CC9.3b
Select and use appropriate strategies to communicate meaning before (e.g., considering and valuing own observations, experiences, ideas, and opinions as sources for ideas), during (e.g., shaping and reshaping drafts with audience and purpose in mind), and after (e.g., ensuring that all parts support the main idea or thesis) speaking, writing, and other representing activities.
Indicators for this outcome
(a)

Demonstrate an understanding of the creating process by planning, creating drafts, revising, and creating a final version.

(b)

Progress through stages/phases of the creating process (i.e., before [pre-], during [drafting], and after [revising] presenting) as needed.

(c) 'Analyze, evaluate, and apply the strategies used before, during, and after speaking, writing, and other forms of representing including:

Before:

  • consider prompt or find a topic and activate prior knowledge (e.g., consider the key components of communication including purpose, role, audience, format, and topic; consider timelines and deadlines)
  • consider purpose and audience (e.g., consider if the communication is to entertain, explain, surprise, persuade, describe, or narrate; consider how to engage intended audience and what response is wanted from them)
  • consider and generate specific ideas and information that might be included (e.g., consider and value own observations, experiences, ideas, and opinions as sources for ideas; use free writing, clustering, or another selecting activity to explore and find a focus)
  • consider and choose/adapt a possible form (e.g., consider the frame or form that could be used to best present ideas and that would be appropriate to audience and purpose)
  • collect and focus ideas and information (e.g., consider how much is already known about the subject, what additional information is available, and where it may be found)
  • plan and organize ideas for drafting (mapping and authoring) (e.g., state focus for communication in sentence and then map or outline a plan that might develop that focus)
  • consider qualities of effective communication and the language to use (e.g., consider what to emphasize in the communication and what tone or voice could be used).

During:

  • create draft(s) and experiment with possible product(s) (e.g., develop a first draft that introduces the topic and gives the focus statement, covers each part of the topic, uses details explaining the topic, and ends in a way that gives the viewer, listener, reader a final thought; shape and reshape draft with audience and purpose in mind)
  • confer with others (e.g., articulate hopes for composition and solicit feedback and suggestions from peers and others)
  • use language and its conventions to construct message (e.g., use the right level of language for purpose and audience)
  • reflect, clarify, self-monitor, self-correct, and use a variety of "fix-up" strategies (e.g., check for active, forward-moving sentences; cut, clarify, and condense)
  • acknowledge sources (e.g., acknowledge and cite sources accurately)
  • experiment with communication features and techniques (e.g., try creating in a different style for a different audience).

After:

  • revise for content and meaning (adding, deleting, substituting, and rethinking) (e.g., cut information that does not support focus; add information if additional points need to be made; refine so ideas are interesting, colourful, and understood)
  • revise for organization (e.g., consider what parts are working together well; review method of development; consider if the opening and closing are appropriate; consider if a written composition reads smoothly and clearly)
  • revise for sentence structure and flow (e.g., test and revise sentences for variety, verb choice, and length)
  • revise for word choice, spelling, and usage (e.g., consider clarity and quality of words)
  • proofread for mechanics and appearance (e.g., check for spelling, usage, and mechanics)
  • confer with peers, teacher, or others (e.g., provide meaningful feedback based on specific observations; keep comments positive and constructive)
  • polish, practise, and decide how work will be shared and published (e.g., review purpose and consider if the communication succeeds)
  • share final product, reflect, consider feedback, and celebrate learning (e.g., prepare a portfolio; submit a manuscript).
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