| Alberta, Northwest Territories and Nunavut |
- Students will experiment with language, image and structure.
- Students will consider new perspectives.
- Students will relate form, structure and medium to purpose, audience and content.
- Students will relate elements, devices and techniques to created effects.
- Students will connect self, text, culture and milieu.
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| British Columbia and Yukon |
- Students will demonstrate an awareness of the influences of gender, ethnicity, and class on literature.
- Students will create personal responses to literature through writing, speech, or visual representation.
- Students will evaluate the purpose and effectiveness of literary devices, forms, and techniques.
- Students will demonstrate an understanding of the purpose and effectiveness of recurring images, motifs, and symbols.
- Students will identify distinguishing characteristics of a writer's style.
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| Manitoba |
- Students will explain how new ideas, information, experiences, and perspectives clarify interpretations of their own and others' texts (Section 1.2.1 of the Manitoba Curriculum Framework of Outcomes and Standards).
- Students will vary language and forms of expression to discover their potential and limitations for creating particular effects (Section 1.1.3 of the Manitoba Curriculum Framework of Outcomes and Standards).
- Students will experiment with and use language, visual elements, and sound to articulate ideas and create a dominant impression, mood, tone, and style (Section 2.3.4 of the Manitoba Curriculum Framework of Outcomes and Standards).
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| New Brunswick, Nova Scotia, Newfoundland and Labrador, Prince Edward Island |
- Students will demonstrate how spoken language influences and manipulates, and how it reveals ideas, values, and attitudes.
- Students will prepare informed personal responses to increasingly challenging print and media texts and reflect on their responses.
- Students will make effective choices of language and techniques to enhance the effects of imaginative writing and other ways of representing.
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| Ontario |
- Students will communicate orally for a range of purposes, using language appropriate for the intended audience (Section 2.1 of The Ontario Curriculum).
- Students will establish a distinctive voice in their writing, modifying language and tone skilfully and effectively to suit the form, audience, and purpose of the writing (Section 2.2 of The Ontario Curriculum).
- Students will explain, with increasing insight, how their own beliefs, values, and experiences are revealed in their writing (Section 2.5 of The Ontario Curriculum).
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| Quebec |
- Students will show an understanding of the nature and function of language.
- Students will show an understanding of the different types of discourse.
- Students will show the ability to follow an appropriate process in composing an oral, written, or visual discourse.
- Students will show the ability to develop their own viewpoint through participation in the communication process.
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| Saskatchewan |
Students will write for a variety of purposes, including to:
- reflect, clarify, and explore ideas;
- express understanding;
- describe, narrate, inform, and persuade;
- express self;
- create and entertain;
- experiment with various forms of writing.
Students will read for a variety of purposes, including to:
- relate literary experience to personal experience;
- explore human experiences and values reflected in texts;
- understand the ideas, values, and cultures of peoples past and present;
- assess an author's ideas and techniques.
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