Write informational and literary texts that:

• use various elements of discourse (e.g., purpose, speaker, audience, form) in narrative, expository, persuasive, informational, and/or descriptive texts
• exhibit logical structures appropriate to audience, purpose, and context
• have a central foci and strong messages
• structure material in appropriate styles for audience
• define the main idea by selecting relevant, logical details that meet the reader's perceived needs
• organize ideas in a logical and appropriate sequence
• include smooth transitions
• provide logical and convincing conclusions.

Select, use, and evaluate purposefully a variety of before (page 28), during (page 29), and after (page 30) strategies to construct and communicate meaning when writing.

Understand and apply language cues and conventions to construct and communicate meaning when writing including:

• Pragmatic cues and conventions: selecting and using language that includes people across cultures, races, genders, ages, and abilities, and avoids common usage problems including imprecision and the use of jargon, slang, euphemism, clichés, gobbledygook, and "abusages" (such as "Me and John...", "I can't get no...,""Like,...").
• Textual cues and conventions: creating written texts that are unified (i.e., all elements combined to form a single whole or "oneness") and coherent (i.e., consistent, logically arranged, and connected).
• Syntactic cues and conventions: using sentences that are varied in form (e.g., parallelism, inversion, subordination); are free of misplaced qualifiers and dangling qualifiers; show agreement of subject and verb, consistency in verb tense, pronoun agreement, and clear pronoun reference; and use correctly that/which, who/whom, and punctuation.
• Semantic/lexical/morphological cues and conventions: using words correctly including prepositions (e.g., suited to, suited for), homonyms (e.g., to, too, two), plurals and possessives (e.g., the cat's paws, students' projects, people's pets), and meaning (e.g., then/than; few, fewer/less, lesser).
• Graphophonic cues and conventions: recognizing and using Canadian spelling conventions and clear pronunciation to aid spelling (e.g., accept, except).
• Other cues and conventions: using appropriate written elements (e.g., font size, type face, formatting); writing legibly with appropriate speed and control; using communication elements such as neatness, underlining, indentations, spacing, and margins to enhance clarity and legibility of communication.

Write an explanation and defence of personal point of view that:

• explains writer's beliefs about an important subject
• identifies focus of essay in opening paragraph
• organizes ideas in a logical and appropriate sequence
• includes smooth transitions
• provides logical and convincing conclusions.

Write a biographical profile that:

• includes key ideas learned about the person
• begins by sharing some important background information
• describes the subject and explains what he or she accomplished
• ends by leaving the readers with something to think about and consider

Write a problem-solution essay (e.g., an essay in which you analyze a problem and present one or more solutions) that :

• focuses on a problem that is important to self
• identities the problem in a clear statement
• analyzes the problem thoroughly, explaining its parts, history, and causes
• weighs possible solutions, what is being done to address the problems, and suggestions or solutions
• determines what readers need to know
• explains why situation exists and how it can be fixed
• includes all the important facts and reasons
• ends effectively explaining what the writer would like to see done.

Write a business letter (e.g., letter of complaint, e-mail request) that:

• uses a consistent style (semi-block or full block)
• presents information completely and in the correct order
• includes all the parts of a business letter – heading, inside address, salutation, body, complimentary closing, and signature
• states purpose clearly and immediately
• gives complete and accurate details
• states clearly what the writer wants the reader to do
• avoids expressions that are wordy, clichéd, vague, or discriminatory
• begins, continues, and ends with courteous tone
• determines what the recipient needs to know.

Write fictionalized journal entries (e.g., of a literary character or a historical figure) that:

• focus on a made-up character or someone read about or observed
• focus on an ongoing event or experience
• contain impressions, reflections, and observations about life, people, and experiences
• give insight into the personality and values of the character.

Write a short script (e.g., a short play or a script for an advertisement) that:

• includes stage directions that indicate the time and place of the action, entrances and exits, and what characters are doing on stage
• gives details of setting that lead into the beginning of the script
• employs dialogue (characters' words) that moves the action along
• builds around a believable conflict or problem that makes sense in the lives of the main characters
• includes (if multimedia) graphics, music, Blend In, Cut To, Fade In, Fade Out, Insert, and other elements.

Experiment with and explore a variety of written text forms (such as letter of complaint, obituary, brochure) and techniques (such as figurative language, literary devices, anecdotes).