Course Descriptor

English Language Arts

Writing
2203
September 1, 2016
Level of Instruction
Senior High
Curriculum Overview:
Writing 2203 is an optional English language arts course designed to
accommodate a wide range of student interests and abilities. It offers
students an opportunity to explore both writing and creating as a means of
personal expression as well as a method of communication. Students will
learn to adapt their writing for specific purposes and audiences. This course
emphasizes the characteristics of effective writing with an additional focus
on writing creatively through a variety of forms and genres.
The emphasis throughout the course is on the improvement and refinement
of students writing through extended practice. Writing is viewed as a
process involving a range of strategies. Students are expected to
demonstrate a commitment to the crafting of a range of writing and to use
technology to effectively serve their communication purposes.
Curriculum Documents
English 2203: A Curriculum Guide (2014)
Foundation for the Atlantic Canada English Language Arts
Curriculum; K-12 (1999)
Authorized Resources
Expressions (iSkills) McGraw Hill Ryerson (student and teacher
text)
Digital eBook (Newfoundland and Labrador iLiteracy Resource
Site www.nlilit.ca) (teacher resource)
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 Write Like This, Kelly Gallagher (teacher resource)

Project Media, Emond Montgomery Publications (teacher text and
resource)
Writing 2203: A Curriculum Guide (2014)
Write Traits Advanced Level I
Supplementary Resources
N/A
Assessment (Assessment and Evaluation Policy)
See appropriate document.
Note:
1. All evidence of learning shall be considered when determining a
students final grade. Averaging shall not be used as a sole indicator of
a students level of attainment of the course outcomes.
2. Homework and student behavior (except where specified in
Provincial documents) shall not be given a value for assessment.
3. To ensure student achievement of the outcomes, teachers are
expected to use a variety of assessments from the following internal
data sources:
Formal and informal observations (anecdotal records,
checklists, etc.)
Written responses (learning logs, journals, blogs, etc.)
Projects (long and short term)
Research (brochures, flyers, posters, essays, graphic
organizers)
Student presentations (seminars, speeches, debates,
discussions)
Peer assessments
Self-assessments (exit and entrance cards, learning
inventories, yes/no activities, learning contracts)
Conferencing (questioning, ongoing records, checklists,
etc.)
Digital evidence (web page, blog, PowerPoint, Prezi,
interactive white board)
Portfolios
Individual and group participation (demonstrations,
interviews, questioning, role play, drama)
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 Work samples (investigations, learning logs, journals,

blogs)

Assessment and Evaluation Plan:

A growth portfolio / work collection of each student's writing production is
mandatory and will be weighted as follows:
Growth Portfolio / Work Collection .
.100%
When assigning a portfolio grade for reporting purposes, teachers should
weight the components as outlined below:
Expressive Writing

25%

Transactional Writing

25%

Poetic Writing

25%

Media

25%

Note: This course is not subject to any formal examinations.

Table of Specifications: (if applicable).
N/A
Resource Links:
English Language Arts Writing 2203 Curriculum Guide
http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/english/eng2203
/Writing_2203_July30_2014.pdf
Professional Learning Site, Department of Education
https://www.k12pl.nl.ca/
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Foundation / Framework Document

http://www.gov.nl.ca/edu/k12/curriculum/documents/english/english
.pdf
Other

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