English Language Arts 12 (ENG621A)

Roles and responsibilities of an effective speaker and listener

I can identify what an effective speaker and listener are each responsible for in a Grade-12 exchange.

Analysing others' viewpoints through active listening

I can analyse another person's viewpoint and the motivation behind it, listening actively.

Responding to complex questions to extend own and others' ideas

I can respond to complex questions in ways that extend both my own and others' ideas — a Grade-12 escalation.

Examining a mentor defence with spontaneous conversation

I can examine how a mentor defence works in spontaneous back-and-forth conversation such as a debate or interview.

Interacting with a critical audience to defend a viewpoint

I can interact with a critical audience in real time to defend a personal viewpoint.

Using language and rhetoric to influence and question

I can use language and rhetoric to influence a critical audience and encourage them to question ideas and values.

Examining a mentor text for critically evaluating oral text

I can examine a model of how to critically evaluate an oral text.

Analysing verbal and nonverbal language in oral text

I can analyse an oral text's verbal and nonverbal language, in my own and others' performances.

Identifying strengths and areas for improvement in oral language

I can identify my own strengths and weaknesses in oral language and how to improve.

Comprehending complex texts using strategies

I can comprehend a wide variety of complex texts by drawing flexibly on a repertoire of reading strategies.

Identifying a text's purpose, structure, and characteristics

I can identify a complex text's purpose, structure, and genre characteristics.

Assessing how texts manipulate and shape belief and power

I can assess how a complex text manipulates or persuades and how it shapes belief, value, and power.

Making textual connections across a multi-genre study

I can study an issue across genres and make textual connections among all the pieces to represent it.

Identifying the full range of literary devices

I can identify the full Grade-12 range of literary devices and understand their meaning.

Inferring the author's purpose for a literary device

I can infer why an author chose a specific literary device and compare its use across authors.

Making judgments about the effectiveness of literary devices

I can judge how effective a literary device is and support the judgment with evidence.

Identifying an author's portrayal of ideology

I can identify how an author portrays an ideology in a text.

Analysing ideology across texts

I can analyse how ideology is portrayed across a variety of texts.

Assessing the reliability of information

I can assess how reliable the information behind a text's portrayal of an ideology is.

Selecting a wide variety of sophisticated, reliable sources

I can evaluate and select a wide variety of sophisticated, reliable sources.

Balancing quantity with quality of resources

I can balance the quantity and quality of my resources to produce sophisticated support.

Evaluating the research and inquiry process

I can evaluate my own research and inquiry process and cite my sources properly.

Using the writing process to develop a text

I can use the full writing process to develop a complex text.

Selecting form, style, and content for audience and purpose

I can select the form, style, and content that fit a complex text's audience and purpose.

Using literary and rhetorical devices to persuade

I can use literary and rhetorical devices deliberately to persuade a reader.

Developing a creative multi-genre collection

I can develop a creative multi-genre collection that explores one issue across genres and connects the pieces.

Assessing a text against success criteria

I can assess a self, peer, or modelled text against co-constructed success criteria.

Giving specific, respectful suggestions for improvement

I can give specific, respectful suggestions for improving a text.

Understanding critical feedback as a powerful revision tool

I can treat critical feedback as a powerful tool for revising my text.

Independently seeking feedback from others

I can independently seek out feedback on my writing from others.

Revising a text in response to feedback

I can revise my text in response to feedback and justify the changes I made.