English Language Arts, Secondary 5

Known characteristics of a closed narrative text (e.g. the formulaic pattern in a heroic myth or in a

Use: Known characteristics of an open narrative text (e.g. figurative language in a short story or symbolism in a poem)

Connects significant facts/information in relation to main idea(s), hypothesis, thesis statement or stance

Use: Analyzes implications and/or impact and/or influence

Identifies dominant discourses and how they shape the writer’s/producer’s intended meanings/messages (i.e.

Use: Establishes interrelationships between the structure

Compares/contrasts own ideas, values and beliefs with those presented by writer/producer (e.g. notions of

Analyzes how readers are positioned or situated by the text and how this can alter an interpretation (e.g.

Use: Distant but known audience, conceptually appropriate

Use: Distance between self as writer/producer, topic, purpose and intended/target audience

Use: Looks into issues of ownership, property and privacy

Transforms the information from one mode or medium to another (e.g. prepares a slideshow that synthesizes the

Use: Uses ethnography to study a social world relevant to an adolescent

Use: Adopts a stance that promotes the smooth development

Written for adults and reflecting the variety of texts in the literary tradition, including novels, short

(Reading only) Structural irony (i.e. a double meaning established by a naive protagonist that continues throughout the text, such as in Treasure Island or Gulliver’s Travels)

Use: Recurring motifs, concepts, and other patterns

Use: Irony (e.g. situational, dramatic)

Use: Satire

Conventions of specific literary genres (e.g. use of mythical characters in an allegory; scene gathering all

Conventions of specific text types (e.g. use of gutters and panel shape/size in a comic; use of asides,

Use: Multigenre conventions (e.g. journal entries in a novel; historical footage in a contemporary film)

(Reading only) Multimodal conventions (e.g. use of theatrical elements such as costume, set design, makeup,

Multigenre conventions (e.g. use of case studies in a research report; use of narration and/or description to

Multimodal conventions (e.g. video clips or still images interspersed throughout a televised interview; sound

Conventions that establish authority and expertise (e.g. formal register, technical/disciplinary diction/word

Rhetorical strategies to construct a relationship with the subject such as sharing short anecdotes,

Use: Speeches (e.g. pitch an ad campaign, book talk)

Use: Essays dealing with personal and social concerns (e.g. opinion column, position paper)

Use: Persuasive language such as connotation, loaded word

Respect for production constraints that influence the content of a newspaper/magazine/show (e.g. word limit,

Rhetorical strategies such as anticipating and addressing opposing viewpoints, repetition, questions,

Multigenre conventions (e.g. use of melodrama in a series of TV ads; use of fairy tale conventions in an

Multimodal conventions (e.g. sound of grasshoppers to indicate deafening silence in a speech; manipulated

Use: Transformation of ideas/concept from one mode/medium

Use: Thesis/controlling idea (i.e. thesis statement)

Use: Introduction with an engaging lead and an elaboration of topic

Evidence organized as points in a logical sequence (i.e. using a structure such as classification, cause and

Use: Use of a variety of strategies to prove/illustrate point (e.g. anecdote, famous quotations, popular media examples)

Conclusion which convinces reader either to behave (buy, donate, act – ‘call to action’) or to think a certain way

Texts dealing with personal and social concerns, such as political blogs, editorials, televised panel

Use: Essays dealing with issues/topics arising from literature, popular culture and the media

Use: Texts dealing with personal and social concerns (e.g. editorial, blog, research thesis)

Use: Essays dealing with issues arising from literature (i.e. literary essay)

Use: Rhetorical strategies to engage and convince reader

Conventions to establish credibility and authority such as using a formal, academic register; 1st or 3rd

Use: Conventions which establish relationships between id…

Use: Multigenre conventions (e.g. use of personal narrative in an essay; ‘call to action’ conclusion in an editorial)

Multimodal conventions (e.g. video clips of recent news events in a panel discussion; satirical cartoon with

Use: Use of a procedure such as Parliamentary procedure

Use: Basic structure: opening statement of the issue

Rhetorical strategies to address and/or distract opponent such as rephrasing, paraphrasing, and/or

Use: Spoken conventions such as intonation patterns, paus

Use: Introduction which includes a lead, an elaboration of the topic, a clear thesis statement and a path statement

Evidence organized as points in a logical sequence (e.g. using a structure such as classification, cause and

Conventions to establish a sense of unity and coherence (i.e. paragraphs structured using a formulaic

Conclusion which wraps up the argument by: generalizing the thesis/ideas to the human condition, elevating

Use: Proper citation(s) of reference material (e.g. ellipsis points, brackets, formatting, footnotes, bibliography )

Use: Focus on current issues and events in the news

Use: Introduction which situates issue within a local and/or national context

Use: Stance/role of editor is consistent with the ideology of a given news source

Respect for production constraints that influence the editorial content of a newspaper/magazine/show (e.g.

Establish relevance (i.e. image/word/sound coexist and/or are juxtaposed to create meaning/message such as

Values, beliefs, ideologies (e.g. a close-up of a sleeping baby is associated with a new beginning; the