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The official Ontario English, Grade 12, University Preparation curriculum
Ontario defines English, Grade 12, University Preparation by strands and outcomes. MapleMind teaches the same curriculum reorganized for one-skill-at-a-time tutoring — the table shows exactly where every official strand lands, and the ministry's own wording is quoted under each unit below.
Official source Ontario's official curriculumRead it on the government site — dcp.edu.gov.on.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand 1 | 16 | Oral Communication |
| Strand 2 | 14 | Reading and Literature Studies |
| Strand 3 | 19 | Writing |
| Strand 4 | 12 | Media Studies |
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How MapleMind teaches English, Grade 12, University Preparation — every unit, lesson, and skill
Every skill below runs as a short session: a plain-words lesson, a worked example, solving it together, then a five-question skill check that earns up to three stars. Guided Mode keeps it teaching instead of answer-handing — turning it off needs a parent's password.
Unit 1Oral CommunicationOfficial strand · Strand 1
Listening to understand and speaking to communicate in academic and literary situations: active listening, interpreting and analyzing oral texts, and delivering clear, effective spoken communication.
Listening to Understand
- Setting a purpose and goals for listeningeng4u.ENG4U.1.1 — Identify the purpose of a wide range of listening tasks and set goals for specific tasks.
- Using active listening strategieseng4u.ENG4U.1.2 — Select and use the most appropriate active listening strategies when participating in a wide range of situations.
- Listening comprehension strategies for complex textseng4u.ENG4U.1.3 — Select and use the most appropriate listening comprehension strategies before, during, and after listening to understand oral texts, including complex and challenging texts.
- Identifying the important ideas in oral textseng4u.ENG4U.1.4 — Identify the important information and ideas in oral texts, including complex and challenging texts, in a variety of ways.
- Interpreting oral texts with evidenceeng4u.ENG4U.1.5 — Develop and explain interpretations of oral texts, including complex and challenging texts, using evidence from the text and the oral and visual cues used in it insightfully to support.
- Extending understanding by making connectionseng4u.ENG4U.1.6 — Extend understanding of oral texts, including complex and challenging texts, by making insightful connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them.
- Analyzing how oral texts communicateeng4u.ENG4U.1.7 — Analyse oral texts, including complex and challenging texts, focusing on the ways in which they communicate information, ideas, issues, and themes and influence the listener’s/viewer’s response.
- Identifying perspectives and bias in oral textseng4u.ENG4U.1.8 — Identify and analyse in detail the perspectives and/or biases evident in oral texts, including complex and challenging texts, commenting with understanding and increasing insight on any questions they may raise about beliefs, values, identity, and power.
- Evaluating presentation strategieseng4u.ENG4U.1.9 — Evaluate the effectiveness of a wide variety of presentation strategies used in oral texts, including complex and challenging texts, and suggest other strategies that could be used effectively.
- Communicating orally for a purpose and audienceeng4u.ENG4U.1.10 — Communicate orally for a wide range of purposes, using language effective for the intended audience.
- Adapting interpersonal speaking strategieseng4u.ENG4U.1.11 — Demonstrate an understanding of a variety of interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences.
- Communicating a clear, structured argumenteng4u.ENG4U.1.12 — Communicate in a clear, coherent manner, using a structure and style effective for the purpose, subject matter, and intended audience.
- Word choice and stylistic devices in speakingeng4u.ENG4U.1.13 — Use the most appropriate words, phrases, and terminology, and a variety of stylistic devices, to communicate their meaning in a compelling way and to engage their intended audience.
- Using vocal strategies effectivelyeng4u.ENG4U.1.14 — Identify a variety of vocal strategies, including tone, pace, pitch, and volume, and use them effectively and with sensitivity to audience needs and cultural differences.
- Using non-verbal cueseng4u.ENG4U.1.15 — Identify a variety of non-verbal cues, including facial expressions, gestures, and eye contact, and use them effectively to help convey their meaning and with sensitivity to audience needs and cultural differences.
- Using audio-visual aids to support a presentationeng4u.ENG4U.1.16 — Use a variety of audio-visual aids effectively to support and enhance oral presentations and to engage an audience.
The official wording — 16 outcomes in this unit
- eng4u.ENG4U.1.1
identify the purpose of a wide range of listen- ing tasks and set goals for specific tasks
- eng4u.ENG4U.1.2
select and use the most appropriate active lis- tening strategies when participating in a wide range of situations
- eng4u.ENG4U.1.3
select and use the most appropriate listening comprehension strategies before, during, and after listening to understand oral texts, includ- ing complex and challenging texts
- eng4u.ENG4U.1.4
identify the important information and ideas in oral texts, including complex and challeng- ing texts, in a variety of ways
- eng4u.ENG4U.1.5
develop and explain interpretations of oral texts, including complex and challenging texts, using evidence from the text and the oral and visual cues used in it insightfully to support
- eng4u.ENG4U.1.6
extend understanding of oral texts, including complex and challenging texts, by making insightful connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them
- eng4u.ENG4U.1.7
analyse oral texts, including complex and chal- lenging texts, focusing on the ways in which they communicate information, ideas, issues, and themes and influence the listener’s/viewer’s response
- eng4u.ENG4U.1.8
identify and analyse in detail the perspectives and/or biases evident in oral texts, including complex and challenging texts, commenting with understanding and increasing insight on any questions they may raise about beliefs, values, identity, and power
- eng4u.ENG4U.1.9
evaluate the effectiveness of a wide variety of presentation strategies used in oral texts, including complex and challenging texts, and suggest other strategies that could be used effectively
- eng4u.ENG4U.1.10
communicate orally for a wide range of pur- poses, using language effective for the intended audience
- eng4u.ENG4U.1.11
demonstrate an understanding of a variety of interpersonal speaking strategies and adapt them to suit the purpose, situation, and audi- ence, exhibiting sensitivity to cultural differ- ences
- eng4u.ENG4U.1.12
communicate in a clear, coherent manner, using a structure and style effective for the purpose, subject matter, and intended audi- ence
- eng4u.ENG4U.1.13
use the most appropriate words, phrases, and terminology, and a variety of stylistic devices, to communicate their meaning in a compelling way and to engage their intended audience
- eng4u.ENG4U.1.14
identify a variety of vocal strategies, including tone, pace, pitch, and volume, and use them effectively and with sensitivity to audience needs and cultural differences
- eng4u.ENG4U.1.15
identify a variety of non-verbal cues, including facial expressions, gestures, and eye contact, and use them effectively to help convey their meaning and with sensitivity to audience needs and cultural differences
- eng4u.ENG4U.1.16
use a variety of audio-visual aids effectively to support and enhance oral presentations and to engage an audience
Unit 2Reading and Literature StudiesOfficial strand · Strand 2
Reading and understanding a variety of academic and literary texts: applying comprehension strategies, analyzing form and style, and reading with fluency.
Reading for Meaning
- Reading diverse texts with a purposeeng4u.ENG4U.2.1 — Read a variety of studentand teacher-selected texts from diverse cultures and historical periods, identifying specific purposes for reading.
- Using reading comprehension strategieseng4u.ENG4U.2.2 — Select and use, with increasing facility, the most appropriate reading comprehension strategies to understand texts, including complex and challenging texts.
- Identifying important ideas and supporting detailseng4u.ENG4U.2.3 — Identify the most important ideas and supporting details in texts, including complex and challenging texts.
- Making and explaining inferenceseng4u.ENG4U.2.4 — Make and explain inferences of increasing subtlety and insight about texts, including complex and challenging texts, supporting their explanations with well-chosen stated and implied ideas from the texts.
- Extending understanding by making connectionseng4u.ENG4U.2.5 — Extend understanding of texts, including complex and challenging texts, by making rich and increasingly insightful connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them.
- Analyzing how texts develop ideas and themeseng4u.ENG4U.2.6 — Analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the texts contribute to the presentation or development of these elements.
- Evaluating the effectiveness of texts with evidenceeng4u.ENG4U.2.7 — Evaluate the effectiveness of texts, including complex and challenging texts, using evidence from the text insightfully to support their opinions.
- Identifying perspectives and bias in textseng4u.ENG4U.2.8 — Identify and analyse the perspectives and/or biases evident in texts, including complex and challenging texts, commenting with understanding and increasing insight on any questions they may raise about beliefs, values, identity, and power.
Understanding Form and Style
- Characteristics of text formseng4u.ENG4U.2.9 — Identify a variety of characteristics of literary, informational, and graphic text forms and demonstrate insight into the way they help communicate meaning.
- Text features and how they communicateeng4u.ENG4U.2.10 — Identify a variety of text features and demonstrate insight into the way they communicate meaning.
- Elements of style and their effectseng4u.ENG4U.2.11 — Identify a variety of elements of style in texts and explain how they help communicate meaning and enhance the effectiveness of the texts.
- Understanding words automatically in contexteng4u.ENG4U.2.12 — Automatically understand most words in a variety of reading contexts.
- Decoding unfamiliar wordseng4u.ENG4U.2.13 — Use decoding strategies effectively to read and understand unfamiliar words, including words of increasing difficulty.
- Strategies to expand vocabularyeng4u.ENG4U.2.14 — Regularly use a variety of strategies to explore and expand vocabulary, discerning shades of meaning and assessing the precision with which words are used in the texts they are reading.
The official wording — 14 outcomes in this unit
- eng4u.ENG4U.2.1
read a variety of student- and teacher-selected texts from diverse cultures and historical peri- ods, identifying specific purposes for reading
- eng4u.ENG4U.2.2
select and use, with increasing facility, the most appropriate reading comprehension strategies to understand texts, including complex and challenging texts
- eng4u.ENG4U.2.3
identify the most important ideas and sup- porting details in texts, including complex and challenging texts
- eng4u.ENG4U.2.4
make and explain inferences of increasing subtlety and insight about texts, including complex and challenging texts, supporting their explanations with well-chosen stated and implied ideas from the texts
- eng4u.ENG4U.2.5
extend understanding of texts, including com- plex and challenging texts, by making rich and increasingly insightful connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them
- eng4u.ENG4U.2.6
analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the texts contribute to the presentation or development of these elements
- eng4u.ENG4U.2.7
evaluate the effectiveness of texts, including complex and challenging texts, using evidence from the text insightfully to support their opinions
- eng4u.ENG4U.2.8
identify and analyse the perspectives and/or biases evident in texts, including complex and challenging texts, commenting with under- standing and increasing insight on any questions they may raise about beliefs, values, identity, and power
- eng4u.ENG4U.2.9
identify a variety of characteristics of literary, informational, and graphic text forms and demonstrate insight into the way they help communicate meaning
- eng4u.ENG4U.2.10
identify a variety of text features and demon- strate insight into the way they communicate meaning
- eng4u.ENG4U.2.11
identify a variety of elements of style in texts and explain how they help communicate meaning and enhance the effectiveness of the texts
- eng4u.ENG4U.2.12
automatically understand most words in a variety of reading contexts
- eng4u.ENG4U.2.13
use decoding strategies effectively to read and understand unfamiliar words, including words of increasing difficulty
- eng4u.ENG4U.2.14
regularly use a variety of strategies to explore and expand vocabulary, discerning shades of meaning and assessing the precision with which words are used in the texts they are reading
Unit 3WritingOfficial strand · Strand 3
Developing and organizing content, drafting and revising in academic and literary forms and styles, and applying knowledge of conventions to academic and literary writing.
Developing and Organizing Content
- Identifying topic, purpose, and audienceeng4u.ENG4U.3.1 — Identify the topic, purpose, and audience for a variety of writing tasks.
- Generating and focusing ideaseng4u.ENG4U.3.2 — Generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic, and other resources, as appropriate.
- Locating and selecting supporting informationeng4u.ENG4U.3.3 — Locate and select information to fully and effectively support ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate.
- Organizing ideas with suitable patternseng4u.ENG4U.3.4 — Identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and selecting the organizational pattern best suited to the content and the purpose for writing.
- Checking that ideas are relevant, accurate, and completeeng4u.ENG4U.3.5 — Determine whether the ideas and information gathered are accurate and complete, interesting, and effectively meet the requirements of the writing task.
Using Knowledge of Form and Style
- Writing in a variety of forms for purposes and audienceseng4u.ENG4U.3.6 — Write for different purposes and audiences using a variety of literary, informational, and graphic forms.
- Establishing voice in writingeng4u.ENG4U.3.7 — Establish a distinctive and original voice in their writing, modifying language and tone skilfully and effectively to suit the form, audience, and purpose for writing.
- Choosing vivid, precise wordseng4u.ENG4U.3.8 — Use a wide range of descriptive and evocative words, phrases, and expressions precisely and imaginatively to make their writing clear, vivid, and compelling for their intended audience.
- Varying sentences and making smooth transitionseng4u.ENG4U.3.9 — Write complete sentences that communicate their meaning clearly and effectively, skilfully varying sentence type, structure, and length to suit different purposes and making smooth and logical transitions between ideas.
- Recognizing beliefs and values in your writingeng4u.ENG4U.3.10 — Explain, with increasing insight, how their own beliefs, values, and experiences are revealed in their writing.
- Revising drafts to improve content and styleeng4u.ENG4U.3.11 — Revise drafts to improve the content, organization, clarity, and style of their written work.
- Producing revised drafts to criteriaeng4u.ENG4U.3.12 — Produce revised drafts of texts, including increasingly complex texts, written to meet criteria identified by the teacher, based on the curriculum expectations.
Applying Knowledge of Conventions
- Spelling correctly using rules and resourceseng4u.ENG4U.3.13 — Use knowledge of spelling rules and patterns, a variety of resources, and appropriate strategies to recognize and correct their own and others’ spelling errors.
- Building and refining word choice for writingeng4u.ENG4U.3.14 — Build vocabulary for writing by confirming word meaning(s) and reviewing and refining word choice, using a variety of resources and strategies, as appropriate for the purpose 3. Applying Knowledge of Conventions 102 THE ONTARIO CURRICULUM, GRADES 11 AND 12 | English Grade 12, University Preparation 4. TLE 10-12 “Revising and Editing Modelled Writing” 50 5. TLE 10-12 “Revising and Editing: The Verb ‘To Be’” 56 6. TLE 10-12 “Crawling Inside the Text … to Find Who’s There and Who’s Not” 30 7. TLCC 7-12 “Revising and Editing: Asking Questions to Revise Writing” 128 8. TLCC 7-12 “Proofreading Without Partners”.
- Using punctuation correctlyeng4u.ENG4U.3.15 — Use punctuation correctly and effectively to communicate their intended meaning.
- Grammar: writing correct sentence typeseng4u.ENG4U.3.16 — Use grammar conventions correctly and appropriately to communicate their intended meaning clearly and effectively.
- Grammar: agreement and verb tenseeng4u.ENG4U.3.16 — Use grammar conventions correctly and appropriately to communicate their intended meaning clearly and effectively.
- Proofreading and correcting writingeng4u.ENG4U.3.17 — Regularly proofread and correct their writing.
- Using presentation features to publisheng4u.ENG4U.3.18 — Use a variety of presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their written work and to heighten its appeal and effectiveness for their audience.
- Producing published work to criteriaeng4u.ENG4U.3.19 — Produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations.
The official wording — 19 outcomes in this unit
- eng4u.ENG4U.3.1
identify the topic, purpose, and audience for a variety of writing tasks
- eng4u.ENG4U.3.2
generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic, and other resources, as appropriate
- eng4u.ENG4U.3.3
locate and select information to fully and effectively support ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate
- eng4u.ENG4U.3.4
identify, sort, and order main ideas and sup- porting details for writing tasks, using a vari- ety of strategies and selecting the organiza- tional pattern best suited to the content and the purpose for writing
- eng4u.ENG4U.3.5
determine whether the ideas and information gathered are accurate and complete, interest- ing, and effectively meet the requirements of the writing task
- eng4u.ENG4U.3.6
write for different purposes and audiences using a variety of literary, informational, and graphic forms
- eng4u.ENG4U.3.7
establish a distinctive and original voice in their writing, modifying language and tone skilfully and effectively to suit the form, audience, and purpose for writing
- eng4u.ENG4U.3.8
use a wide range of descriptive and evocative words, phrases, and expressions precisely and imaginatively to make their writing clear, vivid, and compelling for their intended audience
- eng4u.ENG4U.3.9
write complete sentences that communicate their meaning clearly and effectively, skilfully varying sentence type, structure, and length to suit different purposes and making smooth and logical transitions between ideas
- eng4u.ENG4U.3.10
explain, with increasing insight, how their own beliefs, values, and experiences are revealed in their writing
- eng4u.ENG4U.3.11
revise drafts to improve the content, organiza- tion, clarity, and style of their written work
- eng4u.ENG4U.3.12
produce revised drafts of texts, including increasingly complex texts, written to meet criteria identified by the teacher, based on the curriculum expectations
- eng4u.ENG4U.3.13
use knowledge of spelling rules and patterns, a variety of resources, and appropriate strategies to recognize and correct their own and others’ spelling errors
- eng4u.ENG4U.3.14
build vocabulary for writing by confirming word meaning(s) and reviewing and refining word choice, using a variety of resources and strategies, as appropriate for the purpose 3. Applying Knowledge of Conventions 102 THE ONTARIO CURRICULUM, GRADES 11 AND 12 | English Grade 12, University Preparation 4. TLE 10-12 “Revising and Editing Modelled Writing” 50 5. TLE 10-12 “Revising and Editing: The Verb ‘To Be’” 56 6. TLE 10-12 “Crawling Inside the Text … to Find Who’s There and Who’s Not” 30 7. TLCC 7-12 “Revising and Editing: Asking Questions to Revise Writing” 128 8. TLCC 7-12 “Proofreading Without Partners”
- eng4u.ENG4U.3.15
use punctuation correctly and effectively to communicate their intended meaning
- eng4u.ENG4U.3.16
use grammar conventions correctly and appro- priately to communicate their intended mean- ing clearly and effectively
- eng4u.ENG4U.3.17
regularly proofread and correct their writing
- eng4u.ENG4U.3.18
use a variety of presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their written work and to heighten its appeal and effectiveness for their audience
- eng4u.ENG4U.3.19
produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations
Unit 4Media StudiesOfficial strand · Strand 4
Understanding, analyzing, and creating media texts: how they are built for purposes and audiences, their forms/conventions/techniques, and producing your own academic and literary media texts.
Understanding Media Texts
- How media texts suit purposes and audienceseng4u.ENG4U.4.1 — Explain how media texts, including complex and challenging texts, are created to suit particular purposes and audiences.
- Interpreting overt and implied media messageseng4u.ENG4U.4.2 — Interpret media texts, including complex or challenging texts, identifying and explaining with increasing insight the overt and implied messages they convey.
- Evaluating how effectively media texts communicateeng4u.ENG4U.4.3 — Evaluate how effectively information, ideas, themes, issues, and opinions are communicated in media texts, including complex and challenging texts, and decide whether the texts achieve their intended purpose.
- Why media texts prompt different responseseng4u.ENG4U.4.4 — Explain, with increasing insight, why the same media text might prompt different responses from different audiences.
- Identifying perspectives and bias in media textseng4u.ENG4U.4.5 — Identify and analyse the perspectives and/or biases evident in texts, including complex and challenging texts, commenting with understanding and increasing insight on any questions they may raise about beliefs, values, identity, and power.
- How production factors shape the media industryeng4u.ENG4U.4.6 — Explain, with increasing understanding and insight, how production, marketing, financing, distribution, and legal/regulatory factors influence the media industry.
Media Forms, Conventions, and Creating Media Texts
- Characteristics of media formseng4u.ENG4U.4.7 — Identify general and specific characteristics of a variety of media forms and demonstrate insight into the way they shape content and create meaning.
- Conventions and techniques in media formseng4u.ENG4U.4.8 — Identify conventions and/or techniques used in a variety of media forms and demonstrate insight into the way they convey meaning and influence their audience.
- Planning a media text: topic, purpose, audienceeng4u.ENG4U.4.9 — Describe the topic, purpose, and audience for media texts they plan to create.
- Selecting an appropriate media formeng4u.ENG4U.4.10 — Select the media form best suited to the topic, purpose, and audience for a media text they plan to create, and explain why it is the most appropriate choice.
- Planning conventions and techniques for a media texteng4u.ENG4U.4.11 — Identify a variety of conventions and/or techniques appropriate to a media form they plan to use, and explain why these will help communicate a specific aspect of their intended meaning most effectively.
- Producing media textseng4u.ENG4U.4.12 — Produce media texts, including complex texts, for a variety of purposes and audiences, using the most appropriate forms, conventions, and techniques.
The official wording — 12 outcomes in this unit
- eng4u.ENG4U.4.1
explain how media texts, including complex and challenging texts, are created to suit par- ticular purposes and audiences
- eng4u.ENG4U.4.2
interpret media texts, including complex or challenging texts, identifying and explaining with increasing insight the overt and implied messages they convey
- eng4u.ENG4U.4.3
evaluate how effectively information, ideas, themes, issues, and opinions are communicat- ed in media texts, including complex and chal- lenging texts, and decide whether the texts achieve their intended purpose
- eng4u.ENG4U.4.4
explain, with increasing insight, why the same media text might prompt different responses from different audiences
- eng4u.ENG4U.4.5
identify and analyse the perspectives and/or biases evident in texts, including complex and challenging texts, commenting with under- standing and increasing insight on any ques- tions they may raise about beliefs, values, identity, and power
- eng4u.ENG4U.4.6
explain, with increasing understanding and insight, how production, marketing, financing, distribution, and legal/regulatory factors influence the media industry
- eng4u.ENG4U.4.7
identify general and specific characteristics of a variety of media forms and demonstrate insight into the way they shape content and create meaning
- eng4u.ENG4U.4.8
identify conventions and/or techniques used in a variety of media forms and demonstrate insight into the way they convey meaning and influence their audience
- eng4u.ENG4U.4.9
describe the topic, purpose, and audience for media texts they plan to create
- eng4u.ENG4U.4.10
select the media form best suited to the topic, purpose, and audience for a media text they plan to create, and explain why it is the most appropriate choice
- eng4u.ENG4U.4.11
identify a variety of conventions and/or tech- niques appropriate to a media form they plan to use, and explain why these will help com- municate a specific aspect of their intended meaning most effectively
- eng4u.ENG4U.4.12
produce media texts, including complex texts, for a variety of purposes and audiences, using the most appropriate forms, conventions, and techniques
Printable workbook · A keepsake of the year
A English, Grade 12, University Preparation workbook worth keeping
Built from the same official curriculum as this page. Before and after each skill above, your student colours in how sure they feel — so the two of you can see, on one page, what's clicking and what needs another look. It's a quiet way to follow how the year is really going.
By June it's full of their own handwriting: units worked through, confidence grown, a mid-year check-in, notes from parent-teacher night, and a certificate at the end. Less a worksheet, more a record of the year worth keeping on the shelf.
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Yes. Every skill in this course maps to an official outcome code from Ontario's Grade 12 English Language Arts curriculum, and the ministry's own wording is quoted under each unit on this page — with the official government source linked so you can check it yourself.
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Where can I see the official Ontario curriculum for English, Grade 12, University Preparation?
The official source is linked on this page — Ontario's official curriculum. The outline here follows it: every MapleMind skill carries its official outcome code, and the ministry's own wording is quoted under each unit.
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