Metacognition
4.1 demonstrate insight into their strengths and
weaknesses as writers, and practise the strategies
they found most helpful when writing
particularly complex texts to improve their
writing skills (e.g., assess the strategies they have
used for overcoming writer’s block, and explain
the specific ways in which these strategies have
been helpful; describe to peers how they revised
a first draft to strengthen content and style; create
a list of tips to be used in peer editing of their
writing, including the kind of assistance and
advice that they feel would specifically benefit
them; compare their current writing skills with
those required for higher education, and identify
specific goals for improvement)wanted to delete before finalizing this piece
of writing?” “In which areas of language
usage are you strong, and in which areas
are you weak?”
Interconnected Skills
4.2 identify a variety of skills they have in listening,
speaking, reading, viewing, and representing,
and explain how these skills help them write
more effectively (e.g., identify the benefits of
reading their work aloud to an audience as a
revising strategy; describe the specific ways in
which individual texts they have read have
influenced their writing)
Teacher prompt: “How does your participation
in a writing group help you to see the strengths
and weaknesses of your own written work?”
Portfolio
4.3 select a variety of types of writing that they
think most clearly reflect their growth and
competence as writers, and explain the reasons
for their choice (e.g., select a finished piece of
writing that they feel best reflects their abilities
as a writer, and explain why they chose it; select
a finished piece of work that taught them something
valuable about writing that they will continue
to find useful in their future academic work)
Teacher prompts: “What pieces do you think
would best represent your writing talent to
your postsecondary teachers?” “What pieces
do you think might be worthy of revision for
publication in the future?”
