Georgia 9.P.AC.2.b
The Standard
Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C)
Georgia's K-12 English Language Arts Standards · Practices (P) · Author’s Craft
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students choose precise words and phrases that fit a particular reader and goal. They revise language to shape how readers feel, think, respond, or act. They explain why one wording is more effective than another.
What Mastery Looks Like
- A student can write the same message differently for classmates, families, and school leaders. The student can point to specific word choices and explain the likely effect on each reader.
Common Misconceptions
- Students may treat strong wording as dramatic wording, piling on adjectives without considering the reader. They may confuse tone with purpose or assume one version works for every audience. Some name an effect, such as persuasive, without linking it to a specific phrase.
How to Assess It
- Exit ticket: Rewrite “Students should get more lunch choices” for the principal and for ninth graders. Underline one phrase in each version and label the response you want it to produce.
Lesson moves
Ways to Teach It
Give pairs word cards ranging from neutral to forceful, then have them build two versions of a school policy message for different readers.
Ask students to compare two donation appeals and write which phrases would move a skeptical reader, citing two choices.
Play Audience Swap: students draw a reader and purpose card, revise one sentence, and earn a point when classmates identify both.
Examine a local restaurant review, then replace three vague words to make the review more trustworthy for families choosing dinner.
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