Georgia 10.P.EICC.4.g
The Standard
Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C)
Georgia's K-12 English Language Arts Standards · Practices (P) · Engagement & Intention for Comprehension & Composition
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students evaluate a draft using their own notes, a rubric, or feedback from others. They revise ideas, evidence, organization, wording, and craft to make the writing work better for its audience and purpose.
What Mastery Looks Like
- A student can identify weak parts of a draft and make changes that improve focus, support, flow, tone, or style. The student can explain why each major change better serves the purpose and audience.
Common Misconceptions
- Students may treat revision as fixing spelling and punctuation only. They may accept every peer suggestion without judging its value, or add more words without improving clarity. Some revise sentences while ignoring weak organization or missing support.
How to Assess It
- Give students one paragraph from their draft and one peer comment. Ask them to revise the paragraph, highlight two changes, and explain how each change helps the reader.
Lesson moves
Ways to Teach It
Print a draft, cut it into paragraphs, rearrange the pieces, and add transition notes before revising the digital version.
Ask students to write: Which feedback will you use, which will you reject, and how will each choice affect your reader?
Run Revision Stations: strengthen a claim, replace vague words, add needed evidence, and revise one sentence for rhythm.
Give students a school announcement and have them revise it for two audiences, ninth graders and families.
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