Grade 12 Writer's Craft

 

 

 
 

 

 

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COURSE  ASSESSMENT/EVALUATION  OUTLINE

COURSE TITLE:

Grade 12 Writer’s Craft

   COURSE CODE:

EWC4C/U

COURSE TYPE/GRADE:

Grade 12 English

 CREDIT VALUE:

1.0

PREREQUISITE:

Grade 11 English

DATE:

2018-19

TEACHER NAME:

Seán Adams

PERIOD:

C & B

COURSE DESCRIPTION :

EWC4U: This course emphasizes knowledge and skills related to the craft of writing. Students will analyse models of effective writing; use a workshop approach to produce a range of works; identify and use techniques required for specialized forms of writing; and identify effective ways to improve the quality of their writing. They will also complete a major paper as part of a creative or analytical independent study project and investigate opportunities for publication and for writing careers.

EWC4C:
This course emphasizes knowledge and skills related to the craft of writing. Students will analyse models of effective writing; use a workshop approach to produce a range of works; identify and use techniques required for specialized forms of writing; and identify effective ways to improve the quality of their writing. They will also complete a major paper as part of a creative or analytical independent study project and investigate opportunities for publication and for writing careers.

This course will focus on the history of hip hop music and culture, as well as the social issues surrounding hip hop in the media as it evolved and as it is today. The course will include discussions, film viewings, creative independent and group projects, presentation(s) and a final position/research paper (summative project option). This course will encourage you to engage critically in the social issues dealt with in hip hop music and culture: gangster rap, violence in hip hop, misogyny, homophobia, competition, consumer culture and revolutionary/class/racial politics. Students will develop their critical thinking skills, aesthetic and ethical judgment, and skills in viewing, representing, listening, speaking, reading and writing.

OVERALL CURRICULUM EXPECTATIONS:

 

EWC4U/C: Investigating Writing. Writers, Writing and The Writing Life: Demonstrate an understanding of writing as an art, a craft and a career, as they explore the works of Canadian and international writers.

Practising Writing. Exploring Ideas, Forms and Styles: Generate and experiment with ideas about writing content, forms and styles.
Drafting and Revising: Organize, draft and revise writing; employing forms and stylistic elements appropriate for their forms and audience.
Editing, Proofreading and Publishing: Use editing, proofreading and publishing skills and strategies to refine and polish their work.
Collaborative Writing: Collaborate in the writing process with peers by generating ideas, responding to peers’ work and assessing peers’ work in a workshop setting.
Reflecting on Writing. Metacognition: identify their strengths as writers and areas where they could improve, and assess the growth and development of their own writing style.

ASSESSMENT:

Throughout the course, a range of instructional strategies will be used to address students’ needs.  Assessment is the onoing proces of gathering and analyzing information from a variety of sources. Diagnostic assessments are used to identify students’ strengths and learning needs to assist with planning, modifying and adjusting instruction.  Formative assessments, which occur throughout the learning process, give students multiple opportunities to practice and receive feedback in an effort to improve their learning and achievement of the curriculum expectations.
EVALUATION:

Evaluation measures achievement of the overall curriculum expectations.  They are summative and usually take place at the end of important segments of learning (end of a unit, strand, term, semester), following student practice and constructive feedback.  Evaluations give students an opportunity to apply and demonstrate their learning based on established achievement criteria. 
Seventy per cent (70%) of the final grade will be based on the evaluations conducted during the course. There will be numerous and varied opportunities for students to demonstrate their achievement of the curriculum expectations across all four achievement categories according to the weighting described below.  Missed and/or incomplete assignments will have an impact on the final grade where there are a number of curriculum expectations that have not been evaluated because of missed assignments.
Thirty per cent (30%) of the final grade will be based on summative evaluation(s) administered towards the end of the course and following the same weighting of the achievement chart categories as the term evaluation.  All students must take part in the course-culminating activities that make up the 30% final evaluation mark. 

                                                                                                                       
WEIGHTING ACCORDING TO ACHIEVEMENT CHART CATEGORIES:

 

Investigating Writing                                  

20

%

Practicing Writing

50

%

Reflection on Writing

20

%

TOTAL:

100

%

LEARNING SKILLS:

There are six clusters of learning skills required for effective learning, achievement of the curriculum expectations and student success in and out of school: Responsibility, Independent Work, Organization, Initiative, Collaboration and Self-Regulation. 

LATE & MISSED ASSIGNMENTS:
(See Questions & Answers on Late and Missed Assignments for Parents & Students, Appendix B)

Submitting course work on time is an important aspect of student learning and time management.  Students will be informed of due dates and ultimate deadlines, which is the last opportunity for students to submit an assignment for evaluation.  Late submissions will be reported as part of the learning skills on the report card and a variety of strategies will be used to encourage on-time submission of assignments including parent, student-teacher conferences, counselling, contracts, alternative assignments and extra help.  A mark deduction for late assignments up to and including the full value of the assignment may be used as a last resort.   

ACADEMIC HONESTY:  
(See Questions & Answers on Academic Honesty for Parents & Students, Appendix A)

Students are expected to be academically honest by submitting their own original work, and the marks they receive are intended to reflect their own academic achievement.  When evidence of dishonesty is confirmed, the incident and the consequences will be communicated to the principal/vice-principal, the student and parent(s)/guardian.

A mark of zero may be awarded for the assignment in question and a repeated pattern of academic dishonesty may result in an escalating severity of consequences.

 

Extra help will be available before classes, during lunch and after school.                                                               
Phone calls home will be made regularly to discuss academics, attendance, punctuality or behaviour.
The teacher can be contacted at 416-393-1455 extension 30140                 
Parent/Teacher Meetings/Conferences will be scheduled as needed.

 COMMUNICATION:

COURSE EVALUATION PLAN

70% Course Work
30% Final Evaluations

EVALUATION TASKS

ACHIEVEMENT CHART FOCUS

WEIGHTING (%)

Reflection on Your Growth as a Writer

All strands

10%

Writing Folder/Portfolio OR “Writing Masterpiece”

All strands

20%

UNIT SEQUENCE

TIMING
(Hrs or Dates)

EVALUATION TASK(S)

 

ACHIEVEMENT CHART FOCUS

 

DUE DATE

 

Diagnostic/ Introductions

 

5 hrs

 

Personal Introductions: creative forms

 

C/A, T/I, K/U

 

TBA

 

Short Scripts/
Playwriting

 

10 hrs

 

Short Script

 

C/A, T/I, K/U

TBA

 

Short Scene

 

C/A, T/I, K/U

TBA

 

Reading Responses

 

10 hrs

 

Responses: “The Act of Writing” (2)

 

C/A, T/I, K/U

TBA

 

Responses: Short Fiction (2)

 

C/A, T/I, K/U

TBA

 

Responses: Poetry (2)

 

C/A, T/I, K/U

TBA

 

Investigating
Writing

 

10 hrs

 

Guest Writer/speakers: summaries

 

C/A, T/I, K/U

TBA

 

Research: Writing Life

 

C/A, T/I, K/U

TBA

 

Editing

 

10 hrs

 

Flash Writing Assignments: #1,2,3

 

C/A, T/I, K/U

TBA

 

Free Writing (Writing Prompts)

 

C/A, T/I, K/U

TBA

 

Peer Editing Exercise/Reflection

 

C/A, T/I, K/U

TBA

 

Culminating Activity

 

10 hrs

 

Writing Folder/Portfolio OR “Your Masterpiece”

 

C/A, T/I, K/U

TBA

 

Reflection: Your Growth as a Writer

 

C/A, T/I, K/U

TBA