English Language Arts

Adult Basic Education
English Language Arts
English 2102A
Curriculum Guide
Prerequisites: English 1102A, 1102B, 1102C
Credit Value:
1
Required English Courses
[General College Profile]
English Language Arts 1102A
English Language Arts 1102B
English Language Arts 1102C
English Language Arts 2102A
English Language Arts 2102B
English Language Arts 2102C
English Language Arts 3102A
English Language Arts 3102B
English Language Arts 3102C

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Table of Contents
To the Instructor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
General Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Unit I
Short Story and Related Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Unit 2
Poetry and Related Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Unit 3
Written Communications and Writing Conventions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Anthologies:
Between the Lines 11
Between the Lines 11 CD Set
Land, Sea, and Time, Book Two
Reference Books:
Resource Lines 9/10
Reading and Writing for Success
Communicate!
Instructor Resources:
Between the Lines 11 Teacher’s Guide
Land, Sea and Time, Book Two Teacher’s Guide
Communicate! Teacher’s Guide
English 2102A
Curriculum Guide
Page 3

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To the Instructor
English 2102A
English 2102A is the first in a series of three one-credit courses (English 2102A, 2102B, and
2102C) developed to be equivalent to the provincial high school’s General English 2202. Each
course in the series has three Units covering distinct elements of literature and language. English
2102A covers short stories and poetry in Units 1 and 2 respectively. Unit 3, “Written
Communications and Writing Conventions”, provides an introduction to writing opinion pieces
and a review of formal correspondence. It also provides for a review of fundamental elements of
language and writing conventions (sentence variety and sentence combining; homophones and
commonly confused words; and spelling conventions for numbers and metric units).
New Approach for ABE English
English 2102A, like all the new ABE English courses, combines language and literature. This is
in contrast to the program which these new courses replace, where language and literature have
been taught as completely separate courses and students have not necessarily had to study
literature to graduate. Increased exposure to literature and experience with reading should help
students become more proficient writers; it should also develop the reading and analysis skills
which are critical to success in other areas of Adult Basic Education as well as in future post-
secondary studies. Speaking, listening and viewing are also emphasized throughout the new
ABE English program as critical elements of communications and language arts.
The new English program is developmental - each level of the program covers similar material,
but with increasing complexity. This enables students to develop skills over a period of time. It
should be noted that English courses at any given level do not have to be completed in order
(A,B,C), although they normally would be - and both curriculum guides and study guides
sometimes make notes or references on the assumption that the courses are being completed in
order. However, if there are opportunities for grouping students for the completion of particular
courses, students may benefit more by completing a particular course along with others than by
following the A, B, C order of courses.
Study Guides
Each new ABE English course has guides for both the instructor and the students - a Curriculum
Guide and a Study Guide. The Study Guides are written in a personal and accessible style and
are intended to give students some degree of independence in their work. They contain all the
Required Work as well as Guidelines and Suggestions for the completion of the work.
Instructors should note, however, that there is much material in the Curriculum Guides (Notes
for Teaching and Learning) that is not included in the Study Guides, and this will have to be
introduced to students as needed, particularly where they start new topics.
English 2102A
Curriculum Guide
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To the Instructor
Curriculum Guides
Each English curriculum guide begins with a list of general learning outcomes for the course.
Instructors should familiarize themselves with these outcomes and refer back to them as needed.
The general learning outcomes are broken down into specific learning outcomes for each Unit
of the course. Both the general and specific learning outcomes are achieved through the
completion of Required Work.

All the English curriculum guides are organized in two sequential sets of columns, as follows:
Learning Out com es
Required W ork
This column lists the specific learning
This column contains a numbered list of the
outcomes for the Unit in 3 categories:
work required to be completed in order to
Outcomes for Reading and Viewing,
meet the specific learning outcomes.
Outcomes for Speaking and Listening, and
Students are also given this list of required
Outcomes for Writing and Other Ways of
work in their Study Guides. Instructors
Representing
should note that, although the Required
Work is listed in the same order in both
Guides, the numbering system is different
between the Curriculum Guide and the
Study Guide.
Not es f or Teaching and Learning
Suggestions for A ssessment
This column provides explanations and
This column provides information related to
information related to the required work
the use of the resources for the assessment of
and/or the resources. Instructors should find
learning outcomes. It also provides more
this column especially helpful in planning for
general suggestions and guidelines for
instruction, assisting students with making
assessment.
selections, and making the best use of the
available resources.
Instructors should note that all the Required Work in reading, writing, speaking, researching,
etc. includes assigned “Study” material. This is intended for the use of both the student and the
instructor. It is intended that instructors would use this material (as well as any other material
they might choose) to introduce a particular topic to one or more students - following which
students would read the material on their own. Throughout both the curriculum guides and the
study guides, group instruction and group discussion are encouraged.
Page 6
Curriculum Guide
English 2102A

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To the Instructor
Resources
Anthologies, reference books, and instructor resources for this course are listed on the Table of
Contents page. Instructors may supplement these resources, as they deem appropriate. It should
be noted that instruction and practice in Writing Conventions (Unit 3) may require the use of
reference books and instructional resources from all levels of the English program. These may
not be included in the list of resources for the course. However, they are listed in the Notes for
Teaching and Learning, Unit 3.
Note: Lists of recommended novels, non-fiction books, and longer plays are included in the
relevant Units of the curriculum guides.
Recommended Evaluation
Course Work*
20%
Assignments**
30%
Final Exam (entire course)
50%
100%
The overall pass mark for the course is 50%
*Course work includes answers to questions on assigned reading, participation in discussions,
notes taken on assigned study material, practice exercises on writing conventions, and any other
Required Work which would not be classified as an Assignment.
**Assignments include all the print, oral or multimedia texts which students are responsible for
planning and creating. Throughout the English program, this would include essays and research
papers, reports, book reviews, formal correspondence, oral presentations, résumés, posters, etc.
It would be appropriate for final examinations to include:
•demand reading and viewing of material which has not previously been studied;
•demand writing based on the longer works (drama, fiction, non-fiction) studied in the course;
and
•demand writing based on the Written Communications component of the course, where
applicable.
English 2102A
Curriculum Guide
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General Learning Outcomes
Comprehensive Learning
Comprehensive Learning
Comprehensive Learning
Outcome for Reading and
Outcome for Speaking and
Outcome for W riting and Other
Viewing
Listening
Ways of Representing
1. Stud ents will be expe cted to
2. Stud ents will be expe cted to
3. Students will be exp ected to use
select, re ad an d view with
speak and listen to explore, extend,
writing and other ways of
understanding, interpret and
clarify and reflect; to c omm unicate
representing to explore, clarify, and
respo nd p erson ally and critically to
inform ation a nd id eas effec tively
reflect; to create texts, using a
a range of literature, information,
and clearly; an d to inte ract with
variety of forms for a range of
med ia and visual texts
sensitivity and respect, considering
audiences and purposes; use a range
the situation, audience and purpose.
of strategies to develop effective
General Learning Outcomes for
writing and other ways of
Reading and Viewing Fiction
General Learning Outcomes for
representing and to enhan ce their
Speaking and Listening
clarity, precision and effectiveness.
1.1 Select texts to support learning
needs and range of special interests
2.1 Listen critically to analyze and
General Learning Outcomes for
evaluate concepts, ideas and
Writing and Other Ways of
1.2 Read a variety of literary genres
information
Representing
and modes representing a wide
geographical and historical range
2.2 Ask discriminating questions to
3.1 Use writing and other ways of
acquire, interpret, analyze, and evaluate
representing to explore, extend, and
1.3 Use the cueing systems and a variety
ideas and information
reflect on experiences with, and insights
of strategies to construct meaning in
into, challenging texts and issues
reading and viewing complex and
2.3 Articulate, advocate and justify
sophisticated print and media texts
positions on issues or texts in a
3.2 Use writing and other ways of
convincing matter, showing an
representing to explore, extend, and
1.4 Show the relationships among
understanding of a range of viewpoints
reflect on values and attitudes
language, topic, purpose, context and
audience
2.4 Adapt language and delivery to
3.3 Integrate information from many
audience and purpose in informal and
sources to construct and communicate
1.5 Make connections between own
formal contexts
meaning
beliefs and cultures and those reflected
in literary texts
2.5 Reflect critically on and evaluate
3.4. Use the conventions of written
own and others’ uses of language,
language accurately and consistently in
1.6 Analyze thematic connections
recognizing elements of verbal and non-
final products
among texts and articulate an
verbal messages
understanding of the universality of
3.5 Use technology effectively to serve
themes
2.6 Demonstrate how spoken language
communication purposes
influences and manipulates, and reveals
1.7 Articulate and justify points of view
ideas, values and attitudes
3.6 Make effective choices of language
about texts and text elements
and techniques to enhance the impact of
2.7 Address the demands of speaking
writing
1.8 Examine how texts work to reveal
situations, making critical language
and produce ideologies, identities and
choices, especially of tone and style
positions
1.9 Examine how textual features help a
reader/viewer to create meaning
English 2102A
Curriculum Guide
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