Developing and Organizing Content
Generate, gather, and organize ideas and information to write for an intended purpose and audience identify the topic, purpose, and audience for several different types of writing tasks generate and focus ideas for potential writing tasks, using several different strategies and print, electronic, and other resources, as appropriate   locate and select information to support ideas for writing, using several different strategies and print, electronic, and other resources, as appropriate   identify, sort, and order main ideas and supporting details for writing tasks, using several different strategies and organizational patterns suited to the content and the purpose for writing   determine whether the ideas and information gathered are relevant to the topic, sufficient for the purpose, and meet the requirements of the writing task	Lessons Magazine Production   Scripting a Crime Drama Images of Learning: Secondary Sex in Advertising The Pornography Debate Don't Drink and Drive: Assessing the Effectiveness of Anti-Drinking Campaigns Hoax? Scholarly Research? Personal Opinion? You Decide! ICYouSee: A Lesson in Critical Thinking Thinking About Hate Deconstructing Web Pages Activities and Student Handouts Internet Glossary: Authenticating Online Information 5 W's of Cyberspace  Backgrounders Evaluating Internet-Based Information: A Goals-Based Approach                                        Evaluating Internet Research Sources How To Discourage Plagiarism How to Search the Internet Effectively Quick Tips for Authenticating Online Information MNet Special Initiatives Making Your Voice Heard: A Media Toolkit for Youth
Using Knowledge to Form Style
Draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience write for different purposes and audiences, using several different literary, graphic, and informational forms   establish an identifiable voice in their writing, modifying language and tone to suit the form, audience, and purpose for writing    use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear and vivid for their intended audience   explain how their own beliefs, values, and experiences are revealed in their writing revise drafts to improve the content, organization, clarity, and style of their written work, using a variety of teacher-modelled strategies produce revised draft pieces of both simple and complex texts written to meet criteria identified by the teacher, based on the curriculum expectations	Lessons Don't Drink and Drive: Assessing the Effectiveness of Anti-Drinking Campaigns Scripting a Crime Drama News is Not Just Black and White: Diversity Audit
Applying Knowledge and Conventions
Use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively proofread and correct their writing, using guidelines developed with the teacher and peers explain the relationship between media works and their audiences use several different presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their written work and to engage their audience   produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations	Lessons The Pornography Debate Don't Drink and Drive: Assessing the Effectiveness of Anti-Drinking Campaigns Hoax? Scholarly Research? Personal Opinion? You Decide! ICYouSee: A Lesson in Critical Thinking Activities and Student Handouts Internet Glossary: Authenticating Online Information 5 W's of Cyberspace Backgrounders Evaluating Internet-Based Information: A Goals-Based Approach                                        Evaluating Internet Research Sources How To Discourage Plagiarism How to Search the Internet Effectively Quick Tips for Authenticating Online Information
Reflecting on Skills and Strategies
Reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process describe several different strategies they used before, during, and after writing, explain which ones they found most helpful, and identify several specific steps they can take to improve as writers identify several different skills they have in listening, speaking, reading, viewing, and representing, and explain how these skills help them write more effectively   select several examples of different types of writing that they think most clearly reflect their growth and competence as writers, and explain the reasons for their choice	MNet Special Initiatives Making Your Voice Heard: A Media Toolkit for Youth