Georgia 7.P.ST.2.b
The Standard
Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (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 clues about who created a text, who it targets, and what circumstances surround it. They use those clues to explain the text’s perspective. They also choose a clear perspective when writing for a specific reader and situation.
What Mastery Looks Like
- Given an article, speech, or story, students use details about the writer, intended readers, and context to explain its perspective. In their own writing, they keep tone, details, and claims consistent with a chosen viewpoint.
Common Misconceptions
- Students may assume the author and narrator are always the same person. They may name the audience as “everyone” without using evidence. They may describe a viewpoint but ignore how time, place, or circumstances shaped it.
How to Assess It
- Give students a short school newspaper editorial. Ask: “Who is the likely audience, what context shapes the writer’s perspective, and which two details support your answer?”
Lesson moves
Ways to Teach It
Place a letter, event flyer, and principal memo at stations, then have students label the likely author, audience, context, and perspective.
Write a response to: “How would a student and principal describe the same new school rule differently, and why?”
Play Perspective Detective with short text cards, awarding points when teams identify the audience and context and support their answer with evidence.
Compare two local news reports about the same event, then identify how publication, audience, and timing shape each report’s perspective.
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