June 2016 – DRAFT CURRICULUM www.curriculum.gov.bc.ca ? Province of British Columbia ? 1
Area of Learning: ENGLISH LANGUAGE ARTS 10–12
COMPOSITION 10 (2 credits)
Description
Composition 10 is designed for students who have an interest in developing their skills in written communication in a variety of contexts.
The course provides students with opportunities to think critically as they explore, extend, and refine their writing. Within a supportive
community of writers, students will work individually and collaboratively to explore and create coherent, purposeful compositions. They will
develop their craft through processes of drafting, reflecting, and revising to build a body of work that demonstrates breadth, depth, and
evidence of writing for a range of situations. The course provides opportunities for diverse learners to be supported in developing and
refining their writing abilities.
The following are possible areas of focus within Composition 10:
? narrative, expository, descriptive, persuasive, and opinion pieces
? planning, drafting, and editing processes
? writing for specific audiences and specific disciplines
? how to cite sources, consider the credibility of evidence, and evaluate the quality and reliability of the source
Suggested interdisciplinary links:
? publishing process and industry (Applied Design, Skills, and Technologies)
? writing within a specific field or profession (Social Studies, Science, Math)
? researching and writing within a specific academic discipline (Science, Social Studies)
? advertising writing accompanied by art/graphics (Visual Art; Applied Design, Skills, and Technologies)
Ministry of Education
June 2016 – DRAFT CURRICULUM www.curriculum.gov.bc.ca ? Province of British Columbia ? 2
Area of Learning: ENGLISH LANGUAGE ARTS — Composition Grade 10
BIG IDEAS
The exploration of text and
story deepens our
understanding of diverse,
complex ideas about identity,
others, and the world.
People understand text
differently depending on
their worldviews and
perspectives.
Texts are socially,
culturally, geographically,
and historically
constructed.
Language
shapes ideas
and influences
others.
Questioning what we hear,
read, and view contributes
to our ability to be educated
and engaged citizens.
Learning Standards
Curricular Competencies Content
Using oral, written, visual, and digital texts, students are expected individually and collaboratively to
be able to:
Comprehend and connect (reading, listening, viewing)
? Read for enjoyment and to achieve personal goals
? Recognize and appreciate the role of story, narrative, and oral tradition in expressing First
Peoples perspectives, values, beliefs, and points of view
? Recognize the diversity within and across First Peoples societies represented in texts
? Recognize the influence of place in First Peoples and Canadian texts
? Access information for diverse purposes and from a variety of sources and evaluate its
relevance, accuracy, and reliability
? Apply appropriate strategies in a variety of contexts to comprehend written, oral, visual, and
multimodal texts; guide inquiry; and extend thinking
? Synthesize ideas from a variety of texts/sources
? Recognize and appreciate how various forms, structures, and features of texts reflect a variety
of purposes, audiences, and messages
? Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts
? Recognize and identify the role of personal, social, and cultural contexts, values, and
perspectives in texts
? Recognize how language constructs personal, social, and cultural identity
? Construct meaningful personal connections between self, text, and world
Students are expected to know the following:
Text features and structures
? features and structures of First Peoples text:
— narrative structures found in First Peoples
texts
— issues related to the ownership of First
Peoples texts, and protocols for their use
— the legal status of First Peoples oral tradition
in Canada
Writer’s craft
? characteristics of writers
? voices, styles, and perspectives
? writing as a process
? authentic audiences and real-world purposes
Writing genres
? forms of written communication
? relationship between form and function
? different purposes
? formats
Ministry of Education
June 2016 – DRAFT CURRICULUM www.curriculum.gov.bc.ca ? Province of British Columbia ? 3
Area of Learning: ENGLISH LANGUAGE ARTS — Composition Grade 10
Learning Standards (continued)
Curricular Competencies Content
? Respond to text in personal, creative, and critical ways
? Evaluate how literary elements, techniques, and devices enhance and shape meaning and
impact
? Recognize an increasing range of text structures and how they contribute to meaning
Create and communicate (writing, speaking, representing)
? Respectfully exchange ideas and viewpoints from diverse perspectives to build
shared understanding and extend thinking
? Demonstrate speaking and listening skills in a variety of formal and informal contexts for a
range of purposes
? Use writing and design processes to plan, develop, and create engaging and meaningful
literary, imaginative, and informational texts for a variety of purposes and audiences
? Express and support an opinion with credible evidence
? Reflect on, assess, and refine texts to improve their clarity, effectiveness, and impact
according to purpose, audience, and message
? Use the conventions of Canadian spelling, grammar, and punctuation proficiently and as
appropriate to the context
? Use acknowledgements and citations to recognize intellectual property rights
? Transform ideas and information to create original texts, using new or unfamiliar genres,
forms, structures, and styles
? Use the writer’s craft and demonstrate skills characteristic of writers
Writing style
? literary techniques and devices
? stylistic choices
? techniques of specific genres
Ministry of Education
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