Georgia 10.T.T.2.a
The Standard
Evaluate and critique expository techniques and organizational patterns and their effect; discuss and analyze clarity of information. (I)
Georgia's K-12 English Language Arts Standards · Texts (T) · Techniques
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students identify how an informational text explains and arranges ideas. They judge whether those choices help readers follow the information. They support their judgment with details from the text.
What Mastery Looks Like
- Students accurately identify patterns such as cause and effect, comparison, sequence, and problem and solution. They cite specific wording or structure, judge its effectiveness, and suggest a revision that improves clarity.
Common Misconceptions
- Students may label a pattern without explaining how it shapes the reader’s understanding. They may treat any detailed passage as clear or confuse examples with supporting evidence. They may critique the topic instead of the writer’s choices.
How to Assess It
- Project a short expository paragraph and ask: “Name its organizational pattern, identify one explanatory technique, and explain whether each choice helps or hurts clarity.”
Lesson moves
Ways to Teach It
Give pairs a paragraph cut into sentence strips, then have them arrange it for clarity and defend their chosen order.
Ask students to write: “Which feature makes this explanation easiest to follow, and what specific detail proves your claim?”
Play a sorting game where teams match passage cards to organizational patterns, then earn a point by explaining each match.
Compare two public health notices on the same issue, then identify which one communicates instructions more clearly and why.
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Related Standards
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Evaluate and critique expository techniques and organizational patterns and their effect; evaluate clarity of information. (I)
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Analyze expository techniques used to present and design content, including main ideas, facts, statistics, key details, information from text features, and a se...
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