Georgia 8.P.AC.3
Georgia Standard (Expectation Cluster)
Text Design Consider the impact of text design on audience and purpose when consuming and producing texts across modes and genres.
Georgia's K-12 English Language Arts Standards · Practices (P)
Cluster contents
Expectations in This Standard
8.P.AC.3 is a Georgia English Language Arts standard. These are the expectations under it.
- 8.P.AC.3.a
Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audie...
- 8.P.AC.3.b
Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C)
- 8.P.AC.3.c
Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C)
- 8.P.AC.3.d
Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific pu...
Teacher's field guide
What This Cluster Means
What Students Need to Do
- Students examine how layout, images, fonts, color, sound, and other design choices shape a message. They also use those features deliberately when creating texts for different audiences and purposes.
What Mastery Looks Like
- Students can explain how headings, images, color, spacing, sound, or navigation guide an audience’s attention and understanding. They can choose design features that fit a specific audience, purpose, mode, and genre, then explain those choices.
Common Misconceptions
- Students may treat color, images, fonts, and spacing as decoration rather than meaning-making choices. They may also assume one design works equally well for every audience, purpose, mode, and genre.
How to Assess It
- Give students two versions of the same message, such as a paragraph and an infographic. Ask them to identify two design choices and explain which version better fits a named audience and purpose.
Lesson moves
Ways to Teach It
Give pairs a plain article and an infographic of the same content, then have them mark where each design directs attention.
Ask students to write which design features would help younger students understand a school safety message and explain why.
Run a card sort matching design features, such as bold headings or background music, to specific audiences, purposes, and genres.
Have students redesign a school event announcement for families and students, then label three choices made for each audience.
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Printable 8.P.AC.3 Worksheet
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