Grade 12 English
Course and Tutoring

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Welcome to Queen Elizabeth Academy, providing ENG4U Grade 12 English Course and Tutoring, for you to excel at grade 12 English. Our course instructors and tutors have deep experience in essay writing and critical thinking, which are critical components for you to achieve high grades in English 12.

ENG4U Course - English Grade 12

ENG4U Grade 12 English is one of the most important course in high school for university application. This course is very heavy, with lots of essay writing. Students often neglect essay writing technique and critical thinking, in which case they will lose a significant portion of marks. We teach both essay writing and critical thinking in our tutoring and credit course.

English, Grade 11, University Preparation.
12 (University)
Ministry of Education:
Curriculum Format:
A. In Person lesson 110 hours (credit granted)
B. Online live lesson 110 hours (credit granted)
C. Tutoring (non credit)

Queen Elizabeth Academy offers ENG4U Grade 12 English course as an online course or in person (subject to space availability). Our ENG4U Grade 12 English online course runs the same as in person, with a small class settings (maximum 9 students) where our students will have a full interactive experience with our teachers. This includes round table discussion, one on one time (on some of the sessions) to go over essay topics, and full lecture teaching. Beside the required curriculum, our ENG4U Grade 12 English online course provide lessons on essay writing, critical thinking and preparing our students for first year university.

to enrolENG4U:

Private ENG4U Grade 12 English

In Person, Classroom Lectures (Credit Course)
Experience our Online Live Teaching (Credit Course)
Physics 11 online live
Experience our online live teaching that is fully interactive. Our students participate and clarify their understanding, rather than sitting passively watching a screen.
Calculus class online live
Experience our online live teaching where our teachers explain complicated concepts in an easy to understand, step by step manner. We facilitate understanding of the student, not memorizing.

Benefits to Students
in taking ENG4U Grade 12 English
Private Credit with QEA:

1. Small Class Sizes

To maintain the quality of our lessons, class size is limited to a max of 9 students, giving students the opportunity to ask questions throughout an on-going lecture.

2. Step by Step

Our focus is to build step by step on the students’ understanding of the materials. We turn complex concepts into simpler steps for our students to absorb and understand.

3. Building

For our students who are applying to universities, building a better foundational knowledge is key to success.

4. One on One Attention:

We structure a work period in each of our lessons that our teachers walk around and help each student one by one. In our online live class, each student will get a ‘slice’ of time, where our teacher will enter their virtual room, to work with them one by one. This will help clarify any misunderstanding immediately.

Success Stories
Congratulations to our students who were admitted to their top choice university (Queens, Wilfred Laurier, McGill etc.).  Our students obtained scholarships from $2,000 to $23,000
Jeff R. Queen’s Commerce
Paul M. Queen’s Engineering
Melissa W. Western Ivey
Taylor W. Western Medical Science
Josh M. OCAD
Miranda D. Wilfred Laurier BBA (Co-op)
Colin H. Queen’s Commerce
Stephanie L. Queen’s Commerce
Jeremy R. Western Ivey
Robbie M. Wilfrid Laurier BBA (Co-op)
Eric M. Wilfrid Laurier BBA (Co-op)
Jiv S. Wilfrid Laurier BBA (Coop)
Vivian T. U of T Rotman
Stacy L. Western Engineering
Laura P. Western Medical Science
David P. U of T Rotman
Britney R. Wilfred Laurier BBA (Co-op)
Monika S. Western Health Science
Lisa V. U of T Architecture
Katie F. McGill Arts
  And more...
to enrolENG4U:

One on one private tutoring ENG4U Grade 12 English course

Queen Elizabeth Academy’s Private Tutoring Program provides our students with one on one, personalized tutoring lessons that are based on a step by step, easy to understand methodology.

English is the most important subject in high school, since all university admissions require a good English grade.  Achieving excellence in English in high school and in elementary school requires diverse skills like reading comprehension, which involves the ability to extract key information effectively, essay writing, which involves the ability to express the student’s thought effectively, and critical analysis, which involves being able to delve below the story to analyze characters, themes, and passages.

The QEA English tutoring program focuses on building 3 key skills:  reading, writing, and critical analysis.   We aim to develop these 3 skill sets with our English students by working through their English curriculum in school.  In teaching English essay writing, for example, we teach our students how to develop essay introductions that can grab the attention of the audience, how to construct a concise and powerful thesis, and how to build arguments around the quotations from their Shakespeare plays or novels.

Common challenges that most students face in English:
1. Students write the way they write a text message.

Students nowadays are accustomed to writing short messages on their phones.  The problem is that these messages have no proper grammatical structure, which becomes a habit and a reflection of their poor English writing.  QEA first disciplines the students into using proper English structure and grammar, and then helps them to develop their writing skills in a step by step approach that involves brainstorming, outlining, and revising.

2. Students are too vague in critical analysis. They get penalized for marks

Often in high school English essays, students only state the plot of the story and neglect the in-depth analysis, which always leads to mark deduction. The student needs to go deep beyond the story; they need to tie their argument to a character or theme.  This portion accounts for a large portion of marks as students progress into senior English courses.

3. Students cannot grasp the key theme and information of a story or poem

Reading comprehension is a critical part of English. Through reading, students are expected to grasp the key information quickly. This is an important skill to develop in English. One key strategy is to ask a series of questions beforehand, such as: “What is the author trying to convey in this chapter?” When doing this, the student should have a plan in mind before reading, which will improve the effectiveness of their reading comprehension.

The challenge for students for ENG4U Grade 12 English online or in person course, is to master both essay writing and critical analysis. Going over complex literature text such as Shakespare requires explanation and hardwork. We provide good guidance and lessons, and in addition to various techniques on essay writing and critical thinking.

QEA Tutoring - in Action!

ENG4U Grade 12 English and other courses


Meet our Tutors

QEA’s approaches of tutoring English

Diana J.
Diana is a PhD candidate, English literature, York University. She has 6 years of teaching experience to university and high school level students.

Anthony. M
English Teacher, English literature. A graduate scholar at St. John’s College Annapolis.
Our English students have
achieved outstanding success

Paige M.
Admitted to Queen’s University student alumni of QEA enrolled in QEA Englsih 12 private credit course

Kristen C.
Admitted to University of Waterloo student alumni of QEA enrolled in QEA Englsih 12 private credit course
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Queen Elizabeth Academy!

Students from ENG4U Grade 12 English and other courses

Matt B.
a grade 12 student admitted to Laurier Business
Sebastian G.
a grade 12 student admitted to McGill University
Andrew G.
admitted to Western University

Paige M.
Admitted to Queen’s University student alumni of QEA enrolled in QEA English 12 private credit course

Kristen C.
Admitted to University of Waterloo student alumni of QEA enrolled in QEA English 12 private credit course
Yohan B.
Wilfrid Laurier BBA
Will O.
Queen’s Engineering
Mark J.
Western Ivey
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ENG4U Grade 12 English
Private Credit Course Overview

ENG4U Grade 12 English is one of the most important courses in grade 12 for university admission

ENG4U Grade 12 English - Course Description

This course emphasizes the consolidation of the literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse a range of challenging literary texts from various periods, countries, and cultures; interpret and evaluate informational and graphic texts; and create oral, written, and media texts in a variety of forms. An important focus will be on using academic language coherently and confidently, selecting the reading strategies best suited to particular texts and particular purposes for reading, and developing greater control in writing. The course is intended to prepare students for university, college, or the workplace.

What is taking ENG4U Grade 12 English like?

This grade 12 English course is intended to prepare students for university level English, and is intended to foster critical thinking, and higher-level literacy, especially upon the coherent and confident use of formal academic language, and the development of reading strategies for a broad array of texts. The course is broken into four skill segments.

Oral Communication: This strand of the curriculum focuses on the student’s ability to communicate through spoken language, for example in a presentation to the class, or more generally in the way they answer questions asked of them in spoken English. It also includes the comprehension component of oral communication, that is to say the ability of students to understand and comprehend spoken English. These are extremely important and valuable skills that come in handy in day-to-day life.

Reading and Literature Studies: This segment of the curriculum evaluates a student’s ability to read English literature and to comprehend and analyze it. Shakespeare will be taught in this segment, as well as poetry and short stories. The goal is to leave with a capacity to read independently, critically, and with keen understanding of the text, as well as to be in contact with works of genuine cultural and literary importance.

Writing: the goal of this segment is to produce confident and effective writers who can organize their thoughts clearly, while producing strong and grammatically correct sentences. Beyond that the course will also focus on various forms of writing including the essay, which is central to higher level coursework in English and other disciplines. Students will be exposed to a variety of forms of writing, and given the opportunity to develop strong writing skills.

Media Studies: This segment focuses on analyzing and interpreting media texts, including graphics, sounds, and images. The influence of mass media and popular culture is explored and discussed critically. Students are given the tools to make sure they can be aware of the messages floating around mass media and online culture in an academic and critical capacity, as well as the capability to create their own contributions to that culture.

Tips to succeed in ENG4U Grade 12 English

Oral communication is often a strong point for students compared to reading, however some students may have difficulty with it. There is nothing to be worried about, the key to success here is just to be familiar with the English language in general, to avoid slang usage, to speak in complete and grammatically correct sentences, and to demonstrate a wide vocabulary. For more formal assignments, if you are a stronger writer than speaker, try to write out your work before practicing your presentation out loud. Be aware also of how you pronounce words, and the tone of your voice. Avoid mumbling and speak clearly and comfortably. Many students feel embarrassed to speak in front of the class, but remember that everyone is in the same boat and has the same assignment.

Reading and literature studies often presents the greatest challenge as it is less familiar and more advanced by the twelfth grade than in previous years. High level texts like Hamlet can present unique challenges to students based on the older style of writing and syntax, and it can be difficult to move from simply understanding the plot to understanding analysis and critical study of the text. Break it down into parts and be aware of the components of literature. Write down what the themes are, or the themes that you notice in the text. Keep track of the characters and how they behave in the text. What is significant about what is happening? If you struggle with the text itself, try reading it out loud, Shakespeare was performed live after all, and still is. Try finding a version of a Shakespeare performance to see how all the stage directions are incorporated. Also, try to find something you like about each text you read. While it can be a chore to read these books, they are also classics for a reason. Always ask questions about what you are reading, and always keep notes so you are not scrambling to redo everything at the last minute.

Writing is a chance to embrace your creativity, so take the chance and do your best. For creative writing, choose topics that you care about or that interest you. For more formal, academic writing, choose topics that you both know about or can research, and which interest you. One key skill here is the organization of your thoughts. That means making sure that you express yourself in writing in a logical and methodical way, not just what comes to mind when you think about it, but structured and intentional writing. Take the time to map out what you will write. For your stories or creative writing, make sure you know how the story will end before you write it, try to develop the characters beforehand, take the time to think. For formal academic writing, make sure to do the requisite research beforehand. Find relevant quotations in the text, and make sure you have relevant facts that you present in a manner that you have thought out. Make use of the time you are given. If you are stuck you can make use of a writing prompt, but always make sure to ask why you are writing what you are writing.

Media studies is generally the least problematic section for students, especially considering the amount of exposure to popular culture and mass media that most students have already experienced. The important thing to remember here is that just knowing about popular culture is not enough. Students are called to analyze what they are experiencing and to critically examine it. That means perhaps investigating more deeply what they take for granted on their devices, and how they receive information online. These segments are also more dependent upon the discretion of the teacher than most, so material may vary from school to school, or class to class.

FAQ for ENG4U Grade 12 English course

What does an ENG4U Grade 12 English tutor do?

We teach essay writing and critical analysis, the key components in high school English. For our high school students, we review what they do, and their assignments from school, and guide them through the writing process. For our elementary English Writing Class, we teach sentence structure, how to write a paragraph, and work towards essay writing for our grade 8 students.

What does ENG4U Grade 12 English cover?

For high school students, we will focus on your school work and assignments / essays. We will also teach you foundation skills such as essay writing and critical thinking.

What are QE's credentials?

QE is Ministry accredited, which means we offer high school courses. We know the curriculum of each subject inside-out. We know what foundation building block are important to master leading to the next grade. As we have worked with 5,000+ students over the past 9 years, we are familiar with the common weakness and challenge they face on each subject. Therefore, we focus on what matters most to achieve success. Our students were admitted to top universities: Waterloo, Laurier, Queen's, Western, McGill with scholarship from $2,000 to $50,000.

How much do ENG4U Grade 12 English charge?

Our private tutoring charges a very reasonable rate, given the quality and the experience of our tutors. All our tutors are specialized in English literature and we never place a science person teaching English, unlike our competitors.

What do you learn in ENG4U Grade 12 English?

You will learn to analyze a range of challenging literary texts both classical and modern, and across countries and cultures. You will also learn to interpret and evaluate informational and graphic texts, and to create written and media texts in multiple forms.

What is ENG4U Grade 12 English?

ENG4U is a Grade 12 English course for high school students seeking preparation for University. ENG4U is a required prerequisite course for most university programs.


Admission Requirements Summary
Admission Requirements Summary. Major university programs. (Grade cut off, Admission essay etc.)
How to Get into the
Top Universities?
How I got into my top choice universities?
by QEA student alumni
Jeremy R.
Admitted to Western Ivey School of Business
former QEA student

Early on in high school, I knew I wanted to apply to the top business schools in Canada, which led me to focus my attention on getting accepted to both the Western and Queen’s business programs. QE has given me significant support in my academic well-being as well as giving advice on ... [to be continued]

Colin H.
Admitted to
Queen’s Commerce
former QEA student

In Grade 12, managing your time is critical. You need to allocate your limited resources (i.e. your time) on what matters most. This principle applies to various tasks from focusing your energy on the most important subjects, to scoring the test questions you know first, to focusing on one or two job experiences or extracurricular activities that make you stand out....
[to be continued]

Tips on University
Application Essays
Western Ivey School of Business (AEO) application essay
by Jeremy R.
admitted to Western Ivey School of Business (AEO)
QEA student alumni

Attaining AEO status to the Western Ivey School of Business is not an easy task. However, with the right approach and execution, getting into this competitive program can certainly be done.

Aside from having strong academics, the main aspect the staff evaluating your application will look for is extra-curricular involvement. Simply put, they want to see. [...to be continued]

by Colin H.
admitted to Queen’s Commerce
QEA student alumni

While applying to universities, many students will focus on their grades, but have often neglected the importance of the application essay. You should start early (one to two months before the deadline) and compose at least 4-5 drafts on each essay.

The words on your essay are very limited, often times you have to deliver your points in about 300-400 words. Therefore you must go [...to be continued]

email to:

to receive a FREE University Admission Support Package


by Sam A.
BSc. graduate,
Queen’s University
QEA student
by Jessica K.
Master in English
Queen’s University
QEA English teacher

Overall Expectation for English grade 12

ORAL COMMUNICATION for English grade 12

1. Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;

1.1 identify the purpose of a wide range of listen- ing tasks and set goals for specific tasks (e.g., prepare counterarguments during a debate;1 record important ideas and supporting details during a class lecture; understand how to com- plete the online university, college, and OSAP applications after a presentation on the topic)

2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;

2.1 communicate orally for a wide range of pur- poses, using language effective for the intended audience (e.g., perform a readers’ theatre pres- entation of a written text;5 deliver a eulogy for a Shakespearean character; role-play an entrance interview at a postsecondary institution; lead a panel discussion)/p>

3. Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.

3.1 demonstrate insight into their strengths and weaknesses as listeners and speakers, and practise the strategies they found most helpful before, during, and after listening and speaking to improve their oral communication skills (e.g., identify the environmental conditions that help them listen effectively; explain how they adjust their presentation strategies to reach a culturally diverse audience; assess their time- management and self-motivation strategies when preparing for a presentation and adjust as necessary)


1. Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning;

1.3 identify the most important ideas and sup- porting details in texts, including complex and challenging texts (e.g., summarize the ideas in a critical essay about a literary work; outline two contrasting interpretations of a scene from a Shakespeare play; outline the historical or polit- ical context of an Aboriginal writer’s narrative)

2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;

2.1 identify a variety of characteristics of literary, informational, and graphic text forms and demonstrate insight into the way they help communicate meaning (e.g., quoted material is used in a literary essay to support the analysis or argument, and the thesis is often restated and extended in the conclusion; recurring imagery and/or symbols often help to develop themes in poems, stories, and plays; the structure of a son- net provides a framework for the poem’s content)

3. Reading With Fluency: use knowledge of words and cueing systems to read fluently;

3.1 automatically understand most words in a variety of reading contexts (e.g., identify clichés and jargon in texts and suggest clearer, more specific wordings; identify words that signal organizational patterns in literary essays; analyse how familiar words are used to influ- ence a mass audience in print and television advertisements)

4. Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.

4.2 identify a variety of their skills in listening, speaking, writing, viewing, and representing and explain how the skills help them read more effectively (e.g., describe the insights they gained into a short story after viewing a short film based on the story)

WRITING for English grade 12

1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;

1.1 identify the topic, purpose, and audience for a variety of writing tasks (e.g., a letter of application to a specific program at a postsecondary school; the script for a satirical monologue on contem- porary issues and popular culture to be delivered to their peers; an essay analysing character development in a literary work; an adaptation of a complex scene from a Shakespeare play into a narrative for an English language learner)

2. Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience;

2.6 revise drafts to improve the content, organiza- tion, clarity, and style of their written work (e.g., ensure that their controlling idea is appropriate and clear; reinforce their arguments with com- pelling evidence; rephrase passages or combine sentences in a narrative to improve clarity or to make their writing more compelling)

3. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;

3.3 use punctuation correctly and effectively to communicate their intended meaning (e.g., use commas, semi-colons, colons, and dashes cor- rectly to clarify meaning, to improve the rhythm and flow of a sentence, and/or for stylistic effect)

4. Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

4.2 identify a variety of skills they have in listening, speaking, reading, viewing, and representing, and explain how these skills help them write more effectively (e.g., identify the benefits of reading their work aloud to an audience as a revising strategy; describe the specific ways in which individual texts they have read have influenced their writing)

MEDIA STUDIES for English grade 12

1. Understanding Media Texts: demonstrate an understanding of a variety of media texts;

1.1 explain how media texts, including complex and challenging texts, are created to suit par- ticular purposes and audiences (e.g., aspects of advertising campaigns are often modified to reflect the priorities of different regional, cultural, or socio-economic groups; the differing story line-ups of a major news network and a commu- nity television news channel reflect their differing priorities and target audiences)

2. Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;

2.1 identify general and specific characteristics of a variety of media forms and demonstrate insight into the way they shape content and create meaning (e.g., explain how the format and presentation of news items on television can create a culture of fear; explain why film adap- tations of novels often differ significantly from the novels they are based on, and describe the nature of the differences in a specific example)

3. Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;

3.1 describe the topic, purpose, and audience for media texts they plan to create (e.g., a story- board for a short videotaped editorial on a current issue or topic aimed at an adult audience; a multi- media presentation for peers on an environmental issue3) and identify practical, interpretive, and/ or creative challenges they may face in achiev- ing their purpose

4. Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

4.2 explain how their skills in listening, speaking, reading, and writing help them interpret and produce media texts (e.g., the ability to identi- fy words that indicate bias in written material can help them detect bias when interpreting media messages)

Sources: Ministry of Education Ontario: http://www.edu.gov.on.ca/eng/curriculum/secondary/english1112currb.pdf

Course organization for English grade 12

Unit 1Speeches and Essay Writing18 hours
Unit 2Short Stories18 hours
Unit 3Novel22 hours
Unit 4Drama22 hours
Unit 5Media Studies18 hours
Unit 6Independent Study Unit12 hours

Total Hours 110 hours


Assessment is the process of gathering information from a variety of sources (including assignments, demonstrations, projects, performances and tests) that accurately reflects how well students are achieving the curriculum expectations.

Evaluation is the process of judging the quality of a student’s work on the basis of established achievement criteria, and assigning a value to represent that quality.

The term score will be divided into 4 categories:

  • Knowledge (30 – 35%)
  • Applications (20 – 25%)
  • Thinking / Inquiry (15-20%)
  • Communications (10-15%)

There are four levels of achievement for students who are passing this course:

  • Level 1 (50-59%)
  • Level 2 (60-69%)
  • Level 3 (70-79%)
  • Level 4 (80-100%)

Level 3 is the provincial standard for student achievement.


These are the optimal methods for instruction and lesson planning throughout the course period. The teacher will use a combination of these methods to enhance the learning environment for students.

  • Lecture: formal presentation of information/knowledge to students with the use of aids (visual, written etc.) with the expectation that students’ take notes and ask questions throughout.
  • Class Discussion: students will be presented with a problem/situation to discuss amongst their peers in cooperative analysis to present-back to the teacher; these are informal
  • Technological aids: teachers can use technological aids such as presentation software (PowerPoint, Prezi etc.), games and other virtual resources to teach students and specialize to their individual needs.
  • Audio/Visual aids: teachers will use a combination of audio/visual presentations (films, songs, etc.) to enhance and augment learning with texts and provide students an alternative context to apply and practise skills.
  • Peer Evaluation: students will evaluate their peers’ work providing feedback and working cooperatively to better their skills and share knowledge.
  • One-on-One Learning: teachers will be constantly and consistently working one-on-one with students to accommodate for individual needs and provide a comfortable learning space. Students will be able to ask the teacher questions or for more in-depth guidance that might not be accomplished within the whole class environment.
  • Collaborative learning: teachers will be encouraged to use group activities that can enhance and augment learning throughout the course. These activities can include short presentations, games, challenges, trivia, etc. This provides students with opportunities to develop and practise skills in peer and self-assessment and gives teachers opportunities to model and provide instruction related to applying success criteria, providing descriptive feedback, and developing collaborative learning skills.


When planning a program in science, teachers must take into account considerations in a number of important areas, including those discussed below:

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*Note that Queen Elizabeth Academy offers in class learning at our Mississauga location, at Unit 5, 1020 Johnson’s Lane. The rest of the locations we offer credits online via Zoom (TM) with live teaching.

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