Creating texts

Students create imaginative, interpretive, and/or persuasive texts for different purposes, audiences, and contexts, in written, oral, and/or multimodal forms. The text type and mode chosen for creating a text should be appropriate for the intended purpose, context, and audience, either real or implied.

For example, students might create:

• an advocacy website
• a written narrative
• an article for a youth magazine
• an advertisement that targets adolescents
• an interactive children’s story
• a visual essay on a topic of interest
• a digital slide display to inform a target group about a community issue.

Students create original oral texts or base their oral response on an existing text(s). Examples include a monologue as a character from a text, or a presentation of poetry, or a scene from a play. Students are supported in presenting their oral texts through speaking to an audience such as the whole class or a small group, or in a one-on-one conversation. Oral responses are delivered to an audience or recorded in an appropriate digital form. Contexts may be real or implied. The use of digital technology and multimedia in oral presentations is encouraged.

Students may create texts following the reading, listening, or viewing of another text. For example, students may develop a theme or style of a text to create an entirely new text with its own distinctive features. Students experiment with text conventions, language features, and multimodal techniques observed in text analysis to develop and sustain voice, tone, and style in their own text.

Students are expected to use accurate spelling, punctuation, syntax, and conventions. This is achieved, in part, through considered planning, drafting, editing, and proofreading.

Hearing-impaired and/or speech-impaired students may demonstrate their learning using alternative means of communication, such as signing or the use of appropriate technology, for the oral modes.