Nova Scotia

8 use writing and other ways of representing to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination

• 8.1 demonstrate competence in the frequent use of writing and representing strategies to extend learning; to explore their own thoughts and consider others' ideas, to reflect on their feelings, values, and attitudes; and to identify problems and describe logical solutions

• 8.2 identify and reflect upon strategies that are effective in helping them to learn; describe their personal growth as language learners and language users

• 8.3 begin to use various forms of note-making appropriate to various purposes and situations

• 8.4 demonstrate an awareness of how and when to integrate interesting effects in imaginative writing and other ways of representing; include thoughts and feelings in addition to external descriptions and activities; integrate detail that adds richness and density; identify and correct inconsistencies and avoid extraneous detail; make effective language choices relevant to style and purpose, and, when appropriate, select more elaborate and sophisticated vocabulary and phrasing

  • Choose the synonym (8-S.1)
  • Choose the antonym (8-S.2)
  • Use the correct homophone (8-U.1)

9 create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

• 9.1 continue to develop writing forms previously introduced and expand this range to produce, for example, autobiographies, drama, surveys, graphs, literary responses, biographies, illustrations, and reviews

• 9.2 consider and choose writing forms that match both the writing purpose (to define, report, persuade, compare) and the reader for whom the text is intended (understand why language choice, organization, and voice used in an essay differs from that used in a media advertisement)

• 9.3 understand that ideas can be represented in more than one way and used with other forms of representing (speeches, demonstrations, plays)

• 9.4 keep the reader and purpose for writing in mind when choosing content, writing style, tone of voice, language choice, and text organization

  • Identify audience and purpose (9-B.2)

• 9.5 know how and when to ask for reader feedback while writing and incorporate appropriate suggestions when revising subsequent drafts; assess self-generated drafts from a reader's/viewer's/ listener's perspective

10 use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity, precision, and effectiveness

• 10.1 build and rely upon a broad knowledge base of how words are spelled and formed; use such knowledge to spell unfamiliar words and expand vocabulary; regularly use resource texts to verify spelling; use punctuation and grammatical structures capably and accurately; use a variety of sentence patterns, vocabulary choices, and paragraphing with flexibility and creativity to engage readers

  • Use personification (8-M.1)
  • Alphabetical order (8-Y.1)
  • Choose between adjectives and adverbs (8-HH.4)

• 10.2 choose, with increasing regularity, the prewriting, drafting, revising, editing, proofreading, and presentation strategies to aid in producing various texts

• 10.3 attempt to use various technologies for communicating to a variety of audiences for a range of purposes

• 10.4 demonstrate a commitment to crafting pieces of writing and other representations

• 10.5 gather information from a variety of sources (interviews, film, CD-ROMs, texts) and integrate ideas in communication