Georgia 11.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 judge a draft against its purpose, audience, and success criteria. They use their own review and feedback from others to make purposeful changes to content, structure, language, and style.
What Mastery Looks Like
- A student makes meaningful changes across a draft, not just surface corrections. The student can explain how each change improves clarity, support, flow, tone, or impact for the intended audience.
Common Misconceptions
- Students often treat revision as correcting spelling and punctuation. They may accept every suggestion without judging it, or replace simple words with awkward “advanced” words. Some move paragraphs but fail to add transitions or clarify the logic.
How to Assess It
- Exit ticket: Using a feedback note, revise the supplied paragraph by moving one idea, adding one useful detail, and replacing one vague phrase. Label the purpose of each change.
Lesson moves
Ways to Teach It
Print one draft, cut it into paragraphs, test two different orders, then tape down the strongest sequence and add transitions.
Partners answer, “Where did you lose interest?” and “What needs more support?” before writers choose one suggestion to apply.
Run revision stations for leads, evidence, word choice, and endings, with students making one tracked change at each stop.
Have students revise the same school proposal for a principal and for classmates, changing details, tone, and craft for each audience.
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