Course Descriptor
English Language Arts
Writing 2203
September 2015
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.
Authorized Learning Resources:
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Expressions (iSkills) – McGraw Hill Ryerson (student and teacher text)
Digital eBook (Newfoundland and Labrador iLiteracy Resource Site – www.nlilit.ca)
(teacher resource)
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
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Assessment:
Assessment in this course is governed by the Assessment and Evaluation Policy of the former
Labrador School Board.
http://www.lsb.ca/FRAME/FPOLICES.html
Note:
1. All evidence of learning shall be considered when determining a student’s final grade.
Averaging shall not be used as a sole indicator of a student’s 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:
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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)
Work samples (investigations, learning logs, journals, blogs)
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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:
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Expressive Writing
Transactional Writing
Poetic Writing
Media
25%
25%
25%
25%
Note: This course is not subject to any formal examinations.
Resource Links:
English Language Arts Writing 2203 Curriculum Guide
http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/english/eng2203/Writing_2203_July3
0_2014.pdf
Professional Learning Site
https://www.k12pl.nl.ca/curr/10‐12/ela/2203.html
Foundation / Framework Document
http://www.gov.nl.ca/edu/k12/curriculum/documents/english/english.pdf
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