Georgia 12.P.EICC.4.a

ELA12th GradeWriting Processes

The Standard

Establish a purpose and goals for writing and identify a target audience. (C)

Georgia's K-12 English Language Arts Standards · Practices (P) · Engagement & Intention for Comprehension & Composition

Teacher's field guide

What Students Need to Do: Students decide what they want readers to know, believe, feel, or do before drafting. They name the readers and set specific targets for content, evidence, tone, and format.
What Mastery Looks Like: Given a writing task, a student can state the intended result, describe likely readers, and list two clear drafting targets. The draft uses details, tone, and organization that fit those choices.
Common Misconceptions: Students often name “everyone” as the audience. They may confuse the topic with the intended result or set vague goals such as “make it good.” Some identify readers but do not adjust details, word choice, or tone for them.
How to Assess It: Exit ticket: “Your school may convert an unused room into a senior study space. Name who should receive your proposal, the response you want, and two drafting targets.”

Lesson moves

Give pairs four audience cards and four writing tasks, then have them match each task to a reader and justify one language choice.
Before drafting a school policy letter, write who should read it, what they should think or do, and what success will include.
Play Purpose Pivot: announce a new audience every two minutes, and students revise the same paragraph’s tone, detail, and call to action.
Analyze a college email, workplace memo, and public post, then name each writer’s intended result and one choice shaped by readers.

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A ready-to-print activity worksheet aligned to 12.P.EICC.4.a, with an answer key for the teacher on its own page. No account needed.

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