Communication

Introduction

Effective communication requires that we…

1. 1. Connect and engage with others (to share and develop ideas)

   2. Acquire, interpret, and present information (includes inquiries)

   3. Collaborate to plan, carry out, and review constructions and activities

   4. Explain/recount and reflect on experiences and accomplishments

Consider all of these elements as you work through the assignments in this section.


For your final project in this section, you will choose the project that corresponds to your chosen course (New Media 11, Composition 11, Literary Studies 11, Spoken Language 11, Creative Writing 11).


Source: https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/Core_Competencies_Posters.pdf

Summary Explanation of Assignments

Here is a quick overview of the assignments for this unit.  However, be sure you read over the specific assignment instructions that follow for each one.  Review the marking rubrics for the assignments before you start.

ASSIGNMENT 1: Infographic Response

     After looking at expository writing, students will pull facts from an infographic and write a summary paragraph.

ASSIGNMENT 2: Giving Credit

     Working in MLA format, students will summarize an author's main point, integrating quotes to show their understanding of in-text citations and a works cited.

ASSIGNMENT 3: Just the Facts

     By analyzing infographics this assignment will challenge students' comprehension, synthesis and evaluation abilities.

ASSIGNMENT 4: Fake News

     Finding three different articles on one topic, from three different perspectives, students will identify the facts and see how even facts can be framed to persuade readers.

ASSIGNMENT 5: Outside the Box FORUM

     Students will find their own example of exposition in their chosen course, and share it with their classmates.

ASSIGNMENT 6: Write it Up

     Students will analyze a Canadian issue and write an expository paragraph explaining the facts of the situation in MLA format.

ASSIGNMENT 7: Expository Quiz

     Students will attempt a timed quiz, assessing their ability to pull facts out of an infographic.

ASSIGNMENT 8: Final Project

     Students will create a project based on their chosen course to help explain Reconciliation in Canada to an older generation. 

ASSIGNMENT 9: Big Idea Reflection #1

     Students will write a journal to reflect on their understanding of one of the Big Ideas from the ELA 11 course curriculum.

Expository Writing

To best understand the expository writing style, it might be helpful to recognize its root word:  expose. To expose means to uncover or lay something bare. In other words, it means to explain something: to present the facts and to write truthfully, without bias.   Initially, this might sound like expository writing is as simple as stating the obvious.  But it’s more than that.  The following video will give you an in-depth explanation of this useful writing style:   

There are many circumstances wherein the ability to communicate effectively, using the expository style, is a necessity:

• When explaining cause and effect relationships,
• When making comparisons or contrasts
• When illustrating a point or providing examples
• When writing research reports or conducting scientific studies
• When creating ‘how-to” content and other instructional materials

     ...and these are just a few examples.  






Source: https://literarydevices.net/expository-essay/

5-Point Paragraph

Throughout the unit and course, you'll be asked to respond to questions in paragraph form.  For some this comes easily but for others this can be a challenge.  The following strategy can be an effective tool for communicating in writing.  Every well-written paragraph response has these five pieces:

1. Introductory sentence (statement of purpose)
2. Elaboration (unpack the statement of purpose)
3. Support (back up your idea with a quote or reference)
4. Explanation (explain HOW the quote or reference supports your idea)
5. Conclusion or Transition
1. Wrap up your idea so that it feels finished.  Avoid, "I have shown you that..."
2. Transition to the next idea (next paragraph) if applicable

Taking it to the Next Level:

Recognize that each STEP can be REPEATED within a paragraph.  This step begins to demonstrate MASTERY of paragraph writing.  You simply aren't memorizing the 5 pieces but you are able to understand their purpose and use them to your advantage.  For example, you may have more than one support for your idea (perhaps two or three quotes).  Rather than just listing all three quotes and then explaining them in bulk, it would be wise to provide one quote and its explanation followed by the next quote and its explanation and so on. 

For example: 

1. 1. 1. Introductory sentence
      2. Elaboration
      3. Support
         1. Explanation
      4. Support
         1. Explanation
      5. Support
         
         1. Explanation
      6. Conclusion or Transition

Try to remember this as you work through the unit and the rest of the course.

ASSIGNMENT 1.1: Infographic Response

Citations

    English language arts traditionally use the Modern Language Association (MLA) format for writing citations and lists of works cited. The MLA format, when compared to others, is relatively simple to learn. Although, there are a few key details that must be remembered. It is important for writers to know that each type of resource (for example, a novel, an article, a Youtube video, or a website) has its own set of specific requirements when being cited. Therefore, it is vital to pause and carefully check that each citation is done correctly. The Owl Purdue website, created by Purdue University, has become the standard hub of information for these details. 

     You can access the Owl Purdue website HERE.  You'll see a list of different types of sources on the left.  Use this to navigate around and find the instructions for your specific type of source. Keep in mind that this website is created by an educational institution and is just one of many available sources.  However, the Purdue style-guides are known for their accuracy and reliability.  Using online citation generators such as bibme.org and easybib.com  and citationmachine.net can sometimes be effective, but it isn’t recommended.  

     Owl Purdue has produced a set of videos to help writers quickly understand the most common citation-related situations.

• MLA Style In-Text Citations:   In this video, you’ll learn how to use in-text citations in your writing.

ASSIGNMENT 1.2: Giving Credit

Task:

Read this article, posted on the Nanaimo News Bulletin, an online newspaper.  The article is written in the expository style: presenting both sides of the issue, without obvious bias.  Identify one of the perspectives and explain its main idea or concern in a well-written paragraph. 

Use a quote to support your answer.  Remember to include an MLA-style in-text citation, as well as a works cited below your paragraph.

Assessment: Below you will find the exemplary criteria used to assess the assignment.   

Learning Target(s):  Exemplary (6/6):   The student recognizes perspective in the article and can explain its main idea or concern in a way that demonstrates depth of understanding.  The supporting quotation is appropriate; it enhances the explanation.  Quotes are seamlessly integrated.  In text citations and the works cited list both adhere to MLA style and formatting.  

Organization/Supporting Details:  Exemplary (6/6):  Structure is logical and cohesive and the writing as whole may appear effortless.  Supporting details are specific and clearly contribute to the central idea and make insightful connections.

Submission:

Use the "1.2 Giving Credit" link on the main page of this section of the course to upload your assignment to your teacher for marking.

Estimated Allotted Time: 30 min

Infographics

     Infographics are great tools for delivering complex information in a simple way.  Think about the many signs you encounter as you move about your city: crosswalks, gender-specific restrooms, school zones, slippery floors, fragile items, etc.  These sorts of signs are infographics in their most basic form. They communicate an important message, they do it quickly, and they do it visually.  

     But when we think “infographic,” we often imagine a more convoluted graphic, probably mixed with text and charts.  There probably isn’t one logical, left-to-right, way of reading it, like a novel. Sometimes these sorts of infographics are intimidating at first glance.  Unlike your city’s signs, these infographics require a few minutes to read and digest. But, the amount of data that can be communicated in this short time is astounding.  

     Infographics are more than just data delivery systems.  They encourage the reader to synthesize and evaluate the data.  As we examine an infographic, we’re able to make connections between the bits of data and, in doing this, we realize new information.  

ASSIGNMENT 1.3: Just the Facts

Task:

Examine the provided infographic that summarizes Canadian forestry statistics.  The question set below will challenge your comprehension, synthesis, and evaluation.  In other words, you’ll be asked to understand the infographic, to realize new information, and then to form an opinion about that information.  Download and complete the questions below.

Assignment 3 - Just the Facts (.PDF)

Assignment 3 - Just the Facts (.DOCX)

Assessment: Below you will find the exemplary criteria used to assess the assignment.   

Fake News

     “Fake News” has become a household term although the idea of fake news is not new.  Reports of fake news stories are studied all over history (eg. propaganda during WW1 and 2).  With the rise of the online world, and our ability to have news and information at our fingertips, fake news has grown exponentially.  In 2016 people pointed to fake news as playing a part in the US election and now the term “Fake News” is tossed around when people simply don’t like what they are hearing.

For a glimpse into what's to come, watch this video by BBC about the possible future of fake news.

ASSIGNMENT 1.4: Fake News

Recently we saw a rise in Fake News and Bias news in elections.  What the video below to understand the topic further.

Task:

     Think of a story that you have heard of recently. It could be a politician's latest sound bite, news on a certain pipeline, a controversial pandemic response or anything else that you have heard or seen that may interest you.  Try to stick with national or international stories that you believe are true. Find an article describing the story online. This will be your initial source.

     Now, find reports of your story from different sources.  Try to get outside of your regular bubble of information and get the story from two more sources that you wouldn't ordinarily access, perhaps with different objectives or purposes.  You might try using "AllSides".  See below.  You will need to provide links to all three of your stories.  Use the worksheet below.

Assignment 4 - Fake News or Bias (.PDF)

Assignment 4 - Fake News or Bias (.DOCX)

AllSides is an American website with a stated goal to strengthen the country's democracy with "balanced news, diverse perspectives, and real conversation." It does this by presenting news coverage from websites on all sides of the political spectrum in such a way so that an individual can compare and contrast very different accounts of the same event. Watch

NOTE: AllSides is constantly updated to reflect major news events so you will not see the topics shown in this image when you access the site. 

STEP 1: Go to AllSides. On the main page you will see current news events presented in the same manner shown in the image below. 

STEP 2: Click on the news event that you want to examine. You'll be taken to a page that will present links to three different news articles about the event you've selected. Click "Read Full Story" to read each of the three articles in full.

STEP 3: Complete the worksheet and submit it.

Assessment: Below you will find the exemplary criteria used to assess the assignment.   

Learning Target(s):  Exemplary (6/6):  Student can effectively evaluate their chosen sources for relevancy, accuracy, and reliability.  Response takes a critical look at the sources and demonstrates a thorough understanding of their content and has thoroughly considered the author's perspective.  Any bias, contradictions, distortions, or omissions are identified and explained in detail.  

Reflection and Insight:  Exemplary (6/6):  Complex connections and original ideas are included in a thoughtful response that includes specific examples of the student's learning process and understanding of the source material.  Reflection is thorough and insightful and shows maturity in their written expression.

Submission:

Use the "1.4 Fake News" link on the main page of this section of the course to upload your assignment to your teacher for marking.

Estimated Allotted Time: 30 min

Grammar Check Up

Grammar skills are important in many aspects of our life from education to our employment from our social life to our home life. Grammar lays the ground work for effective communication.  When you use your cell phone to call a friend and you have bad reception, you will most likely find that the intent of your conversation will be greatly affected.  Your friend may not understand what you are trying to speak to them about.  The same can be said for our understanding of proper grammar.  Improper grammar can greatly affect the meaning and clarity of our intended message. 

1.  Click on the links below to learn the following grammar lessons:

Solving Sentence-Fragment Problems

Solving Run-On Sentence Problems

2.  Complete these self-marking quizzes to ensure your understanding of the lessons:

Practice Test: Solving Sentence-Fragment Problems

Practice Test:  Solving Run-On Sentence Problems

These assignments DO NOT need to be submitted to your teacher.  Your understanding of these concepts should be displayed in every assignment you submit and your lack of understanding will result in lower grades throughout the course.  They will also be formally assessed on the final exam.  

ASSIGNMENT 1.5: Outside the Box FORUM

Task:

     Exposition is used to explain, describe, give information or inform your audience.  Although we do focus on the written form of exposition, we can find it in many places.  Each of you has chosen a different English 11 course to complete: New Media, Composition, Creative Writing, Literary Studies, and Spoken Language.  Using your chosen course, you are going to find or create an example of exposition and share it with the class. Here are a few ideas to get you started:

• New Media - news cast, infographic, video
• Composition - instruction manuals, exposition in an argumentative article
• Creative Writing - exposition in classic literature, in dialogue, in prose
• Literary Studies - exposition in classical literature
• Spoken Language - video of speech, lecture,

These are just examples; don’t feel limited by them, but just use them to get you started.  Take a look at what has already been submitted and try to think outside the box. You will be uploading your examples/assignment to a forum to share with the class.  Be sure to include the following:

1. 1. 1. 1. 1. Your chosen Course (eg. New Media 11)
            2. Chosen Example
            3. Short Explanation of your choice.  How does this fit the category of exposition?
            4. Works Cited
               
               

Be sure you:

1. Post your example as described above by clicking Add a New Question.
2. Reply/Respond to your classmates' examples by clicking on their topic and selecting Reply.  Try using the following prompts to guide your response to another post:  "I wonder...", "I know...", "I can...". 

Assessment: Below you will find the exemplary criteria used to assess the assignment.   

Learning Target(s):  Exemplary (6/6):  The chosen example is appropriate for the student's course.  The provided explanation is thorough and clearly states its application as an example of exposition.  An MLA-style citation for the source is provided. 

Written Expression:  Exemplary (6/6):  Sentence structure and vocabulary are varied, skillfully written, and carefully chosen.  Work has been proofread and there are few or no errors in spelling, capitalization, punctuation, and grammar.  Content contributes to the central idea and makes insightful connections with logical organization.

Submission:

Use the "1.5 FORUM: Outside the Box" link on the main page of this section of the course to upload your forum contribution by clicking on "Add a New Question" in the forum. Do not submit to the TEACHER ONLY dropbox.

Estimated Allotted Time: 30 min.

ASSIGNMENT 1.6: Write it Up

Lesson:

Writing an expository essay is a simple but important skill.  Being able to communicate a fact to another person is fundamental.  Creating a simple and concise paragraph that can easily be understood is a skill that is often underrated, but it is at the root of all our communication.  People can often explain a simple task like turning on a TV, but when we find larger issues, we sometimes have trouble finding the right words to express the facts clearly.  For this assignment we will not be simply writing a paragraph but will, instead, be writing an essay.  This essay will be similar to a traditional 5 - paragraph essay.  It will have an introductory paragraph, where you introduce your topic.  It should also have a body paragraph for each of your main points.  And finally, it will have a concluding paragraph.  The total number of paragraphs will depend on how many points you are explaining.  Your essay's body paragraphs can follow the 5-point paragraph structure, introduced at the beginning of the unit.

Task:

For this assignment we will take a look at a larger issue:  the twinning of an Alberta-BC pipeline.  Watch this video published my Maclean’s on March 23, 2018 “The Kinder Morgan Trans Mountain pipeline controversy, explained.”  This should give you some background on the issue that has been in the news for many years.  

 

The video alludes to a court decision that was rendered in August 2018.  Read this article from CBC.   It will be your job to first, pull out the facts from the article, and second, to re-represent those facts in your own expository essay. Your essay should inform your audience about the court verdict regarding the Trans Mountain pipeline. You will need to access other sources to find additional information on this issue, to make sure you are clear with your explanation, but be sure to reference all your sources correctly (including a works cited).  

Your essay should be 1 - 2 pages double spaced, times new roman font 12pt font.  You may use the provided article, but must also include other sources. You must include in-text citations, and a works cited page.  Remember to keep away from any bias, and only explain the facts.

 

Assessment: Below you will find the exemplary criteria used to assess the assignment.   

Learning Target(s):  Exemplary (6/6):  Effectively communicates all the important points that are presented in the provided video and article.  Ideas are communicated with clarity and maturity, using vocabulary and tone that are appropriate for the context.  Connections and content are clear and concise.  Accomplishes the purpose with originality, individuality, maturity, and sophistication. In-text citations and works cited follow MLA format, and quotes are integrated into the student's writing seamlessly. 

Written Expression:  Exemplary (6/6): Sentence structure and vocabulary are varied, skillfully written, and carefully chosen.  Work has been proofread and there are few or no errors in spelling, capitalization, punctuation, and grammar.  Content contributes to the central idea and makes insightful connections with logical organization. Responses are skillfully organized, edited and easy to read.

Submission:

Use the "1.6 Write it Up" link on the main page of this section of the course to upload your assignment to your teacher for marking.

Estimated Allotted Time: 40 min

ASSIGNMENT 1.7: Expository Quiz

Task:

Please complete the expository quiz on the main page

The quiz will assess your ability to work with infographics and respond using paragraphs.  Review your notes on writing paragraphs.  You will have 1 hour to complete the quiz.  It is password protected, please contact your teacher for more information.

Submission:

Use the "1.7 QUIZ: Expository Writing" link on the main page of this section of the course to complete the quiz

Estimated Allotted Time: 30 min to prepare - 1 hour to complete

ASSIGNMENT 1.8: PROJECT

Task:

For this final project, you will explore the topic of Aboriginal Reconciliation in Canada.  Your research and final product will be done under your specific course umbrella, as detailed in the course specific handout to follow.  In other words, students who are enrolled in either Composition, Creative Writing, Literature Studies, New Media, or Spoken Language will each have a different approach to this topic. 

All students will be required to:

• • • • Use the skills that you have developed in this course

      • Research the given topic so that you become an expert on it

      • Keep an MLA-style works cited list that will be turned in with your final product

      • Develop an expository product that informs its reader of the topic.

The Topic:

The following resources will help you gain a basic understanding of Aboriginal Reconciliation in Canada.  In order to deepen your understanding so that you are able to effectively complete this project, you are required to conduct your own research as well, exploring avenues of the topic that are most relevant to your course.  

Course Specific Projects

Target Audience:

You will be creating your project for our grandparents' or for some great-grandparents' generation.  (Those born roughly in 1960 or earlier).  This generation, when they were your age, may not have been privileged to have had open dialogue on issues such as this.  In many cases, this situation was perfectly acceptable:  it wasn't considered an issue at all.  So, how would we communicate the topic of Aboriginal Reconciliation in Canada through our modern lense, in a way that previous generations would understand?  A few points to consider as you prepare your expository writing:

• Maintain a respectful approach so that you are not scolding this generation, but helping them to see our new understanding.
• Use formal vocabulary and structure so that your communication is mature and thoughtful.

Course Specific Projects:

Below you will see handouts outlining the project specific to your course.  Please download the handout that corresponds to your enrolled course.  You must only complete the project that corresponds to your course.  

Assessment:  Below you will find the exemplary criteria used to assess the assignment.   

Learning Target(s) - Exemplary (6/6):  Final product demonstrates a rich understanding of diversity within and across First Peoples societies, as well as the diverse perspectives of modern Canadians.  This understanding results from thorough research and close analysis of text which is presented in a Works Cited list with accurate MLA formatting. Ideas are communicated clearly and respectfully, acknowledging the sensitivity of the given topic, in order to build a shared understanding.  

Ideas/Content - Exemplary (6/6): Exemplary development of ideas.  Content is clear, concise and true.  Accomplishes the purpose with originality, individuality, maturity, and sophistication.

Reflection and Insight - Exemplary (6/6):  Complex connections and original ideas are included in a thoughtful response that includes specific examples of the student’s learning process and growth, which has been the result of informed, fact-based, data-driven research.  

Conventions/Sentence Fluency - Exemplary (6/6):  Sentence structure and vocabulary are varied, skillfully written (or spoken), and carefully chosen.  Composition shows maturity in vocabulary, structure, and organization. Reflection on the quality of writing is evident, resulting in few or no errors.  

Submission:

Use the "1.8 Project: Communicating Change" link on the main page of this section of the course to upload your assignment to your teacher for marking.

Estimated Allotted Time: 2-3 hours

ASSIGNMENT 1.9: Big Idea Reflection #1

English 11 is designed around a set of big ideas.  These are meant to guide our thinking as we explore the concepts that are presented to us across the course. Below, you will find one of these big ideas.  In a multi-paragraph journal, explain your understanding (or interpretation) of this big idea.  Consider the things you’ve discovered in this course so far - the texts you’ve read, the ideas you’ve developed.  But also consider your experiences outside of this course - how might they impact your understanding of this big idea?  In other words, what does it mean to you? Why does it matter?

The Big Idea:  The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world.

Assessment: Below you will find the exemplary criteria used to assess the assignment.   

Learning Target(s) - Exemplary (6/6):  Develops a rich understanding and makes meaningful personal connections between self and the big idea.  Elaborates and explains these connections in depth, providing examples. Ideas and viewpoints are personal, but also consider the perspectives of others.  

Written Expression-  Exemplary (6/6):  Sentence structure and vocabulary are varied, skillfully written, and carefully chosen.  Work has been proofread and there are few or no errors in spelling, capitalization, punctuation, and grammar.  Content contributes to the central idea and makes insightful connections with logical organization. Responses are skillfully organized, edited and easy to read.

Submission:

Use the "1.9 Big Idea Reflection #1" link on the main page of this section of the course to upload your assignment to your teacher for marking.

Estimated Allotted Time: 40 min