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Grade 9 · unit review

Review: Narrow an Inquiry and Annotate Sources

Apply classify inquiry boundaries, identify an annotation’s component, match evidence to a question, plan an attribution action 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: Question: What did the six adult respondents report? Analyze six adult respondents. Which aspect bounds this research question?
Need a hint?
  • During May adds time.
  • Students in one club is a group limit.
2. Original excerpt B: Annotation: the reply sheet matters because it addresses the preferences in my question. Use excerpt B only. Which annotation component is supplied?
Need a hint?
  • May omit later trials states a limit.
  • An annotation’s evaluation needs reasons.
3. Original excerpt C: Question: In what order were folds made? Source: procedure card giving each fold step. Which evidence type fits the supplied research question?
Need a hint?
  • A count can establish a count.
  • A diary may report feelings without measuring everyone’s experience.
4. Original excerpt D: My new wording preserves the source’s idea; I will credit its source. Use excerpt D only. Which attribution action fits the stated source-use task?
Need a hint?
  • New words do not remove the need to cite an idea.
  • Unknown publication dates should not be fabricated.

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. Use these original fictional Model Club sources, all dated May 8. Trial Card: one paper hinge tore after five completed bends. Procedure Note: fold along the crease, then return the panels to the starting position; one fold-and-return counts as one bend. Participant Note: Jo said the hinge felt stiff; no numerical stiffness measurement was made. Ask a bounded question about those May records and write a three-part annotation for each: summary, relevant use and limitation. Keep the measured count and reported feeling distinct. 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.

  • Compare the broad question with the explicitly supplied revision. Identify the new limit.
  • Read what the annotation says about the source. Identify whether it reports content, fit, limitation or intended use.
  • Identify the question word and the kind of record supplied. State what it can establish and what it cannot.
  • Use the stated borrowing task. Keep source identification attached to the sentence or note it supports.
Compare with a model response

Question: What do the Model Club's supplied May records show about hinge bending? Trial Card—summary: five bends; relevant use: observed count; limitation: one trial cannot establish long-term durability. Procedure Note—summary: fold then return; relevant use: mechanism and how a bend is defined; limitation: it does not record durability outcomes. Participant Note—summary: the hinge felt stiff to that participant; relevant use: reported experience; limitation: no measured stiffness scale or universal response. The count and feeling answer different questions, so I retain their distinct source titles and claim types.

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