Georgia 9.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 use clues about the writer, intended readers, and situation to explain why a text presents its subject in a particular way. They make deliberate choices about stance, details, tone, and evidence when creating their own texts.
What Mastery Looks Like
- Given two accounts of the same event, students identify each writer’s position and support their reading with text and context clues. In their own writing, they maintain a clear stance and choose details, tone, and evidence suited to specific readers.
Common Misconceptions
- Students may treat point of view as only first person or third person. They may assume a narrator always represents the author’s beliefs. They may list context facts without connecting them to specific language or ideas.
How to Assess It
- Give students a short editorial with a brief author note. Ask them to identify the intended audience, explain the writer’s perspective using two details, and rewrite one sentence for parents.
Lesson moves
Ways to Teach It
Give groups a short speech, sticky notes, and an author card, then have them label words shaped by audience, purpose, and context.
Compare two accounts of one event, then write: How does each writer’s situation shape what readers are asked to believe?
Play Audience Swap: students draw an audience card, rewrite a school announcement, and have classmates guess the intended readers.
Analyze a local news report and an organization’s social media post about the same event, then explain their different priorities.
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