Georgia 12.T.T.2.d
The Standard
Apply expository techniques to develop a cohesive text, organized in a way that clarifies the relationship between ideas, includes multiple and varied types of information, uses multiple text structures, and adjusts tone for a variety of audiences and purposes. (C)
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 plan and write an explanation that makes relationships among ideas clear. They combine information such as data, examples, definitions, and quotations. They use more than one organizational pattern and adjust wording for the audience and purpose.
What Mastery Looks Like
- A strong response groups ideas logically and uses transitions that show cause, contrast, sequence, or solutions. The writer blends data, examples, definitions, and quotations, then chooses language suited to the intended reader.
Common Misconceptions
- Students often list facts without explaining how they connect. They may switch structures without clear transitions or confuse formal tone with inflated vocabulary. Some use only quotations and omit data, examples, or definitions.
How to Assess It
- Provide a short source set on later school start times. Ask students to write 150 words for a school board using two structures, two information types, and an appropriate tone.
Lesson moves
Ways to Teach It
Give groups printed fact cards and have them arrange the same information into cause-effect and problem-solution outlines, adding transition labels.
Ask students to explain one school policy twice, once for incoming students and once for district leaders, then compare their language choices.
Play Tone Switch: students draw audience and purpose cards, then rewrite a neutral paragraph to match both within three minutes.
Compare a government advisory and a social media explainer on the same issue, then revise one section for the other audience.
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