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Grade 6 · unit review

Review: Explanations, Arguments and Information Displays

Apply identify informational purpose, distinguish claim, reason and evidence, interpret a display’s organization, explain a qualifying word using supplied texts and original responses.

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Bring the unit skills together

Use these 4 new cases to check your reasoning. Choices are temporary and are not saved to an account, sent to staff or recorded as school grades. Download your current review choices before leaving or reloading.

Unit review questions
1. Original excerpt A: Folding a strip makes a crease. Bending along that crease changes the panels’ angle while keeping them joined. Use excerpt A only. Which purpose is most directly stated?
Need a hint?
  • An argument proposes a position.
  • A definition need not propose a policy.
2. Original excerpt B: We should improve the hinge label: three readers misidentified it in the trial. Analyze the recorded count. Use excerpt B only. What role does the supplied sentence play in this argument?
Need a hint?
  • A recorded count is evidence.
  • An unrelated true detail does not support this claim.
3. Original excerpt C: May 2: assembled; May 4: tested; May 8: displayed. Readers need dates and sequence. Use excerpt C only. Which display fits the stated information relation?
Need a hint?
  • Parts need labels.
  • A timeline is not ideal for unordered material categories.
4. Original excerpt D: During June, the club offered two displays; this sentence makes no claim about other months. Use excerpt D only. What does the supplied qualifying expression limit?
Need a hint?
  • May differs from will.
  • Removing a qualifier can create a stronger claim.

The download contains your current choices and any checked feedback. Keep the separate transfer-task work in your own document; downloading its instructions does not mark it complete.

Use the skills in a new task

Make a short complete response demonstrating the four skills in this unit. Write an original explanation of a fictional folding model and a separate argument for clearer labels. Supplied record: four volunteers, three asked for the hinge name during May. Use claim, reason and evidence explicitly; keep the volunteer/date limits and select a parts diagram. Longer writing targets in optional extensions can be completed in a later session.

Work on paper or in your own document. Explain the choices you made.

  • Find the stated aim and the action the writer asks of a reader, if any. Name the matching purpose.
  • Use the supplied argument context and classify the sentence’s role. Explain how it connects to the position.
  • Identify the relation readers need to see. Use that relation to choose the display, then include required labels.
  • Read the exact expression and say which part of the claim it narrows. Preserve that limit in a summary.
Compare with a model response

The fictional model has two panels joined by folded paper. First the panels are placed beside each other; next the fold connects them. We should label the hinge because readers need to identify the connection: three of four volunteers asked its name during May. A parts diagram would show that location. The evidence concerns those volunteers and dates, so it does not prove every visitor will need the same help.

A different response can also meet the criteria. Compare the evidence and reasoning, rather than copying the wording.