Prince Edward Island · Grade 11
English Language Arts 11 (ENG521A)
Prince Edward Island’s Grade 11 English course, from Speaking and Listening to Writing and Other Ways of Representing.
- Units
- 3
- Lessons
- 10
- Skills
- 29
- Provincial exam
- None
- Official curriculum
- Prince Edward Island Department of Education, Early Learning and Culture
Unit by unit
Every skill in the course, numbered by unit.
Unit 1 · 9 skills
Speaking and Listening
Justifying Understanding Through Communication (SCO1)
Roles and responsibilities of an effective speaker and listener
I can identify what an effective speaker and an effective listener are each responsible for in a Grade-11 exchange.
Skill 1.1
Analysing others' viewpoints through active listening
I can analyse another person's viewpoint and the motivation behind it, listening actively.
Skill 1.2
Asking complex, open-ended questions to analyse ideas
I can ask complex, open-ended questions to acquire, interpret, and analyse ideas — a Grade-11 escalation.
Skill 1.3
Creating a Defence for a Critical Audience (SCO2)
Examining a mentor text defence
I can examine how a mentor defence (a fishbowl or panel) holds a position before a critical audience.
Skill 1.4
Presenting a viewpoint to a critical audience
I can present a personal viewpoint to a critical audience and persuade them with supporting detail.
Skill 1.5
Critiquing opposing viewpoints with support
I can critique opposing viewpoints with supporting examples and answer a critical audience's challenges.
Skill 1.6
Responding Verbally to Complex, Open-Ended Questions (SCO3)
Examining responses to complex, open-ended questions
I can examine what makes a strong response to a complex, open-ended question.
Skill 1.7
Assessing the situation in which questions are asked
I can read the situation a question is asked in and factor others' viewpoints into my response.
Skill 1.8
Responding with precise information and examples
I can respond to an open-ended question with precise information and supporting examples.
Skill 1.9
The official wording · 9 outcomes
- 1.1
- identify the roles and responsibilities of an effective speaker and listener
- 1.2
- analyse the viewpoints of others (e.g., author, character, peer)
- 1.3
- ask complex, open-ended, discriminating questions to acquire, interpret, and analyse ideas and information
- 1.4
- examine a mentor text defence (e.g., fishbowl, panel)
- 1.5
- present a personal viewpoint to a critical audience
- 1.6
- critique opposing viewpoints using examples for support
- 1.7
- examine responses to complex, open-ended questions
- 1.8
- assess the situation in which questions are being asked
- 1.9
- use precise information and examples to support responses
Key ideas
Effective communication is a shared responsibility between speaker and listener.
A defence, unlike ENG10's advocacy presentation, is built to withstand challenge from a critical audience.
Complex, open-ended questions invite reasoned responses, not single right answers.
Communication is an exchange of ideas — experiences, information, views (folds SCO1.b).
Mentor formats — fishbowl, panel — model how defenders hold and adjust a position live.
Watch out for
- Treating the listener as passive.
- Treating a defence as a one-way presentation rather than a stance under pressure.
- Treating an open-ended question as if it had one correct answer.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 12 skills
Reading and Viewing
Critically Analysing Increasingly Complex Texts (SCO4)
Comprehending increasingly complex texts using strategies
I can comprehend increasingly complex texts by drawing on a repertoire of reading strategies.
Skill 2.1
Identifying a text's purpose, structure, and characteristics
I can identify an increasingly complex text's purpose, structure, and genre characteristics.
Skill 2.2
Analysing how texts manipulate and shape belief and power
I can analyse how an increasingly complex text manipulates or persuades and shapes belief and power.
Skill 2.3
Reading an issue across a multi-genre study
I can study an issue, theme, or question across several genres and assess how each genre represents it.
Skill 2.4
Examining the Impact of Literary Devices (SCO5)
Identifying allusion, irony, and symbolism and their meaning
I can identify allusion, irony, and symbolism and understand what each means in a text.
Skill 2.5
Analysing a literary device in context
I can analyse how allusion, irony, or symbolism works in the context of a specific text.
Skill 2.6
Evaluating How Gender and Socioeconomic Status Are Portrayed (SCO6)
Identifying an author's portrayal of gender and socioeconomic status
I can identify how an author portrays gender and socioeconomic status in a text.
Skill 2.7
Analysing gender and socioeconomic status across texts
I can analyse how gender and socioeconomic status are portrayed across a variety of texts.
Skill 2.8
Assessing the reliability of information
I can assess how reliable the information behind a text's portrayal of gender or class is.
Skill 2.9
Integrating Properly Cited Information (SCO7)
Identifying reliable and unreliable sources
I can identify which sources are reliable and which are not, in relation to an idea.
Skill 2.10
Selecting increasingly sophisticated, reliable sources
I can evaluate and select increasingly sophisticated, reliable sources to support an idea.
Skill 2.11
Synthesizing sources with quotations and citing properly
I can synthesize increasingly sophisticated sources in support of an idea and cite them properly.
Skill 2.12
The official wording · 12 outcomes
- 2.1
- understand texts using a variety of strategies such as cueing systems, utilizing prior knowledge, making connections, analysing, inferring, predicting, synthesizing, and evaluating
- 2.2
- identify characteristics of text: fiction/narrative nonfiction: setting, conflict, plot, characterization, and point of view nonfiction: thesis, argument/explanation, supporting details, and point of view poetry: tone, mood, point of view, and context visual/multimedia: tone, mood, point of view, and context
- 2.3
- examine how texts manipulate, persuade, or control
- 2.4
- multi-genre study: examine multi-genre mentor texts, assessing how issues, themes, and questions are represented through a variety of genres; assess how personal connections were made to each text
- 2.5
- identify specific literary devices (allusion, irony, and symbolism)
- 2.6
- analyse the context of the literary devices (e.g., what is being compared)
- 2.7
- identify the author’s portrayal of gender and socioeconomic status
- 2.8
- analyse gender and socioeconomic status in a variety of texts
- 2.9
- assess reliability of information
- 2.10
- identify examples of reliable and unreliable sources
- 2.11
- evaluate and select a variety of increasingly sophisticated and reliable sources to support an idea
- 2.12
- cite information properly
Key ideas
Grade-11 texts are increasingly complex, so strategy use must be flexible and deliberate.
The Grade-11 device set — allusion, irony, symbolism — works indirectly, below the literal surface.
Grade 11 sharpens ENG10's identity/culture focus into gender and socioeconomic status specifically.
Distinguishing reliable from unreliable sources is the judgment that protects research.
Cueing systems and prior knowledge support meaning-making across print and visual/multimedia (folds SCO4.a, read widely).
Watch out for
- Reading a complex text with the same shallow approach as an easy one.
- Confusing irony with mere coincidence, or allusion with any reference.
- Treating a portrayal as fact rather than an author's construction.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 8 skills
Writing and Other Ways of Representing
Constructing Increasingly Complex Texts (SCO8)
Using the writing process to develop a text
I can use the full writing process to develop an increasingly complex text.
Skill 3.1
Selecting form, style, and content for audience and purpose
I can select the form, style, and content that fit an increasingly complex text's audience and purpose.
Skill 3.2
Making informed language and technique choices
I can make informed choices of language and technique to refine imaginative writing.
Skill 3.3
Developing a creative multi-genre collection
I can develop a creative multi-genre collection that explores one issue, theme, or question across genres.
Skill 3.4
Providing Specific Critical Feedback (SCO9)
Assessing a text against success criteria
I can assess a self, peer, or modelled text against co-constructed success criteria.
Skill 3.5
Giving specific, respectful suggestions for improvement
I can give specific, respectful suggestions for improving a text.
Skill 3.6
Enhancing Personal Text Based on Feedback (SCO10)
Considering critical feedback and its advantages
I can consider critical feedback openly and recognize the advantages of receiving it.
Skill 3.7
Revising a text in response to feedback
I can revise my text in response to feedback and justify the changes I made.
Skill 3.8
The official wording · 8 outcomes
- 3.1
- use the writing process to develop writing and other ways of representing (pre-writing, drafting, revising, editing, publishing)
- 3.2
- select appropriate form, style, and content for specific audiences and purposes (expressive, expository, expository research, visual/multimedia, and creative multi-genre collection)
- 3.3
- make informed choices of language and techniques to refine imaginative writing and other ways of representing
- 3.4
- Creative multi-genre collection: identify an issue, theme, or question to develop through a variety of genres select appropriate genres to represent chosen issue, theme, or question develop the issue, theme, or question in multiple genres
- 3.5
- assess self, peer, and/or modelled text focusing on co-constructed success criteria
- 3.6
- provide specific suggestions for improvement in the text
- 3.7
- consider self, peer, and/or teacher critical feedback
- 3.8
- revise text based on self, peer, and/or teacher feedback
Key ideas
Grade-11 forms include expressive, expository, expository research, visual/multimedia, and the creative multi-genre collection.
Openness to feedback is a disposition — you take it in before deciding what to do (folds SCO10.b).
Form, style, and content are choices made for a specific audience and purpose.
At Grade 11 you can state the advantages of receiving critical feedback, not just tolerate it (folds SCO10.c).
Choosing the right form is a decision made before drafting.
Watch out for
- Writing every task in the same default form.
- Rejecting all feedback defensively.
- Choosing a form without considering the audience.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
The official curriculum
This page follows Prince Edward Island’s own curriculum for English Language Arts 11 (ENG521A).
Textbooks
The textbooks PEI Department of Education and Early Years lists for English Language Arts 11 (ENG521A):
- Echoes 11
- iLiT Views and Viewpoints Custom
- Passages 11
- iLit Beyond the Page
From Senior High Program of Studies and Authorized Materials, 2026-2027, read October 27, 2026. princeedwardisland.ca
Study it in MapleMind
MapleMind teaches English Language Arts 11 (ENG521A) one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.
Course Companion
Your year in one workbook
A fun way to keep English Language Arts 11 (ENG521A) organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.
- Pages
- 26
- Fillable fields
- 1,351
- Price
- $4.99
Questions about English Language Arts 11 (ENG521A)
What is English Language Arts 11 (ENG521A)?
Prince Edward Island’s Grade 11 English course: 3 units and 29 skills, from Speaking and Listening to Writing and Other Ways of Representing.
What units are in English Language Arts 11 (ENG521A)?
1. Speaking and Listening, 2. Reading and Viewing and 3. Writing and Other Ways of Representing.
Is there a provincial exam for English Language Arts 11 (ENG521A)?
No. Prince Edward Island gives no provincial exam for English Language Arts 11 (ENG521A).
What textbook does English Language Arts 11 (ENG521A) use?
The textbooks PEI Department of Education and Early Years lists for English Language Arts 11 (ENG521A): Echoes 11, Oxford University Press, iLiT Views and Viewpoints Custom, McGraw-Hill Ryerson, Passages 11, Nelson Education and iLit Beyond the Page, McGraw-Hill Ryerson.
What comes after English Language Arts 11 (ENG521A)?
English Language Arts 12 (ENG621A).
Can MapleMind help with English Language Arts 11 (ENG521A)?
Yes. MapleMind teaches every skill of English Language Arts 11 (ENG521A), step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.
Get ready for English Language Arts 11 (ENG521A)
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