Writing — Problem set, Grade 6
Become a writer in three big modes — telling a story, explaining a topic, and arguing an opinion — and learn to move any draft through the full writing process, from a first plan all the way to a finished, polished piece.
Review the key ideas
Narrative Writing
Strong narratives unfold in a clear sequence through a chosen narrator, use sensory detail and natural dialogue, 'show' feelings instead of naming them, and pace events so the biggest moments get the most room — ending with a satisfying conclusion.
Informative & Explanatory Writing
Informative writing introduces a topic clearly, organizes it into focused paragraphs built on topic sentences and real elaboration, connects ideas with transitions, and closes with a concluding statement — its goal is understanding, not persuasion.
Opinion & Argument Writing
A strong argument states a specific, arguable claim, supports it with clear reasons and relevant evidence, organizes those reasons logically for the intended reader, and closes with a concluding statement that reinforces the claim.
The Writing Process: Plan, Draft, Revise, Edit
Strong writing moves through a process: prewrite to plan, draft without worrying about perfection, revise the big-picture ideas and organization, edit the surface-level conventions, and finally publish for the intended audience — always revising before editing.
Problem 1
Answer and explanation
Example: 'Eli pressed his nose to the cold window, fogging the glass, then spun around yelling, "It stuck! It actually stuck this time!" — already tugging one boot on over his pajamas before I could even find the other.'
Example: 'Eli pressed his nose to the cold window, fogging the glass, then spun around yelling, "It stuck! It actually stuck this time!" — already tugging one boot on over his pajamas before I could even find the other.'
Response criteria
- Answer the actual question with accurate details.
- Explain how the evidence or language choice supports the conclusion.
- State a relevant limit, alternative or justified revision.
Problem 2
Answer and explanation
In the first case, Example: 'Eli pressed his nose to the cold window, fogging the glass, then spun around yelling, "It stuck! It actually stuck this time!" — already tugging one boot on over his pajamas before I could even find the other.' In the changed case, The pass, question and changed action show the practical conflict through scene rather than only naming emotion. An external narrator can show those actions but should not state every private thought without establishing access. The method of defining the relationship and testing relevant evidence transfers; the particular source detail and scope must be checked anew.
In the first case, Example: 'Eli pressed his nose to the cold window, fogging the glass, then spun around yelling, "It stuck! It actually stuck this time!" — already tugging one boot on over his pajamas before I could even find the other.' In the changed case, The pass, question and changed action show the practical conflict through scene rather than only naming emotion. An external narrator can show those actions but should not state every private thought without establishing access. The method of defining the relationship and testing relevant evidence transfers; the particular source detail and scope must be checked anew.
Response criteria
- Answer the actual question with accurate details.
- Explain how the evidence or language choice supports the conclusion.
- State a relevant limit, alternative or justified revision.
Problem 3
Answer and explanation
Topic sentence: 'The process begins when worker bees collect nectar from flowers.' Elaboration: 'A single worker bee may visit more than a thousand flowers in one trip, storing the nectar in a special stomach used only for carrying it back to the hive.'
Topic sentence: 'The process begins when worker bees collect nectar from flowers.' Elaboration: 'A single worker bee may visit more than a thousand flowers in one trip, storing the nectar in a special stomach used only for carrying it back to the hive.'
Response criteria
- Answer the actual question with accurate details.
- Explain how the evidence or language choice supports the conclusion.
- State a relevant limit, alternative or justified revision.
Problem 4
Answer and explanation
In the first case, Topic sentence: 'The process begins when worker bees collect nectar from flowers.' Elaboration: 'A single worker bee may visit more than a thousand flowers in one trip, storing the nectar in a special stomach used only for carrying it back to the hive.' In the changed case, Define the pathways, explain how surface conditions can affect them and use the labeled model to show accounting. Do not conclude every garden is superior or invent measured results. Explain a process before recommending a policy. The method of defining the relationship and testing relevant evidence transfers; the particular source detail and scope must be checked anew.
In the first case, Topic sentence: 'The process begins when worker bees collect nectar from flowers.' Elaboration: 'A single worker bee may visit more than a thousand flowers in one trip, storing the nectar in a special stomach used only for carrying it back to the hive.' In the changed case, Define the pathways, explain how surface conditions can affect them and use the labeled model to show accounting. Do not conclude every garden is superior or invent measured results. Explain a process before recommending a policy. The method of defining the relationship and testing relevant evidence transfers; the particular source detail and scope must be checked anew.
Response criteria
- Answer the actual question with accurate details.
- Explain how the evidence or language choice supports the conclusion.
- State a relevant limit, alternative or justified revision.
Problem 5
Answer and explanation
Claim: 'Our school should offer at least one hot vegetarian option every day.' Reason: students who don't eat meat currently have few filling choices. Evidence (example): on meat-only days, the salad bar empties early, leaving some students with just a side and a roll.
Claim: 'Our school should offer at least one hot vegetarian option every day.' Reason: students who don't eat meat currently have few filling choices. Evidence (example): on meat-only days, the salad bar empties early, leaving some students with just a side and a roll.
Response criteria
- Answer the actual question with accurate details.
- Explain how the evidence or language choice supports the conclusion.
- State a relevant limit, alternative or justified revision.
Problem 6
Answer and explanation
In the first case, Claim: 'Our school should offer at least one hot vegetarian option every day.' Reason: students who don't eat meat currently have few filling choices. Evidence (example): on meat-only days, the salad bar empties early, leaving some students with just a side and a roll. In the changed case, A supervised two-day trial could test use while respecting the staffing constraint. The preference supports trying the idea with that group, not a claim of achievement gains. Name who will supervise and what will be recorded before recommending wider adoption. The method of defining the relationship and testing relevant evidence transfers; the particular source detail and scope must be checked anew.
In the first case, Claim: 'Our school should offer at least one hot vegetarian option every day.' Reason: students who don't eat meat currently have few filling choices. Evidence (example): on meat-only days, the salad bar empties early, leaving some students with just a side and a roll. In the changed case, A supervised two-day trial could test use while respecting the staffing constraint. The preference supports trying the idea with that group, not a claim of achievement gains. Name who will supervise and what will be recorded before recommending wider adoption. The method of defining the relationship and testing relevant evidence transfers; the particular source detail and scope must be checked anew.
Response criteria
- Answer the actual question with accurate details.
- Explain how the evidence or language choice supports the conclusion.
- State a relevant limit, alternative or justified revision.
Problem 7
Answer and explanation
They skipped prewriting (planning the order of ideas) and revising (the big-picture pass that fixes organization). Fixing spelling is editing, which polishes sentences but can't fix a disorganized structure. Next time they should outline first, then after drafting do a revising pass on organization before ever touching spelling.
They skipped prewriting (planning the order of ideas) and revising (the big-picture pass that fixes organization). Fixing spelling is editing, which polishes sentences but can't fix a disorganized structure. Next time they should outline first, then after drafting do a revising pass on organization before ever touching spelling.
Response criteria
- Answer the actual question with accurate details.
- Explain how the evidence or language choice supports the conclusion.
- State a relevant limit, alternative or justified revision.
Problem 8
Answer and explanation
In the first case, They skipped prewriting (planning the order of ideas) and revising (the big-picture pass that fixes organization). Fixing spelling is editing, which polishes sentences but can't fix a disorganized structure. Next time they should outline first, then after drafting do a revising pass on organization before ever touching spelling. In the changed case, Revision 2 changes the unsupported universal claim, adds evidence and addresses a constraint; it is substantive revision. Spelling correction is editing. Fix the reasoning first, then edit the revised wording. The method of defining the relationship and testing relevant evidence transfers; the particular source detail and scope must be checked anew.
In the first case, They skipped prewriting (planning the order of ideas) and revising (the big-picture pass that fixes organization). Fixing spelling is editing, which polishes sentences but can't fix a disorganized structure. Next time they should outline first, then after drafting do a revising pass on organization before ever touching spelling. In the changed case, Revision 2 changes the unsupported universal claim, adds evidence and addresses a constraint; it is substantive revision. Spelling correction is editing. Fix the reasoning first, then edit the revised wording. The method of defining the relationship and testing relevant evidence transfers; the particular source detail and scope must be checked anew.
Response criteria
- Answer the actual question with accurate details.
- Explain how the evidence or language choice supports the conclusion.
- State a relevant limit, alternative or justified revision.