English Online Tutors, English Online Tuition Classes, English Online Private Teachers near me in British Columbia ( BC ), Canada ( Ca )

 

Spoken English, English Grammar Online Tuition Classes, English Online Tutors, English Online Private Teachers, English Live Classes and English Live Tutors near me in British Columbia - BC, Canada - Ca :

 

Wise Turtle Academy delivers excellent Spoken English Live Classes, English Grammar Online Tuition Services ( English Online Tutors, English Online Private Teachers, English Live Tutors, English Live Classes & English Online Tutoring ) near me and near you to the students & clients across different areas within the province of British Columbia, Canada. The prominent areas of British Columbia, Canada covering our services are Abbotsford, Agassiz, Aldergrove, Anmore, Belcarra, Blubber Bay, Boston Bar, Bowen Island, Brackendale, Britannia Beach, Burnaby, Cawston, Chilliwack, Coquitlam, Cultus Lake, D'arcy, Delta, Deroche, Dewdney, Egmont, Furry Creek, Gambier Island, Garden Bay, Garibaldi Highlands, Gibsons, Gillies Bay, Harrison Hot Springs, Harrison Mills, Hope, Lake Errock, Langley, Lindell Beach, Lions Bay, Lund, Madeira Park, Maple Ridge, Mayne Island, Mission, Mount Currie, New Westminster, North Bend, North Vancouver, Pemberton, Pitt Meadows, Port Coquitlam, Port Mellon, Port Moody, Powell River, Richmond, Roberts Creek, Rosedale, Sechelt, Seton Portage, Spuzzum, Squamish, Surrey, Tsawwassen, Tulameen, Van Anda, Vancouver, West Vancouver, Whistler, White Rock, Winter Harbour, Woss, Yale. There are much more areas within British Columbia ( BC ), Canada ( Ca ), that are covered under our expert services pertaining to English Online Tuition Classes, English Online Tutors, English Online Private Tutors, English After School Help, English Exam Help, English Writings, English Reading, English Exam Preparations, English Assignments Help, English Comprehension, English Literature, English Vocabulary, English Precis, English Extempore, English Debates, English Poems, English Poetry, English Letter Writings ( Formal & Informal ), English Autobiography, Oral & Verbal English, International Phonetics, Accent Development, Soft-Skills Development, English Communication Skills Development, Personality Honing & Development, Corporate English Trainings, English Seminars, Confidence Boosting Workshops, Psychological Assessments & Corrective Measures, Linguistics, English Live Tutors, English Live Classes and English Online tutoring. In case, if your residential areas near me in British Columbia - BC, Canada, don't show up in the above list of prominent areas, please contact us directly to clarify further. We are reachable over various channels including Whatsapp, Calls, e-mails, Facebook, this website's "Contact Us" webpage, etc.

Outline of English Language Arts Classes - Provincial Core curriculum for Grade - 10 ( Ten - X ) in British Columbia BC, Canada CA :

Composition :

Genres :

literary or thematic categories (e.g., adventure, fable, fairy tale, fantasy, folklore, historical, horror, legend, mystery, mythology, picture book, science fiction, biography, essay, journalism, manual, memoir, personal narrative, speech) and narrative structures: circular, iterative, cyclical
Text Features :

elements of the text that are not considered the main body. These may include typography (bold, italics, underlined font), font style, guide words, key words, titles, diagrams, captions, labels, maps, charts, illustrations, tables, photographs, and sidebars/text boxes.
Narrative Structures found in First Peoples Texts :

(e.g., circular, iterative, cyclical)
Protocols related to Ownership of First Peoples Oral Texts :

First Peoples stories often have protocols for when and where they can be shared, 
who owns them, and who can share them.
Reading Strategies :

There are many strategies that readers use when making sense of text. Students consider what strategies they need to use to “unpack” text. They employ strategies with increasing independence depending on the purpose, text, and context. Strategies include but may not be limited to predicting, inferring, questioning, paraphrasing, using context clues, using text features, visualizing, making connections, summarizing, identifying big ideas, synthesizing, and reflecting. 
Oral Language Strategies :

includes speaking with expression, connecting to listeners, asking questions to clarify, listening for specifics, summarizing, paraphrasing
Metacognitive Strategies : 
thinking about our own thinking, and reflecting on our processes and determining strengths and challenges
Students employ metacognitive strategies to gain increasing independence in learning.
Writing Processes : There are various writing processes depending on context. These may include determining audience and purpose, generating 
or gathering ideas, free-writing, making notes, drafting, revising, and/or editing. Writers often have very personalized processes when writing. Writing is an iterative process.
Elements of Style : stylistic choices that make a specific writer distinguishable from others, including diction, vocabulary, sentence structure, and tone.
Voice : 
point of view
humour, irony, satire, wit
perspective (e.g., persona)
Usage :

avoiding common usage errors (e.g., double negatives, mixed metaphors, malapropisms, and word misuse) 
Conventions :

common practices of standard punctuation, capitalization, quoting, and Canadian spelling
Literary Elements and Devices :

Texts use various literary devices, including figurative language, according to purpose and audience. 
Metacognitive Strategies :
thinking about our own thinking, and reflecting on our processes and determining strengths and challenges
Students employ metacognitive strategies to gain increasing independence in learning.
Writing Processes :

There are various writing processes, depending on context. These may include determining audience and purpose, generating 
or gathering ideas, free-writing, making notes, drafting, revising, and/or editing. Writers often have very personalized processes when writing. Writing is an iterative process. 
Oral Language Strategies :

includes speaking with expression, connecting with listeners, asking questions to clarify, listening for specifics, summarizing, paraphrasing
Elements of Style :

stylistic choices that make a specific writer distinguishable from others, including diction, vocabulary, sentence structure, and tone
Usage :

avoiding common usage errors (e.g., double negatives, mixed metaphors, malapropisms, and word misuse)
Conventions :

common practices of standard punctuation in capitalization, quoting, and spelling of Canadian and First Peoples words
Acknowledgements :

formal acknowledgements of another person’s work, idea, or intellectual property
Literary Elements and Devices :

Texts use various literary devices, including figurative language, according to purpose and audience.

Creative Writing :

The following are possible areas of focus within Creative Writing :

 

  • contemporary creative forms such as slam poetry, oratory, rap, drama, song, graphic novels

  • creative non-fiction, historical fiction

  • poetry, song lyrics

  • multimodal creative forms that combine visual, written, and oral texts

Genres :

literary or thematic categories (e.g., adventure, fable, fairy tale, fantasy, folklore, historical, horror, legend, mystery, mythology, picture book, science fiction, biography, essay, journalism, manual, memoir, personal narrative, speech)
Text Features :

elements of the text that are not considered the main body. These may include typography (bold, italics, underlined font), font style, guide words, key words, titles, diagrams, captions, labels, maps, charts, illustrations, tables, photographs, and sidebars/text boxes.
Narrative Structures found in First Peoples Texts :

(e.g., circular, iterative, cyclical)
Protocols related to Ownership of First Peoples Oral Texts :

First Peoples stories often have protocols for when and where they can be shared, 
who owns them, and who can share them.
Reading Strategies :

There are many strategies that readers use when making sense of text. Students consider what strategies they need to use to “unpack” text. They employ strategies with increasing independence depending on the purpose, text, and context. Strategies include but may not be limited to predicting, inferring, questioning, paraphrasing, using context clues, using text features, visualizing, making connections, summarizing, identifying big ideas, synthesizing, and reflecting.
Oral Language Strategies :

includes speaking with expression, connecting to listeners, asking questions to clarify, listening for specifics, summarizing, paraphrasing
Metacognitive Strategies : 
thinking about our own thinking, and reflecting on our processes and determining strengths and challenges
Students employ metacognitive strategies to gain increasing independence in learning.
Writing Processes :

There are various writing processes depending on context. These may include determining audience and purpose, generating 
or gathering ideas, free-writing, making notes, drafting, revising, and/or editing. Writers often have very personalized processes when writing. Writing is an iterative process.
Elements of Style :

stylistic choices that make one specific writer distinguishable from others, including diction, vocabulary, sentence structure, 
and tone.
Voice : 
point of view
humour, irony, satire, wit
perspective (e.g., persona)
Usage :

avoiding common usage errors (e.g., double negatives, mixed metaphors, malapropisms, and word misuse)
Conventions :

common practices of standard punctuation, capitalization, quoting, and Canadian spelling
Literary Elements and Devices :

Texts use various literary devices, including figurative language, according to purpose and audience.
 

Literary Studies :

The following are possible areas of focus in Literary Studies :

  • Genre-specific studies — poetry, short stories, novels, drama, graphic novels, children’s literature

  • Canadian literature

  • First Peoples texts

  • thematic studies

  • specific author studies

New Media :

The following are possible focus areas in New Media :

  • Media and film studies—suggested content/topics include the globalization of the media industry, influence of media on users’ perceptions, documentaries in the age of digital media, the rise of social media

  • Journalism and publishing—suggested content/topics include the changing roles and structures within news organizations; risks, challenges,
    and opportunities associated with professional journalism; and citizen journalism, local journalism, school-based journalism

  • Digital communication—suggested content/topics include blogging, writing for the web, writing for social media, gaming, and podcasting

Spoken Language :

The following are possible areas of focus in Spoken Language :

  • Performance—spoken word/slam poetry, poetry recitation, oral storytelling, readers’ theatre, radio/podcasts/video posts related to
    First Peoples themes

  • Professional applications—speech writing/presenting, proposals, interviewing, event facilitation, radio/podcasts/video posts (information items) related to First Peoples themes

With Wise Turtle Academy, a Student can get best English Online tuition classes, Online Tutors, Online Private Tutors, Online Trainers, as well as many other subjects conforming to curriculum prescribed for the province of British Columbia ( BC ), Canada ( Ca ). These classes are delivered by well qualified and highly experienced Online tutors near me in British Columbia ( BC ), Canada ( Ca ). The scope of Online tuition delivery by competent Online tutors vary with various Grades right from Kindergarten, Grade 1 ( 1st - I ) , Grade 2 ( 2nd - II  ) , Grade 3 ( 3rd - III ) , Grade 4 ( 4th - IV ) , Grade 5 ( 5th - V ) , Grade 6 ( 6th - VI ) , Grade 7 ( 7th - VII ) , Grade 8 ( 8th - VIII ) , Grade 9 ( 9th - IX ) , Grade 10 ( 10th - X ) , Grade 11 ( 11th - XI ) , Grade 12 ( 12th - XII ) to College level education curriculum. More areas covered near me in British Columbia - BC, Canada are Delta, Denmanisland, Dennyisland, Destinybay, Dogcreek, Domecreek, Douglaslake, Duncan, Dunster, Eaglebay, Eaglecreek, Eastgate, Edgewater, Edgewood, Elkford, Elko, Endako, Enderby, Erickson, Errington, Esquimalt, Fairmonthotsprings, Falkland, Fannybay, Farmington, Fauquier, Fernie, Field, Forestgrove, Fortfraser, Fortnelson, Fortst.James, Fortst.John, Fortsteele, Francoislake, Fraser, Fraserlake, Fruitvale, Gabriola, Galianoisland, Galloway, Gangranch, Gardenbay, Genelle, Germansenlanding, Gibsons, Gitanmaax, Gitsegukla, Gitwinksihlkw, Goldbridge, Goldcreek, Goldriver, Golden, Goodhopelake, Goodlow, Grandforks, Granisle, Grasmere, Graycreek, Greenwood, Grindrod, Groundbirch, Hagensborg, Haisla, Hanceville, Harrogate, Hartleybay, Hazelton, Hedley, Heffleycreek, Heriotbay, Hixon, Holberg, Honeymoonbay, Hornbyisland, Horsefly, Houston, Hudson'shope, Invermere, Iskut, Jadecity, Jaffray, Jordanriver, Kaleden, Kamloops, Kaslo, Kelowna, Keremeos, Kildonan, Kimberley, Kincolith, Kingcomeinlet, Kingsgate, Kispiox, Kitchener, Kitimat, Kitkatla, Kitwanga, Kleenakleene, Klemtu, Knutsford, Koksilah, Koocanusa-West, Kootenaybay, Krestova, Kuskanook, Kyuquot, Laclahache, Laclejeune, Ladysmith, Lakecountry, Lakecowichan.

Outline of English Language Arts - Provincial Core curriculum for Grade - 11 ( Eleven - XI ) in British Columbia BC, Canada CA :

English Language Arts - Curricular Competencies - Grade - 11 ( Eleven - XI ) :

Land/Place :

refers to the land and other aspects of physical environment on which people interact to learn, create memory, reflect on history, 
connect with culture, and establish identity
Relevance : Consider the extent to which material has credibility, currency, and significance for the purpose, and whether it resonates 
with personal experience.
Reliability : Consider point of view, bias, propaganda, and voices left out, omitted, or misrepresented.
Strategies : Strategies used will depend on purpose and context. These may include making predictions, asking questions, paraphrasing, 
forming images, making inferences, determining importance, identifying themes, and drawing conclusions.
Multimodal Texts : texts that combine two or more systems, such as linguistic, visual, audio, gestural, and spatial, and that can be delivered 
via a variety of media or technologies (e.g., music video, graphic novel, closed-captioned film)
Forms : Within a type of communication, the writer, speaker, or designer chooses a form based on the purpose of the piece. Common written forms include narrative, journal, procedural, expository, explanatory, news article, e-mail, blog, advertisements, poetry, novel, and letter.
Formats : refers to the consideration of format choices including layout, sequencing, spacing, topography, and colour
Structures : refers to the way the author organizes text 
Features of Texts : elements of the text that are not considered the main body. These may include typography (bold, italic, underlined), font style, guide words, key words, titles, diagrams, captions, labels, maps, charts, illustrations, tables, photographs, and sidebars/textboxes.
Respectfully Exchange Ideas and Viewpoints : using active listening skills and receptive body language, paraphrasing and building on others’ ideas, disagreeing respectfully, extending thinking (e.g., shifting, changing) to broader contexts (social media, digital environments), collaborating in large and small groups
Speaking : Strategies may include conscious use of emotion, volume, pace, pause, inflection, and emphasis.
Listening Skills : Strategies may include receptive body language, eye contact, paraphrasing and building on others’ ideas, and disagreeing respectfully.
Range of Purposes : such as to inquire, to explore, to inform, to interpret, to explain, to take a position, to evaluate, to problem solve, to entertain
Writing and Design Processes : There are various writing and/or design processes depending on context, and these may include determining audience and purpose, generating or gathering ideas, free-writing, making notes, drafting, revising and/or editing, and selecting appropriate format and layout.
Audiences : Students expand their understanding of the range of real-world audiences. These can include children, peers, community members, professionals, and local and globally connected digital conversations.
Refine Texts to Improve Clarity, Effectiveness, and Impact :
creatively and critically manipulating language for a desired effect
consciously and purposefully making intentional stylistic choices, such as using sentence fragments or inverted syntax for emphasis or impact using techniques such as adjusting diction and form according to audience needs and preferences, using verbs effectively, using repetition and substitution for effect, maintaining parallelism, adding modifiers, varying sentence types
Acknowledgements and Citations : includes citing sources in appropriate ways to understand and avoid plagiarism and understanding protocols that guide use of First Peoples oral texts and other knowledge

Composition : 

Composition is designed to support students as they refine, clarify, and adjust their written communication through practice and revision. Students will read and study compositions by other writers and be exposed to a variety of styles as models for the development of their writing. The course provides opportunities for students to, with increasing independence, study, create, and write original and authentic pieces for a range of purposes and real-world audiences. They will expand their competencies through processes of drafting, reflecting, and revising to build a body of work that demonstrates expanding breadth, depth, and evidence of writing for a range of situations. They will develop confidence in their abilities as they consolidate their writing craft.

The following are possible areas of focus within Composition :

narrative, expository, descriptive, persuasive, and opinion pieces

  • planning, drafting, and editing processes

  • writing for specific audiences and specific disciplines

  • how to cite sources, consider the credibility of evidence, and evaluate the quality and reliability of the source

Genres :

literary or thematic categories (e.g., adventure, fable, fairy tale, fantasy, folklore, historical, horror, legend, mystery, mythology, picture book, science fiction, biography, essay, journalism, manual, memoir, personal narrative, speech)
Text Features :

elements of the text that are not considered the main body. These may include typography (bold, italic, underlined), font style, 
guide words, key words, titles, diagrams, captions, labels, maps, charts, illustrations, tables, photographs, and sidebars/text boxes.
Function : the intended purpose of a text
Narrative Structures found in First Peoples Texts :

for example, circular, iterative, cyclical
Protocols related to Ownership of First Peoples Oral Texts :

First Peoples stories often have protocols for when and where they can be shared, 
who owns them, and who can share them.
Reading Strategies :

There are many strategies that readers use when making sense of text. Students consider what strategies they need to use 
to “unpack” text. They employ strategies with increasing independence depending on the purpose, text, and context. Strategies include but may not be limited to predicting, inferring, questioning, paraphrasing, using context clues, using text features, visualizing, making connections, summarizing, identifying big ideas, synthesizing, and reflecting.
Oral Language Strategies :

includes speaking with expression, connecting to listeners, asking questions to clarify, listening for specifics, summarizing, paraphrasing
Metacognitive Strategies :
thinking about one’s own thinking, and reflecting on one’s processes and determining strengths and challenges
Students employ metacognitive strategies to gain increasing independence in learning.
Writing Processes :

There are various writing processes depending on context. These may include determining audience and purpose, generating or gathering ideas, free-writing, making notes, drafting, revising, and/or editing. Writers often have very personalized processes when writing. 
Writing is an iterative process.
Elements of Style :

stylistic choices that make a specific writer distinguishable from others, including diction, vocabulary, sentence structure, and tone
Usage :

avoiding common usage errors (e.g., double negatives, mixed metaphors, malapropisms, and word misuse)
Conventions :

common practices of standard punctuation, capitalization, quoting, and Canadian spelling
Literary Elements and Devices :

Texts use various literary devices, including figurative language, according to purpose and audience.
 

Creative Writing :

Creative Writing is designed for students who are interested in developing confidence and refining their writing skills through self-expression for various creative purposes. The course provides students with in-depth opportunities to explore personal and cultural identities, memories, and stories in a wide range of genres. Within a supportive community, students will collaborate and strengthen their skills through writing and design processes. Creative Writing is grounded in the exploration and application of writing processes, inviting students to express themselves creatively as they reflect on, adjust, and extend their writing skills.

The following are possible areas of focus within Creative Writing :

 

  • short fiction and poetry – suggested content includes flash-fiction (micro-fiction, drabble, non-fiction, twitterature), graffiti, sub-genres
    (e.g., adventure, children’s literature, comic/graphic, fantasy, fan fiction, historical fiction, horror, sci-fi, dystopian, suspense, thriller, tragedy, romance), drama, script writing, poetry, authenticity versus sentimentality, literary devices and techniques, various forms, the relationship
    between form and function

  • creative non-fiction – suggested content includes columns, features, articles, queries, captions, layout, reporting, interviews, reviews
    (fashion, movie), advertising, titles, bylines, sample readings

  • memoir – suggested content includes place-based writing, narrative, film memoir, sample readings

Literary Studies :

Literary Studies allows students to delve deeply into literature. Students can explore specific themes, periods, authors, or areas of the world through literary works (fiction and non-fiction) in a variety of media. Giving students the choice of a range of literary topics allows them to follow their passion and at the same time:

  • increase their literacy skills through close reading of appropriately challenging texts

  • enhance their development of the English Language Arts curricular competencies, both expressive and receptive

  • expand their development as educated global citizens

  • develop balance and broaden their understanding of themselves and the world

  • further develop higher-level thinking and learning skills

 

The following are possible areas of focus in Literary Studies :

 

  • canonical literature by era (Middle Ages, Renaissance, Restoration, Romantic, Victorian, 20th century)

  • genre-specific studies (poetry, short stories, novels, drama, graphic novels, children’s literature)

  • world literature

  • diasporic literature

  • feminist literature

  • Canadian literature

  • First Peoples texts

  • specific author studies

  • specific topic, theme, or inquiry

  • literature by era (Middle Ages, Renaissance, Restoration, Romantic, Victorian, 20th century)

New Media :

New Media is a program of studies designed to reflect the changing role of technology in today’s society and the increasing importance of digital media in communicating and exchanging ideas. This course is intended to allow students and educators the flexibility to develop an intensive program of study centred on students’ interests, needs, and abilities, while at the same time allowing for a range of local delivery methods. New Media recognizes that digital literacy is an essential characteristic of the educated citizen. Coursework is aimed at providing students with a set of skills vital for success in an increasingly complex digital world by affording numerous opportunities to demonstrate understanding and communicate increasingly sophisticated ideas through a wide variety of digital and print media. Compared with New Media 10, New Media 11 features tasks and texts of greater complexity and sophistication. As well, the Grade 11 course extends the depth and breadth of topics and activities offered in New Media 10.

The following are possible focus areas in New Media 11:

 

  • media and film studies – suggested content/topics include the globalization of the media industry, influence of media on users’ perceptions,
    and documentaries in the age of digital media

  • journalism and publishing – suggested content/topics include the changing roles and structures within news organizations; and risks, challenges, and opportunities associated with professional journalism

digital communication – suggested content/topics include blogging, writing for the web, writing for social media, gaming, and podcasting

Spoken Language : 

Spoken Language 11 is designed to support students as they refine, clarify, and adjust their spoken communication through practice and revision. The course provides opportunities for students to, with increasing independence, study, create, write, and present original and authentic pieces for a range of purposes and real-world audiences. They will expand their competencies through processes of drafting, reflecting, and revising to build a body of work that demonstrates expanding breadth, depth, and evidence of spoken language genres for a range of situations. They will develop confidence in their abilities as they consolidate their spoken language skills.

The following are possible areas of focus in Spoken Language 11:

 

  • performance – suggested content/topics include spoken word/slam poetry, poetry recitation, oral storytelling, readers’ theatre,
    radio/podcasts/video posts

  • oral tradition – suggested content/topics include oratory, local story knowledge, oral history

  • professional applications – suggested content/topics include speech writing/presenting, proposals, interviewing, event facilitation, radio/podcasts/video posts (information items), voice-overs

English First Peoples ( EFP ) Literary Studies & New Media :

EFP Literary Studies + New Media 11 is designed for students who are interested in studying First Peoples literature and examining the evolving role of technology in today’s society, especially the increasing importance of digital media in communicating and exchanging ideas and engaging in social advocacy. Students delve deeply into First Peoples oral and written literature in a range of media to explore various themes, authors and topics.
This provides a foundation for students to think critically and creatively as they continue to explore, extend, and strengthen their own writing and communication. Students examine the increasingly complex digital world and have opportunities to demonstrate understanding and communicate sophisticated ideas through a wide variety of digital and print media. Through the study of literature and critical engagement with new media, students :

  • extend their capacity to communicate effectively in a variety of contexts

  • deepen their understanding of themselves and the world

  • expand their understanding of what it means to be educated Canadian and global citizens

 

The following are possible areas of focus in EFP Literary Studies + New Media 11:

  • the influence of new media on First Peoples personal and cultural identities – ideas include cultural homogenization, authenticity in representation, and cultural appropriation

  • exploration of First Peoples themes as represented in new media – ideas include creating multigenerational narratives, contextualizing self in relation to community, expressing relationship to land, with consideration of issues such as cultural appropriation and inauthenticity

  • new media performance art in relation to First Peoples themes – ideas include creating slam poetry, oratory, rap, drama, song, or multimodal work

  • intersections between First Peoples themes and online social advocacy – ideas include Indigeneity and feminism, Indigeneity and LGBTQ, Indigeneity and inclusion, Indigeneity and environmental sustainability

  • media studies related to First Peoples themes – ideas include the globalization of the media industry, representation of First Peoples in media,
    and documentaries in the age of digital media

  • journalism and publishing related to First Peoples themes – ideas include changing roles and structures within news organizations;
    risks, challenges, and opportunities associated with professional journalism; how journalism and publishing can support preservation and revitalization of language and culture

  • digital communication related to First Peoples themes – ideas include blogging, writing for the web, writing for social media, gaming,
    and podcasting and potentially including how these can support preservation and revitalization of language and culture

 

Suggested interdisciplinary links

  • social advocacy (Social Studies)

  • digital support for First Nations language revitalization and reclamation (Languages)

  • online publishing process and industry (Applied Design, Skills, Technologies)

  • online writing and research within a specific field or profession (Science, Law, Anthropology)

  • online marketing (Visual Art, Applied Design, Skills, Technologies)

English First Peoples ( EFP ) Literary Studies & Spoken Language :

English First Peoples ( EFP ) Literary Studies & Writing :

Wise Turtle Academy has very good experience in English One to One Teaching, English Group Teaching, English Classroom Teaching of curriculum prescribed by province of British Columbia ( BC ), Canada ( Ca ). English Online Tuition Classes, English Online Tutors and English School Online Tuition Classes also assist through English After-school Study, English Extra Lessons, English Reading Help, English Home Assessment, English Exam Revision, English Exam Techniques, English Extra Tuition, English Homework Help, English Exam Preparations, English Exam Help, English Solving Assignments, English Entrance Exams, and much more. All this pedagogy is quality oriented, contemporary, educational, learning, development and ( British Columbia BC Canada ) curriculum oriented. All these Online tuition classes & Online support services near me are provided by our best, experienced and result oriented Online Tutors in British Columbia ( BC ), Canada ( Ca ). Further areas covered within British Columbia - BC, Canada, are 100 milehouse, 108 mileranch, 150 milehouse, 70 milehouse, Ahousat, Ainsworthhotsprings, Aiyansh, Alertbay, Alexiscreek, Alkalilake, Altona, Anahimlake, Anglemont, Argenta, Armstrong, Arras, Arrowcreek, Ashcroft, Atlin, Avola, Bakercreek, Baldonnel, Balfour, Bamfield, Barkerville, Barriere, Batnunilake, Bayneslake, Bearlake, Beasley, Beaverdell, Bellabella, Bellacoola, Bigcreek, Biglakeranch, Blackcreek, Blindbay, Blindchannel, Blueriver, Bonnington, Boswell, Bowser, Brentwoodbay, Bridesville, Bridgelake, Brisco, Buffalocreek, Buick, Burnslake, Burton, Cachecreek, Campbellriver, Canalflats, Canimlake, Canoe, Canyon, Cassidy, Castlegar, Cawston, Cecillake, Cedarvale, Celista, Charlielake, Chase, Chemainus, Cherryville, Chetwynd, Chilankoforks, Christinalake, Clayhurst, Clearwater, Clinton, Coalharbour, Coalmont, Cobblehill, Coldstream, Comox, Coombs, Courtenay, Cowichanbay, Cranbrook, Crawfordbay, Crescentspur, Crescentvalley, Creston, Crofton, Cumberland, Darfield, Dawsoncreek, Dawsonslanding, Deaselake.

Outline of English Language Arts - provincial core curriculum  - for Grade - 12 ( Twelve - XII ) in British Columbia BC, Canada CA :

 

Composition :

Composition 12 is designed to support students in their refinement and pursuit of mastery of written communication. Students will read and study exemplary compositions by other writers and be exposed to a variety of styles as models for the development of their writing. The course provides opportunities for students, with increasing independence and self-sufficiency, to study, create, and write original and authentic pieces for a range of purposes and audiences using real-world applications with impact and effectiveness. They will develop their craft through processes of drafting, reflecting, and revising to build a body of publishable work that demonstrates breadth, depth, and evidence of sophisticated and specialized writing
for a range of situations.

The following are possible areas of focus within Composition 12:

 

  • narrative, expository, descriptive, persuasive, and opinion pieces, with attention to areas such as thesis development, structure, transitions,
    hooks and leads, persuasion, argumentation, and the study of a wide range of sample works

  • planning, drafting, and editing processes

  • writing for specific professional audiences and specific academic disciplines

  • how to cite sources, consider the credibility of evidence, and evaluate the quality and reliability of the source

 

Creative Writing :

Creative Writing 12 is designed for students who are interested in creating a body of work reflective of a sophisticated breadth and depth of skill. The course provides students with opportunities to specialize and publish in real-world contexts. Students engage in the exploration of personal and cultural identities, memories, and stories, in a wide range of genres. Within a supportive community, students will collaborate and develop their skills through writing and design processes, celebrating successes. Students will refine their ability to write in complex, controlled styles with effectiveness and impact.

The following are possible areas of focus within Creative Writing 12:

 

  • fiction and poetry – suggested content includes flash fiction, graffiti, sub-genres (e.g., adventure, children’s literature, comic/graphic, fantasy, fan fiction, historical fiction, horror, sci-fi, dystopian, suspense, thriller, tragedy, romance), drama, script writing, poetry, authenticity versus sentimentality, literary devices and techniques, various forms, the relationship between form and function

  • creative non-fiction – suggested content includes columns, features, articles, queries, captions, layout, reporting, interviews, reviews
    (fashion, movie), advertising, titles, bylines, sample readings

  • memoir – suggested content includes place-based writing, narrative, film memoir, sample readings

                     

English Studies :                                                                                                 

The required English Studies 12 course builds on and extends students’ previous learning experiences in ELA and EFP 10 and 11 courses. It is designed for all students and provides them with opportunities to:

 

  • refine their ability to communicate effectively in a variety of contexts and to achieve their personal and career goals

  • think critically and creatively about the uses of language

  • explore texts from a variety of sources, in multiple modes, and that reflect diverse worldviews

  • deepen their understanding of themselves and others in a changing world

  • gain insight into the diverse factors that shape identity

  • appreciate the importance of self-representation through text

  • contribute to Reconciliation by building greater understanding of the knowledge and perspectives of First Peoples

  • expand their understanding of what it means to be educated Canadian and global citizens

 

Literary Studies :                           

Literary Studies 12 allows students to delve more deeply into literature through increasingly complex texts. Students can explore specific themes, periods, authors, or areas of the world through literary works (fiction and non-fiction) in a variety of media. Giving students the choice of a range of literary topics allows them to follow their passion and at the same time:

  • increase their literacy skills through close reading of appropriately challenging texts

  • enhance their development of the English Language Arts curricular competencies, both expressive and receptive

  • expand their development as educated global citizens

  • develop balance and broaden their understanding of themselves and the world

  • further refine higher-level thinking and learning skills

The following are possible areas of focus in Literary Studies 12:

 

  • genre-specific studies – poetry, short stories, novels, drama, graphic novels, children’s literature

  • world literature

  • diasporic literature

  • feminist literature

  • Canadian literature

  • First Peoples texts

  • specific author studies

  • topic, theme, or inquiry

  • canonical literature by era—Middle Ages, Renaissance, Restoration, Romantic, Victorian, 20th century

 

New Media :                   

New Media 12 is a program of studies designed to reflect the changing role of technology in today’s society and the increasing importance of digital media in communicating and exchanging ideas. This course is intended to allow students and educators the flexibility to develop an intensive program of study centred on students’ interests, needs, and abilities, while at the same time allowing for a range of local delivery methods. New Media 12 recognizes that digital literacy is an essential characteristic of the educated citizen. Coursework is aimed at providing students with a set of skills vital for success in an increasingly complex digital world by affording numerous opportunities to demonstrate understanding and communicate increasingly sophisticated ideas through a wide variety of digital and print media. Compared with New Media 11, New Media 12 features tasks and texts of greater complexity and sophistication. As well, the Grade 12 course extends the depth and breadth of topics and activities offered in New Media 11.

The following are possible focus areas in New Media 12:

 

  • media and film studies – suggested content/topics include the globalization of the media industry, influence of media on users’ perceptions, documentaries in the age of digital media

  • journalism and publishing – suggested content/topics include the changing roles and structures within news organizations; risks, challenges,
    and opportunities associated with professional journalism

  • digital communication – suggested content/topics include blogging, writing for the web, writing for social media, gaming, podcasting

 

Spoken Language :                       

Spoken Language 12 is designed to support students in the refinement of spoken language forms. The course provides opportunities for students, with increasing independence and self-sufficiency, to study, create, write, and present original and authentic pieces for a range of purposes and audiences using real-world applications with impact and effectiveness. They will develop their craft through processes of drafting, reflecting, revising, and practising to build a body of publishable and/or performance-based work that demonstrates breadth, depth, and evidence of sophisticated and specialized spoken language pieces for a range of situations.

The following are possible areas of focus in Spoken Language 12:

 

  • performance – suggested content/topics include spoken word / slam poetry, poetry recitation, oral storytelling, readers’ theatre,
    radio / podcasts / video posts

  • oral tradition – suggested content/topics include oratory, local story knowledge, oral history

  • professional applications – suggested content / topics include speech writing / presenting, proposals, interviewing, event facilitation, radio / podcasts / video posts ( information items ), voice - overs

English First Peoples - English Literature : 

English First Peoples EFP 12 builds upon and extends students’ previous learning experiences in ELA and EFP 10 and 11 courses. The course is grounded in the First Peoples Principles of Learning. It is designed for all students, Aboriginal and non-Aboriginal, who are interested in delving deeply into First Peoples oral and written literature and visual texts in a range of media. The course focuses on the experiences, values, beliefs, and lived realities of First Peoples as evidenced in various forms of text, including oral story, poetry, song, performance, film, and prose. A key feature of the course is its focus on authentic First Peoples voices (i.e., historical or contemporary texts created by or with First Peoples). In EFP 12, all students:

  • examine texts grounded in a diversity of First Peoples cultures, including local First Nations or Métis communities

  • extend their capacity to communicate effectively in a variety of contexts

  • think critically and creatively about the uses of language

  • deepen their understanding of themselves and others in a changing world

  • gain insight into the diverse factors that have shaped and continue to shape their own identities

  • appreciate the importance of self-representation through authentic First Peoples text

  • contribute to Reconciliation by building greater understanding of the knowledge and perspectives of First Peoples

  • expand their understandings of what it means to be educated Canadian and global citizens

While the focus in EFP 12 is primarily on First Peoples voices from British Columbia, students also engage with texts that reflect First Peoples perspectives from elsewhere in Canada and throughout the world.

Suggested interdisciplinary links

  • Social Justice 12

  • Law 12

  • BC First Peoples 12

  • Contemporary Indigenous Studies 12

  • Environmental Science 11

  • Political Studies 11

  • Comparative Cultures 11

  • Drama 11 or 12

  • Theatre 11 or 12

  • Film and Television 11 or 12

  • Directing and Scriptwriting 11 or 12

  • Digital Media 11 or 12

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