Georgia 6.P.EICC.4.f

ELA6th GradeWriting Processes

The Standard

Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (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 review a draft and decide how well it meets their purpose and writing goals. They use their own notes or feedback from others to choose useful revisions.

What Mastery Looks Like

Students can explain whether a draft meets its purpose and point to specific parts as evidence. They use helpful feedback to make focused revisions and reject feedback that does not fit the goal.

Common Misconceptions

Students may treat proofreading as full self-review, fixing spelling without checking meaning or purpose. They may accept every suggestion without deciding whether it supports their writing goal.

How to Assess It

Give students a short draft and one piece of peer feedback. Ask them to judge whether the draft meets its purpose and name one revision that would improve it.

Lesson moves

Ways to Teach It

  1. Students mark a printed draft with two highlighters, one for sentences that support the purpose and one for sentences that need revision.

  2. Have students answer: What should your reader think, feel, or understand, and which part of your draft best achieves that goal?

  3. Run a feedback sort where pairs place comment cards under Use, Adapt, or Reject, then explain each choice.

  4. Students revise a mock email to a principal, checking whether its tone, details, and request fit the intended purpose.

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