McREL Standards Activity
Writing for Particular Audiences
|Purpose:||As a result of this activity, students will be able to recognize how different writing styles are appropriate to different audiences.|
|Related Standard & Benchmarks:|
| ||Standard 1.||Uses the general skills and strategies of the writing process|
| || || ||Level II [Grade 3-5]|
| || || ||Benchmark 5. Uses strategies (e.g., adapts focus, organization, point of view; determines knowledge and interests of audience) to write for different audiences (e.g., self, peers, teachers, adults)|
|Student Product:||Writing sample|
|Material & Resources:||No special resources required for this activity.|
|Teacher's Note:||No supplementary notes for this activity.|
|After an event (e.g., a field trip, a school play), students write different accounts of the event. They are divided into groups, each with a different audience (e.g., younger children, another class of peers, parents, administrators, hosts or guides at the field trip site), but with the same purpose, and that is, to explain what was learned. To help students determine how they should proceed with the writing assignment, teachers ask students to consider the following questions:|
- What does the intended audience need to know about the event?
- What does the intended audience already know about the event?
- What do students want the intended audience to do as a result of this written account?
- What type of document would be most appropriate for the intended audience (e.g., story, essay, letter, report)?
- What stylistic aspects of writing should be considered for the intended audience (e.g., word choice, tone, sentence structure, amount of detail, length)?
Upon completion of the writing activity, teachers make copies of each groups written product and have students compare and contrast the products to identify the differences associated with the different audiences (e.g., type of document used, type of information included, stylistic aspects of the writing).