Georgia 9.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 identify how audience and context shape an author's choices about content, organization, design, wording, syntax, and craft. They explain which choices fit a specific situation and why.
What Mastery Looks Like
- Given two texts about the same issue, students can explain why each author highlights different details or uses different wording, structure, and design. They can revise choices when the audience or context changes.
Common Misconceptions
- Students may define audience only by age and ignore interests, knowledge, needs, or setting. They may identify a feature, such as bold type or slang, without explaining its effect. They may assume formal language always works best.
How to Assess It
- Give students a school lunch announcement written for parents. Ask, "Name two changes needed for a student social media post, and explain how each change fits the new audience and context."
Lesson moves
Ways to Teach It
Give groups printed versions of one message, then have them cut, reorder, and relabel sections for parents, students, or administrators.
Ask students to compare a principal's email and a student flyer, then write which wording and design choices best fit each audience.
Play Audience Switch: teams draw an audience card and revise one sentence, headline, and layout choice before classmates guess the audience.
Have students redesign a local event notice for teens, selecting details, visuals, and language that would make them respond.
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