Appendix

Western Canadian Framework Outcomes

The Common Curriculum Framework for English Language Arts (1998) articulates a shared vision for Alberta, British Columbia, Manitoba, Saskatchewan, Northwest Territories, and Yukon Territory, and provides a basis for curriculum development in English language arts in Saskatchewan. The outcomes described on the following pages serve as a foundation for the objectives listed in English Language Arts 20, Communication Studies 20, Creative Writing 20, Journalism Studies 20, and Media Studies 20.

The Common Curriculum Framework for English Language Arts identifies two variations for each of the specific outcomes for Grade 11. The first variation emphasizes ways in which language is used for understanding, analyzing, and responding to literature; creating in a variety of literary forms; self-expression; and personal satisfaction. The other variation emphasizes ways in which language is used for getting things done in day-to-day living. For example, it emphasizes clear, concise communication, collaboration with others, presentation skills, reading of documents and nonfiction, research, information management, and use of technology. Together, the specific outcomes and their two variations suggest a range of rich and varied learning outcomes that enable students to build on their interests and to strengthen and extend their language knowledge, skills, and strategies.

These specific outcomes and their variations may be incorporated in English language arts courses that encourage students to fulfill personal interests and to achieve goals related to employment, citizenship, and lifelong learning. Sometimes students may pursue the language arts from an aesthetic stance or perspective. For example, they may focus on their own and others’ artistic or creative expression: reading and writing prose, plays, and poetry; viewing and making videos; and performing and presenting literary works. At other times, they may study the language arts from a more pragmatic stance or perspective. For example, they may focus on the use of language in conducting a variety of daily transactions: writing reports, documents, and articles; reading, hearing, and viewing a wide range of texts designed for pragmatic purposes; and preparing multimedia presentations.

A description of the five general outcomes with their related specific outcomes and variations follow.

General Outcome 1: Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences.

Exploratory language enables students to organize and give meaning to experiences. Students use exploratory language to share thoughts, ideas, and experiences, and to express and acknowledge emotions. Exploratory language enables students to discover and understand what they think and who they are. It also helps them reflect on themselves as language learners and language users. In addition, exploratory language helps them establish and maintain relationships.

1.1 Discover and Explore

Express Ideas

• connect ideas, observations, opinions, and emotions through a variety of means to develop a train of thought and test tentative positions
  • connect ideas, observations, opinions, and emotions to create or understand texts
  • connect ideas, observations, opinions, and emotions to develop a train of thought and formulate tentative positions.

Consider Others’ Ideas

• seek others’ responses through a variety of means (such as consulting Elders, e-mail correspondence, surveys) to clarify and rework ideas and positions
  • seek others’ responses through a variety of means to clarify and rethink interpretations of texts or to reconsider the shape and nature of own texts
  • seek others’ ideas to clarify and rework positions, keeping in mind audience and context.

Experiment with Language and Forms

• experiment with language and forms of expression to achieve particular effects
  • experiment with language and forms of expression to explore their effects on content and intent
  • experiment with language and forms of expression to discover their impact on audience and effect on purpose.

Express Preference

• explore a range of texts and genres and discuss how they affect personal interests, ideas, and attitudes
  • explore a range of texts and genres by various writers, artists, storytellers, and film makers, and discuss ideas, images, feelings, people, and experiences both within and associated with these texts
  • explore a range of texts and genres and discuss their appeal and potential for affecting particular audiences.

Set Goals

• establish goals and plans for personal language learning based on self-assessment of achievements, needs, and interests
  • develop goals and plans for personal language learning (such as reading new genres or authors, experimenting with various writing forms or styles, developing effective storytelling techniques)
  • formulate goals and plans for personal language learning (such as using visuals, making effective presentations, enhancing clarity of design) based on self-assessment of achievements and needs.

1.2 Clarify and Extend

Develop Understanding

• examine and adjust initial understanding according to new knowledge, ideas, experiences, and responses from others
  • modify initial understanding of own and others’ texts, considering new ideas, information, experiences, and responses from others
  • examine and adjust initial understanding of texts according to new knowledge, ideas, experiences, and responses from others.

Explain Opinions

• explore various viewpoints and consider the consequences of particular positions when generating and responding to texts
  • explore possible interpretations when generating and responding to texts and themes
  • explore and consider the consequences of own and others’ viewpoints; confirm or revise personal viewpoints when generating and responding to texts.

Combine Ideas

• combine ideas and information through a variety of means to clarify understanding when generating and responding to texts
  • combine viewpoints and interpretations through a variety of means (such as Think-Pair- Share, literary discussion groups on Internet) when generating and responding to texts
  • combine ideas and information from multiple sources through a variety of means (such as pro-con charts, alternative Internet search engines, comparison tables) to ensure consideration of various perspectives when generating and responding to texts.

Extend Understanding

• extend understanding by exploring and acknowledging multiple perspectives and ambiguities when generating and responding to texts
  • extend understanding by considering real and vicarious experiences, inquiry findings, and divergent interpretations when generating and responding to texts
  • clarify understanding by considering multiple perspectives, research data, and intended audience when generating and responding to texts.

General Outcome 2: Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts.

Making meaning of oral, print, and other media texts is fundamental to the English language arts. Through these texts, students experience a variety of situations, people, and cultures, and learn about themselves. Students can respond personally to texts by relating them to their prior knowledge, to their feelings and experiences, and to other texts. Through personal response, they explore and form values and beliefs. They respond critically to texts by making interpretations and evaluating ideas, forms, and techniques. Students use a variety of strategies and cueing systems before, during, and after interacting with various oral, print, and other media texts.

2.1 Use Strategies and Cues

Prior Knowledge

• examine connections between personal experiences and prior knowledge of language and texts to develop understanding and interpretations of a variety of texts
  • examine connections between personal experiences and prior knowledge of genres, traditions, and a variety of texts (such as plays, poetry, novels, short stories, television programs, Internet book/film discussions) by writers, artists, storytellers, and filmmakers to develop understanding and interpretations
  • examine connections between personal experiences and prior knowledge of particular forms and content and a variety of texts (such as research reports, interviews, articles) to develop understanding and interpretations.

Comprehension Strategies

• use and adjust comprehension strategies to monitor understanding and develop interpretations of a variety of texts
  • use and adjust comprehension strategies (such as inferring character traits and relationships, judging the plausibility of story endings, paraphrasing poetry or film excerpts) to monitor understanding and develop interpretations of texts
  • use and adjust comprehension strategies (such as skimming to preview texts, varying and adjusting reading and viewing rates to accomplish purpose, paraphrasing and summarizing, remembering pertinent information) to monitor and develop understanding of texts.

Textual Cues

• use textual cues and prominent organizational patterns to construct and confirm meaning and interpret texts
  • use textual cues (such as prologues, stage directions, camera angles) and prominent organizational patterns (such as acts and scenes, chapters, versification) to construct and confirm meaning and interpret texts
  • use textual cues (such as visual images, sound tracks, structured overviews, headings and subheadings, summaries) and prominent organizational patterns (such as generalizations, examples) to construct and confirm meaning and interpret texts.

Cueing Systems

• use syntactic, semantic, graphophonic, and pragmatic cueing systems to construct and confirm meaning and interpret texts
  • use syntactic, semantic, graphophonic, and pragmatic cueing systems (such as variety in sentence structure and length, words with multiple connotations, foreign derivations, prefixes and suffixes of specialized vocabulary, social context) to construct and confirm meaning and interpret texts
  • use syntactic, semantic, graphophonic, and pragmatic cueing systems (such as subject-verb-object sequences and qualifiers, prefixes and suffixes of technical vocabulary, acronyms, social context) to construct and confirm meaning and interpret texts.

2.2 Respond to Texts

Experience Various Texts

• experience texts from a variety of genres and cultural traditions; compare various interpretations of texts
  • experience genres (such as storytelling, myths and legends, historical dramas) from a variety of cultural traditions; explore and compare various interpretations of texts
  • experience texts (such as traditional knowledge, ethnic/arts/community newspapers, docudramas) from a variety of perspectives, disciplines, and cultural traditions; compare various interpretations of texts to clarify understanding of ideas and information.

Connect Self, Texts, and Culture

• respond personally and critically to ideas and values presented in a variety of Canadian and international texts
  • respond personally and critically to themes, values, and beliefs presented in a variety of texts by Canadian and international writers, artists, storytellers, and filmmakers
  • examine ideas, issues, and values presented in a variety of texts by Canadian and international communicators (such as writers, photo-journalists, commentators).

Appreciate the Artistry of Texts

• examine how language and stylistic choices in oral, print, and other media texts accomplish a variety of purposes
  • examine how images and word choice (such as visual composition, juxtaposition, hyperboles) in texts convey and evoke emotion and create an overall impression
  • examine how visuals and concise language (such as choice of fonts, short and medium sentences, precise nouns, active voice, tables, graphs) in texts communicate ideas and information to accomplish particular purposes.

2.3 Understand Forms and Techniques

Forms and Genres

• analyze how various forms and genres are used for particular audiences and purposes
  • analyze how characteristics of various forms and genres (such as sonnets, feature films, political cartoons, scripts) are used for various audiences and purposes (such as to persuade, inform, entertain, create mood and theme)
  • analyze how characteristics of various forms and genres (such as biographies, editorials, television commercials, print advertisements, instructional manuals, proposals) are used for various audiences and purposes (such as to advise, persuade, inform, entertain, create mood).

Techniques and Elements

• examine how various techniques and elements are used in oral, print, and other media texts to accomplish particular purposes
  • examine how various techniques and elements (such as foreshadowing, interior dialogue, juxtaposition, hyperboles, motifs, symbols) are used in texts to accomplish particular purposes
  • examine how various techniques and elements (such as exaggeration, illustrations, flashbacks, comparisons and contrasts, sound tracks, charts and graphs, highlighting, formatting) are used in texts to accomplish particular purposes.

Vocabulary

• demonstrate understanding of how vocabulary and idiom affect meaning and impact; use appropriate vocabulary when discussing and creating texts
  • explain how vocabulary, idiom, and turn of phrase (such as figurative language, connotations) are used to create an impression and impact on an audience; use vocabulary and language appropriate for topic and context
  • explain how choice of vocabulary and idiom (such as media and advertising jargon, technical language) affect meaning and create impact; use vocabulary appropriate for topic and language community.

Experiment with Language

• experiment with language, visuals, and sounds to convey intended meaning and impact
  • use creative combinations of language, visuals, and sounds in a variety of texts (such as photo-essays, collages, commemorative presentations) to convey content and achieve effect
  • use creative combinations of language, visuals, and sound in a variety of texts (such as advertising visuals and logos, graphs and charts in reports) to communicate clearly and effectively.

Create Original Texts

• create original texts to communicate ideas and enhance understanding of forms and techniques
  • create original texts (such as poetry, scripts, short stories, storyboards, children’s books) to explore and enhance understanding of literary forms and techniques
  • create original texts (such as speeches, news stories, computer graphics, video essays, e-zines, brochures, advertisements) to communicate ideas and enhance understanding of forms and techniques.

General Outcome 3: Students will listen, speak, read, write, view, and represent to manage ideas and information.

The ability to manage information is important in school, in the workplace, on the land, and for personal growth and satisfaction. Students learn to access and communicate information and to enhance the clarity and effectiveness of communication through the language arts. They learn to interpret and analyze texts, ask questions, and gather and evaluate information.

3.1 Plan and Focus

Use Personal Knowledge

• determine inquiry or research focus and parameters based on personal knowledge and others’ expertise
  • consider experiences and explore imagination as sources for topics and ideas
  • determine inquiry or research focus based on personal knowledge and experiences, others’ expertise, time parameters, available resources, purpose, and audience needs.

Ask Questions

• formulate and revise questions to focus inquiry or research topic and purpose
  • generate questions to extend initial understanding of the imagined world of texts
  • formulate questions to define the inquiry or research problem or task relative to context, medium, and anticipated audience needs.

Participate in Group Inquiry

• explore group knowledge and strengths to determine inquiry or research topic, purpose, and procedures
  • assist and support peers in connecting, shaping, and clarifying ideas for creating texts
  • identify group knowledge and expertise, and clarify group topic, perspective, and procedures according to audience, purpose, and context.

Create and Follow a Plan

• develop, use, and adapt an inquiry or research plan appropriate for content, audience, purpose, context, sources, and procedures
  • develop strategies (such as keeping journals, revisiting fascinating places) for gathering and accessing ideas to understand and generate texts
  • develop, use, and adapt an inquiry or research plan appropriate for the task or problem, audience needs, and context, using multiple sources.

3.2 Select and Process

Identify Personal and Peer Knowledge

• select ideas and information from prior knowledge of inquiry or research topic appropriate for audience, purpose, and personal perspective or focus
  • select and connect ideas from prior knowledge, observations, and experiences to understand and support the development of texts
  • select ideas and information from prior knowledge appropriate for audience characteristics and needs, purpose, and form.

Identify Sources

• identify and discuss the purpose and usefulness of information sources relevant to particular inquiry or research needs
  • identify the need for additional information to supplement prior knowledge, observations, and experiences for understanding and developing texts
  • assess audience characteristics and needs, topic, and purpose to identify appropriate primary and secondary information sources (such as journals, surveys, reports, newspapers, periodicals).

Evaluate Source

• evaluate how perspectives and biases influence the choice of information sources for inquiry or research
  • explain how choice of information from various sources affects the credibility and authenticity of texts
  • explain how audience perspectives and biases influence the choice and effectiveness of information sources for inquiry or research.

Access Information

• access information using a variety of tools, skills, and sources to accomplish a particular purpose
  • record and explore ideas and information using a variety of means (such as interviewing authors, artists, and Elders, observing sights and sounds, listening to others’ responses)
  • access information using a variety of tools, skills, and sources (such as databases,

CD-ROMs, manuals, textbooks)

Make Sense of Information

• use knowledge of text cues, organizational patterns, and persuasive techniques to sort and relate ideas in extended texts; adjust reading and viewing rates according to purpose, content, and context
  • use knowledge of text cues, organizational patterns (such as flashbacks, chronological order, stream-of-consciousness), and sensory and emotional appeals (such as empathy, anecdotes, suspense, narrative hooks) to sort and relate ideas in extended texts
  • use knowledge of text cues, organizational patterns (such as logical order), and persuasive techniques (such as flattery, appeals to success, happiness, prejudice) to sort and relate ideas in extended texts.

3.3 Organize, Record, and Evaluate

Organize Information

• organize and reorganize information and ideas in a variety of ways for different audiences and purposes
  • organize and reorganize ideas and information in a variety of forms (such as poems, plays, collages) for a variety of purposes
  • organize and reorganize main ideas and supporting information in a variety of ways (such as flow charts, webs, lists) according to audiences and purposes.

Record Information

• summarize and record information, ideas, and perspectives from a variety of sources; document sources accurately
  • record and review ideas and perspectives from a variety of sources pertinent to understanding and creating texts; refer to texts for support
  • summarize and record important information, ideas, and perspectives from a variety of sources in an organized manner; document sources accurately.

Evaluate Information

• evaluate information for completeness, accuracy, currency, historical context, relevance, and balance of perspectives
  • evaluate the completeness and relevance of ideas for achieving a variety of purposes (such as to inform, entertain, inspire, promote social change)
  • evaluate the completeness and relevance of information for achieving a variety of purposes (such as to develop convincing arguments, provide sequential instructions, initiate action).

Develop New Understanding

• explain the importance of new understanding to self and others; assess own inquiry and research skills
  • explain self-knowledge acquired through understanding and creating texts; explain insights into own creative process
  • explain new understanding of breadth or depth of a topic; explain implications of new understanding for future inquiry or research.

General Outcome 4: Students will listen, speak, read, write, view, and represent to enhance the clarity and artistry of communication.

In school and in daily life, students are required to communicate ideas and information using clarity and artistry. Their thoughts should be well-organized and clearly expressed using precise language. They are also required to use artistry to communicate their ideas through a variety of oral, print, and other media texts.

4.1 Generate and Focus

Generate Ideas

• generate, evaluate, and select ideas to develop a topic, express a perspective, engage an audience, and achieve a purpose
  • generate, assess, and select ideas to develop a topic and achieve a particular purpose (such as to create empathy, commemorate a special event)
  • generate, evaluate, and select ideas, information, and data to solve a problem or accomplish a task (such as addressing a local community issue, identifying a situation that needs change, preparing a speech) for a particular audience with a specific need at a specific time and place.

Choose Forms

• select and use a variety of forms appropriate for content, audience, and purpose
  • experiment with a variety of forms (such as poems, one-act plays, reflective essays, impromptu speeches) to discover preferences
  • select and use a variety of forms (such as letters of commendation/complaint, debates, commercials, scenarios) appropriate for audience, purpose, and context.

Organize Ideas

• select and use a variety of organizational structures and techniques and appropriate transitions in oral, written, and visual texts to communicate clearly and effectively
  • select and use a variety of organizational structures (such as point-example-conclusion, prologue and epilogue, acts and scenes), techniques, and transitions (such as transitional paragraphs, fade-outs) to express ideas clearly and effectively
  • select and use a variety of organizational structures (such as proposition and support, problem and solution, inverted pyramid), techniques, and transitions (such as headings and subheadings, arrows in flow charts and cycles, dissolves) to communicate ideas clearly and effectively.

4.2 Enhance and Improve

Appraise Own and Others’ Work

• appraise own choices of ideas, language use, and forms relative to purpose and audience, and provide others with constructive appraisals
  • appraise choices of content, language use, and form in own and others’ drafts relative to intent
  • consider audience needs and characteristics in appraising choices of content, language use, and form in own and others’ drafts.

Revise Content

• analyze and revise drafts to ensure appropriate content and to enhance unity, clarity, and coherence
  • consider purpose and intent in revising drafts to ensure appropriate content and to enhance unity and coherence
  • consider audience needs and characteristics in analyzing and revising drafts to ensure appropriate content and to enhance unity, clarity, and coherence.

Enhance Legibility

• use appropriate text features to enhance legibility for particular audiences, purposes, and contexts
  • consider format in selecting text features (such as illustrations, chapter headings, white space, charts and maps, music) to enhance legibility
  • consider audience needs in selecting text features (such as graphs, colour, shading, framing) to enhance legibility.

Enhance Artistry

• use effective language, visuals, and sounds, and arrange ideas for emphasis and desired effect
  • use effective language, visuals, and sounds, and arrange ideas for emphasis and desired effect, considering voice and style
  • use effective language, visuals, and sounds, and arrange ideas for emphasis and desired effect, considering audience characteristics and needs.

Enhance Presentation

• use appropriate strategies and devices to enhance the clarity and appeal of presentations
  • consider purpose and intent when experimenting with strategies and devices (such as props, mime, visuals, sound effects, fonts, page layout) to enhance presentations
  • consider audience characteristics and needs when selecting and using strategies and devices (such as graphics, layout and design, music, visuals, fonts, placement of print) to enhance the clarity and appeal of presentations.

4.3 Attend to Conventions

Grammar and Usage

• select appropriate words, grammatical structures, and register for audience, purpose, and context
  • select appropriate words, grammatical structures, and register (such as descriptive, sensory words, varied and complex sentence patterns, authentic dialogue) to achieve intent and desired effect in texts
  • select appropriate words, grammatical structures, and register (such as unambiguous words, short or medium length sentences, subject-verb-object sentences, formal language in technical communication, emotive words, catch phrases, colloquial language in advertising) according to audience, purpose, and context.

Spelling

• know and apply Canadian spelling conventions and monitor for correctness using appropriate resources; recognize adapted spellings for particular effects
  • know and apply Canadian spelling conventions (such as "slough" to give local colour) in texts; recognize adapted spellings for stylistic effect or to convey dialect
  • know and apply Canadian spelling conventions (such as eliminating contractions in technical documents) in formal texts; recognize adapted spellings (such as "thanx") for desired effect.

Capitalization and Punctuation

• know and apply capitalization and punctuation conventions to clarify intended meaning, using appropriate resources as required
  • know and apply capitalization and punctuation conventions to clarify intended meaning in editing and proofreading texts, using resources when required; experiment with capitalization and punctuation to convey intended meaning
  • know and apply capitalization and punctuation conventions to clarify intended meaning in editing and proofreading texts, using resources when required; attend to capitalization and punctuation etiquette in electronic texts (such as e-mail).

4.4 Present and Share

Share Ideas and Information

• demonstrate confidence when presenting ideas and information; revise presentations as needed for subsequent occasions
  • develop and share oral, written, or dramatic presentations using a variety of approaches (such as literary circles, readers theatre, dramatic readings) for a variety of purposes (such as to express thoughts and emotions, invite response, entertain)
  • present ideas and information using a variety of interactive approaches (such as workshops, demonstrations, oral reports) for a variety of purposes (such as to inform, motivate).

Effective Oral and Visual Communication

• use appropriate voice and visual production factors to communicate and emphasize intent in personal and public communication
  • use a variety of voice and visual production factors (such as tone, pacing, volume, images, photographs) to create atmosphere or mood, stir emotion, or encourage reflection
  • select from a range of voice and visual production factors (such as voice modulation, gestures, graphics, headings) to communicate and highlight main points.

Attentive Listening and Viewing

• demonstrate critical listening and viewing behaviours (such as analyzing message, qualifications of presenter, support used, reasoning used) to understand and respond to presentations in a variety of ways
  • demonstrate critical listening and viewing behaviours to understand, interpret, and respond to presentations in a variety of ways (such as discussing with peers, recounting personal experiences, creating alternatives, using presentations as models)
  • analyze presentations for development of positions, relevance of examples, and plausibility of recommendations, and respond in a variety of ways (such as asking questions, identifying arguments, stating opinions).

General Outcome 5: Students will listen, speak, read, write, view, and represent to celebrate and to build community.

Language is necessary for working together. Students learn collaboration skills by discussing in groups, by building on others’ ideas, and by planning and working together to meet common goals and strengthen community. Students also learn that language is important for celebrating events of personal, social, community, and national significance. In their language learning and use, they develop their knowledge of language forms and functions. As well, they come to know how language preserves and enriches culture. To celebrate their own use of language, students display their work, share with others, and delight both in their own and others’ use of the language arts.

5.1 Encourage, Support, and Work With Others

Co-operate with Others

• use language to build and maintain collaborative relationships; take responsibility for respectfully questioning others’ viewpoints and requesting further explanation
  • use respectful and encouraging language to support others in creating or responding to texts
  • use language to build and maintain respectful relationships with people in various roles; investigate various viewpoints to solve problems and accomplish tasks, using tactful language for constructive criticism.

Work in Groups

• demonstrate flexibility in assuming a variety of group roles and take responsibility for tasks that achieve group goals
  • demonstrate flexibility in assuming a variety of group roles and participate in open, respectful interactions
  • demonstrate flexibility in assuming a variety of group roles, support risk taking, and encourage effective participation to accomplish tasks.

Use Language to Show Respect

• recognize and analyze how personal language use may create and sustain an inclusive community
  • recognize and analyze how language use may foster inclusive, respectful communication that is sensitive to linguistic, cultural, and historical considerations; recognize that language meaning and use change over time
  • recognize and analyze how language use may foster inclusive, respectful communication that is sensitive to linguistic and cultural considerations (such as titles of address, gender inclusive nouns and pronouns).

Evaluate Group Process

• evaluate the effectiveness of group process to improve subsequent success
  • evaluate the effectiveness of group process using various criteria (such as breadth of knowledge and experience, richness of discussion, quality of created text) to enhance future group experiences
  • evaluate the effectiveness of group process using various criteria (such as cost and time effectiveness, compatibility of personalities, relevance of expertise) to enhance future group performance.

5.2 Develop and Celebrate Community

Share and Compare Responses

• identify various factors (such as experiences, age, gender, culture) that shape understanding of texts, others, and self
  • demonstrate awareness of how various factors (such as prior knowledge, experiences, cultural background) affect interpretation of texts and understanding of others and self
  • identify how roles, relationships, and contexts shape varying reactions to ideas and experiences.

Relate Texts to Culture

• identify and examine ways in which culture, society, and language conventions shape texts
  • identify and examine ways in which society and culture shape the language, content, and forms of texts (such as post-modern novels, situation comedies, street theatre)
  • identify and examine ways in which society and culture shape the language, content, and forms of texts (such as web sites, catalogues, CD-ROMs, advertisements, self-help books).

Appreciate Diversity

• explain ways in which language and texts express and shape the perceptions of people and diverse communities
  • explain ways in which language and texts reveal and shape understanding of human diversity and universality
  • explain ways in which language and texts express and shape the perceptions of particular audiences.

Celebrate Special Occasions

• use language and texts to celebrate personal and community occasions and accomplishments
  • use language and texts to appeal to imagination, senses, and emotions, and examine the use of texts to commemorate special occasions and celebrate human experiences
  • use language and texts to acknowledge accomplishments, celebrate significant events, create desired effect, and promote action (such as support for an organization, charity, or group).