EWC4U - Grade 12 The Writer’s Craft English

Grade 12 The Writer’s Craft English image
Course Code: EWC4U Course Type: University Preparation Format: Online School Course Prerequisite: ENG3U, Grade 11 English or NBE3U Tuition Fee (CAD): $574 Demo Lesson

Course Description For EWC4U Grade 12 The Writer’s Craft English Online Course

Grade 12 Writer’s Craft seeks to develop the student’s existing knowledge and skills related to the art of writing. Throughout the various units of this course, students will: analyze models of effective writing; adopt a workshop approach to produce a range of works; identify techniques required for specialized forms of writing; and use a variety of methods to improve the overall quality of their writing. Throughout the course, students will work towards completing a major paper as part of a creative or analytical independent study project. The course concludes with an exploration of career opportunities in the publishing industry.

Summary Of Units And Timelines For Grade 12 The Writer’s Craft English EWC4U

Below is the suggested sequence of course unit delivery as well as the recommended number of hours to complete the respective unit. For complete details of targeted expectations within each unit and activity, please see each Unit Overview found in the EWC4U course profile.

Unit OrderUnit NameSuggested Time
Unit 1The Tools of Writing35 Hours
Unit 2Narrative Writing20 Hours
Mid Semester Point
Unit 3Poetry15 Hours
Unit 4Informational Writing15 Hours
Unit 5Course Summative (Major literary work)25 Hours
View Sample Gradebook Total110 Hours

Please be aware that, as per Ministry guidelines, OVS has a mandatory minimum requirement of 14 days enrollment for students to be eligible for a midterm report card and 28 days enrollment to be eligible for a final report card.

The English curriculum is dedicated to developing the knowledge and skills on which literacy is based – that is, knowledge and skills in the areas of listening and speaking, reading, writing, and viewing and representing. Students need language skills in order to comprehend ideas and information, to interact socially, to inquire into areas of interest and study, and to express themselves clearly and demonstrate their learning. As students read and reflect on a rich variety of literary, informational, and media texts,1 they develop a deeper understanding of themselves and others and of the world around them. Students use and develop important language skills as they read and think about topics, themes, and issues in various subject areas. Language facility helps students to learn in all subject areas, and using language for a broad range of purposes increases both their ability to communicate with precision and their understanding of how language works. Students develop flexibility and proficiency in their understanding and use of language over time. The English curriculum is based on the belief that language learning is critical to responsible and productive citizenship, and that all students can become successful language learners. The curriculum is designed to provide students with the knowledge and skills that they need to achieve this goal. It aims to help students become successful language learners.

Successful language learners:

  • Understand that language learning is a necessary, life-enhancing, reflective process;
  • Communicate – that is, read, listen, view, speak, write, and represent – effectively and with confidence; make meaningful connections between themselves, what they encounter in texts, and the world around them;
  • Think critically;
  • Understand that all texts advance a particular point of view that must be recognized, questioned, assessed, and evaluated;
  • Appreciate the cultural impact and aesthetic power of texts;
  • Use language to interact and connect with individuals and communities, for personal growth, and for active participation as world citizens.

Teachers will bring enthusiasm and varied teaching and assessment approaches to the classroom, addressing individual students’ needs and ensuring sound learning opportunities for every student. The activities offered should enable students to relate and apply these concepts to the social, environmental, and economical conditions and concerns of the world in which they live. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. Teachers will help students understand that problem solving of any kind often requires a considerable expenditure of time and energy and a good deal of perseverance. Teachers also will encourage students to investigate, to reason, to explore alternative solutions and to take the risks necessary to become successful problem solvers. Effective instructional approaches and learning activities draw on students’ prior knowledge, capture their interest, and encourage meaningful practise both inside and outside the classroom. Students will be engaged when they are able to see the connection between the scientific concepts they are learning and their application in the world around them and in real-life situations. Due to its importance, students will have opportunities to learn in a variety of ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice. The approaches and strategies teachers use will vary according to both the object of the learning and the needs of the students. Teachers will accomplish this in online environment with the use of: virtual labs, online simulations, animations, videos, discussion forums, live chat and other interactive objects.

As summarized in Growing Success 2010, the primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course.

This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. All curriculum expectations must be accounted for in instruction, but evaluation focuses on students’ achievement of the overall expectations.

A students’ achievement of the overall expectations is evaluated on the basis of his or her achievement of related specific expectations. Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of overall expectations, and which ones will be covered in instruction and assessment but not necessarily evaluated. In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:

  • Address both what students learn and how well they learn
  • Are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart
  • Are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning
  • Are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students
  • Are fair to all students
  • Accommodate students with special education needs, consistent with the strategies outlined in their Individual Education Plan
  • Accommodate the needs of students who are learning the language of instruction
  • Ensure that each student is given clear directions for improvement
  • Promote students’ ability to assess their own learning and to set specific goals
  • Include the use of samples of students’ work that provide evidence of their achievement
  • Are communicated clearly to students and parents at the beginning of the school year and at other appropriate points throughout the school year.

The achievement chart outlines four categories of knowledge and skills. They include; knowledge and understanding, thinking, communication and application. Teachers will ensure that student work is assessed and/or evaluated in a balanced manner with respect to the four categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade is recorded for this course, and a credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade for this course will be determined as follows:

  • Seventy percent of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
  • Thirty percent of the grade will be based on a final evaluation and administered towards the end of the course.

All students can succeed. Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate. The accommodations required to facilitate the student’s learning can be identified by the teacher, but recommendations from a School Board generated Individual Education Plan (IEP) if available can also be consulted. Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners.

Examples of accommodations (but not limited to) include:

  • Adjustment and or extension of time required to complete assignments or summative tasks
  • Providing alternative assignments or summative tasks
  • Use of scribes and/or other assistive technologies
  • Simplifying the language of instruction

Teachers will bring additional resources and teaching materials that provide a rich and diverse learning environment. Units in this course profile make specific reference to the intended textbook for this course but can be substituted for any relevant and approved text.

Reference: English, The Ontario Curriculum, Grades 11 to 12, 2007 (Revised) Ministry of Education of Ontario

Ontario Secondary School Diploma (OSSD) Requirements for all course.


Frequently Asked Questions

EWC4U is a Grade 12 The Writer’s Craft English course at a university preparation level.

4U refers to the Grade level of the courses and the pathway. 4 means it is a grade 12 course and U means it is a university preparation course.

Click here for more information on Course Coding System

At Ontario Virtual School (OVS) you can complete an online highschool credit courses as quickly as 4 weeks, or take as long as 12 months.

Yes, we can send the marks for your online courses directly to OUAC, OCAS, your home, and to your day school.

Student & Parent Recommendations

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Naya Akkad
I took the MHF4U course at OVS, and the lessons were very descriptive and easy to understand. The tests were a good amount of difficulty, and you are given a more than reasonable amount of time to complete them. My teacher marked all my tests and final exam, in no more than a day, and was super helpful with any questions I had. My midterm and final marks were also uploaded to the OUAC in less than 2 days, and was a super easy process! I strongly recommend this course to anyone who's having a bit of trouble with how fast-paced their math class is at their day school, and wants to learn at their own comfortable speed.
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Musa Bilal
Ontario virtual school has gave me the opportunity to boost my grades. The teacher and staff is amazing the reach out to you in many ways to continue our learning. Thumbs up for my english teacher Robert Ford who helped me in my academic learning and was a understanding teacher i have never met such nice and keen teacher who always supports and help his students.?
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lisa yarde
Did not know what to expect but after my son completed the course, I was sorry that I didn't learn about OVS sooner. The course is easy to navigate, turn around of assignments was very quick, our teacher was very engaged and always available to assist with any questions. Surprisingly, my son was able to focus more so than in the classroom. No classroom politics and the student can control the pace at which they move through the course. Very good experience and would definitely recommend them. Thank you, Ms. J McDonnell.
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DM – 12JT – John Fraser SS (2652)
Taking English with Mr. Ford was my best English experience in my entire high school years! The teachers are always ready to respond if you have any questions.
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Emaan Khan
I decided to take this course through a friend's recommendation, who told me that it was a great experience. Despite that, I was still a bit unsure but decided to take a leap of faith and purchase the course. It was an amazing decision because this was the best way for me to achieve a high mark and thorough understanding of the course content. There were no hidden fees whatsoever, and once you paid the initial amount for the course, that was it. I'm a senior in high school and took MHF4U and it was a great experience. The lessons were easy to follow along and understand, and the workload was a breeze as well, considering how exceptional the teaching was. The Unit Tests were also very simple to follow along, especially with the phenomenal lessons and organization. I was also pleasantly surprised with the response time through emails, as it was very fast, with teachers and administrators. I also received my report cards very quickly, after submitting my request through the site. Plus, when I received marked work back, it was easy to follow along and helpful to see what I needed to work on. Overall, this was an absolutely awesome experience and i'd definitely recommend that anyone who is on the fence about taking an online course should for sure do it with OVS!
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Mike Gutsell
I recently took ENG 12 with Mr. Ford to upgrade my previous high school mark. It was very challenging but accessible. The lectures were well organized and easy to follow. Mr. Ford was very, very prompt with grading and answering emails. The expectations of the course were realistic and the practice test/exam was something I wish I'd had in high school. Not only were there practice questions but tips on what was expected from each answer. All-in-all a great experience.