CURRICULUM OUTCOMES
develop the habit of writing for a variety of purposes
and situations;
• This will be a generally easy goal to meet. My project is completely based on different topics for the same main topic. Ranging from food, to excersize, to actual information surrounding equines.
develop the habit of reading critically;
• I will be reading through many articles and informational pieces, as well as taking information from videos.
develop an awareness of purpose, audience, and attitude;
• I have an important reason for writing this informational blog. It is to teach myself, and others who are interested in the equine industry.
develop a competence in the effective use of diction,
syntax, and the mechanics of writing;
• -------------------------------
develop writing preferences through the experimentation
with different forms; and
• Although I will be focusing on informational essays, but I have a few persuasive essays Id like to do.
become acquainted with the essential elements of the writing process;
• I will be following a strict writing rubric.
use personal, expository, and creative writing;
• My writing will be mainly personal and expository pieces, there will likely be no creative writing involved. Although I cold easily add it in.
develop an awareness of the variety of personal
approaches used in the writing process;
• ----------------------------
write for reasons stemming from their own interests and
needs;
• This entire blog and all the writing involved will be about my interest in the equine industry.
make decisions regarding the form, content, audience, and
purpose of their writing;
• Like I said before, this entire project will be formed around an English writing rubric.
have opportunities to write subjectively and objectively,
using different points of view;
• ---------------------------------
develop an understanding of the conventions of written
language and the appropriateness of their use;
• When I am writing about a certain topic, I cannot use improper English, because people who are reading it will not understand what I am attempting to explain.
make decisions regarding revising and editing; and
make decisions regarding writing
topics.
Writing 110 has been developed in an outcomes framework. There are three general curriculum outcomes.
1. Students will be expected to use writing and other ways of representing to
explore, clarify, and reflect on their thoughts, feelings, experiences, and
learning; and to use their imagination.
2. Students will be expected to create texts collaboratively and
independently, using a variety of forms for a range of audiences and purposes.
3. Students will be expected to use a range of strategies to develop
effective writing, and to enhance clarity, precision, and effectiveness.
CURRICULUM OUTCOMES A preliminary diagnostic assessment (See
Appendix C) of student writing ability is recommended prior to the Introduction
to Writing Module. This type of assessment will provide a wealth of information
about an individual learner’s writing style, and may include the following:
• sentence and paragraph construction
• diction
• spelling and grammatical patterns
• verb tense
Strengths and weaknesses identified through the diagnostic assessment should
establish the direction of classroom practices. The results of the assessment
will also be useful for the student to monitor personal growth in writing.
The following suggestions may be useful in assessment and evaluation:
• anecdotal records
• assignments
• checklists
• interviews
• inventories
• observation of individual and class participation
• peer assessment
• portfolios (See RWSS T.G. pp. 160 and 168)
• self-assessment—learning logs/journals and personal reflections
• writing conferences (See Appendix A)
Portfolios can be used to evaluate a student’s overall progress, specifying
areas where improvement is either evident or needed. Portfolios should include
selection guidelines with evidence of student reflection as well as the
evaluation criteria for those selections. Portfolios encourage personal
reflection and develop a sense of ownership; students actively participate in
the development and compilation of their portfolio (See Reading and Writing
for Success Senior Teacher’s Guide pp. 160 and 168).
The purpose of evaluation is to determine the ext
Resources
Students and teachers should have access to core and
supplementary resources. While specific resources
will vary from community to community, teachers
should develop strategies to exchange and share resources.
Core Resource
• Adams, Janice, Cathy Costello, and Steve Naylor. Reading and Writing for
Success Senior - Teacher’s Guide. Toronto: Harcourt Canada, 2001.
Supplementary Resources
• Barlay, Susanne, Judith Coghill, and Peter Weeks. Canadian Students’
Guide to Language, Literature, and Media. Don Mills: Oxford University
Press, 2001.
• Conrad, Ronald. The Act of Writing, 5th ed. Toronto:
McGraw-Hill Ryerson, 2003.
• Davies, Richard, and Glen Kirkland. Canadian Writer’s Handbook.
Vancouver: Gage Educational Publishing Company, 2000.
• Donaldson, Chelsea. Canadian Student Writer’s Guide. Vancouver: Gage
Educational Publishing Company, 2000.
• Evans, Kathy, and Gilda Lietenberg. The Senior Issues Collection.
Toronto: McGraw-Hill Ryerson Limited, 1996.
• Fowler, H. Ramsey, Jane E. Aaron, and Murray McArthur. The Little, Brown
Handbook. 3rd. Canadian Ed. Toronto: Addison Wesley Longman, 2001.
• Harris, Muriel, and Joan Pily. Canadian High-School Writer’s Guide.
Don Mills: Pearson Education Canada Inc., 2003.
• Langan, John. College Writing Skills with Readings. 5th ed. Boston:
McGraw Hill, 2005.
• Messenger, William E., et al. The Canadian Writer’s Handbook. 4th
ed. Don Mills: Oxford University Press, 2005.
• Romano, Tom. Clearing the Way: Working with Teenage Writers.
Portsmouth New Hampshire: Heinemann, 1987.
• Sebranek, Patrick, Dave Kemper, and Verne Meyer. Writers Inc.
Wilmington MA: Great Source, 1998.
and situations;
• This will be a generally easy goal to meet. My project is completely based on different topics for the same main topic. Ranging from food, to excersize, to actual information surrounding equines.
develop the habit of reading critically;
• I will be reading through many articles and informational pieces, as well as taking information from videos.
develop an awareness of purpose, audience, and attitude;
• I have an important reason for writing this informational blog. It is to teach myself, and others who are interested in the equine industry.
develop a competence in the effective use of diction,
syntax, and the mechanics of writing;
• -------------------------------
develop writing preferences through the experimentation
with different forms; and
• Although I will be focusing on informational essays, but I have a few persuasive essays Id like to do.
become acquainted with the essential elements of the writing process;
• I will be following a strict writing rubric.
use personal, expository, and creative writing;
• My writing will be mainly personal and expository pieces, there will likely be no creative writing involved. Although I cold easily add it in.
develop an awareness of the variety of personal
approaches used in the writing process;
• ----------------------------
write for reasons stemming from their own interests and
needs;
• This entire blog and all the writing involved will be about my interest in the equine industry.
make decisions regarding the form, content, audience, and
purpose of their writing;
• Like I said before, this entire project will be formed around an English writing rubric.
have opportunities to write subjectively and objectively,
using different points of view;
• ---------------------------------
develop an understanding of the conventions of written
language and the appropriateness of their use;
• When I am writing about a certain topic, I cannot use improper English, because people who are reading it will not understand what I am attempting to explain.
make decisions regarding revising and editing; and
- I personally will be editing my own work, and will likely have peers edit as well. When I work on my essays I will also involve the teacher to help edit.
make decisions regarding writing
topics.
- My topics have already been chosen. The reason they are "set in stone" is because they are the topics involved in the equine science diploma.
Writing 110 has been developed in an outcomes framework. There are three general curriculum outcomes.
1. Students will be expected to use writing and other ways of representing to
explore, clarify, and reflect on their thoughts, feelings, experiences, and
learning; and to use their imagination.
2. Students will be expected to create texts collaboratively and
independently, using a variety of forms for a range of audiences and purposes.
3. Students will be expected to use a range of strategies to develop
effective writing, and to enhance clarity, precision, and effectiveness.
CURRICULUM OUTCOMES A preliminary diagnostic assessment (See
Appendix C) of student writing ability is recommended prior to the Introduction
to Writing Module. This type of assessment will provide a wealth of information
about an individual learner’s writing style, and may include the following:
• sentence and paragraph construction
• diction
• spelling and grammatical patterns
• verb tense
Strengths and weaknesses identified through the diagnostic assessment should
establish the direction of classroom practices. The results of the assessment
will also be useful for the student to monitor personal growth in writing.
The following suggestions may be useful in assessment and evaluation:
• anecdotal records
• assignments
• checklists
• interviews
• inventories
• observation of individual and class participation
• peer assessment
• portfolios (See RWSS T.G. pp. 160 and 168)
• self-assessment—learning logs/journals and personal reflections
• writing conferences (See Appendix A)
Portfolios can be used to evaluate a student’s overall progress, specifying
areas where improvement is either evident or needed. Portfolios should include
selection guidelines with evidence of student reflection as well as the
evaluation criteria for those selections. Portfolios encourage personal
reflection and develop a sense of ownership; students actively participate in
the development and compilation of their portfolio (See Reading and Writing
for Success Senior Teacher’s Guide pp. 160 and 168).
The purpose of evaluation is to determine the ext
Resources
Students and teachers should have access to core and
supplementary resources. While specific resources
will vary from community to community, teachers
should develop strategies to exchange and share resources.
Core Resource
• Adams, Janice, Cathy Costello, and Steve Naylor. Reading and Writing for
Success Senior - Teacher’s Guide. Toronto: Harcourt Canada, 2001.
Supplementary Resources
• Barlay, Susanne, Judith Coghill, and Peter Weeks. Canadian Students’
Guide to Language, Literature, and Media. Don Mills: Oxford University
Press, 2001.
• Conrad, Ronald. The Act of Writing, 5th ed. Toronto:
McGraw-Hill Ryerson, 2003.
• Davies, Richard, and Glen Kirkland. Canadian Writer’s Handbook.
Vancouver: Gage Educational Publishing Company, 2000.
• Donaldson, Chelsea. Canadian Student Writer’s Guide. Vancouver: Gage
Educational Publishing Company, 2000.
• Evans, Kathy, and Gilda Lietenberg. The Senior Issues Collection.
Toronto: McGraw-Hill Ryerson Limited, 1996.
• Fowler, H. Ramsey, Jane E. Aaron, and Murray McArthur. The Little, Brown
Handbook. 3rd. Canadian Ed. Toronto: Addison Wesley Longman, 2001.
• Harris, Muriel, and Joan Pily. Canadian High-School Writer’s Guide.
Don Mills: Pearson Education Canada Inc., 2003.
• Langan, John. College Writing Skills with Readings. 5th ed. Boston:
McGraw Hill, 2005.
• Messenger, William E., et al. The Canadian Writer’s Handbook. 4th
ed. Don Mills: Oxford University Press, 2005.
• Romano, Tom. Clearing the Way: Working with Teenage Writers.
Portsmouth New Hampshire: Heinemann, 1987.
• Sebranek, Patrick, Dave Kemper, and Verne Meyer. Writers Inc.
Wilmington MA: Great Source, 1998.