6.8.E.iii
The Standard
identifying the intended audience or reader
Texas Essential Knowledge and Skills for English Language Arts and Reading · The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students determine who an argumentative text is trying to persuade. They use word choice, examples, tone, assumed knowledge, and requested actions as evidence.
What Mastery Looks Like
- Students name a specific intended audience, such as parents, voters, or middle school students. They support the answer with details from the writer’s language, examples, tone, or call to action.
Common Misconceptions
- Students may name “everyone” instead of a specific group. They may confuse the audience with the author or topic, or rely only on where the text was published.
How to Assess It
- Give students a short editorial. Ask, “Who is the intended audience, and which two details show that?”
Lesson moves
Ways to Teach It
Give pairs three mock advertisements and audience cards, then have them match each ad to an audience and mark two supporting clues.
Ask students to compare two arguments on school uniforms and explain how each writer’s language targets a different reader.
Play Audience Detective with short argument cards, awarding points for naming the audience and citing a precise clue.
Examine a local campaign flyer and identify which community group it targets through its images, claims, and requested action.
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