audiencesand given a variety of situations.

Balancing Expectations for Matters ofCorrectness and Matters of Choice

Within certain contexts in each course, studentmastery of spelling, punctuation andcapitalization, usage, grammar, and sentenceconstruction is expected. However, the degree towhich such mastery is expected will depend on thelength and complexity of created texts and thefamiliarity of contexts.

When students are engaged in familiar contexts—straightforward purposes, familiar audiences andstraightforward situations—control of matters ofcorrectness is expected. When students areengaged in less familiar contexts and are takingrisks by experimenting with matters of choice,e.g., using more complicated textual structures,rhetorical devices and stylistic techniques, theymay demonstrate less control of matters ofcorrectness.

This program of studies contains many specificoutcomes that deal with matters of correctness.See subheading 4.2.4 under General Outcome 4.In English Language Arts 10-1 and 10-2, studentsare expected to consolidate their learnings from

the K–9 program of studies and to master aspectsof correctness, such as punctuation, grammaticalagreement and sentence construction. In EnglishLanguage Arts 20-1, 20-2, 30-1 and 30-2, studentsare expected to apply this mastery in contexts thatare increasingly sophisticated and complex.

Technology and English Language Arts

Primarily, students will learn how to useinformation and communication technologies bytaking courses in career and technology studies(CTS). However, it is appropriate that students beencouraged to apply the knowledge, strategies andskills that they have learned in CTS, at home andin the community, by using, as appropriate, designelements, inquiry technologies and presentationtechnologies as tools for managing informationand communicating in their English language artsclasses.

Senior High School English Language ArtsCourse Sequences

Two course sequences have been developed inorder to accommodate a diverse range of studentneeds, interests and aspirations—English Language Arts (ELA) 10-1, 20-1, 30-1and English Language Arts (ELA) 10-2, 20-2,30-2. English Language Arts 10-1, 20-1, 30-1replaces English 10–20–30, and English LanguageArts 10-2, 20-2, 30-2 replaces English 13–23–33.

Both course sequences are organized according tothe same five general outcomes. In addition, thespecific outcomes that support General Outcomes1, 3 and 5 are exactly the same for students inELA 10-1 and 10-2, for students in ELA 20-1 and20-2, and for students in ELA 30-1 and 30-2.Combined, the specific outcomes supporting thesethree general outcomes constitute approximatelyone third of the entire program of studies.

The two course sequences are similar also in thatthey both:

• maintain high standards to meet graduationrequirements


• require that students write a diplomaexamination upon completion of the 30-levelcourse

• can be used toward the application of theAlexander Rutherford Scholarships for HighSchool Achievement

• feature the six language arts—listening,speaking, reading, writing, viewing andrepresenting

• encourage student metacognition, student self-assessment, and student collaboration andteamwork

• emphasize correct and effectivecommunication in a variety of formats,including communication for pragmaticpurposes

• have a minimum requirement for Canadiancontent

• connect with some of the information andcommunication technology outcomes

• require students to apply inquiry or researchskills

• emphasize career development directions

• emphasize the importance of context,including studying purpose, audience andsituation, in the creation and comprehensionof texts

• emphasize a definition of “text” that includesoral, print, visual and multimedia forms.

There are, however, important differencesbetween the two course sequences. Thesedifferences are found in this program of studies inthe specific outcomes supporting GeneralOutcomes 2 and 4. Combined, these specificoutcomes constitute approximately two thirds ofthe program of studies. Differences are also foundin two important sections—MinimumRequirements: Text Study and MinimumRequirements: Text Creation (see pages 10 and11). In general, differences between the twocourse sequences correspond to differences instudent needs, interests and aspirations.

In terms of student needs, there are differentexpectations for students in each course sequence.For example, in relation to the study of texts,standards vary according to the complexity of the

material and the development of reading skills.Generally, these standards are lower for studentsin the ELA 10-2, 20-2, 30-2 course sequence,which explains why in Specific Outcome 2.1.2 (a),six additional reading comprehension strategiesare provided for students, including the strategy ofseeking teacher assistance. This exampleillustrates that differences in student needs may berelated to the degree of independencedemonstrated and the level of skills acquired.

This is an important distinction between the twocourse sequences. To provide a comparison forthe same specific outcome, students in theELA 10-1, 20-1, 30-1 course sequence areexpected to understand the subtle nuances andsymbolic language found in increasinglysophisticated literary texts. To do thissuccessfully, these students are expected todevelop close reading skills in order to understandcontextual elements and subtext. In addition todeveloping reading comprehension skills, studentsin the ELA 10-1, 20-1, 30-1 course sequence mayneed to develop or improve critical and analyticalreading skills.

In relation to the creation of texts, students in theELA 10-1, 20-1, 30-1 course sequence forSpecific Outcome 4.2.4 (f) are expected todemonstrate proficiency with sentenceconstruction and to be able to review and revisetexts in progress to correct common sentencefaults, such as the comma splice, run-on sentencesand unintended sentence fragments, by the end ofELA 10-1. On the other hand, students in theELA 10-2, 20-2, 30-2 course sequence forSpecific Outcome 4.2.4 (f) are expected todevelop sentence construction skills and to be ableto detect and correct common sentence faults,such as run-on sentences and unintended sentencefragments, over the three years they are enrolled insenior high school. An additional expectation forELA 20-1 and 30-1 is that students are expected touse punctuation and rhetorical structures in aunique way to create effect. These examplesillustrate that differences in student needs betweenthe two course sequences may also be related todifferences in the length of time needed and thedegree of difficulty involved in learning the skills.


The program of studies also presents distinctionsbetween the two course sequences in terms of theemphasis given to particular forms of texts thatstudents will study and create. These distinctionsprovide assumptions about differences in studentinterests for each of the two course sequences.For example, in the ELA 10-1, 20-1, 30-1 coursesequence a greater degree of emphasis is given tothe study of essays and Shakespearean plays,while in the ELA 10-2, 20-2, 30-2 coursesequence a greater degree of emphasis is given tothe study of popular nonfiction (news stories,feature articles, reviews, interviews and otherforms of informative and persuasive text,including technical writing) and feature films.

In terms of the emphases on texts that studentswill create, differences occur in the types ofresponses that will be generated. While the ELA10-2, 20-2, 30-2 course sequence places a greaterdegree of emphasis on the creation of personalresponses to contexts (elements present in anycommunication situation), the ELA 10-1, 20-1,30-1 course sequence places a greater degree ofemphasis on the creation of personal responses totexts. Further, the ELA 10-1, 20-1, 30-1 coursesequence places a greater degree of emphasis oncritical/analytical responses to literary texts, whilethe ELA 10-2, 20-2, 30-2 course sequence places agreater degree of emphasis on critical/analyticalresponses to print and nonprint texts other thanliterary texts.

These differences between the course sequencesin terms of the emphasis on texts that students willstudy and create may appeal to student interestswhen they make the decision to take a particularcourse sequence. Students who are interested inthe study of popular culture and in real-worldcontexts may prefer to take the ELA 10-2, 20-2,30-2 course sequence. Students who areinterested in the study, creation and analysis ofliterary texts may prefer to take the ELA 10-1,20-1, 30-1 course sequence.

Student interests will directly influence theirfuture aspirations for post-secondary study aswell. Since the ELA 10-1, 20-1, 30-1 coursesequence provides a more in-depth study of text interms of textual analysis, students who aspire to

careers that involve the development, production,teaching and study of more complex texts need toregister in this course sequence. Since the ELA10-2, 20-2, 30-2 course sequence provides for thestudy of texts at a variety of different levels ofsophistication, to meet the needs of a more diversestudent population in terms of student aspirationsand abilities, students who aspire topost-secondary education, but not necessarily tocareers related to the English language arts, mayregister in this course sequence.

Not all post-secondary institutions, however,accept ELA 30-2 for entry. In general, studentswho plan to attend a post-secondary institution,regardless of their specific career aspirations, needto familiarize themselves with the entryrequirements of the institution and program theyplan to enter.

For students who require ELA 30-1 to enter apost-secondary program and are registered in theELA 10-2, 20-2, 30-2 course sequence, thepreferred transfer point to the other coursesequence is at the 20-level, depending on thestudent’s ability. Students who meet therequirements may decide to take ELA 20-2,transfer to the other course sequence and takeELA 20-1, and then take ELA 30-1. Studentsgenerally experience more success following thispathway.

A variety of characteristics, such as familybackgrounds, learning experiences, peerrelationships, learning styles, and theaccompanying changes involved in making thetransition to Grade 10, can influence a student’splacement and success in a course. Teachers needto understand the differences between the twocourse sequences in terms of their students’ needs,interests and aspirations to ensure that appropriateplacement occurs and to accommodate studentdifferences within each course when theclassroom is blended.

Local jurisdictions will continue to group studentsfor instruction to meet their needs and the needs ofthe local community. Some schools may chooseto group students by past achievement, accordingto Grade 9 results, or by teacher evaluation of


course sequence appropriateness, according toGrade 10 results in the first two weeks. Someschools will offer separate English language artscourses at each grade level. Other schools maychoose to offer a blended English language artscourse at each grade level and to differentiateinstruction to meet student needs, interests andaspirations within the blended classroom.

Organization of the Program of Studies

Five general outcomes serve as the foundation forthe program. General outcomes are broadstatements identifying what students are expectedto demonstrate with increasing competence andconfidence from the beginning to the end of theprogram. The following are the five generaloutcomes in this program of studies.

Students will listen, speak, read, write, view andrepresent to:

explore thoughts, ideas, feelings andexperiences

comprehend literature and other texts inoral, print, visual and multimedia forms,and respond personally, critically andcreatively

manage ideas and information

create oral, print, visual and multimediatexts, and enhance the clarity and artistryof communication

respect, support and collaborate withothers.

Each general outcome encompasses a number ofspecific outcomes. For organizational purposes,specific outcomes are categorized under headings(e.g., 1.1 Discover possibilities) and subheadings(e.g., 1.1.1 Form tentative understandings,interpretations and positions).

The specific outcomes are statements identifyingthe component knowledge, skills and attitudes of a

general outcome. They are relevant for allstudents in a variety of learning environments andare cumulative across the courses in a particularsequence. Students are expected to demonstratethe specific outcomes for their current coursewhile building on and maintaining their ability todemonstrate the specific outcomes from previouscourses.

Approximately one third of the specific outcomesincluded in each course are organized underGeneral Outcomes 1, 3 and 5. Approximately onethird are organized under General Outcome 2, andapproximately one third are organized underGeneral Outcome 4. It is important to note,however, that the general outcomes areinterrelated and interdependent; each is to beachieved through a variety of listening,speaking, reading, writing, viewing andrepresenting experiences.

It is also important to note that some of thespecific outcomes include bracketed sectionsbeginning with “such as” or “for example.”These sections are not prescriptive but areprovided as an illustration of how the outcomesmight be developed. (Further detail regardinghow the outcomes might be developed andachieved is included in the Senior High SchoolEnglish Language Arts Guide to Implementation.)

Some of the specific outcomes in a particularcourse are discrete to that course and are,therefore, exit outcomes for that course. Otherspecific outcomes are developed over two levelsand are exit outcomes for the higher-level coursein the sequence. Yet other specific outcomes aredeveloped over all three levels and are exitoutcomes for the third course in the sequence.

Minimum Requirements for Text Study

In meeting the specific outcomes listed in thisprogram of studies, students must satisfy certainminimum requirements in their study of works ofliterature and other texts in oral, print, visual andmultimedia forms. These minimum requirementsare presented in two broad categories—extendedtexts and shorter texts—in the chart on page 10.Jurisdictions and schools are encouraged toincrease requirements for text study beyond these


minimum requirements, as time permits, whensuch extension would meet the needs, interestsand aspirations of their students and theexpectations of their communities.

Note: In the chart on page 10, the dotted linedividing “Essay” and “PopularNonfiction” indicates that the separationof these two genres is somewhat arbitrary.In the minimum requirements for textstudy, this division has been used as ameans of differentiating between coursesequences.

Canadian Literature Requirements

A minimum of one third of the texts studied ineach senior high school English language artscourse must be texts authored by Canadians.

Minimum Requirements for Text Creation

In meeting the specific outcomes listed in thisprogram of studies, students must satisfy theminimum requirements for text creation presentedin the two charts on page 11. The first chartcategorizes texts to be created by response type—personal response and critical/analytical response;the second chart categorizes texts to be created bytext form—prose, poetry, script and oral/visual/multimedia presentation. The two charts worktogether to provide a picture of the minimumrequirements for text creation in each course.

Note: In the first chart on page 11, the dottedline dividing personal response to textsand personal response to contextsindicates that the separation of these tworesponse types is somewhat arbitrary. Inthe minimum requirements for textcreation, this division has been used as ameans of differentiating between coursesequences.

Teachers will assess various texts created bystudents for various formative and summativepurposes. The use of a mixture of effectiveassessment strategies is encouraged; e.g., studentself-assessment, peer assessment, conferencing,portfolio assessment, observations, anecdotal

records and assessments made using scoringguides.

Students will create a variety of texts for a varietyof purposes and audiences. Each student willcreate oral texts, print texts, visual texts andmultimedia texts in each course in senior highschool English language arts. Also, studentsshould be encouraged to collaborate in creatingtexts; and they should be encouraged to emulatemodels of effective texts to enhance their personalunderstanding of text varieties, forms andtechniques.

10/ English Language Arts (Senior High) Minimum Requirements: Text Study(2003) Alberta Learning, Alberta, Canada

MINIMUM REQUIREMENTS: TEXT STUDY

In meeting the outcomes presented in this program of studies, students must satisfy theminimum requirements for text study indicated in the chart below. Many of the texttypes that are listed may be presented through various media. For example, a featurefilm could be viewed in a theatre or via videocassette, television or the Internet.

The table to the right indicates the relative emphases intended by the wording used inthe chart below to specify requirements. For example, “A Variety Required” indicatesthat students should study a variety of forms and styles within the specified text form.

Using these minimum requirements as a guide, jurisdictions and schools are free tospecify additional requirements for text study as best fits the needs, interests andaspirations of their students and the expectations of their local communities. Forexample, teachers may wish to specify numbers of texts to be studied in each course, astime permits.

Degrees of Emphasis

A VarietyRequired

Required

Encouraged

STUDENTS WILL STUDY ORAL, PRINT, VISUAL AND MULTIMEDIA TEXTS

ELA 10-1 ELA 20-1 ELA 30-1 ELA 10-2 ELA 20-2 ELA 30-2

EXTENDEDTEXTS

Novel Required Required

Book-lengthNonfiction

1 of the 2Required

1 of the 2Required

1 of the 2Required

1 of the 2Required

Feature Film Required

1 of the 2Required

Required

1 of the 2Required

Required

Modern Play Encouraged

1 of the 2Required

Shakespearean Play

1 of the 2Required

Required Required

1 of the 2Required

1 of the 2Required

1 of the 2Required

SHORTERTEXTS

Poetry(including song)

A VarietyRequired

A VarietyRequired

A VarietyRequired

A VarietyRequired

A VarietyRequired

A VarietyRequired

Short StoryA VarietyRequired

A VarietyRequired

A VarietyRequired

A VarietyRequired

A VarietyRequired

A VarietyRequired

Visual andMultimedia Text

Required Required Required Required Required Required

Essay RequiredA VarietyRequired

A VarietyRequired

Encouraged Encouraged Required

PopularNonfiction

Encouraged Encouraged Required Required A VarietyRequired

A VarietyRequired

Visual and Multimedia Text includes short films, video clips and photographs.Popular Nonfiction includes news stories, feature articles, reviews, interviews and other forms of informativeand persuasive text, including technical writing.

CANADIAN LITERATURE REQUIREMENTS: In each senior high school English language artscourse, it is expected that a significant proportion of texts that students study will be Canadian texts. Therequired minimum proportion of Canadian texts studied is one third of all texts studied in each course.Teachers are encouraged to select Canadian texts for study whenever possible and appropriate.

Minimum Requirements: Text Creation English Language Arts (Senior High) /11 Alberta Learning, Alberta, Canada (2003)

MINIMUM REQUIREMENTS: TEXT CREATION

In meeting the outcomes presented in this program of studies, students must satisfythe minimum requirements for text creation indicated in the charts below.

The table to the right indicates the relative emphases intended by the wording usedin the charts below. For example, “Emphasis Required” indicates response andform categories that should be emphasized in a course. Students should create avariety of text types or styles within the categories that are emphasized.

Using these minimum requirements as a guide, jurisdictions and schools are free tospecify additional requirements for text creation as best fits the needs, interests andaspirations of their students and the expectations of their local communities. Forexample, teachers may wish to specify numbers of texts to be created in eachcourse, as time permits.

Degrees of Emphasis

EmphasisRequired

Required

Encouraged

STUDENTS WILL CREATE A VARIETY OF RESPONSES . . .


PERSONALRESPONSE

• to texts EmphasisRequired

EmphasisRequired

EmphasisRequired

Required Required Required

• to contexts Required Required Required EmphasisRequired

EmphasisRequired

EmphasisRequired

• to literarytexts

Required EmphasisRequired

EmphasisRequired

Encouraged Required RequiredCRITICAL/ANALYTICALRESPONSE

• to other printand nonprinttexts

Encouraged Required Required Required EmphasisRequired

EmphasisRequired

• to contexts Required Required Required Required Required Required

. . . USING A VARIETY OF PRINT AND NONPRINT FORMS


PROSE Narrative Forms(Factual andFictional)


Informative andPersuasiveForms

Required EmphasisRequired

EmphasisRequired

Required(including

reports)

EmphasisRequired(includingproposals)

EmphasisRequired

POETRY Required Encouraged Encouraged Required Encouraged Encouraged

SCRIPT Encouraged Required Encouraged Encouraged Required Encouraged

ORAL/VISUAL/MULTIMEDIAPRESENTATION


Informative and Persuasive Forms include essays, commentaries, articles and reviews.Oral/Visual/Multimedia Presentation includes readers’ theatre, demonstrations and prepared speech.

12/ English Language Arts (Senior High) Program Outline(2003) Alberta Learning, Alberta, Canada

PROGRAM OUTLINE

General Outcome 1

Students will listen, speak, read, write,view and represent to explore thoughts,ideas, feelings and experiences.

1.1 Discover possibilities1.1.1 Form tentative understandings,

interpretations and positions1.1.2 Experiment with language, image

and structure

1.2 Extend awareness1.2.1 Consider new perspectives1.2.2 Express preferences, and expand

interests1.2.3 Set personal goals for language

growth

General Outcome 2

Students will listen, speak, read, write,view and represent to comprehendliterature and other texts in oral, print,visual and multimedia forms, andrespond personally, critically andcreatively.

2.1 Construct meaning from text andcontext2.1.1 Discern and analyze context2.1.2 Understand and interpret content2.1.3 Engage prior knowledge2.1.4 Use reference strategies and

reference technologies

2.2 Understand and appreciate textualforms, elements and techniques2.2.1 Relate form, structure and

medium to purpose, audience andcontent

2.2.2 Relate elements, devices andtechniques to created effects

2.3 Respond to a variety of print andnonprint texts2.3.1 Connect self, text, culture and

milieu2.3.2 Evaluate the verisimilitude,

appropriateness and significanceof print and nonprint texts

2.3.3 Appreciate the effectiveness andartistry of print and nonprint texts

General Outcome 3

Students will listen, speak, read, write,view and represent to manage ideas andinformation.

3.1 Determine inquiry or researchrequirements3.1.1 Focus on purpose and

presentation form3.1.2 Plan inquiry or research, and

identify information needs andsources

3.2 Follow a plan of inquiry3.2.1 Select, record and organize

information3.2.2 Evaluate sources, and assess

information3.2.3 Form generalizations and

conclusions3.2.4 Review inquiry or research

process and findings

Program Outline English Language Arts (Senior High) /13 Alberta Learning, Alberta, Canada (2003)

General Outcome 4

Students will listen, speak, read, write,view and represent to create oral, print,visual and multimedia texts, andenhance the clarity and artistry ofcommunication.

4.1 Develop and present a variety of printand nonprint texts4.1.1 Assess text creation context4.1.2 Consider and address form,

structure and medium4.1.3 Develop content4.1.4 Use production, publication

and presentation strategies andtechnologies consistent withcontext

4.2 Improve thoughtfulness, effectivenessand correctness of communication4.2.1 Enhance thought and

understanding and support anddetail

4.2.2 Enhance organization4.2.3 Consider and address matters

of choice4.2.4 Edit text for matters of

correctness

General Outcome 5

Students will listen, speak, read, write,view and represent to respect, supportand collaborate with others.

5.1 Respect others and strengthencommunity5.1.1 Use language and image to

show respect and consideration5.1.2 Appreciate diversity of

expression, opinion andperspective

5.1.3 Recognize accomplishmentsand events

5.2 Work within a group5.2.1 Cooperate with others, and

contribute to group processes5.2.2 Understand and evaluate group

processes

14/ English Language Arts (Senior High) General Outcome 1(2003) Alberta Learning, Alberta, Canada

General Outcome 1

Explore thoughts, ideas,feelings and experiences

Form tentativeunderstandings,interpretations and positions

Consider newperspectives

Express preferences,and expand interests

Experiment with language,image and structure

Set personal goalsfor language growth

1.2 Extend awareness

1.1 Discover possibilities

STUDENTS WILL LISTEN, SPEAK, READ, WRITE, VIEW AND REPRESENT TO:

General Outcome 1 English Language Arts (Senior High) /15©Alberta Learning, Alberta, Canada (2003)

GENERALOUTCOME 1

INTRODUCTION

Students will listen, speak, read, write, view and represent to explorethoughts, ideas, feelings and experiences.

Exploration is fundamental to learning. The specific outcomes thatsupport General Outcome 1 set the foundation for learning in the otheroutcomes. Students engage in exploration to discover possibilities and toextend their awareness. Through exploration, students begin to formulatetheir thoughts and ideas, organize and make sense of their experiences, andacknowledge and express their feelings. Exploration enables students todiscover and understand what they think and who they are. It also helpsthem to reflect on their strengths and weaknesses as language users andlanguage learners.

As students become engaged in exploration, they express their preferencesand interests, and they set personal goals for language growth. When theyare faced with a new task or assignment and when they study a new text,students explore possibilities and form tentative interpretations andpositions. They experiment with language and forms of expression tocontinually expand the horizon of opportunities that language learningoffers to them as they consider new perspectives and form newunderstandings. Ultimately, through exploration, students expand theirinterest in a variety of texts.

Through talk and conversation, students make observations, ask questions,generate hypotheses, make predictions and form opinions. Often, studentsdiscover what they think or how they feel at the point of utterance.

Writing and representing help students to clarify and expand theirthinking. When students use such means as dialogue journals to aid theirexploration, and when they see their ideas, feelings and experiences inwriting, they can reconsider, revise and elaborate on them in thoughtfulways. Students may also use diagrams, thought webs, collages, charts andother representational forms to explore ideas and interpretations and tomake and present new connections among ideas.

Listening, reading and viewing also enable students to explore andconsider new perspectives and to gather and verify information, identifyareas for further inquiry or research, and develop support for opinions. Aclimate conducive to exploration and risk taking fosters learning inGeneral Outcome 1.

Learning effective exploration strategies is interrelated with learning in theother general outcomes:

• Exploratory talk, writing and representation enhance students’comprehension, by focusing their prior knowledge and experiencesbefore listening, reading and viewing and when analyzing, evaluatingand responding to texts (General Outcome 2).

• Exploration also helps students to find and manage information(General Outcome 3).

• Students are involved in exploration when deciding how to uselanguage more effectively when they are creating their own texts(General Outcome 4).

• Students often use exploratory talk when they work together tocollaborate on projects and to develop a classroom learningcommunity (General Outcome 5).

Students will listen, speak, read, write, view and representto explore thoughts, ideas, feelings and experiences.


1.1 Discover possibilities

ELA 10-1 and ELA 10-2 ELA 20-1 and ELA 20-2 ELA 30-1 and ELA 30-2

1.1.1 Form tentative understandings, interpretations and positions

a. generate and experiment with strategies that contribute to formingtentative understandings, interpretations and positions [for example,posing questions, suspending prejudgement as appropriate, recognizingthat initial interpretations and positions may be inaccurate andincomplete, and recognizing that texts may be inaccurate, misleading orambiguous]

a. draw from a repertoire ofeffective strategies to formtentative understandings,interpretations and positions [forexample, record initial thoughts,feelings and observations abouta novel in a dialogue journal]

b. form tentative understandings,interpretations and positions onideas and issues communicatedin literature and other texts byexpressing own explorations andconsidering others’ explorations

b. assess the potential ofunderstandings, interpretationsand positions on ideas and issuescommunicated by literature andother texts by connecting ownand others’ explorations, and byexploring additional aspects ofthese texts

b. modify tentative interpretationsand tentative positions byweighing and assessing thevalidity of own and others’ideas, observations and opinions;and identify areas for furtherinquiry or research

1.1.2 Experiment with language, image and structure

a. experiment with language, image and structure to create differenteffects in particular situations and for particular purposes and audiences[for example, present the same information to two different audiences,and make appropriate changes to the content to suit the audiences]

a. explain how experiments withlanguage, image and structureimprove personal craft andincrease effectiveness as a textcreator [for example, use awriter’s journal or idea folder ona computer to collect ideas,newspaper articles and firstwriting attempts; rework thisinformation into stories, poemsor articles; and share withteachers and peers to receivefeedback]

b. experiment with a variety of strategies, activities and resources to explore ideas, observations, opinions,experiences and emotions [for example, stream-of-consciousness writing, free verse poetry, exploratory talkand improvisation]



1.2 Extend awareness


1.2.1 Consider new perspectives

a. describe personal responses tonew perspectives, appraisewhether such responsescontribute to or inhibitunderstanding, and identifyinfluences that have contributedto such responses

a. select appropriate strategies to extend awareness and understanding ofnew perspectives, monitor their effectiveness, and modify them asneeded [for example, record new understandings in a learning log;develop new group perspectives using a fish bowl organization]

b. identify own ideas, perspectivesand interpretations and evaluatethem for depth of explanation,evidence or support; andconsider the ideas, perspectivesand interpretations of others tobroaden own understandingswhen exploring and respondingto texts

b. compare own ideas, perspectivesand interpretations with those ofothers, through a variety ofmeans, to expand perceptionsand understandings whenexploring and responding to texts[for example, pro–con charts,alternative Internet searchengines, comparison tables andthink–pair–share charts]

b. recognize and assess thestrengths and limitations ofvarious perspectives on a theme,issue or topic, and identifyaspects for further considerationwhen exploring and respondingto texts

c. analyze and evaluate howvarious topics and themes, textforms, text types and textcreators influence own andothers’ understandings, attitudesand aspirations

1.2.2 Express preferences, and expand interests

a. reflect on personal text preferences, identify influences that have contributed to the formation of thesepreferences, and select strategies that may be used to expand interests in texts and text creators [forexample, complete and share reading inventories, and examine the role marketing plays in shaping popularculture]

b. expand interests in a range ofliterary genres and in a variety ofother text types and text creators[for example, graphic novels,Web sites, advertising andpromotional texts,autobiographies, CD–ROMs,anecdotes, memoirs, monologuesand folk songs]

b. expand interests in a range ofgenres and in a variety of textsand text creators, and explainhow the content and style ofvarious texts appeal to audienceswith particular interests andpreferences [for example,various versions of the sametext]

b. cultivate appreciation for avariety of genres, texts, textcreators and texts in translationfrom other countries [forexample, providing specificexamples, choose a universaltheme; create a list of works ofliterature, movies, songs, videosand art; and discuss why someworks are timeless]



1.2 Extend awareness (continued)


1.2.3 Set personal goals for language growth

a. appraise own strengths and weaknesses as a language user and language learner; select appropriatestrategies to increase strengths and address weaknesses; monitor the effectiveness of selected strategies; andmodify selected strategies as needed to optimize growth [for example, assess growth in writing by using awriting portfolio and portfolio reflections]

b. set goals and identify andexperiment with strategies forlanguage growth in relation toformal and informal personalcommunications [for example,working in a group or taking aleadership role in a club]

b. set goals and employ strategiesfor language growth in relationto formal and informal personalcommunications and communityinvolvement [for example,auditioning for a play orapplying to be a volunteer]

b. set goals and draw from arepertoire of effective strategiesfor language growth in relationto aspirations for the future [suchas post-secondary learning andpotential careers]

c. identify and access learning sources and opportunities; assess, weigh and manage risk; and demonstrate awillingness to continuously learn and grow

©Alberta Learning, Alberta, Canada English Language Arts (Senior High) /19


General Outcome 2

Comprehend literature and other textsin oral, print, visual and multimedia forms,

and respond personally, criticallyand creatively

2.1 Construct meaning fromtext and context

Engage priorknowledge

Understand and interpretcontent

Discern andanalyze context Use reference

strategies andreference technologies

2.2 Understand and appreciatetextual forms, elements andtechniques

Relate form, structureand medium topurpose, audienceand content Relate elements,

devices andtechniques tocreated effects

2.3 Respond to a variety of print and nonprint texts

Connect self, text,culture and milieu

Evaluate the verisimilitude,appropriateness and significance ofprint and nonprint texts

Appreciate theeffectiveness andartistry of print andnonprint texts



GENERALOUTCOME 2

INTRODUCTION

Note: The what and thehow of a text (text contentand text form) have beenseparated under the firsttwo headings of GeneralOutcome 2 to allowlearning outcomes to bemore clearly specified. Intheir study of texts,students should beencouraged to understandthe relationship betweenform and content.

Students will listen, speak, read, write, view and represent tocomprehend literature and other texts in oral, print, visual andmultimedia forms, and respond personally, critically and creatively.

Constructing meaning from texts is fundamental to senior high schoolEnglish language arts. As students study texts in oral, print, visual andmultimedia forms, they use a variety of strategies to determine the what ofa text—the content that is being presented by the text creator. Studentsengage their prior knowledge of content as they encounter new texts. Theyidentify and examine a text creator’s purpose and audience, and theyconsider the interplay between text and context. Students use their skills aslisteners, readers and viewers to detect the tones and registers adopted bytext creators. They use references, including the understandings andinterpretations of others, to assist them in forming their ownunderstandings and interpretations of texts.

Students also use a variety of strategies to understand the craft of the textcreator and the how of a text—the form that the text creator has fashionedand the textual elements, rhetorical devices and stylistic techniques that thetext creator has employed. By studying a variety of texts in oral, print,visual and multimedia forms, students develop an understanding of therelationship between a text’s content and its form. They identify theeffects that are created by particular forms, elements, devices andtechniques, and relate a text’s form, structure and medium to its purposeand audience and to its content.

Students respond personally, critically and creatively—oftensimultaneously—to the contents and contexts of a variety of texts and tothe craft of a variety of text creators. They respond personally by relatingtexts to their own experiences, feelings, values and beliefs. They respondcritically by making interpretations and by evaluating ideas, forms, devicesand techniques. They respond creatively by visualizing the settings andsituations that are presented in texts and by imagining the persons andcharacters inhabiting texts. By using their creative imaginations, studentssynthesize responses that take them more deeply into the world of a text orthat extend their own worlds by transforming their understandings andperspectives.

Learning effective comprehension and response strategies is interrelatedwith learning in all of the other general outcomes:

• Exploratory talk and writing enhance and extend studentunderstandings and evaluations of texts (General Outcome 1).

• Student understandings of text forms, structures and media helpthem to find information when they are involved in inquiry(General Outcome 3).

• The study of texts provides students with a range of topics andorganizing structures for their own text creation (General Outcome 4).

• As students respond positively to the texts created by their classmates,they help to encourage others and to build a community of learners(General Outcome 5).

Students will listen, speak, read, write, view and representto comprehend literature and other texts in oral, print, visual and multimedia forms,

and respond personally, critically and creatively.


2.1 Construct meaning from text and context

ELA 10-1 ELA 20-1 ELA 30-1

2.1.1 Discern and analyze context

a. identify a variety of differentkinds of texts, audiences andpurposes for creating texts [forexample, purposes could includeto inform, persuade, entertain orinspire; the purpose of a printadvertisement is to sell aproduct]

a. describe the text creator’spurpose, and analyze the targetaudience

a. explain the text creator’spurpose, including implicitpurpose when applicable;describe whether or not thepurpose was achieved [forexample, describe an author’suse of juxtaposition to develop acontradictory impression of acharacter]; and assess thesuitability of a text to the targetaudience

b. use features found within a textas information to describe thecommunication situation withinwhich the text was created [forexample, use specializedterminology, jargon, acronymsand idioms within a text todescribe context]

b. describe how societal forces caninfluence the production of texts[for example, current issues andtrends]

b. analyze elements or causespresent in the communicationsituation surrounding a text thatcontribute to the creation of thetext [for example, whether a textcreator is communicating as anindividual or as a member of aparticular group]

c. describe the relationship betweentext and context [for example,constraints of time and space,issues of gender and culture,whether or not the audience ispresent]

c. explain the relationship betweentext and context in terms of howelements in an environment canaffect the way in which a text iscreated [for example, thehistorical context in which thetext is written; gender-biasedlanguage can provideinformation about the context inwhich a text was created in termsof dominant culture]

c. explain how understanding theinterplay between text andcontext can influence anaudience to appreciate a textfrom multiple perspectives [forexample, an audience canappreciate how historical andsocietal forces present in thecontext in which a text is set canaffect the style, diction and pointof view chosen by the textcreator]

d. identify the impact that personal context—experience, prior knowledge—has on constructing meaning from atext




2.1 Construct meaning from text and context (continued)

ELA 10-1 ELA 20-1 ELA 30-1

2.1.2 Understand and interpret content

a. use a variety of strategies to comprehend literature and other texts [for example, reading passages out loud,forming questions, making predictions, using context to determine the connotative meanings of words, usinggraphic organizers and making annotations], and develop strategies for close reading of literature in order tounderstand contextual elements [for example, understanding subtext]

b. paraphrase a text’s controllingidea, and identify supportingideas and supporting details

b. describe how supporting ideasand supporting details strengthena text’s controlling idea

b. analyze the relationships amongcontrolling ideas, supportingideas and supporting details in avariety of texts

c. summarize the plot of anarrative, describe its setting andatmosphere, describedevelopment of conflict, andidentify theme

c. describe the relationships amongplot, setting, character,atmosphere and theme whenstudying a narrative

c. assess the contributions ofsetting, plot, character andatmosphere to the developmentof theme when studying anarrative

d. describe the personality traits,motivations, attitudes, values andrelationships of charactersdeveloped/persons presented inliterature and other texts; andidentify how the use ofarchetypes adds to anappreciation of text

d. compare the personality traits,roles, relationships, motivations,attitudes, values and archetypalqualities, when appropriate, ofcharacters developed/personspresented in literature and othertexts

d. analyze the personality traits,roles, relationships, motivations,attitudes and values of charactersdeveloped/persons presented inliterature and other texts; andexplain how the use ofarchetypes can contribute to thedevelopment of other textualelements, such as theme

e. describe a text creator’s tone,and relate tone to purpose andaudience

e. describe a text creator’s tone andregister; and identify the moraland ethical stance communicatedby a text

e. relate a text creator’s tone andregister to the moral and ethicalstance explicitly or implicitlycommunicated by a text

f. differentiate between literal andfigurative statements andbetween imagery and nonsensorylanguage, identify symbol,recognize familiar allusions, anddescribe how images aredeveloped in texts

f. interpret figurative language,symbol and allusions; recognizeimagery; and explain howimagery contributes toatmosphere, characterization andtheme in a text

f. assess the contributions offigurative language, symbol,imagery and allusion to themeaning and significance oftexts; and appreciate the textcreator’s craft

g. describe visual elements [such asphotographs, lists, tables, graphs,charts and other displays] andaural elements [such as soundeffects, music and rhythm], anddescribe their contributions tothe meaning of texts

g. analyze visual and auralelements, and explain how theycontribute to the meaning oftexts

g. assess the contributions thatvisual and aural elements maketo the meaning of texts





ELA 10-1 ELA 20-1 ELA 30-1

2.1.2 Understand and interpret content (continued)

h. differentiate between audienceresponse to the content of apresentation and audienceresponse to the performance ofthe presenter

h. describe the relationship betweenaudience response to the contentof a presentation and audienceresponse to the performance ofthe presenter

h. assess the relationship between thecontent of a presentation and theperformance of the presenter, andexplain how the quality of theperformance affects the credibilityand audience acceptance of thecontent and message

2.1.3 Engage prior knowledge

a. reflect on and describe strategies used to engage prior knowledge as a means of assisting comprehension of newtexts; and select, monitor and modify strategies as needed

b. describe personal expectationsfor a text to be studied, byrecalling prior experiences withand observations about similarcontexts, content and text forms

b. assess personal expectations fortexts to be studied in light ofprior experiences with andobservations about similarcontexts, content and text forms

b. assess prior knowledge of contexts,content and text forms; and explainhow it contributes to newunderstandings

c. recall prior knowledge ofrhetorical devices used inpreviously studied texts [such asanecdotes and rhetoricalquestions] and textual elementsand structures employed ordeveloped [such ascharacterization and narrativepoint of view] to assist inunderstanding new texts

c. use metacognitive strategies tounderstand how knowledge ofrhetorical devices, textualelements and structures used inpreviously studied textscontributes to understanding newtexts

c. identify variations and departuresfrom the conventional use ofrhetorical devices, textual elementsand structures in texts; anddescribe the purpose and effect ofsuch variations and departures

d. classify the genre/form of new texts according to attributes of genres/forms previously studied ...........................

2.1.4 Use reference strategies and reference technologies

a. use a variety of appropriate reference strategies and reference technologies to aid understanding [for example,formulating and refining questions, exploring works cited in other references, taking notes, and using librarycatalogues and Internet search engines]

b. create and use own reference materials to aid understanding [for example, a personalized dictionary/glossaryand a personalized World Wide Web/URL address list]




2.2 Understand and appreciate textual forms, elements and techniques

ELA 10-1 ELA 20-1 ELA 30-1

2.2.1 Relate form, structure and medium to purpose, audience and content

a. identify a variety of text forms, including communications forms andliterary forms [for example, letters, memoranda, poems, narratives anddramatizations]; and describe the relationships of form to purpose andcontent

a. analyze a variety of text forms,explain the relationships of formto purpose and content, andassess the effects of theserelationships on audience

b. describe audience factors that may have influenced a text creator’schoice of form and medium [for example, age, gender and culture of theaudience]

b. assess the potential influence ofvarious audience factors on atext creator’s choice of form andmedium

c. describe a variety oforganizational patterns andstructural features that contributeto purpose and content

c. explain how a variety oforganizational patterns andstructural features contribute topurpose and content

c. apply knowledge oforganizational patterns andstructural features to understandpurpose and content, and assessthe effectiveness of a text’sorganizational structure

d. describe the characteristics ofvarious commoncommunications media [such asthe use of headlines innewspapers, and menus and tabsin Internet Web pages]

d. analyze the effect of medium onmessage

d. assess the medium of apresentation in terms of itsappropriateness to purpose andcontent and its effect onaudience [for example, the use ofunamplified voice, printedhandouts and computergenerated slides]

2.2.2 Relate elements, devices and techniques to created effects

a. describe rhetorical devices [suchas parallel structure andrepetition] and stylistictechniques [such as purposefuluse of precise denotativelanguage and straightforwardsentence structure] that createclarity, coherence and emphasisin print and nonprint texts

a. explain how rhetorical devicesand stylistic techniques used inprint and nonprint texts createclarity, coherence and emphasis

a. assess the contributions ofrhetorical devices and stylistictechniques to the clarity andcoherence of print and nonprinttexts, and assess the variousmeans by which devices andtechniques are used to emphasizeaspects or portions of a text




2.2 Understand and appreciate textual forms, elements and techniques(continued)

ELA 10-1 ELA 20-1 ELA 30-1

2.2.2 Relate elements, devices and techniques to created effects (continued)

b. describe aspects of a text thatcontribute to atmosphere, toneand voice [for example, textualelements, such as setting, musicand lighting, and stylistictechniques, such as a textcreator’s choice of words andexpressions]

b. explain how various textualelements and stylistic techniquescontribute to the creation ofatmosphere, tone and voice [forexample, qualification andinterrupted movement]

b. assess the contributions oftextual elements and stylistictechniques to the creation ofatmosphere, tone and voice

c. recognize irony and satire inprint and nonprint texts, andidentify language used to createirony and satire

c. analyze the use of irony and satire to create effects in print and nonprinttexts [for example, dramatic irony to create suspense, verbal irony tocreate humour, and satire to evoke response]

d. describe the effects of musical devices, figures of speech and sensorydetails in print and nonprint texts [for example, alliteration used tocreate emphasis, metaphor used to evoke images, and sensory detailsused to evoke pathos]

d. assess the use of musicaldevices, figures of speech andsensory details to create effectsin a variety of print and nonprinttexts

e. recognize the use of motif andsymbol in print and nonprinttexts

e. explain the contribution of motif and symbol to controlling idea andtheme

f. recognize the use of elements ofeffective oral, visual andmultimedia presentations [suchas movement, gesture, use ofspace, shape and colour]; anddescribe their effects

f. differentiate between effectiveand ineffective presentations,and analyze the differences

f. analyze the various elements ofeffective presentation, and assessthe effects created [for example,colour to create symbolism ormood, and gestures to enhanceclarity]

g. identify persuasive techniquesused in a variety of print andnonprint texts [such as appealingto emotion and citing experts]

g. analyze persuasive techniquesused in a variety of print andnonprint texts

g. assess the use of persuasivetechniques and their effects onaudience [for example, assess theuse of commercial endorsementsand negative advertisementcampaigns, which may convinceor offend]





ELA 10-1 ELA 20-1 ELA 30-1

2.3.1 Connect self, text, culture and milieu

a. identify and consider personal, moral, ethical and cultural perspectives when studying literature and othertexts; and reflect on and monitor how perspectives change as a result of interpretation and discussion

b. respond personally and analytically to ideas developed in works ofliterature and other texts; and analyze the ways in which ideas arereflected in personal and cultural opinions, values, beliefs andperspectives

b. form positions on issues thatarise from text study; and assessthe ideas, information,arguments, emotions,experiences, values and beliefsexpressed in works of literatureand other texts in light of issuesthat are personally meaningfuland culturally significant

c. compare choices and motives ofcharacters and people portrayedin texts with choices and motivesof self and others

c. explain how the choices andmotives of characters and peoplepresented in texts may provideinsight into the choices andmotives of self and others

c. assess the choices and motives ofcharacters and people portrayedin texts in light of the choicesand motives of self and others

d. identify and examine ways in which cultural and societal influences arereflected in a variety of Canadian and international texts

d. respond personally and criticallyto the ways in which cultural andsocietal influences are reflectedin a variety of Canadian andinternational texts

2.3.2 Evaluate the verisimilitude, appropriateness and significance of print andnonprint texts

a. identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify thecriteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content andto assess the text creator’s voice and style]

b. assess the appropriateness of own and others’ understandings and interpretations of works of literature andother texts, by referring to the works and texts for supporting or contradictory evidence

c. describe settings and plots interms of reality and plausibility,as appropriate

c. analyze and assess settings and plots in terms of created reality andplausibility [for example, determine the authenticity of the setting of awork of historical fiction]




2.3 Respond to a variety of print and nonprint texts (continued)

ELA 10-1 ELA 20-1 ELA 30-1

2.3.2 Evaluate the verisimilitude, appropriateness and significance of print andnonprint texts (continued)

d. describe character andcharacterization in terms ofconsistency of behaviour,motivation and plausibility

d. analyze and assess character and characterization in terms ofconsistency of behaviour, motivation and plausibility, and in terms ofcontribution to theme [for example, determine the meanings suggestedby a change in a character’s behaviour or values]

e. describe images in print andnonprint texts in terms of createdreality and appropriateness topurpose

e. analyze and assess images in print and nonprint texts in terms ofcreated reality and appropriateness to purpose and audience

f. assess the significance of a text’s theme or controlling idea, and the adequacy, relevance and effectiveness ofits supporting details, examples or illustrations, and content in general

2.3.3 Appreciate the effectiveness and artistry of print and nonprint texts

a. use terminology appropriate to the forms studied for discussing and appreciating the effectiveness andartistry of a variety of text forms

b. describe the effectiveness of various texts, including media texts, forpresenting feelings, ideas and information, and for evoking response

b. appreciate the craft of the textcreator and the shape andsubstance of literature and othertexts




2.1 Construct meaning from text and context

ELA 10-2 ELA 20-2 ELA 30-2

2.1.1 Discern and analyze context

a. identify a variety of texts,purposes for creating texts andaudiences [for example, purposescould include to inform,persuade, entertain or inspire]

a. paraphrase key messages in aspecific text and identifyelements present in thecommunication situation, inorder to describe the textcreator’s purpose and targetaudience [for example,understand the subtext in atelevision commercial to knowthe intended audience]

a. explain the text creator’spurpose, and assess thesuitability of the text to the targetaudience in terms of the textcreator’s purpose [for example,assess the suitability of a featurefilm targeted to a young adultaudience in terms ofappropriateness of content]

b. identify features of a text thatprovide information about thetext [for example, specializedterminology, jargon, acronymsand idioms]

b. explain how a text can be studiedto understand the context—oraspects of the communicationsituation within which the textwas created [for example,recognize that specializedterminology in a text mayrepresent a particularoccupational group and provideinsight in understanding the text;understand current issues torecognize satire in a politicalcartoon]

b. analyze elements present in thecommunication situationsurrounding a text that contributeto the creation of the text [forexample, whether a text creatoris communicating as anindividual or as a member of aparticular group]

c. describe elements found in avariety of communicationsituations, and explain how theseelements influence the creationof texts [for example, constraintsof time and space, issues ofgender and culture, whether ornot the audience is present in thecommunication situation]

c. use strategies to gain backgroundknowledge about history andsociety when studying aparticular text [for example, usereferences, including thepersonal experiences andunderstandings of teachers andelders, to help developbackground knowledge of thehistorical period of a particulartext]

c. explain the relationship betweentext and context in terms of howelements in an environment canaffect the way in which a text iscreated

d. identify the impact that personal context—experience, prior knowledge—has on constructing meaning from atext





ELA 10-2 ELA 20-2 ELA 30-2

2.1.2 Understand and interpret content

a. use a variety of strategies to comprehend literature and other texts [for example, reading passages out loud,forming questions, making predictions, using context to determine the connotative meanings of words, usinggraphic organizers, making annotations, inferring, rereading, seeking assistance, using context clues,summarizing and visualizing], develop a daily practice of reading [for example, paired reading, reading log,nightly reading, taped reading], and develop strategies for close reading

b. identify a text’s controlling idea,supporting ideas and supportingdetails

b. paraphrase a text’s controllingidea, and relate supporting ideasand supporting details to thecontrolling idea

b. describe the relationshipsbetween a text’s controlling ideaand its supporting ideas andsupporting details

c. retell the plot of a narrative,describe its setting, and identifythe conflict developed

c. develop an understanding of therelationships among plot, settingand character when studying anarrative text, by relating the textto personal experiences

c. explain how plot, character andsetting contribute to thedevelopment of theme, whenstudying a narrative

d. describe the personality traits,attitudes and relationships ofcharacters developed/personspresented in works of literatureand other texts

d. compare the personality traits,relationships, motivations andattitudes of charactersdeveloped/persons presented inworks of literature and othertexts

d. explain the personality traits,roles, relationships, motivations,attitudes and values of charactersdeveloped/persons presented inworks of literature and other texts

e. identify a text creator’s tone e. describe a text creator’s tone,relate tone to purpose andaudience, and identify the pointof view communicated by a text

e. relate a text creator’s tone to themoral and ethical stancecommunicated by a text, whenappropriate

f. differentiate between literal andfigurative statements, describeimages developed in texts, andrecognize imagery

f. identify figurative language[such as metaphor], symbol andfamiliar allusions in texts;interpret figurative language interms of its contribution to themeaning of a text; and explainhow imagery contributes to thecreation of atmosphere, themeand characterization in a text

f. identify figurative language,symbol, imagery and allusions ina text; interpret these devices interms of the meaning of a text;assess the contributions made tothe meaning of texts by usingthese devices; and appreciate thetext creator’s craft





ELA 10-2 ELA 20-2 ELA 30-2

2.1.2 Understand and interpret content (continued)

g. identify visual elements [such asphotographs, lists, tables, graphs,charts and other displays] andaural elements [such as soundeffects, music and rhythm] thatadd meaning to texts

g. recognize visual and aural elements in texts, and explain how theseelements add meaning to texts

h. differentiate between audienceresponse to the content of apresentation and audienceresponse to the performance ofthe presenter

h. respond to the content of apresentation; and describe therelationship, in general, betweenaudience response to content andaudience response to theperformance of a presenter

h. assess the relationship betweenthe content of a presentation andthe performance of the presenter,and explain how the quality ofthe performance affects thecredibility and audienceacceptance of the content andmessage

2.1.3 Engage prior knowledge

a. reflect on and describe strategies used to engage prior knowledge as a means of assisting comprehension ofnew texts; and select, monitor and modify strategies as needed

b. describe personal expectationsfor texts to be studied, byrecalling prior experiences withand observations about similarcontexts and content

b. assess personal expectations fortexts to be studied in light ofprior experiences with andobservations about similarcontexts, content and text forms

b. explain how prior knowledge ofcontexts, content and text formscontributes to newunderstandings

c. recall prior knowledge of thedevelopment of textual elementsin previously studied texts [suchas plot, setting and character] toassist in understanding new texts

c. use metacognitive strategies torelate prior understandings oftextual elements used inpreviously studied texts tounderstandings of new texts

c. explain how prior understandingof textual elements, like theme,in previously studied texts canassist in understanding new texts





ELA 10-2 ELA 20-2 ELA 30-2

2.1.4 Use reference strategies and reference technologies

a. use a variety of appropriate reference strategies and reference technologies to aid understanding [for example,formulating and refining questions, exploring works cited in other references, taking notes, and using librarycatalogues and Internet search engines]

b. create and use own reference materials to aid understanding [for example, a personalized dictionary/glossaryand a personalized World Wide Web/URL address list]




2.2 Understand and appreciate textual forms, elements and techniques

ELA 10-2 ELA 20-2 ELA 30-2

2.2.1 Relate form, structure and medium to purpose, audience and content

a. identify common text forms andtheir purposes, includingcommunications forms [such asletters and memoranda] andliterary forms [such as poems,narratives and dramatizations]

a. identify a variety of text forms,including communications formsand literary forms [for example,letters, memoranda, poems,narratives and dramatizations];and describe the relationship ofform to purpose

a. describe how some forms aremore appropriate than others toachieve a particular purpose withan intended audience

b. describe audience factors that may have influenced a text creator’schoice of form and medium [for example, age, gender and culture of theaudience]

b. explain how various audiencefactors may have influenced atext creator’s choice of form andmedium

c. identify and describeorganizational patterns andstructural features that contributeto purpose and content [such asthe use of chronology tostructure a narrative and the useof categories and headings tostructure a report]

c. explain how organizationalpatterns and structural featurescontribute to purpose and content

c. apply knowledge oforganizational patterns andstructural features to understandpurpose and content, and assessthe effectiveness of a text’sorganizational structure

d. identify and describe thecharacteristics of variouscommon communications media[such as the use of headlines innewspapers, and menus and tabsin Internet Web pages]

d. analyze the effect of medium onmessage

d. assess whether or not themedium chosen for apresentation is appropriate forthe intended purpose, contentand audience [for example, theuse of unamplified voice, printedhandouts and computergenerated slides]

2.2.2 Relate elements, devices and techniques to created effects

a. identify rhetorical devices [such as repetition] and stylistic techniques[such as straightforward sentence structures] that create clarity,coherence and emphasis in print and nonprint texts

a. demonstrate that the use ofrhetorical devices and stylistictechniques in print and nonprinttexts can create clarity,coherence and emphasis [forexample, parallel structure,precise language]




2.2 Understand and appreciate textual forms, elements and techniques(continued)

ELA 10-2 ELA 20-2 ELA 30-2

2.2.2 Relate elements, devices and techniques to created effects (continued)

b. identify aspects of a text that areeffective in the creation ofatmosphere [such as setting,music, lighting and choice ofwords]

b. describe how textual elements that are effective in the creation ofatmosphere are also effective in terms of tone and voice [for example,setting, music, lighting, diction, syntax and image]

c. recognize irony and humour in print and nonprint texts, and identifylanguage and ideas used to create irony and humour

c. explain how irony is used inprint and nonprint texts to createaudience effects [for example,dramatic irony to create suspenseand verbal irony to createhumour]

d. recognize the use of simile andmetaphor in print and nonprinttexts, and describe their effects[for example, in makingcomparisons and evokingimages]

d. describe the effects of musicaldevices and figures of speech inprint and nonprint texts [forexample, personification,hyperbole, alliteration,onomatopoeia and imitativeharmony]

d. explain how figures of speech,sensory details and musicaldevices are used to create effectsin a variety of print and nonprinttexts

e. explain the contribution of symbol to theme .....................................................................................................

f. recognize elements of effectiveoral, visual and multimediapresentations [such asmovement, gesture, use of space,shape and colour]; and describetheir effects

f. differentiate between effectiveand ineffective presentations,identify the differences, andanalyze the reasons for thedifferences

f. analyze the various elements ofeffective presentations, andassess the effects created

g. identify persuasive techniquesused in a variety of print andnonprint texts [for example,appealing to emotion and citingexperts]

g. analyze persuasive techniquesused in a variety of print andnonprint texts

g. assess the effects of persuasivetechniques on audience [forexample, assess advertisementcampaigns like those found inteen magazines that mayencourage unhealthy bodyimages in teens]





ELA 10-2 ELA 20-2 ELA 30-2

2.3.1 Connect self, text, culture and milieu

a. identify and consider personal moral and ethical perspectives, as well as cultural perspectives, when studyingliterature and other texts; and reflect on and monitor how perspectives change as a result of interpretation anddiscussion

b. respond personally and analytically to ideas developed in literature andother texts

b. form positions on issues that arisefrom text study; and relate theideas, information, arguments,emotions, experiences, values andbeliefs expressed in works ofliterature and other texts to issuesthat are personally meaningful andculturally significant

c. compare choices and motives ofcharacters and people portrayedin texts with choices and motivesof self and others

c. explain how the choices and motives of characters and people presentedin texts may provide insight into the choices and motives of self andothers

d. recognize Canadian content intexts, and describe contextualelements that represent Canadianculture

d. respond personally and critically to cultural and societal influencespresented in Canadian and international texts

2.3.2 Evaluate the verisimilitude, appropriateness and significance of print and nonprinttexts

a. identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify thecriteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and toassess the text creator’s voice and style]

b. assess the appropriateness of own and others’ understandings and interpretations of works of literature and othertexts, by referring to the works and texts for supporting or contradictory evidence

c. describe settings and plots interms of created reality andplausibility

c. analyze and assess settings and plots in terms of created reality andplausibility [for example, determine the authenticity of the setting of awork of historical fiction]

d. describe character andcharacterization in terms ofconsistency of behaviour,motivation and plausibility

d. analyze and assess character and characterization in terms of consistencyof behaviour, motivation and plausibility, and in terms of contribution totheme [for example, determine the meanings suggested by a change in acharacter’s behaviour or values]

e. describe images in print andnonprint texts in terms of createdreality and appropriateness topurpose

e. analyze and assess images in print and nonprint texts in terms of createdreality and appropriateness to purpose and audience

f. assess the significance of a text’s theme or controlling idea, and the effectiveness of the content in terms ofadequate and relevant supporting details, examples or illustrations




2.3 Respond to a variety of print and nonprint texts (continued)

ELA 10-2 ELA 20-2 ELA 30-2

2.3.3 Appreciate the effectiveness and artistry of print and nonprint texts

a. recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied fordiscussing and appreciating the effectiveness and artistry of a variety of texts

b. describe the effectiveness of various texts, including media texts, forpresenting feelings, ideas and information, and for evoking response

b. appreciate the craft of the textcreator and the shape andsubstance of works of literatureand other texts

©Alberta Learning, Alberta, Canada English Language Arts (Senior High) /37


General Outcome 3

Manage ideas andinformation

3.1 Determine inquiry orresearch requirements

Focus on purposeand presentationform

Plan inquiry or research, andidentify information needsand sources

3.2 Follow a plan of inquiry

Select, record andorganize information

Formgeneralizationsand conclusionsEvaluate sources, and

assess information

Review inquiry or researchprocess and findings



GENERALOUTCOME 3

INTRODUCTION

Students will listen, speak, read, write, view and represent to manageideas and information.

Students manage ideas and information to fulfill particular inquiry orresearch needs. Such needs may include communicating with a particularaudience, considering a variety of literary interpretations or gatheringdetails that contribute to the verisimilitude of a created text.

Students develop the ability to determine:

• why they need to pursue inquiry or to conduct research• what sorts of questions need to be answered• what types of data and information are needed• where to locate information sources• how to record and organize selected information• if chosen sources and gathered information satisfy the requirements of

purpose, audience and situation• if chosen sources are reputable and of good quality.

Students integrate and synthesize their findings, and, in the course ofmanaging ideas and information, they formulate generalizations andconclusions and develop personal perspectives.

Students use inquiry or research findings for a variety of purposes. Afinding may simply be a new understanding that a student records in ajournal for future use. Findings may also include facts, examples orgeneralizations that are used immediately by students involved in textcreation. Findings often lead students to formulate new questions forfurther research.

As they progress through their senior high school English language artscourses, students develop strategies for managing ideas and informationwith increasing independence and sophistication. As well, they evaluatetheir own and others’ inquiry and research processes and findings with aview to refining such processes and considering alternative ways ofconducting inquiry or research in the future.

Learning effective strategies for managing ideas and information isinterrelated with learning in the other general outcomes:

• Students explore ideas to frame questions and to plan researchprocesses (General Outcome 1).

• When students examine sources to identify ideas and gain information,they are engaged in comprehending and responding to text(General Outcome 2).

• As they record and organize the info rmation and other material thatthey have uncovered, students are engaged in the creation of text(General Outcome 4).

• Students often collaborate to conduct research or to pursue inquiry(General Outcome 5).

Students will listen, speak, read, write, view and representto manage ideas and information.


3.1 Determine inquiry or research requirements


3.1.1 Focus on purpose and presentation form

a. reflect on and describestrategies to determine thedepth and breadth of inquiryor research and to identify thepurpose, audience andpotential forms of presentation[for example, defineparameters of inquiry orresearch, analyze availableresources, create a timeline toguide inquiry or research, andunderstand purpose andaudience]

a. select and monitor theeffectiveness of strategies todetermine the depth andbreadth of inquiry or researchand to identify the purpose,audience and form ofpresentation

a. modify selected strategies asneeded to refine the depth andbreadth of inquiry or researchand to identify the purpose,audience and form ofpresentation

b. describe the purpose of inquiry or research and the scope of the inquiry or research topic; identify the targetaudience; and identify the potential form for the presentation of inquiry or research findings, when applicable[such as a narrative, report, diary entry or biography]

c. refine the purpose of inquiry or research by limiting or expanding the topic as appropriate ..............................



3.1 Determine inquiry or research requirements (continued)


3.1.2 Plan inquiry or research, and identify information needs and sources

a. reflect on and describe strategies for developing an inquiry or research plan that will foster understanding,select and monitor appropriate strategies, and modify strategies as needed to plan inquiry or researcheffectively [for example, use a research journal to keep and record reflections on the research process, clarifythinking, revisit initial perceptions and ask questions that lead to new research]

b. develop an appropriate inquiry orresearch plan that will addressthe topic and satisfy contextualrequirements—purpose,audience and situation—andrequirements of presentationform

b. select from a repertoire of effective strategies to develop appropriateinquiry or research plans that will address the topic and satisfycontextual and presentation requirements [for example, questionswithin questions, inquiry charts, preliminary interviews, andconsultations with the teacher and/or librarian]

c. determine the breadth and depthof prior knowledge, andformulate questions to determineinformation needs and to guidethe collection of requiredinformation

c. determine the breadth and depthof prior knowledge, andformulate questions to determineand categorize information needsand to guide the collection ofrequired information [forexample, a chart to demonstratewhat is already known and whatneeds to be learned]

c. assess the breadth and depth ofprior knowledge, and refinequestions to further satisfyinformation needs and to guidethe collection of new information

d. identify information sourcesintended to fill gaps betweenprior knowledge and requiredinformation

d. identify and predict the usefulness of information sources intended tofill gaps between prior knowledge and required information [forexample, whether or not a survey or interview will be useful]

e. identify and select potential strategies and technologies for gathering,generating and recording information [for example, outlining, webbing,taking notes in point form, recording sources accurately duringinformation gathering, writing direct quotations correctly andbookmarking Internet sites]

e. develop and draw from arepertoire of effective strategiesand technologies for gathering,generating and recordinginformation



3.2 Follow a plan of inquiry


3.2.1 Select, record and organize information

a. reflect on and describe strategies that may be used to select, record and organize information; select andmonitor appropriate strategies; and modify selected strategies as needed

b. select information and other material appropriate to purpose from a variety of print and nonprint sources [forexample, from museums, archives, government agencies, periodicals, microfiche, Internet, CD–ROMs, films,television and radio broadcasts, interviews, surveys, and print and online encyclopedias]

c. record information accurately and completely; and document and reference sources, as appropriate [forexample, document direct quotations, others’ ideas and arguments, maps, charts, statistics, pictures anddiagrams from books, magazines, bibliographies, newspapers, audiovisual materials, electronic sources,interviews and films to avoid plagiarism]

d. organize information logically [such as by question, by category, by chronology or by cause and effect]

e. observe guidelines for Internet use [for example, keep passwords, telephone numbers and addressesconfidential; visit appropriate sites; respect copyright; and observe rules for citing Internet sources, followingcorrect procedures to avoid plagiarism]

3.2.2 Evaluate sources, and assess information

a. reflect on and describe strategies to evaluate information sources for credibility and bias and for quality;and select, monitor and modify strategies as needed to evaluate sources and detect bias

b. assess information sources for appropriateness to purpose, audience and presentation form ..............................

c. assess the accuracy, completeness, currency and relevance of information selected from sources; and assessthe appropriateness of the information for purpose

d. identify and describe possiblebiases of sources [such aspossible biases of text creators]

d. identify and describe possiblebiases of sources, and describethe possible effects of suchbiases on the credibility ofinformation [for example,examine the credibility of theauthor or organization, theproportion of verifiable facts togeneralizations, or the sponsor/author/purpose/date of a Website]

d. identify and describe possiblebiases and vested interests ofsources; and explain howunderlying assumptions, biases,and positive or negative spinaffect the credibility of sources



3.2 Follow a plan of inquiry (continued)


3.2.3 Form generalizations and conclusions

a. form generalizations by integrating new information with priorknowledge

a. form generalizations andsynthesize new ideas byintegrating new information withprior knowledge

b. draw conclusions that are appropriate to findings, reflect own understandings and are consistent with theidentified topic, purpose and situation

c. distinguish between support and generalization, and provide supportfor generalizations and conclusions

c. support generalizations andconclusions sufficiently withrelevant and consistent detail

3.2.4 Review inquiry or research process and findings

a. reflect on and assess the effectiveness of strategies used to guide inquiry or research [such as the effectiveuse of time and the division of labour when involved in group research]

b. identify strategies to improve future inquiry or research, and monitor the effectiveness of these strategies

c. review the appropriateness, accuracy and significance of findings, conclusions and generalizations drawn fromgathered data and information; prepare a detailed record of references; determine how best to share theinformation; and determine next steps, if any

d. seek feedback from others and use own reflections to evaluate the entire inquiry or research process, strive forcraftsmanship and accuracy, and take pride in efforts and accomplishments


General Outcome 4

Create oral, print, visual and multimediatexts, and enhance the clarity and artistry

of communication

4.1 Develop and present a variety of print and nonprint texts

Assess text creationcontext

4.2 Improve thoughtfulness, effectivenessand correctness of communication

Enhancethought andunderstandingand supportand detail

Enhanceorganization

Consider andaddress matters ofchoice

Consider and address form,structure and medium Develop content

Use production,publication andpresentation strategiesand technologiesconsistent with context

Edit text for mattersof correctness



GENERALOUTCOME 4

INTRODUCTION

Students will listen, speak, read, write, view and represent to createoral, print, visual and multimedia texts, and enhance the clarity andartistry of communication.

Students draft and develop a variety of oral, print, visual and multimediatexts as a means of discovering, understanding and communicating theirthoughts, feelings and experiences. When beginning the task of textcreation, students assess context: they determine the purpose that theywish to accomplish, they identify their audience, and they consider thenature of the communication situation. They also develop or use form,structure and media consistent with context.

Students develop ideas through text creation. They share their experiencesand communicate the events that are significant to them. They createimages and develop themes imaginatively and artistically. By creatingtexts in a variety of oral, print, visual and multimedia forms, studentsdevelop their personal voices and learn the craft of the text creator.

As students produce texts for publication or presentation, they ensure thatthe expectations of the text creation task and the requirements of thecommunication situation have been met. They also consider thelimitations of time and space that a particular text creation, publication orpresentation situation invokes.

Students develop confidence and skill by sharing thoughts, ideas andexperiences through formal and informal presentations. They select anduse presentation technologies that are appropriate to purpose, audience andcommunication situation.

Students enhance the communicative power of their texts by assessing andrevising thought and detail, organization, matters of choice, and matters ofcorrectness. They develop an understanding of how language works, andthey use the specialized terminology of the English language arts tocommunicate that understanding.

Learning effective strategies for creating text and for enhancing thethoughtfulness, effectiveness and correctness of communication isinterrelated with learning in the other general outcomes:

• Students explore text creation possibilities and experiment withlanguage, image and structure (General Outcome 1).

• Oral, print, visual and multimedia texts that are studied providevicarious experiences, new perspectives, and potential forms andmedia that students may use for speaking, writing and representing(General Outcome 2).

• Students locate, gather, record and organize material to communicateideas and information (General Outcome 3).

• Students work in groups to complete tasks and assignments and tocollaborate on text creation (General Outcome 5).

Students will listen, speak, read, write, view and representto create oral, print, visual and multimedia texts,

and enhance the clarity and artistry of communication.



ELA 10-1 ELA 20-1 ELA 30-1

4.1.1 Assess text creation context

a. reflect on the purposes for text creation [for example, to inform, explain, persuade, entertain or inspire] andon own motives for selecting strategies to engage an audience [for example, to communicate information,promote action or build relationships]; and consider potential consequences of choices regarding textcreation [for example, follow-up action may be required to clarify information, a position may need to bedefended and opposing viewpoints addressed, and tone and style must be appropriate for intendedaudience]

b. identify purpose and target audience for text creation, and selectstrategies to accomplish purpose and engage audience [for example,plan a campaign—public relations, advertising or lobbying—identifying the text forms to be used to influence the attitudes of theaudience with respect to the chosen issue]

b. assess the results of text creationin terms of the intended purposeand whether or not the targetaudience was engaged [forexample, assess the effectivenessof a job application letter interms of whether or not thepotential employer read therésumé]

c. describe and address audiencefactors that affect text creation[such as age, prior knowledge,gender, culture, values, interests,attitudes, position of authorityand power of decision]

c. address audience factors thataffect text creation [for example,reread parts of a text and refinework, when creating the goodcopy of a personal response toliterature, in order to addresssuggestions made at a peerconference about areas that wereoverlooked]

c. analyze audience factors thataffect text creation, and explainhow consideration of audiencefactors has affected choicesmade while creating a text

d. describe expectations andconstraints of a communicationsituation, including assignmentparameters, expected standardsof quality and availability ofresources; and select strategies toaddress expectations andconstraints [for example,paraphrase assignmentinstructions to identify tasks;seek clarification regardingteacher expectations, includingassessment criteria related toquality standards; assess suppliesand resources needed; anddevelop a work plan forcompletion, which includes atimeline]

d. analyze expectations andconstraints of a communicationsituation, and select preferredstrategies to address expectationsand constraints [for example,when making a presentation,watch audience cues todetermine backgroundknowledge of the subject area,and provide additionalinformation as required; requestextra time in advance if time is aconstraint]

d. assess whether or not thestrategies used to deal with theexpectations and constraints of acommunication situation wereeffective [for example, distributea formal evaluation form to theaudience at the end of a meeting,to assess whether or not thestrategy of providing time insmall-group discussions resolvedthe issue of lack of time for allaudience members to askquestions and express opinions]




4.1 Develop and present a variety of print and nonprint texts (continued)

ELA 10-1 ELA 20-1 ELA 30-1

4.1.2 Consider and address form, structure and medium

a. select a text form appropriate to the purpose for text creation and consistent with the content to be presentedin the text [for example, select a photo essay to demonstrate a personal or critical/analytical response topoetry or other literature when the content to be presented is well suited to the creation of a visual text]

b. identify and use structuresconsistent with form, content andpurpose when creating texts [forexample, chronological order tostructure events in a narrative,and juxtaposed images to suggestcontrast in a poster]

b. explore a variety of structuresconsistent with form, content andpurpose when creating texts [forexample, explore definition,example and illustration,classification and other methodsof development consistent withthe essay form when creating anessay]

b. use a variety of complex structuresconsistent with form, content andpurpose when creating texts; andexplain reasons for choices [forexample, use frames in astoryboard, including dialogue asappropriate to revieworganization, and explain whythese complex structures are aneffective way to create a videotext]

c. explore the interplay amongmedium, content and context [forexample, explore the use of anelectronic slide show to make aclassroom presentation in termsof whether or not it is aneffective way to communicateinformation]

c. select an effective mediumappropriate to content andcontext, and explain its use [forexample, select a medium such asprint advertisements inmagazines, and explain the use ofthis medium to sell merchandise;explore the content of theadvertisements in terms of themessages and valuescommunicated; and explain thecontext, including audience andpurpose]

c. select an effective mediumappropriate to content and context;and explain the interplay ofmedium, context and content [forexample, select a medium liketelevision, and assess the interplayof medium, context and content byexamining the role thatinvestigative reporters play inreporting world events in a timelyand interesting manner]

d. understand the concept of convention; and apply it to oral, print, visual and multimedia text forms whenappropriate [for example, understand the common conventions of a modern play script; and include dialogue,stage directions, and directions for lighting and sound effects when creating a script, as appropriate]

e. depart from the conventions oforal, print, visual and multimediatexts, as appropriate to purpose,audience and situation [forexample, employ the conventionsof fiction when creating factualnarrative to fulfill purpose andcreate audience effects]; andassess the impact on text creation





ELA 10-1 ELA 20-1 ELA 30-1

4.1.3 Develop content

a. take ownership of text creation, by selecting or crafting a topic, concept or idea that is personallymeaningful and engaging

b. recognize and assess personal variables [such as personal experience and prior knowledge] and contextualvariables [such as availability of time and resources] that influence the selection of a topic, concept or idea;and address these variables to increase the likelihood of successful text creation

c. establish a focus for text creation, and communicate scope by framing an effective controlling idea ordescribing a strong unifying effect

d. develop supporting details, by using developmental aids appropriate to form and purpose [for example, usecharts to collect and assemble details in creating character comparisons when developing a comparison andcontrast essay, or use a think-aloud reading strategy to make notes from informational text when writing asummary]

e. develop content appropriate topurpose [for example, relatesupporting information andexamples to conclusions whencreating a written or oral report;and relate imagery, figurativelanguage and musical devices topurpose when developing apoem]

e. develop content to support acontrolling idea or to produce aunifying effect [for example,condense information,summarize content and define athesis statement to construct aprécis of a magazine article]

e. develop appropriate, relevant andsufficient content to support acontrolling idea or unifyingeffect [for example, relatesupporting details, examples andillustrations to a controlling ideawhen creating a critical/analytical response to literature]

f. develop content appropriate toaudience and situation [forexample, use descriptive detailsto capture events in a narrative,and craft rich visual images todevelop a video that will engagean audience]

f. develop content appropriate toform and context [for example,provide grounds and evidence toconstruct an argument, and usechronological order in aninformal essay to write a factualnarrative account of a personalexperience]

f. develop content consistent withform and appropriate to context[for example, link questions andanswers when reporting theresults of an interview]

g. incorporate effective examples from personal experience, concepts and ideas from exploration, and findingsfrom inquiry and research into created texts, when appropriate [for example, incorporate visual aids in aprepared speech and taped sound effects in a dramatization of a scene from a play]





ELA 10-1 ELA 20-1 ELA 30-1

4.1.4 Use production, publication and presentation strategies and technologiesconsistent with context

a. meet particular production, publication and display requirements for print texts [for example, adhere to aparticular manuscript style when creating a research paper]; and explain requirements in light of purpose,audience and situation

b. develop presentation materials;and select strategies andtechnologies appropriate topurpose, audience and situation[for example, use technologiessuch as presentation software,videos, CD–ROMs, DVDs,audiotaped interviews andhandouts]

b. adapt presentation materials,strategies and technologies tosuit purpose, audience andsituation [for example, increaseaudience participation in alecture by providing a note-taking frame]

b. adapt presentation strategies tosuit changes in purpose,audience and situation [forexample, use close physicalproximity, eye contact and otherbody language strategieseffectively to regain audienceattention following aninterruption]

c. develop and deliver oral, visual and multimedia presentations, using voice production factors [such as volume,tone and stress], nonverbal factors [such as gestures, posture, distance and eye contact] and visual productionfactors [such as colour and contrast] appropriate to purpose, audience and situation

d. experiment with variousstrategies to create rapportbetween the presenter and theaudience [for example, askquestions to involve theaudience]

d. develop a repertoire of effectivestrategies that can be used tocreate rapport with an audience[for example, use personalanecdotes and examples]

d. create rapport with an audience,by selecting from a repertoire ofeffective strategies [for example,use humour to open apresentation and set a positivetone with the audience]




4.2 Improve thoughtfulness, effectiveness and correctness ofcommunication

ELA 10-1 ELA 20-1 ELA 30-1

4.2.1 Enhance thought and understanding and support and detail

a. review the controlling idea ordesired unifying effect of a textin progress for clarity and focus[for example, in a rehearsal,mock-up or draft], and modifythe controlling idea or desiredunifying effect as appropriate tomeet the intended purpose

a. assess the effectiveness of the controlling idea or desired unifyingeffect of a text in progress, and refine the controlling idea or desiredunifying effect as appropriate to meet the intended purpose

b. review the accuracy, specificityand precision of details, events,images, facts or other dataintended to support a controllingidea or to develop a unifyingeffect; and add to details, events,images, facts or other data asneeded to provide sufficientsupport or development

b. review the accuracy, specificity, precision, vividness and relevance ofdetails, events, images, facts or other data intended to support acontrolling idea or to develop a unifying effect; and add to, modify ordelete details, events, images, facts or other data as needed to providecomplete and effective support or development

c. detect and correct logicalfallacies

c. assess reasoning for logic and evidence for consistency, completenessand relevance; and strengthen reasoning as needed by adding to,modifying or deleting details to provide significant evidence and makeeffective and convincing arguments [for example, work with a smallgroup to use a revision strategy like Workshop Advice, where eachperson in the group provides one suggestion for a sentence change]

d. review own critical/analyticalresponse to literature forplausibility, appropriateness ofinterpretations, and precision,completeness and relevance ofevidence; and reviseinterpretations and evidence, asnecessary

d. assess the plausibility and appropriateness of literary interpretations andthe precision, completeness and relevance of evidence when reviewingand revising critical/analytical responses to literature




4.2 Improve thoughtfulness, effectiveness and correctness ofcommunication (continued)

ELA 10-1 ELA 20-1 ELA 30-1

4.2.2 Enhance organization

a. assess the beginning of a text inprogress, and revise it as neededto establish purpose [forexample, the exposition of anarrative, the initial stanza oropening lines of a poem, or theintroduction of a written or oralreport]

a. assess the beginning of a text inprogress, and revise it as neededto establish purpose and engageaudience [for example, the thesisstatement of an essay, the initialmonologue of a script, or thestatement of purpose of aproposal]

a. make revisions as needed toensure that the beginning of atext in progress establishespurpose and engages audience[for example, the rhetoricalquestion or anecdote used tobegin a speech, or theestablishing shot of a video]

b. review the organizationalcomponents of a text in progress[such as paragraphs, scenes orsteps in a process], and revisethem as needed to strengthentheir effectiveness as units ofthought or experience

b. assess the organizational components of a text in progress, and revisethem as needed to strengthen their effectiveness as units of thought orexperience or to strengthen their contribution to other intended effects[such as emphasis or transition]

c. review the closing of a text inprogress, and revise it as neededto strengthen its relationship topurpose and to establish a senseof developed understanding

c. assess the closing of a text in progress; and revise it as needed to ensurethat it is related to purpose, that it establishes a sense of developedunderstanding and that it will have an appropriate effect on audience

d. assess relationships among controlling idea, supporting ideas andsupporting details; and strengthen relationships as needed to enhancethe unity of texts

d. apply the concepts of unity andcoherence to ensure the effectiveorganization of oral, print, visualand multimedia texts

e. assess transitions and transitional devices, and revise them as needed tostrengthen coherence [for example, assess the use of repetition andbalance in an essay, or fade-outs and dissolves in a video production, tocreate smooth transitions between elements in a text]





ELA 10-1 ELA 20-1 ELA 30-1

4.2.3 Consider and address matters of choice

a. reflect on personal vocabulary and repertoire of stylistic choices and on their effectiveness; and expandvocabulary and repertoire of stylistic choices

b. use words and expressionsappropriately [for example, usewords with straightforwarddenotations to strengthen clarityin informative and persuasivetexts, and use words withconnotative meanings to evokeimages in poetry and narrativetexts]

b. assess the appropriateness and effectiveness of diction, and revise wordchoice as needed to create intended effects

c. use a variety of sentence patternsand structures appropriately andeffectively [for example, usestraightforward sentencestructures to strengthen clarity ininformative and persuasive texts,and use short sentences to createemphasis or to indicate action innarrative texts]

c. assess syntax for appropriateness and effectiveness, and revise sentencestructures as needed to create intended effects

d. describe the effects of own useof stylistic techniques andrhetorical devices [for example,describe the clarity achieved byarranging words and phrases inlists; describe the emphasiscreated by using repetition,balance or parallel structure; anddescribe the audience effectsachieved by using visualelements and sounds inpresentations and multimediatexts]

d. apply understanding of stylistictechniques and rhetorical deviceswhen creating print and nonprinttexts [for example, use imageryto create pathos, use parallelstructure to create emphasis, anduse sound in multimedia texts tocreate humour]

d. explain how stylistic techniquesand rhetorical devices are used tocreate intended effects

e. recognize personal voice in texts created; and continue to developpersonal craft through practice, using various methods

e. develop a repertoire of stylisticchoices that contribute topersonal voice





ELA 10-1 ELA 20-1 ELA 30-1

4.2.4 Edit text for matters of correctness

a. use handbooks and other tools, including electronic tools, as resources to assist with text creation [forexample, dictionaries, thesauri, spell checkers and handbooks]

b. know and be able to apply capitalization and punctuation conventions correctly, including end punctuation,commas, semicolons, colons, apostrophes, quotation marks, hyphens, dashes, ellipses, parentheses,underlining and italics

c. know and be able to apply spelling conventions consistently and independently .............................................

d. identify and be able to use partsof speech correctly, includingnouns, pronouns, verbs,adjectives, adverbs, prepositions,definite and indefinite articles,and coordinating andsubordinating conjunctions

d. understand the importance of grammatical agreement; and assess andrevise texts in progress to ensure correctness of grammatical agreement,including correct pronoun reference and pronoun–antecedentagreement, and correct use of modifiers and other parts of speech

e. identify parts of the sentence inown and others’ texts, includingsubject, verb, predicatecomplement, and direct andindirect object

e. assess and revise texts in progress to ensure correct subject–verbagreement, correct pronoun case and appropriate consistency of verbtense

f. review and revise texts inprogress to correct commonsentence faults—comma splice,run-on sentence and unintendedsentence fragment

f. use unconventional punctuation, spelling and sentence structure foreffect, when appropriate [for example, use nonstandard spelling toindicate dialect, and use sentence fragments for emphasis, whenappropriate]

g. know and be able to use commonsentence structures correctly—simple, compound, complex andcompound-complex

g. assess and revise texts in progress to ensure the correct use of clausesand phrases, including verbal phrases (participle, gerund and infinitive),and to ensure the correct use of structural features [such as appositivesand parallel structure]

h. pay particular attention to punctuation, spelling, grammar, usage and sentence construction when usingunfamiliar vocabulary, complex syntax and sophisticated rhetorical devices

i. assess strengths and areas of need [for example, develop a checklist of skills mastered and skills to bedeveloped, and set goals for language growth]





ELA 10-2 ELA 20-2 ELA 30-2

4.1.1 Assess text creation context

a. reflect on the purposes for text creation [for example, to inform, explain, persuade, entertain or inspire] andon own motives for selecting strategies to engage an audience [for example, to communicate information,promote action or build relationships]; and consider potential consequences of choices regarding textcreation [for example, follow-up action may be required to clarify information, a position may need to bedefended and opposing viewpoints addressed, and tone and style must be appropriate for intended audience]

b. identify the purpose and targetaudience for text creation, andselect strategies to accomplishthe purpose and engage theaudience [for example, plan acampaign—public relations,advertising or lobbying—identifying the text forms to beused to influence the attitudes ofthe audience with respect to thechosen issue]

b. describe the purpose and target audience, and select from a repertoire ofstrategies to accomplish the purpose and engage the audience [forexample, one purpose of a job application letter may be to persuade theemployer to read the résumé; address the letter to the potentialemployer, using the correct name and title, and explain in the letter thatyou have the required skills and talents for the job]

c. identify and address audiencefactors that affect text creation[such as age, prior knowledge,gender, culture, values, interests,attitudes, position of authorityand power of decision]

c. address audience factors thataffect text creation [for example,address comments made by peersabout the lack of healthy foodserved in the school cafeteriawhile creating a photograph andparagraph to communicate ownresponse to the issue]

c. analyze audience factors thataffect text creation, and explainhow consideration of audiencefactors has affected choicesmade while creating a text

d. identify expectations andconstraints of a communicationsituation, including assignmentparameters, expected standardsof quality and availability ofresources; and select strategies toaddress expectations andconstraints [for example,paraphrase assignmentinstructions to identify tasks;seek clarification regardingteacher expectations, includingassessment criteria related toquality standards; assess suppliesand resources needed; anddevelop a work plan forcompletion, which includes atimeline]

d. analyze expectations andconstraints of a communicationsituation, and select strategies toaddress expectations andconstraints [for example, whenmaking a presentation, requestextra time in advance if time is aconstraint]

d. explain how strategies were usedto address the expectations andconstraints of a communicationsituation [for example, explainhow strategies like limiting notetaking to include only key wordsand meeting with a classmate toshare notes and fill in ideastogether after a lecture mayaddress the expectations andconstraints of a learning situationrequiring strong listening andnote-taking skills]





ELA 10-2 ELA 20-2 ELA 30-2

4.1.2 Consider and address form, structure and medium

a. select a text form appropriate to the purpose for text creation and consistent with the content to be presentedin the text [for example, select a photo essay for the purpose of creating a persuasive or informative textwhen the content to be presented is well suited to the creation of a visual text]

b. identify and use structuresconsistent with form, content andpurpose when creating texts [forexample, chronological order tostructure events in a narrative,and juxtaposed images to suggestcontrast in a poster]

b. explore a variety of structuresconsistent with form, content andpurpose when creating texts [forexample, explore the use ofbackground information,examples, anecdotes and otherstructures when creatingpersonal essays]

b. use a variety of complexstructures consistent with form,content and purpose whencreating texts [for example, useframes in a storyboard, includingdialogue as appropriate, toreview organization whencreating a video]

c. identify and use a mediumappropriate to content andcontext

c. select an effective medium appropriate to content and context, andexplain its use [for example, select a medium such as printadvertisements in magazines, and explain the use of this medium to sellmerchandise; explore the content of the advertisements in terms of themessages and values communicated; and explain the context, includingaudience and purpose]

d. understand the concept of convention; and apply it to oral, print, visual and multimedia text forms whenappropriate [for example, understand the common conventions of a modern play script; and include dialogue,stage directions, and directions for lighting and sound effects when creating a script, as appropriate]





ELA 10-2 ELA 20-2 ELA 30-2

4.1.3 Develop content

a. take ownership of text creation, by selecting or crafting a topic, concept or idea that is personallymeaningful and engaging

b. recognize and assess personal variables [such as personal experience and prior knowledge] and contextualvariables [such as availability of time and resources] that influence the selection of a topic, concept or idea;and address these variables to increase the likelihood of successful text creation

c. establish a focus for text creation, and communicate scope by framing an effective controlling idea ordescribing a strong unifying effect

d. develop supporting details, by using developmental aids appropriate to form and purpose [for example, usethought webs/mind maps to collect ideas and make connections when writing a personal response to literature,or use a think-aloud reading strategy to make notes from informational text when writing a summary]

e. develop content appropriate topurpose [for example, relatesupporting information andexamples to conclusions whencreating a written or oral report;and relate imagery, use ofmetaphor and use of musicaldevices to purpose whendeveloping a poem]

e. develop content to support acontrolling idea or to produce aunifying effect [for example, usea graphic organizer such as aninverted pyramid to analyze atelevision broadcast of anewsworthy event, to understandthe structure of news stories andto identify a media theme toexplore]

e. develop appropriate and relevantcontent sufficient to support acontrolling idea or unifyingeffect [for example, relatesufficient supporting details,examples and illustrations to athesis statement or controllingidea when creating a critical/analytical response to a text]

f. develop content appropriate toaudience and situation [forexample, use descriptive detailsto capture events in a narrative,and craft rich visual images todevelop a video that will engagean audience]

f. develop content appropriate toform and context [for example,provide grounds and evidence toconstruct an argument, and usechronological order in anautobiography to write a factualnarrative account of a personalexperience]

f. develop content consistent withform and appropriate to context[for example, link questions andanswers when reporting theresults of an interview]

g. incorporate appropriate examplesfrom personal experience intocreated texts, when appropriate

g. incorporate effective examples from personal experience, concepts andideas from exploration, and findings from inquiry and research intocreated texts, when appropriate [for example, incorporate visual aids ina prepared speech and taped sound effects in a dramatization of a scenefrom a play]





ELA 10-2 ELA 20-2 ELA 30-2

4.1.4 Use production, publication and presentation strategies and technologiesconsistent with context

a. meet production, publication and display requirements for print texts as appropriate to purpose, audience andsituation [for example, consider layout, font and visuals, costs and timelines when publishing a brochure]

b. develop presentation materials; and select strategies and technologies appropriate to purpose, audience andsituation [for example, use technologies such as presentation software, videos, CD–ROMs, DVDs, audiotapedinterviews and handouts]

c. develop and deliver oral, visual and multimedia presentations, using voice production factors [such as volume,tone and stress], nonverbal factors [such as gestures, posture, distance and eye contact] and visual productionfactors [such as colour and contrast] appropriate to purpose, audience and situation

d. experiment with various strategies to create rapport between thepresenter and the audience [for example, use personal anecdotes andexamples, ask questions to involve the audience, and use engaging bodylanguage]

d. develop a repertoire ofappropriate strategies that can beused to create rapport with anaudience [for example, usehumour to open a presentation]




4.2 Improve thoughtfulness, effectiveness and correctness ofcommunication

ELA 10-2 ELA 20-2 ELA 30-2

4.2.1 Enhance thought and understanding and support and detail

a. identify the controlling idea ordesired unifying effect of a textin progress [for example, in arehearsal, mock-up or draft]

a. review the controlling idea ordesired unifying effect of a textin progress for clarity and focus;and modify the controlling ideaor desired unifying effect asappropriate to meet therequirements of purpose,audience and situation [forexample, use a read-aloudstrategy to read a draft inprogress to a partner, andincorporate feedback from thepartner in creating the next draft]

a. assess the appropriateness andsignificance of the controllingidea or desired unifying effect ofa text in progress; and modifythe controlling idea or desiredunifying effect as appropriate tomeet the requirements ofpurpose, audience and situation

b. review the accuracy, specificity and precision of details, events, images,facts or other data intended to support a controlling idea or to develop aunifying effect; and add to details, events, images, facts or other data asneeded to provide sufficient support or development [for example, use arevision strategy such as the Five R’s to read, react, rework, reflect andrefine work]

b. review the accuracy, specificity,precision, vividness andrelevance of details, events,images, facts or other dataintended to support a controllingidea or to develop a unifyingeffect; and add to, modify ordelete details, events, images,facts or other data as needed toprovide complete and effectivesupport or development

c. assess own critical/analytical responses for consistency, completeness and relevance of evidence; andstrengthen reasoning as needed by adding to, modifying or deleting details to provide reliable and pertinentevidence and make effective arguments [for example, work with a small group to use a revision strategy likeWorkshop Advice, where each person in the group provides one suggestion for a sentence change]

4.2.2 Enhance organization

a. assess the beginning of a text inprogress, and revise it as neededto establish purpose [forexample, the exposition of anarrative, the initial stanza of apoem, or the introduction of awritten or oral report]

a. assess the beginning of a text inprogress, and revise it as neededto establish purpose and engageaudience [for example, the thesisstatement of an essay, the initialmonologue of a script, or thestatement of purpose of aproposal]

a. make revisions as needed toensure that the beginning of atext in progress establishespurpose and engages audience[for example, the rhetoricalquestion or anecdote used tobegin a speech, or theestablishing shot of a video]





ELA 10-2 ELA 20-2 ELA 30-2

4.2.2 Enhance organization (continued)

b. review the organizational components of a text in progress [such asparagraphs, scenes or steps in a process], and revise them as needed tostrengthen their effectiveness as units of thought or experience

b. assess the organizationalcomponents of a text in progress,and revise them as needed tostrengthen their effectiveness asunits of thought or experience orto strengthen their contributionto other intended effects [such asemphasis or transition]

c. review the closing of a text in progress, and revise it as needed tostrengthen its relationship to purpose [for example, to review theclosing of a written text, learn two or three common structural patternsfor writing conclusions, and practise writing two or three conclusionsfor a text in progress; then choose the most effective conclusion]

c. assess the closing of a text inprogress, and revise it as neededto strengthen its relationship topurpose and to strengthen itsintended effect on audience

d. assess relationships among controlling idea, supporting ideas andsupporting details; and strengthen relationships as needed to enhancethe unity of texts [for example, to analyze these relationships write anoutline for another student’s completed essay and review the outline forown completed essay created by the other student]

d. apply the concepts of unity andcoherence to ensure the effectiveorganization of oral, print, visualand multimedia texts

e. assess transitions and transitional devices, and revise them as needed to strengthen coherence [for example,assess the use of repetition and balance in an essay, or fade-outs and dissolves in a video production, to createsmooth transitions between elements in a text]

4.2.3 Consider and address matters of choice

a. develop a list of effective vocabulary words and stylistic choices [forexample, develop a list of effective verbs, by listing all the verbs usedin own text and replacing frequently used verbs with new verbs asappropriate]

a. evaluate the use of vocabularywords and stylistic choices foreffectiveness, and expandvocabulary and repertoire ofstylistic choices as appropriate

b. develop the use of appropriate words and expressions [for example, usewords with straightforward denotations to strengthen clarity ininformative and persuasive texts, and use words with connotativemeanings to evoke images in poetry and narrative texts]

b. assess the appropriateness andeffectiveness of diction [such asappropriateness of tone], andrevise word choice as needed tocreate intended effects

c. use a variety of sentence patterns and structures appropriately [forexample, use straightforward sentence structures to strengthen clarity ofinformative and persuasive texts, and use short sentences to indicateaction in narrative texts]

c. assess syntax for appropriatenessand effectiveness, and revisesentence structures as needed tocreate intended effects





ELA 10-2 ELA 20-2 ELA 30-2

4.2.3 Consider and address matters of choice (continued)

d. describe the effects of own use of stylistic techniques and rhetoricaldevices [for example, underline effective words and phrases in writtentext, and describe the effects created, such as clarity and emphasis; anddescribe the use of sound in multimedia text in terms of the effectscreated, such as humour and realism]

d. apply understanding of stylistictechniques and rhetorical deviceswhen creating and revising printand nonprint texts [for example,use imagery to create pathos,empathy and humour]

e. recognize personal voice as a text creator, and practise various methodsto develop craft [for example, to recognize voice in own writing and todevelop craft, note personal preferences related to the types and numberof sentences used that follow various patterns; read a section of writingfrom a favourite author, and note the author’s use of the same anddifferent patterns; and rewrite some sentences in own work to achievevariety, noting the effect]

e. develop a repertoire of stylisticchoices that contribute topersonal voice

4.2.4 Edit text for matters of correctness

a. use handbooks and other tools, including electronic tools, as resources to assist with text creation [forexample, dictionaries, thesauri, spell checkers and handbooks]

b. know and be able to apply basiccapitalization and punctuationconventions correctly

b. know and be able to apply capitalization and punctuation conventionscorrectly, including end punctuation, commas, semicolons, colons,apostrophes, quotation marks, hyphens, dashes, ellipses, parentheses,underlining and italics [for example, keep a personal editing checklistas a style guide for writing]

c. know and be able to apply spelling conventions independently or with the use of a handbook or other tools,such as a list of spelling strategies or rules

d. know and be able to identifyparts of speech in own andothers’ texts, including nouns,pronouns, verbs, adjectives andadverbs

d. know and be able to identify parts of speech in own and others’ texts,including prepositions, definite and indefinite articles, and coordinatingand subordinating conjunctions; and review and revise texts in progressto ensure correct use of parts of speech, including correctness ofpronoun reference and pronoun–antecedent agreement

e. know and be able to identify parts of the sentence in own and others’texts, including subject, verb, direct object and indirect object

e. review and revise texts inprogress to ensure correctsubject–verb agreement, correctpronoun case and appropriateconsistency of verb tense





ELA 10-2 ELA 20-2 ELA 30-2

4.2.4 Edit text for matters of correctness (continued)

f. detect and correct common sentence faults—run-on sentence and unintended sentence fragment

g. identify and be able to usecommon sentence structurescorrectly—simple, compound,complex and compound-complex

g. develop the use of commonsentence structures—simple,compound, complex andcompound-complex

g. review and revise texts inprogress to ensure that parallelstructure, prepositional phrases,and dependent and independentclauses are used correctly andappropriately

h. pay particular attention to punctuation, spelling, grammar, usage and sentence construction when usingunfamiliar vocabulary, complex syntax and sophisticated rhetorical devices

i. assess strengths and areas of need [for example, develop a checklist of skills mastered and skills to bedeveloped, and set goals for language growth]

j. explain why certain communication situations demand particular attention to correctness of punctuation,spelling, grammar, usage and sentence construction


General Outcome 5

Respect, support andcollaborate with others

Appreciate diversity ofexpression, opinion andperspective

Cooperate with others, andcontribute to groupprocesses

Recognizeaccomplishments andevents

Understand and evaluate groupprocesses

Use language andimage to show respectand consideration

5.2 Work within a group

5.1 Respect others and strengthencommunity



GENERALOUTCOME 5

INTRODUCTION

Students will listen, speak, read, write, view and represent to respect,support and collaborate with others.

As students collaborate with others, they use language to show respect andconsideration. Together, students access, understand, use and create textsin seeking answers to questions regarding the human condition. Theyappreciate the diversity of expression, opinion and perspective displayedby other students in their community of learners; and they willingly sharetheir personal knowledge, expertise and perspectives to help build andstrengthen that community. They learn to use language in ways thatdemonstrate sensitivity to the feelings of their peers and enrich theclassroom atmosphere.

Students in senior high school English language arts classes develop anddisplay positive attitudes that are observable in the verbal and nonverbalcommunication that they exhibit. Students’ positive attitudes are displayedas they celebrate their own accomplishments and honour theaccomplishments of their classmates. Also, as they recognize events ofimportance to their communities and their cultures, students come tounderstand their connections to community in a broader sense.

Students learn collaboration skills by working well together. They discussin groups, build on others’ ideas, and plan and work together to meetcommon goals. They learn to use language to reflect upon their ownbehaviours and values and the behaviours and values of others. Theyparticipate fully and positively in a classroom community.

As they collaborate with others, students demonstrate that they understandand employ group processes. They cooperate with others as theycontribute to the processes that their groups are using to complete tasks.They assess and evaluate the work that their groups have accomplishedand the processes that their groups have used, so that future collaborationmay benefit from the understandings that they have developed.

Students learn the importance of respecting, supporting and collaboratingwith others, and it is these processes that set the context for students toexperience success in the senior high school English language artsclassroom.

Learning effective strategies for collaborating with others is interrelatedwith learning in the other general outcomes:

• Students work collaboratively to discover possibilities and toexperiment with language and forms (General Outcome 1).

• Students learn from the understandings and interpretations of theirclassmates as they comprehend and respond to oral, print, visual andmultimedia texts (General Outcome 2).

• Students often work collaboratively to conduct inquiry and researchand to share findings (General Outcome 3).

• Students work collaboratively on text creation: they discuss topics andforms of expression, they act as peer editors to assess their classmates’texts and to offer constructive suggestions for improvement, and theyoften work together to deliver a presentation (General Outcome 4).

Students will listen, speak, read, write, view and representto respect, support and collaborate with others.


5.1 Respect others and strengthen community


5.1.1 Use language and image to show respect and consideration

a. monitor own use of verbal and nonverbal communication in order to convey respect and consideration, asappropriate [for example, use euphemism and body language appropriately and sensitively]

b. analyze and describe languageand images used in literature andother texts to convey respectfuland considerate, or disrespectfuland inconsiderate, perspectivesand attitudes [for example,stereotyping that contributes tonegative portrayals of charactersin literature and persons in life]

b. explain how language and images are used in literature and other textsto convey respectful and considerate, or disrespectful and inconsiderate,perspectives and attitudes [for example, parody or journalistic bias inprint, visual and multimedia texts]

c. analyze and describe positive or negative portrayals of characters in literature and persons in life, and besensitive to the feelings of others

d. analyze and describe verbal andnonverbal communication thatcontributes to the inclusion orexclusion of individuals involvedin a communication situation,and use verbal and nonverbalcommunication that is inclusiveof other individuals [forexample, use allusions andacronyms that will be familiar toan audience, and use genderinclusive nouns and pronouns]

d. analyze behavioural expectations of a communication situation, explainhow verbal and nonverbal communication contributes to the inclusionor exclusion of individuals involved in a communication situation, anduse verbal and nonverbal communication that is inclusive of otherindividuals [for example, use empathetic listening skills when workingin groups, and be aware of body language]

e. differentiate betweenconstructive criticism andridicule, and between irony andsarcasm [for example, seekclarification by asking questions]

e. accept, offer and appreciate the value of constructive criticism [forexample, use writing to respond to constructive criticism, and acceptand provide feedback in a constructive and considerate manner]

f. analyze the parameters of publictolerance regarding the use oflanguage and images in aspecific text, and use appropriatelanguage and images incommunication situations

f. explain, when applicable, how aspecific text demonstrates thatthe parameters of publictolerance regarding the use oflanguage and image havechanged over time



5.1 Respect others and strengthen community (continued)


5.1.2 Appreciate diversity of expression, opinion and perspective

a. appreciate diversity of thought and expression, select and monitor appropriate strategies for appreciatingdiversity, and modify selected strategies as needed

b. describe the ways in whichselected works of literature andother print and nonprint textsinfluence individual and groupvalues and behaviours

b. explain how selected works of literature and other print and nonprinttexts convey, shape and, at times, challenge individual and group valuesand behaviours

c. identify the underlyingassumptions reflected in theideas and opinions presented in atext

c. analyze the relationship betweena text creator’s ideas andopinions and his or herunderlying assumptions [such asthose deriving from ideology orsocial status]

c. explain how a text creator’sunderlying assumptionsinfluence his or her ideas,opinions and selection ofsupporting details

5.1.3 Recognize accomplishments and events

a. use language and image to honour own and others’ accomplishments [for example, celebrate together whenclassmates have accomplished a particular task or produced, published or presented a particular text; orcelebrate the completion of a portfolio with family and friends by holding a “portfolio launch”]

b. identify formal and informalways in which language andimage are used appropriately tohonour people and to celebrateevents [for example, eulogy,toast and public serviceannouncements]

b. describe various means by which language and image are usedappropriately to honour people and to celebrate events, and explain howthese means of using language and image help to build community [forexample, heritage day; wall of honour or photography exhibit; andnaming ceremonies, religious ceremonies and prayers of First Nationsand Aboriginal peoples]



5.2 Work within a group


5.2.1 Cooperate with others, and contribute to group processes

a. set appropriate personal goals for participation in a group; respect, be open to, and be supportive of thethoughts, opinions and contributions of others in a group; and share personal knowledge, expertise andperspectives with others, as appropriate

b. reflect on and describe strategies used to negotiate, coordinate and cooperate with others; select appropriatestrategies for negotiating, coordinating and cooperating with others; monitor selected strategies; and modifyselected strategies as needed to accomplish group goals

c. ensure that a team’s purpose and objectives are clear ..........................................................................................

5.2.2 Understand and evaluate group processes

a. develop and use criteria to monitor and assess group processes [such as division of labour and timemanagement]

b. understand the various potential roles and responsibilities of groupmembers [such as researcher and presenter; director and participant;and chairperson, recorder and timekeeper; or roles of Aboriginal Eldersin teaching about the medicine wheel and about respect, humility,kindness, sharing, honesty, faith and perseverance], and appreciate thecontribution that these roles make to group processes

b. analyze and explain the interplayamong the roles adopted by groupmembers; and lead or support,when appropriate, motivating agroup for high performance

c. identify and use various means to facilitate completion of groupprojects [for example, establish clear purposes and procedures forsolving problems, monitor progress, and make modifications to meetstated objectives]

c. use and appreciate various meansto facilitate completion of groupprojects

d. analyze the function ofteamwork tools [such aschecklists, role descriptors,timelines and flow charts,whiteboards for brainstorming,electronic list servers, agendas,and meeting notes], and use suchtools as appropriate

d. understand and appreciate the function of teamwork tools, assess how towork effectively and collaboratively as a team to accomplish a task,understand the role of conflict in a group to reach solutions, and manageand resolve conflict when appropriate

e. identify and analyze thecommunications needs of, andassess the working relationshipsamong, individuals and groupsinvolved in a variety ofcommunications careers [such asadvertising, public relations andbroadcast journalism]

e. identify, analyze and assess thecollaborative processes used byindividuals whose careers involvethe development and productionof literary texts [such as thecollaborative relationships ofauthor, illustrator, editor andpublisher and of playwright,actor, producer and director]

Documents

ENGLISH LANGUAGE ARTS - Alberta Education · PDF fileLanguage Learning and English Language Arts While students learn about language in all subject ... complete learning tasks successfully