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Grade 8 · unit review

Review: Read perspectives and revise interpretations

Compare narrators, trace a theme across events, reconcile dated accounts, and revise an ambiguous explanation.

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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. Narrator Ada: “Sol left quickly. I thought Sol was bored.” Narrator Sol: “I left to return a borrowed timer before the room closed.” Which comparison is best supported?
2. “At first, Hal refused to show a rough poem. Later he asked a partner about its ending and included both drafts in his display.” Which pair best supports a theme about openness to feedback?
3. Monday: “Ten unfinished cards.” Wednesday: “Remove two unfinished cards, add four finished cards; none else changed.” What is Wednesday’s total and makeup?
4. Facts: Amira was absent. Ben sent Amira a report after adding a glossary; the glossary clarified terms. Which sentence accurately states the clarity relationship?

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

Write a synthesis of this original story-and-record case. Narrator Paz: “Chen covered the rough model; I assumed Chen disliked our ideas.” Narrator Chen: “I covered it while the glue dried. Later I showed the rough version beside the revised one so we could discuss changes.” Monday inventory: “Nine rough models.” Tuesday note: “Two rough models were removed, and three revised models added; nothing else changed.” Draft: “Paz told Chen that he should label them.” Intention: Chen should label the models. Compare the perspectives, infer a possible sharing theme, reconcile the counts, and revise the draft.

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

  • Distinguish Paz’s assumed motive from Chen’s stated purpose.
  • Support the sharing theme with the later display.
  • Calculate ten total: seven rough and three revised.
  • Name Chen as the intended labeler and models as the object.
Compare with a model response

Paz observes covering the model and infers rejection, while Chen states that drying glue was the reason. Chen’s later display of rough and revised versions supports a possible theme about making changes visible for discussion, though the first covering action has a practical explanation. The inventory changes from nine rough models to seven rough plus three revised, or ten total Tuesday. A clear revision is “Paz asked Chen to label the models.” These accounts do not give Paz direct access to Chen’s thoughts or make every covered model a sign of rejection.

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