Georgia 11.P.ST.2.c
The Standard
Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C)
Georgia's K-12 English Language Arts Standards · Practices (P) · Situating Texts
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students identify the intended audience, purpose, and situation for a text. They explain or apply choices in content, layout, wording, sentence structure, and technique to fit those conditions.
What Mastery Looks Like
- Given a text, students cite specific details and explain how each choice fits the intended readers, situation, and purpose. They can revise a message for a new audience and justify their changes.
Common Misconceptions
- Students may name the audience as “everyone” or assume audience only affects vocabulary. They may identify a technique without explaining its effect. Some treat personal preference as proof that a design or word choice works.
How to Assess It
- Give students a school policy announcement and ask them to rewrite one paragraph for incoming ninth graders. Require two labeled changes and a brief reason for each.
Lesson moves
Ways to Teach It
Give groups audience cards and a campus event fact sheet; each creates a one-page flyer choosing details, layout, wording, and one attention-getting technique.
Compare two public service ads for different audiences, then write which choices make each message clear and persuasive.
Play Audience Switch: students revise a four-sentence announcement after drawing a new audience, purpose, and platform card.
Analyze a real college webpage or workplace memo, then identify three choices that help its intended readers act.
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