Identifying Topic,Purpose, and Audience
1.1 identify the topic, purpose, and audience for a
variety of writing tasks (e.g., a letter of application
to a specific program at a postsecondary school;
the script for a satirical monologue on contemporary
issues and popular culture to be delivered
to their peers; an essay analysing character
development in a literary work; an adaptation
of a complex scene from a Shakespeare play into
a narrative for an English language learner)
Teacher prompt: “How do you plan to incorporate
elements that are specific to drama,
such as the reliance on dialogue to convey
information, into your narrative?”
Generating and Developing Ideas
1.2 generate, expand, explore, and focus ideas
for potential writing tasks, using a variety
of strategies and print, electronic, and other
resources, as appropriate (e.g., record notes
from a group discussion about a literary work
to generate ideas for an analytical essay on
the work; use a variety of strategies, including
inquiry, divergent thinking, and discussion with
peers, to explore a potential topic and generate
ideas for writing an informational report; use a
writer’s notebook while reading literary texts to
jot down and keep a record of ideas for creative
writing; brainstorm to develop a focus for their
research, formulate a question that encapsulates
the focus, and establish their research parameters
to suit the focus; 1 consult print, electronic, and
other resources, including public and postsecondary
library collections, to identify potential
sources of information for a report or essay;
create and annotate a list of website addresses
that may be useful in researching a topic; before
starting their research, interview community
business people, representatives of volunteer or
community-service organizations, or social-issue
advocates, as appropriate to their topic; record
all sources used to gather ideas and information,
so that if they use the ideas and information,
they can credit the original author, avoid plagiarism,
and provide a complete bibliography or
reference list)
Teacher prompts: “How can you narrow
your focus for this essay?” “Are there deeper
questions that you should be exploring?” “How
will you ascertain areas of overlap among all
these sources of information and establish a
clear direction for your writing?”
Research
1.3 locate and select information to fully and
effectively support ideas for writing, using a
variety of strategies and print, electronic, and
other resources, as appropriate (e.g., create a
research plan and track their progress; identify
a wide range of sources that could provide
