Georgia 8.P.ST.2.c
The Standard
Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (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 decide what information, format, wording, sentence structure, and craft choices will work best for a specific audience and situation. They explain why those choices fit.
What Mastery Looks Like
- Given a purpose and audience, a student selects useful details, an accessible format, fitting language, and effective craft moves. The student can explain how specific choices support the intended reader.
Common Misconceptions
- Students may think audience only changes whether writing sounds formal or casual. They may include every available detail, treat layout as decoration, or use the same craft move for every reader.
How to Assess It
- Exit ticket: Rewrite a school pickup change for students and for caregivers, then label two choices that make each version fit its audience.
Lesson moves
Ways to Teach It
Give groups audience cards and event fact strips, then have them choose, arrange, and word facts for a flyer aimed at that audience.
Compare a school policy email and student poster, then ask: Which choices fit each audience, and which choice should be changed?
Play Audience Switch: students revise one sentence after drawing a new audience, purpose, and format card, then explain one revision.
Have students turn a local weather alert into a family text and a city website notice, choosing details and tone for each.
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