Georgia 9.P.EICC.4

9.P.EICC.4 is a Georgia English Language Arts standard. These are the expectations under it.

• 9.P.EICC.4.a

  Establish a purpose and goals for writing and identify a target audience. (C)

• 9.P.EICC.4.b

  Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C)

• 9.P.EICC.4.c

  Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C)

• 9.P.EICC.4.d

  Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C)

• 9.P.EICC.4.e

  Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achi...

• 9.P.EICC.4.f

  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)

• 9.P.EICC.4.g

  Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in ord...

• 9.P.EICC.4.h

  Edit the text, ensuring it adheres to the conventions of written language. (C)

01

What Students Need to Do

Students plan, draft, review, revise, and edit different kinds of writing for clear purposes and audiences. They adjust the order and depth of these steps to fit each task.

02

What Mastery Looks Like

Students select useful planning and drafting strategies for a specific task. They improve ideas, organization, evidence, tone, and conventions, then explain why their changes better serve the audience and purpose.

03

Common Misconceptions

Students often treat revising as fixing spelling and punctuation. They may believe every piece needs the same steps in the same order, or that a first draft is finished work.

04

How to Assess It

Give students a short, weak paragraph. Ask them to identify the best next step, make two meaningful revisions, and explain how each change helps the intended audience.

1. 01

   Give pairs a cut-up weak paragraph; have them reorder sentences, add a missing detail, and mark one sentence-level correction.

2. 02

   Ask students to explain which writing step they would use next on a sample draft and defend their choice to a partner.

3. 03

   Run a revision relay where teams improve audience fit, organization, evidence, and conventions in four timed rounds.

4. 04

   Have students draft and revise an email to a school administrator requesting a realistic change, using formal tone and clear evidence.

• 12.P.EICC.4

  The 12th Grade version of this standard.

• 1.P.EICC.4

  The 1st Grade version of this standard.

• 6.P.EICC.4

  The 6th Grade version of this standard.

• 2.P.EICC.4

  The 2nd Grade version of this standard.