6th Grade ELA Quiz: Develop Topic With Relevant Information

What this quiz covers

This quiz focuses on Develop Topic With Relevant Information, giving you a quick way to practice the rules, question types, and explanations that matter most for 6th Grade ELA.

How to use this quiz

Try each quiz question before looking at the correct answer. Use the explanations to review missed ideas, then come back to similar questions until the pattern feels familiar.

Question 1

1. It began in December 1955 and lasted 381 days.
2. Many people walked or carpooled instead of riding, which reduced bus company profits.
3. According to historian Taylor Branch, the boycott showed “the power of ordinary people working together.”
4. Rosa Parks enjoyed sewing and making clothes as a hobby. (correct answer)

Explanation: This question tests CCSS.W.6.2.b (developing topic with relevant facts, definitions, concrete details, quotations, or other information and examples). Developing a topic means adding information that directly supports and clarifies the SPECIFIC TOPIC being discussed. RELEVANT information stays focused on the stated topic and helps readers understand it better through facts (specific verifiable information), definitions (explanations of key terms), concrete details (specific observable information), quotations (expert statements or sources), or examples (specific instances). IRRELEVANT information may be interesting or related to the general subject but doesn't develop the specific topic - for example, information about whale diet is related to whales generally but doesn't develop a topic specifically about whale MIGRATION. The passage's topic is the Montgomery Bus Boycott. The information includes what it protested (segregated seating), duration (381 days starting December 1955), impact (reduced bus profits), significance (quotation about "power of ordinary people"), and Rosa Parks' hobby (sewing). The correct answer D "Rosa Parks enjoyed sewing and making clothes as a hobby" should be removed because while it's about Rosa Parks (who sparked the boycott), her personal hobbies don't develop understanding of the boycott itself - its causes, methods, or effects. This shows understanding that relevant information must develop the SPECIFIC TOPIC, not just relate to general subject. Other choices reflect errors: A provides specific facts about timing and duration, B explains the boycott's economic impact, and C offers expert analysis of its significance - all directly developing the boycott topic. Students sometimes think any true or interesting information is relevant, but relevance requires direct connection to the specific topic being developed. Help students by clearly identifying the SPECIFIC TOPIC (not just general subject) first. Practice distinguishing: SUBJECT (Rosa Parks/civil rights) vs SPECIFIC TOPIC (Montgomery Bus Boycott). Ask: Does this information develop [the boycott] or does it just relate to [people involved]? Personal details about participants may be interesting but don't necessarily develop understanding of the historical event itself.

Question 2

1. Workers dragged heavy blocks using sleds and poured water on sand to reduce friction.
2. The Great Pyramid of Giza was built around 2560 BCE and originally stood about 146 meters tall.
3. Pyramids were large stone tombs built for pharaohs, who were rulers of ancient Egypt.
4. Some modern buildings use glass elevators to show city views. (correct answer)

Explanation: This question tests CCSS.W.6.2.b (developing topic with relevant facts, definitions, concrete details, quotations, or other information and examples). Developing a topic means adding information that directly supports and clarifies the SPECIFIC TOPIC being discussed. RELEVANT information stays focused on the stated topic and helps readers understand it better through facts (specific verifiable information), definitions (explanations of key terms), concrete details (specific observable information), quotations (expert statements or sources), or examples (specific instances). IRRELEVANT information may be interesting or related to the general subject but doesn't develop the specific topic - for example, information about modern buildings is unrelated to ancient pyramids and doesn't develop a topic specifically about HOW PYRAMIDS WERE BUILT. The passage's topic is how pyramids were built. The information includes what pyramids were (stone tombs for pharaohs), construction method (dragging blocks on sleds with water to reduce friction), specific example (Great Pyramid specifications), and unrelated information about modern glass elevators. The correct answer (D) "Some modern buildings use glass elevators to show city views" is least relevant because it's about modern buildings, not ancient pyramid construction - it has no connection to the topic of pyramid building methods. This shows understanding that relevant information must develop the SPECIFIC TOPIC, not just relate to general subject. Options A, B, and C all develop pyramid construction: A explains building technique, B provides specific construction date and size, C gives context about what pyramids were. Students sometimes think any true or interesting information is relevant, but relevance requires direct connection to the specific topic being developed. Help students by clearly identifying the SPECIFIC TOPIC (not just general subject) first. Practice distinguishing: SUBJECT (buildings/construction) vs SPECIFIC TOPIC (how pyramids were built). Ask: Does this information develop [pyramid construction] or does it just relate to [buildings]? Watch for completely unrelated information that shares only superficial connections (both pyramids and modern buildings are tall structures) but doesn't develop the specific historical topic.

Question 3

1. In Mexico, many families celebrate Día de los Muertos by building altars with photos, candles, and marigolds.
2. The tradition honors loved ones who have died and usually takes place on November 1 and 2.
3. Some towns also have soccer teams that practice after school. (correct answer)
4. For example, people may place favorite foods on the altar as an offering.

Explanation: This question tests CCSS.W.6.2.b (developing topic with relevant facts, definitions, concrete details, quotations, or other information and examples). Developing a topic means adding information that directly supports and clarifies the SPECIFIC TOPIC being discussed. RELEVANT information stays focused on the stated topic and helps readers understand it better through facts (specific verifiable information), definitions (explanations of key terms), concrete details (specific observable information), quotations (expert statements or sources), or examples (specific instances). IRRELEVANT information may be interesting or related to the general subject but doesn't develop the specific topic - for example, information about whale diet is related to whales generally but doesn't develop a topic specifically about whale MIGRATION. The passage's topic is Día de los Muertos traditions. The information includes ritual practices (building altars with specific items), purpose (honoring deceased loved ones), timing (November 1-2), specific offerings (favorite foods), and town activities (soccer teams). The correct answer C "Some towns also have soccer teams that practice after school" is least relevant because while it mentions towns (where the celebration occurs), soccer teams have nothing to do with Día de los Muertos traditions - it doesn't explain the celebration's practices, meaning, or customs. This shows understanding that relevant information must develop the SPECIFIC TOPIC, not just relate to general subject. Other choices reflect errors: A describes specific ritual practices, B explains purpose and timing, and D provides example of offerings - all directly developing understanding of this cultural tradition. Students sometimes think any true or interesting information is relevant, but relevance requires direct connection to the specific topic being developed. Help students by clearly identifying the SPECIFIC TOPIC (not just general subject) first. Practice distinguishing: SUBJECT (Mexican towns/culture) vs SPECIFIC TOPIC (Día de los Muertos traditions). Just because something happens in the same location doesn't make it relevant to the specific cultural practice being discussed.

Question 4

1. Concrete detail
2. Quotation (correct answer)
3. Example
4. Definition

Explanation: This question tests CCSS.W.6.2.b (developing topic with relevant facts, definitions, concrete details, quotations, or other information and examples). Developing a topic means adding information that directly supports and clarifies the SPECIFIC TOPIC being discussed. RELEVANT information stays focused on the stated topic and helps readers understand it better through facts (specific verifiable information), definitions (explanations of key terms), concrete details (specific observable information), quotations (expert statements or sources), or examples (specific instances). IRRELEVANT information may be interesting or related to the general subject but doesn't develop the specific topic - for example, information about city parades is unrelated to earthquakes and doesn't develop that topic. The passage's topic is earthquakes. The information includes how earthquakes happen (stress builds along fault, rocks slip), how energy travels (seismic waves shake structures), expert information from U.S. Geological Survey about where earthquakes occur, and unrelated information about city parades. The correct answer (B) correctly categorizes "According to the U.S. Geological Survey, 'Most earthquakes occur along the edges of tectonic plates'" as a quotation because it's directly attributed to a source (U.S. Geological Survey) and uses quotation marks. This shows understanding that quotations are statements attributed to specific sources. Option A (concrete detail) would be specific observable information without attribution, C (example) would be a specific instance, and D (definition) would explain what a term means. Students sometimes confuse quotations with facts, but quotations specifically include attribution to a source. Help students by clearly identifying the SPECIFIC TOPIC (not just general subject) first. Teach information types: QUOTATIONS must be attributed to a source and often use quotation marks or phrases like "according to." Practice identification: Look for signal phrases like "according to," "states that," or quotation marks that indicate borrowed words. Watch for students who focus only on content without noticing attribution markers that identify quotations.

Question 5

1. The boycott began in December 1955 and continued for 381 days before it finally ended.
2. People organized carpools, walked long distances to work, and raised money for gas and repairs.
3. According to historian Jo Ann Robinson, the leaflets spread the news faster than anyone expected.
4. Rosa Parks was skilled at sewing and often made clothes for her family at home. (correct answer)

Explanation: The passage's specific topic is the Montgomery Bus Boycott, so every sentence should help readers understand how the boycott happened, why it started, or how long it lasted. The choice about Rosa Parks being skilled at sewing and making clothes for her family should be removed. Even though it is about a key figure in the story, her personal hobby does not explain anything about the protest itself—its causes, methods, or results. Interesting information about a person is not the same as information that develops the topic. The choice about the boycott beginning in December 1955 and lasting 381 days belongs, because it gives concrete facts about the event's timeline. The choice about people organizing carpools, walking to work, and raising money belongs, because it shows exactly how residents carried out the protest. The choice quoting historian Jo Ann Robinson belongs, because it offers expert testimony about how news of the boycott spread. To find irrelevant information, first name the specific topic, then ask of each sentence: does this help me understand how the boycott was organized and carried out? Only the sewing detail fails that test.

Question 6

1. Electricity in a circuit needs a complete path to flow.
2. If the switch is open, the path breaks and the light bulb turns off.
3. Some light bulbs come in different colors for holiday decorations. (correct answer)
4. For example, a flashlight works when its switch closes the circuit and lets current move through the bulb.

Explanation: This question tests CCSS.W.6.2.b (developing topic with relevant facts, definitions, concrete details, quotations, or other information and examples). Developing a topic means adding information that directly supports and clarifies the SPECIFIC TOPIC being discussed. RELEVANT information stays focused on the stated topic and helps readers understand it better through facts (specific verifiable information), definitions (explanations of key terms), concrete details (specific observable information), quotations (expert statements or sources), or examples (specific instances). IRRELEVANT information may be interesting or related to the general subject but doesn't develop the specific topic - for example, information about whale diet is related to whales generally but doesn't develop a topic specifically about whale MIGRATION. The passage's topic is how circuits work. The information includes basic principle (complete path needed), components (power source, conductor), switch function (opening breaks path), example (flashlight operation), and decorative bulbs (different colors for holidays). The correct answer C "Some light bulbs come in different colors for holiday decorations" should be removed because while it mentions light bulbs (which can be part of circuits), the decorative color aspect has nothing to do with how circuits function - it doesn't explain electrical flow, circuit components, or operation. This shows understanding that relevant information must develop the SPECIFIC TOPIC, not just relate to general subject. Other choices reflect errors: A states the fundamental principle of circuits, B explains how switches control circuits, and D provides concrete example of circuit operation - all directly developing how circuits work. Students sometimes think any true or interesting information is relevant, but relevance requires direct connection to the specific topic being developed. Help students by clearly identifying the SPECIFIC TOPIC (not just general subject) first. Practice distinguishing: SUBJECT (light bulbs/electricity) vs SPECIFIC TOPIC (how circuits work). Decorative features of components don't explain circuit function - focus on information about electrical flow and circuit operation.

Question 7

1. Renewable energy comes from sources that naturally refill, like sunlight and wind such as breezes.
2. Solar panels change light energy into electrical energy that can power homes and schools daily.
3. Many students enjoy building and painting detailed model airplane kits as a hobby. (correct answer)
4. For example, a school may use rooftop panels to lower its monthly electricity bills.

Explanation: The passage's specific topic is renewable energy, so every sentence should help readers understand what it is, how it works, or how it is used. The sentence about students building and painting model airplane kits should be removed because a hobby like collecting or assembling model planes has no connection to renewable energy—it does not explain the energy sources, the technology, or its benefits. The other sentences all stay on topic. Defining renewable energy as sources that naturally refill, like sunlight and wind, tells readers what the topic actually means. Explaining that solar panels turn light energy into electrical energy for homes and schools shows how the technology works. Describing how a school uses rooftop panels to lower its electricity bills gives a concrete real-world example of renewable energy in action. Remember: information can be true and interesting yet still be irrelevant if it does not develop the specific topic. Ask yourself, 'Does this help me understand renewable energy better?' If the answer is no, the sentence should be cut.

Question 8

1. Wind turbines change the movement of air into electricity.
2. Wind farms are often built in open plains or offshore where winds are steady.
3. Some people enjoy flying kites on windy days. (correct answer)
4. Modern turbines can be over 80 meters tall, and their blades can be longer than a school bus.

Explanation: This question tests CCSS.W.6.2.b (developing topic with relevant facts, definitions, concrete details, quotations, or other information and examples). Developing a topic means adding information that directly supports and clarifies the SPECIFIC TOPIC being discussed. RELEVANT information stays focused on the stated topic and helps readers understand it better through facts (specific verifiable information), definitions (explanations of key terms), concrete details (specific observable information), quotations (expert statements or sources), or examples (specific instances). IRRELEVANT information may be interesting or related to the general subject but doesn't develop the specific topic - for example, information about kite flying is related to wind generally but doesn't develop a topic specifically about WIND ENERGY PRODUCTION. The passage's topic is how wind energy is produced. The information includes how turbines convert wind to electricity, turbine specifications (80 meters tall, long blades), ideal locations for wind farms (open plains, offshore with steady winds), and unrelated information about flying kites. The correct answer (C) "Some people enjoy flying kites on windy days" is least relevant because while it mentions wind, it doesn't develop the wind energy production topic - it's about recreational wind use, not energy generation. This shows understanding that relevant information must develop the SPECIFIC TOPIC, not just relate to general subject. Options A, B, and D all directly develop wind energy production: A explains the conversion process, D provides turbine specifications, and B describes optimal placement for energy generation. Students sometimes think any true or interesting information is relevant, but relevance requires direct connection to the specific topic being developed. Help students by clearly identifying the SPECIFIC TOPIC (not just general subject) first. Practice distinguishing: SUBJECT (wind) vs SPECIFIC TOPIC (wind energy production). Ask: Does this information develop [wind energy production] or does it just relate to [wind]? Practice evaluation: For each piece of information, ask "How does this help readers understand wind energy production better?" Watch for students who include any wind-related fact without checking if it develops the energy production aspect.

Question 9

1. Migration is the seasonal movement of animals from one region to another.
2. Many monarchs travel about 3,000 miles to forests in central Mexico each fall.
3. Scientists think they use the sun and an internal “compass” to stay on course.
4. Monarch caterpillars eat milkweed leaves before they become butterflies. (correct answer)

Explanation: This question tests CCSS.W.6.2.b (developing topic with relevant facts, definitions, concrete details, quotations, or other information and examples). Developing a topic means adding information that directly supports and clarifies the SPECIFIC TOPIC being discussed. RELEVANT information stays focused on the stated topic and helps readers understand it better through facts (specific verifiable information), definitions (explanations of key terms), concrete details (specific observable information), quotations (expert statements or sources), or examples (specific instances). IRRELEVANT information may be interesting or related to the general subject but doesn't develop the specific topic - for example, information about butterfly diet is related to butterflies generally but doesn't develop a topic specifically about butterfly MIGRATION. The passage's topic is monarch butterfly migration. The information includes definition of migration, specific migration distance (3,000 miles from Canada/US to Mexico), timing (fall), and navigation method (sun and internal compass). The correct answer (D) identifies that "Monarch caterpillars eat milkweed leaves before they become butterflies" is irrelevant because while it's about monarchs, it doesn't develop the migration topic - it's about caterpillar diet during development stage, not about seasonal movement. This shows understanding that relevant information must develop the SPECIFIC TOPIC, not just relate to general subject. Option A defines migration (key term), B provides specific migration details (distance and destination), and C explains how monarchs navigate during migration - all directly develop the migration topic. Students sometimes think any true or interesting information is relevant, but relevance requires direct connection to the specific topic being developed. Help students by clearly identifying the SPECIFIC TOPIC (not just general subject) first. Practice distinguishing: SUBJECT (monarch butterflies) vs SPECIFIC TOPIC (monarch migration). Ask: Does this information develop [migration] or does it just relate to [monarchs]? Practice evaluation: For each piece of information, ask "How does this help readers understand monarch migration better?" Watch for students who think any monarch fact is relevant without checking if it develops the migration aspect.

Question 10

1. When the sun warms lakes and oceans, the surface water evaporates and rises upward into the air as invisible water vapor.
2. As the rising water vapor gradually cools, it condenses into tiny droplets that gather together and form the clouds overhead.
3. Many families keep several umbrellas ready by the front door so they stay dry on rainy days. (correct answer)
4. Later, the precipitation falls back to Earth as rain or snow and refills the rivers, lakes, and soil below.

Explanation: The topic is the water cycle — how water moves and changes state as it travels through the air, land, and oceans. To develop this topic, a sentence must explain a stage of that process. The sentence about families keeping umbrellas ready by the door is the least relevant: it describes what people do during rainy weather, which relates to rain in general but tells the reader nothing about how water actually moves or changes in the cycle. The other three each explain a real step in the process. One describes evaporation, when the sun warms water and it rises as vapor. Another describes condensation, when that vapor cools and forms clouds. The last describes precipitation, when water falls as rain or snow and returns to Earth. Each of these directly builds the reader's understanding of the cycle, so none of them can be the answer. Remember: information can be about water and still not develop this topic. Ask whether a sentence explains a stage of the cycle. If it only mentions people, opinions, or everyday habits connected to rain, it is off-topic here — even if it is true and interesting.

Question 11

1. A lever is one kind of simple machine with a bar that pivots on a fulcrum.
2. For example, a crowbar helps lift a heavy rock when you push down on one end.
3. Longer levers can reduce the force needed to lift the same object.
4. Some tools are painted bright colors so people can find them easily. (correct answer)

Explanation: This question tests CCSS.W.6.2.b (developing topic with relevant facts, definitions, concrete details, quotations, or other information and examples). Developing a topic means adding information that directly supports and clarifies the SPECIFIC TOPIC being discussed. RELEVANT information stays focused on the stated topic and helps readers understand it better through facts (specific verifiable information), definitions (explanations of key terms), concrete details (specific observable information), quotations (expert statements or sources), or examples (specific instances). IRRELEVANT information may be interesting or related to the general subject but doesn't develop the specific topic - for example, information about whale diet is related to whales generally but doesn't develop a topic specifically about whale MIGRATION. The passage's topic is levers as simple machines. The information includes definition of simple machine (makes work easier), definition of lever (bar pivoting on fulcrum), example (crowbar lifting rock), mechanical principle (longer levers reduce force), and tool color (bright for visibility). The correct answer D "Some tools are painted bright colors so people can find them easily" should be removed because while it's about tools, paint color has nothing to do with how levers function as simple machines - it doesn't explain their mechanical properties or operation. This shows understanding that relevant information must develop the SPECIFIC TOPIC, not just relate to general subject. Other choices reflect errors: A defines what a lever is, B provides a concrete example of lever use, and C explains a mechanical principle of levers - all directly developing how levers work as simple machines. Students sometimes think any true or interesting information is relevant, but relevance requires direct connection to the specific topic being developed. Help students by clearly identifying the SPECIFIC TOPIC (not just general subject) first. Practice distinguishing: SUBJECT (tools) vs SPECIFIC TOPIC (how levers work as simple machines). Focus on mechanical function - information about appearance, storage, or other non-mechanical aspects doesn't develop understanding of how the simple machine operates.

Question 12

1. A kangaroo rat can survive without drinking because it gets moisture from seeds and makes very concentrated urine.
2. The desert sky often looks purple during sunsets. (correct answer)
3. Desert foxes have large ears that release heat, helping them stay cool at night.
4. For example, some lizards hide in burrows during the hottest hours to avoid overheating.

Explanation: This question tests CCSS.W.6.2.b (developing topic with relevant facts, definitions, concrete details, quotations, or other information and examples). Developing a topic means adding information that directly supports and clarifies the SPECIFIC TOPIC being discussed. RELEVANT information stays focused on the stated topic and helps readers understand it better through facts (specific verifiable information), definitions (explanations of key terms), concrete details (specific observable information), quotations (expert statements or sources), or examples (specific instances). IRRELEVANT information may be interesting or related to the general subject but doesn't develop the specific topic - for example, information about whale diet is related to whales generally but doesn't develop a topic specifically about whale MIGRATION. The passage's topic is desert animal adaptations. The information includes water conservation (kangaroo rat getting moisture from seeds), heat regulation (fox ears releasing heat), behavioral adaptation (lizards hiding in burrows), and desert scenery (purple sunsets). The correct answer B "The desert sky often looks purple during sunsets" should be removed because while it's about deserts, it describes scenery rather than animal adaptations - it doesn't explain how animals survive desert conditions. This shows understanding that relevant information must develop the SPECIFIC TOPIC, not just relate to general subject. Other choices reflect errors: A explains water conservation adaptation, C describes heat regulation adaptation, and D provides example of behavioral adaptation - all directly developing how animals adapt to desert life. Students sometimes think any true or interesting information is relevant, but relevance requires direct connection to the specific topic being developed. Help students by clearly identifying the SPECIFIC TOPIC (not just general subject) first. Practice distinguishing: SUBJECT (deserts) vs SPECIFIC TOPIC (desert animal adaptations). Beautiful descriptions of desert scenery may set a scene but don't develop understanding of how animals survive there. Focus on information that explains survival mechanisms.

Question 13

1. Digestion begins in the mouth, where teeth grind food and saliva starts breaking down starches.
2. Next, the stomach churns food with acids, turning it into a thick liquid.
3. Then the small intestine absorbs most nutrients into the bloodstream.
4. Many people prefer crunchy foods like apples because they taste fresh. (correct answer)

Explanation: This question tests CCSS.W.6.2.b (developing topic with relevant facts, definitions, concrete details, quotations, or other information and examples). Developing a topic means adding information that directly supports and clarifies the SPECIFIC TOPIC being discussed. RELEVANT information stays focused on the stated topic and helps readers understand it better through facts (specific verifiable information), definitions (explanations of key terms), concrete details (specific observable information), quotations (expert statements or sources), or examples (specific instances). IRRELEVANT information may be interesting or related to the general subject but doesn't develop the specific topic - for example, information about food preferences is related to food generally but doesn't develop a topic specifically about the DIGESTIVE PROCESS. The passage's topic is the digestive process. The information includes the system breaking down food for nutrient absorption, mouth digestion with teeth and saliva on starches, stomach churning with acids creating liquid, small intestine nutrient absorption, and people preferring crunchy apples. The correct answer (D) recognizes that "Many people prefer crunchy foods like apples because they taste fresh" is least relevant because it's about taste preferences, not about how the body processes food - this shows understanding that relevant information must develop the SPECIFIC TOPIC of digestion mechanics, not just relate to food generally. Options A, B, and C each describe specific stages of digestion: mouth processing (A), stomach processing (B), and intestinal absorption (C) - all directly explaining how the digestive system works. Students sometimes think any information about food is relevant to digestion, but relevance requires explaining the biological process. Help students by clearly identifying the SPECIFIC TOPIC (not just general subject) first. Practice distinguishing: SUBJECT (food) vs SPECIFIC TOPIC (digestive process). Ask: Does this information explain how the body breaks down and processes food?

Question 14

1. For example, loggerheads swim hundreds of miles back to the same beach.
2. The largest loggerhead ever recorded weighed over 1,000 pounds. (correct answer)
3. Scientists call this movement migration, meaning animals travel seasonally between places.
4. A turtle may follow Earth’s magnetic field like a map, according to marine biologists.

Explanation: The topic is sea turtle migration, so every sentence should help readers understand how, why, or where turtles travel. The sentence about a loggerhead weighing over 1,000 pounds is true and is about turtles, but size has nothing to do with migration, so it belongs somewhere else and should be removed. The sentence about swimming hundreds of miles back to the same beach gives a specific example of migration behavior, which develops the topic. The sentence defining migration as seasonal travel between places explains the key term, so it belongs. The sentence about following Earth's magnetic field like a map tells how turtles navigate while migrating, which also develops the topic. Remember: information can be interesting and still not fit. Ask yourself, 'Does this help me understand sea turtle migration?' If it only relates to sea turtles in general, like their weight, it does not develop this specific topic and should be cut.

Question 15

1. Erosion is the process that moves soil and rock from one place to another.
2. Rocky beaches are popular places for families to visit during warm summer weekends. (correct answer)
3. Flowing water can carry sand downstream and slowly carve valleys over time.
4. Heavy rainstorms often cause more erosion because faster water has more energy.

Explanation: The topic being developed is erosion, the process that moves soil and rock. To develop this topic, sentences must explain what erosion is, what causes it, or what it does. The sentence about rocky beaches being popular places for families to visit describes who enjoys a beach, not how erosion works or what changes it makes to land. Even though beaches can experience erosion, telling us people like to visit them adds nothing about the process itself, so it is the least relevant. The sentence defining erosion as the process that moves soil and rock names the exact topic, so it clearly develops it. The sentence about flowing water carrying sand and carving valleys gives a concrete example of erosion in action. The sentence about heavy rainstorms causing more erosion explains a cause and its effect. Each of these three directly builds the reader's understanding of erosion, so none of them can be the answer. Remember: information can be true and connected to the same general subject (beaches) while still failing to develop the specific topic (the erosion process). Ask yourself of each sentence, 'Does this help explain how erosion happens or what it does?' If the answer is no, that sentence is the one that does not belong.

Question 16

1. Farmers may use drip irrigation, which delivers water slowly to plant roots through small tubes.
2. This method can reduce water waste that would otherwise be lost to evaporation on hot days.
3. Some communities may collect rainwater in large tanks during the short storms of the rainy season.
4. Many deserts have beautiful sunsets that glow with bright orange and deep purple colors. (correct answer)

Explanation: The passage's specific topic is desert water-use practices, so every sentence that develops it should explain how people use or save water in dry places. The sentence about drip irrigation belongs because it names a real method that carries water slowly to plant roots. The sentence about reducing waste lost to evaporation belongs because it explains why that method helps. The sentence about collecting rainwater in tanks belongs because it describes another way communities save water. The sentence about beautiful sunsets glowing with orange and purple colors is the odd one out. It is true and it is about deserts, but it describes how the sky looks, not how people manage water. Interesting facts about the general subject (deserts) are not the same as facts that develop the specific topic (water use). To check any sentence, ask yourself: Does this tell me how water is used or conserved? Only the sunset sentence fails that test, so it is the least relevant to developing the topic.

Question 17

1. Levers can be found in many everyday tools that people use around the home.
2. A lever is a tool with a bar that pivots on a point called a fulcrum.
3. Using a longer bar can reduce the force needed to lift the same object. (correct answer)
4. A crowbar helps lift a heavy rock by pushing down on one end of it.

Explanation: The topic is how levers make work easier, so the best information must explain the reason work becomes easier. The choice about using a longer bar to reduce the force needed to lift an object is correct because it directly explains the how: a lever lowers the amount of force a person must use. The statement that levers are found in many everyday tools around the home is true and relates to levers, but it does not tell us anything about making work easier, so it stays off the specific topic. The definition of a lever as a bar that pivots on a fulcrum explains what a lever is, not how it reduces effort. The example of a crowbar lifting a rock by pushing down on one end shows a lever in action, but it describes a single case rather than explaining the principle that makes the work easier. Remember: information can be interesting and true and still not develop the exact topic you are writing about. Ask yourself, 'Does this help the reader understand how levers make work easier?' Only the sentence about a longer bar reducing force answers that question.

Question 18

1. The boycott started in December 1955 following the arrest of Rosa Parks for keeping her bus seat.
2. The protest continued for 381 days and ended when the Supreme Court ruled bus segregation unconstitutional.
3. Many participants chose to walk or share carpools to get to their jobs during the long protest.
4. In her spare time away from the protest, Rosa Parks liked to relax by sewing and doing needlework. (correct answer)

Explanation: The topic here is the Montgomery Bus Boycott, so every helpful sentence should tell readers more about that specific event. The sentence about Rosa Parks liking to sew in her spare time is the one to remove: it is true and even interesting, but a hobby tells us about her personal life, not about the boycott itself. It does not explain what the protest was, how long it lasted, why it happened, or how people took part. The sentence about the boycott starting in December 1955 after Parks was arrested belongs, because it explains what set the protest in motion. The sentence about the protest lasting 381 days and ending with a Supreme Court ruling belongs too, because it gives the length and the outcome of the event. The sentence about participants walking or carpooling to work belongs as well, because it shows how people kept the protest going day after day. Remember: a detail can be true and connected to a famous person yet still be off-topic. Ask yourself, 'Does this sentence develop the boycott, or does it just tell me something extra about a person?' Only the sewing detail fails that test.

Question 19

1. Worker bees may flap their wings to help cool honey and thicken it inside the honeycomb cells. (correct answer)
2. The waggle dance can show other bees the direction and distance to a good nectar source.
3. A bee may waggle for a longer time to signal that the flowers it found are farther away.
4. The angle of the dance can point the watching bees toward the sun's current position.

Explanation: The paragraph's specific topic is honeybee communication—how bees share information with each other. The detail about workers flapping their wings to cool and thicken honey is about making and storing food, not about sending a message, so it does not develop this topic and should be removed. The detail about the waggle dance showing direction and distance belongs, because it explains what bees communicate through the dance. The detail about waggling longer to signal farther flowers belongs, because it shows how the length of the dance carries a message. The detail about the dance angle pointing toward the sun belongs, because it explains how bees give directions. When you develop a topic, every detail must stay focused on the specific idea—here, communication—not just relate to bees in general. Ask yourself of each detail: does this explain how bees share information? If it does not, remove it.