D3. Applying Knowledge of Conventions
Specific Expectations
Spelling
D3.1
consistently use knowledge of spelling rules and patterns, a variety of resources, and appropriate strategies to identify and correct their own and others’ spelling errors (e.g., select and use print and electronic spelling resources judiciously, demonstrating awareness of variant spellings, such as U.S. spellings; distinguish between homonyms when editing a peer’s writing; use irregular spellings for effect in an advertisement aimed at a teenaged audience; use electronic dictionaries to check spelling regularly and without prompting; identify words that they regularly misspell and implement appropriate strategies to avoid repeating the errors)
- What steps can you take to remember the correct spelling of that word and avoid repeating the error in the future?
- Where have you seen irregular spellings used on purpose? Why do you suppose they were used in those cases?
Vocabulary
D3.2
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 and with increasing effectiveness (e.g., consult specialized dictionaries and relevant websites to identify appropriate, current terminology to use in referring to various cultural groups in Canada; incorporate specialized terminology appropriate to the topic in an essay on an issue related to First Nations, Métis, or Inuit cultures or communities; use an etymological dictionary to identify the original meaning of a word and meanings it has acquired over time)
- How could you explore other ways of wording this idea? What Indigenous and non-Indigenous resources could you consult?
- What other texts could you read to expand the vocabulary you use to write about this topic?
- Are the words you have used in this description likely to be familiar to your audience? If not, what other words might you select?
Punctuation
D3.3
use punctuation correctly and effectively to communicate their intended meaning (e.g., use commas correctly to separate words, phrases, and clauses; correctly introduce and punctuate both short and long quotations in the body of an essay, properly setting off block quotations; use semicolons where appropriate to create balance and parallelism in sentences with two or more clauses)
- How do you know when to run a quotation into the text and when to set it off as a block? What is the accepted way to set off a quotation?
Grammar
D3.4
use grammar conventions correctly and appropriately to communicate their intended meaning clearly and effectively (e.g., use a variety of sentence structures correctly to communicate complex ideas; use coordination and subordination correctly and appropriately; use parallelism and balance to aid clarity; use pronoun case, number, and person correctly; use verb tenses correctly in reported dialogue; use active and passive voice appropriately for the purpose and audience)
- How would you rewrite this series of sentences to create parallelism?
- In general, your consistent use of the active voice to persuade readers of your point of view is appropriate, but where in your essay might you use the passive voice effectively?
Proofreading
D3.5
regularly proofread and correct their writing (e.g., ask peers to check their drafts for errors in spelling, vocabulary, punctuation, and grammar, then consult print and electronic resources to confirm the accuracy of the feedback they receive and make corrections where necessary; use the Track Changes function in their word-processing program when entering proofreading changes, and keep a file of these corrections for future reference)
- What steps can you take to confirm that peer feedback is accurate and appropriate?
- How can the Track Changes tool be of help in the writing process?
Publishing
D3.6
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 (e.g., select an appropriate format for a letter they are writing to the editor of a specific newspaper; choose design features that will appeal to their peers when creating a blog for that audience)
- Who is the audience for your blog? How does your choice of design features and layout reflect that audience?
Producing Finished Works
D3.7
produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations and respecting First Nations, Métis, and Inuit communication styles (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)
- How might incorporating some quotations into your poetry critique help your readers understand your point of view? Where would they be most effective?