6th Grade ELA Quiz: Develop Writing Through Planning And Revising

What this quiz covers

This quiz focuses on Develop Writing Through Planning And Revising, 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. Add a sentence like: “Gardens have been around for many years and are found in lots of different places.”
2. Add a sentence like: “In science class, students could plant seeds, measure growth each week, and cook the vegetables in the cafeteria.” (correct answer)
3. Add a sentence like: “A garden is nice and pretty, and everyone at our school would really enjoy having one.”
4. Add a sentence like: “Students would learn important skills and definitely have a much better time at school.”

Explanation: The peer partner asks what students would actually DO in the garden, which means the draft needs concrete examples, not just more praise. The best revision names specific activities: planting seeds, measuring growth each week, and cooking the vegetables in the cafeteria. A reader can picture exactly what happens and how the garden connects to learning—that is what "adding specific details" means. The choice about gardens being around for years and found in many places adds background facts, but it drifts off topic and never answers what students would do at THIS school. The choice calling a garden nice and pretty that everyone would enjoy just repeats the vague opinions already in the draft without any real example. The choice saying students would learn important skills and have a better time sounds positive, but words like "important skills" and "better time" stay general—it still doesn’t show what students actually do. Only the revision with planting, measuring, and cooking gives the specific details the feedback asked for.

Question 2

1. Revise to: "The storm started, and the wind got louder, so the lights went out." (correct answer)
2. Revise to: "The storm started, but the wind got louder, and the lights went out."
3. Revise to: "The storm started while the wind got louder, and then the lights."
4. Revise to: "The storm started, and the wind got louder because the lights went out."

Explanation: The best revision joins all three short sentences into one smooth sentence and keeps the correct relationships: the storm and wind happen together ("and"), and the lights going out is the result ("so"). Every original idea stays, and the order and cause-effect make sense. The choice using "but" is wrong because "but" signals a contrast, but the wind getting louder does not contradict the storm starting—these ideas belong together, not in opposition. The choice ending "and then the lights" is wrong because it drops the verb, leaving an incomplete idea; you no longer know what happened to the lights, so it loses meaning. The choice using "because the lights went out" is wrong because it reverses the cause and effect. The lights did not go out first to cause the wind—the storm and wind caused the lights to go out, so "because" states the relationship backward. When you combine choppy sentences, pick joining words that match the real relationship between the ideas.

Question 3

1. Jordan and I were walking to the library. (correct answer)
2. Me and Jordan was walking to the library today.
3. Jordan and me is walking to the library.
4. Jordan and I was walking to the library.

Explanation: The best edit is "Jordan and I were walking to the library." It fixes both errors: it uses "I" as the subject and pairs the plural compound subject with the plural verb "were." A quick test helps—drop the other person and say it alone: "I was walking" sounds right, so "Jordan and I" is correct as the subject. The choice "Me and Jordan was walking to the library today" keeps both original errors—"Me" should be the subject pronoun "I," and "was" should agree with the two-person subject; adding "today" does not fix the grammar. The choice "Jordan and me is walking to the library" still uses object pronoun "me" as a subject and uses the singular "is" with a plural subject. The choice "Jordan and I was walking to the library" corrects the pronoun but keeps the wrong verb—two people joined by "and" need the plural verb "were," not "was." Remember, editing means fixing conventions like pronoun case and subject-verb agreement while keeping the sentence's meaning the same.

Question 4

1. Jordan and I go to the library on Tuesday. (correct answer)
2. Me and Jordan go to the library on tuesday.
3. Jordan and I goes to the library on tuesday.
4. Me and Jordan goes to the library on Tuesday.

Explanation: Editing fixes grammar, capitalization, and punctuation without changing the meaning. The draft has three problems: the pronoun order and case (“Me and Jordan” should be “Jordan and I”), the verb (“goes” should be “go” for a plural subject), and the day of the week (“tuesday” should be capitalized). The correct sentence fixes all three at once: “Jordan and I go to the library on Tuesday.” The choice reading “Me and Jordan go to the library on tuesday” fixes the verb but keeps the wrong pronoun “Me” as the subject and leaves “tuesday” lowercase. The choice reading “Jordan and I goes to the library on tuesday” gets the pronoun order right but uses the singular verb “goes” with a plural subject and still leaves “tuesday” lowercase. The choice reading “Me and Jordan goes to the library on Tuesday” only fixes the capitalization and keeps both the wrong pronoun and the wrong verb. Good editing means catching every convention error, not just some of them.

Question 5

1. Add one or two specific reasons or examples, such as less pressure about clothing and fewer dress-code arguments. (correct answer)
2. Edit by checking every word for spelling, even though the ideas are still unclear.
3. Replace “good” with “good good good” to show stronger feelings.
4. Add a sentence about a favorite video game to make the paragraph more fun.

Explanation: This question tests CCSS.W.6.5 (developing and strengthening writing through planning, revising, editing, rewriting, or trying new approaches with guidance and support). Writers improve through multiple stages: REVISING improves ideas, organization, and style by adding details, deleting irrelevant content, rearranging for flow, replacing vague words, or expanding underdeveloped ideas; claims need specific support through reasons, examples, or evidence; general statements without development leave readers unconvinced. The student is revising for development - the writing problem is insufficient development where the claim "School uniforms are a good idea" is followed only by vague restatements ("They help students," "Uniforms make school better") without any specific reasons or examples explaining HOW uniforms help or WHY they improve schools. The correct answer A recognizes planning benefit by adding specific reasons like "less pressure about clothing and fewer dress-code arguments" - these concrete examples transform empty claims into supported arguments, giving readers actual reasons to consider rather than just repeated assertions that uniforms are "good." Option B suggests editing for spelling when the problem is underdeveloped ideas, not conventions; C shows misunderstanding of emphasis by repeating "good" multiple times, which adds no new information; D proposes adding irrelevant content about video games that doesn't support the uniforms claim. Help students distinguish between claiming and proving: "School uniforms are good" = claim; "School uniforms reduce morning stress because students don't waste time choosing outfits" = claim + specific reason + explanation. Teach development strategies: for each claim, add at least two specific reasons or examples; for each reason, explain HOW or WHY it supports your claim. Model the "Because Test": after any claim, add "because..." and complete with specific reasons - if you can't, the claim needs development. Watch for students who think longer automatically means better - three vague sentences aren't as effective as one specific, well-developed point.

Question 6

1. Add at least two specific safety tips, such as “make an emergency kit” and “listen to weather alerts.” (correct answer)
2. Add more details to the first body paragraph, such as how warm water gives hurricanes their energy.
3. Add a fact for the introduction, such as the name of the strongest hurricane on record.
4. Add a note to check commas and spelling after the whole essay has been fully drafted.

Explanation: The blank sits in section III, the second body paragraph, which only names its topic (“Safety tips”) without any content to write about. Good planning fills a topic label with specific supporting points, so adding at least two concrete safety tips like making an emergency kit and listening to weather alerts gives you real material to draft from. Adding details about how warm water fuels hurricanes belongs to the “How hurricanes form” section, not the safety paragraph, so it develops the wrong part of the outline. Adding a strongest-hurricane fact strengthens the introduction, which is also a different section and leaves the safety paragraph empty. Checking commas and spelling is editing, a step you do after drafting to fix conventions; it does not add any planning content to develop this paragraph. Only the first choice puts supporting details into the exact section that needs them.

Question 7

1. Add a stronger hook and a clear focus, like what types of games and why they matter. (correct answer)
2. Fix the wording by replacing "cool" with a friendly opinion about how fun games can be.
3. Move the whole introduction to the end so it can lead readers into a strong conclusion.
4. Add several personal stories about the games the writer plays most on the weekends.

Explanation: Adding a stronger hook and a clear focus is the best revision. An informative introduction should grab the reader and preview specific content, such as what types of games matter and why. The draft only announces the topic without giving readers any real direction, so this fix gives it purpose. Replacing "cool" with a friendly opinion still leaves the introduction stuck on a vague personal reaction. Informative writing needs a focus that previews the topic, not just a nicer-sounding opinion word. Moving the introduction to the end mixes up the parts of an essay. An introduction belongs first to set up the topic; putting it last does not fix the weak, circular sentences at all. Adding personal stories about the writer's favorite weekend games shifts the essay toward a personal narrative. Informative writing explains a topic clearly rather than centering on the writer's own experiences, so this does not strengthen the focus. Remember the formula for a strong introduction: a hook that interests readers plus a clear focus that previews what the essay will cover.

Question 8

1. Our school should recycle more by placing paper bins in every classroom and starting a weekly pickup for bottles and cans. (correct answer)
2. Our school should recycle more because recycling is good and really important, and everyone knows recycling is truly the best thing we can do.
3. Our school should recycle more, and the cafeteria food is pretty tasty, and the new gym floor looks bright and shiny this year.
4. Our school should recycle more, so I will go back and fix my commas, capital letters, and spelling mistakes before I turn this in.

Explanation: The teacher asked for specific examples, so the best revision names concrete actions: putting paper bins in every classroom and starting a weekly pickup for bottles and cans. This tells readers exactly HOW the school could recycle more, turning a vague idea into a real plan. The choice that repeats that recycling is "good," "really important," and "truly the best" just says the same thing louder—it adds no examples and never explains why or how recycling helps. The choice about tasty cafeteria food and a shiny gym floor adds details, but they are off-topic. They do not develop the main idea about recycling, so they don't answer the teacher's note. The choice about fixing commas, capitals, and spelling is editing, not revising. Editing corrects conventions; the teacher asked you to develop the idea with examples, which is a revising job. Fixing spelling wouldn't add any specific examples about recycling. Only the first choice responds directly to the feedback by adding concrete, on-topic details.

Question 9

1. Add a final sentence like: “People are always busy, so it can be hard to find any free time at all.”
2. Add a final sentence like: “Even one hour a week can make a difference, so choose a cause and get involved.” (correct answer)
3. Add a final sentence like: “Volunteering helps the community and it also teaches people how to be responsible.”
4. Add a final sentence like: “The school cafeteria food could be improved if students shared their ideas with staff.”

Explanation: The feedback says the conclusion “ends abruptly,” so the paragraph needs a strong final sentence that gives readers closure. The best revision adds “Even one hour a week can make a difference, so choose a cause and get involved.” This leaves readers with an encouraging idea and a clear call to action, turning a sudden stop into a purposeful ending. The sentence about people being busy and having no free time actually discourages readers—it works against the essay's message and adds no closure. The sentence that says volunteering helps the community and teaches responsibility just repeats points the draft already made, so it restates instead of finishing with a fresh, memorable thought. The sentence about improving cafeteria food introduces a brand-new topic that has nothing to do with volunteering, which pulls the reader away from the main idea rather than wrapping it up. When feedback says a conclusion is abrupt, look for the choice that adds real closure and points readers forward, not one that repeats, wanders, or undercuts your point.

Question 10

1. Rearrange sentences so the reasons and solutions stay together, and delete the sentence about the principal. (correct answer)
2. Fix the capitalization at the start of sentences and add quotation marks so the conventions are correct.
3. Add a sentence describing what the recycling bins look like to make the paragraph more interesting.
4. Replace the word "Also" with the word "Anyway" so the paragraph has a stronger transition.

Explanation: The draft jumps around: it introduces recycling, then interrupts with an unrelated comment about the principal, then explains why recycling matters, then suggests a solution. The best fix rearranges the sentences so the topic, reason, and solution stay together, and deletes the sentence about the principal, which does not connect to recycling. This creates a logical flow: introduce the idea, explain why it matters, propose an action. Fixing capitalization and adding quotation marks is editing conventions, not organizing ideas, so it does not solve the flow problem. Adding a sentence describing what the bins look like keeps the topic but adds a detail that does not improve the order of ideas, and it leaves the interrupting principal sentence in place. Swapping "Also" for "Anyway" only changes one transition word; the real problem is an out-of-place sentence, not a weak transition. Only rearranging and deleting the irrelevant sentence actually improves the organization.

Question 11

1. A list of reasons with supporting details, like sleep, focus, and bus schedules. (correct answer)
2. A polished conclusion sentence that restates the main point, before any reasons are planned out.
3. A check of the commas and apostrophes so the wording follows the rules of punctuation.
4. A single dramatic sentence that grabs attention but does not name any actual reasons.

Explanation: The writer has only a thesis and no plan for how to support it, so the outline needs a framework of ideas before drafting begins. Listing reasons with supporting details, like sleep, focus, and bus schedules, organizes the argument and makes sure every important point has a place. That is exactly what planning is for. Adding a polished conclusion that restates the main point comes too early: a conclusion is supposed to sum up reasons, but no reasons have been planned yet, so there is nothing to wrap up. Checking commas and apostrophes is editing, which fixes conventions after the ideas and draft already exist; it does nothing to organize the argument at the planning stage. Adding one dramatic attention-grabbing sentence might sound exciting, but without naming actual reasons it gives the outline no structure and no points to develop. Only listing reasons and details builds the organized plan the writer needs, so it is the best choice.

Question 12

1. Change to: "The science fair was fun because I got to test my volcano experiment and explain my results to judges." (correct answer)
2. Change to: "The science fair was fun." I capitalized the first word and added an exclamation point for stronger feeling: "The science fair was fun!"
3. Change to: "The science fair was fun." I fixed the verb so subject and verb agree, since the subject is singular and needs the matching form.
4. Change to: "The science fair was fun." I moved this sentence to the beginning so the paragraph opens with my clearest main idea.

Explanation: The best answer expands the idea itself. It keeps the original sentence but adds specific details—testing a volcano experiment and explaining results to judges—so readers finally learn WHY the fair was fun. That is revising: you develop and strengthen the ideas. The option that adds capitalization and an exclamation point only changes punctuation and mechanics. That is editing conventions, not growing the idea, so the sentence still tells readers nothing new. The option that fixes subject-verb agreement is also editing. Correcting a verb form makes the sentence grammatically clean, but it adds zero new information about what happened at the fair. The option that moves the sentence to the beginning changes organization, which is one kind of revising—but the sentence stays just as vague. Rearranging a bare statement does not expand the idea; a reader still asks, 'What made it fun?' When you revise for development, answer follow-up questions with concrete actions, examples, or explanations. Only the answer that adds real details about the experiment and the judges does that.

Question 13

1. For example, recycling paper and plastic at lunch could keep bags of trash out of the landfill each week. (correct answer)
2. Recycling is something that lots of people do in many places, and it is a really nice thing to try.
3. Some students like eating pizza at lunch, and they usually clean up their tables after they finish.
4. Everyone should agree that this program is a great idea, and it should get started as soon as we can.

Explanation: The best addition gives a concrete example: recycling paper and plastic at lunch could keep bags of trash out of the landfill each week. This shows readers exactly HOW the program would help the environment, turning vague claims into something specific and measurable. The choice about people recycling in many places and it being 'a nice thing to try' just repeats the same kind of vague, general language already in the draft—it never explains how or why the program helps. The choice about students eating pizza and cleaning tables stays on the lunch setting but drifts off the recycling topic, so it does not develop the main idea. The choice saying everyone should agree it is a great idea and start soon only adds opinion and urgency without any real detail or evidence. When you revise for development, add facts, examples, or explanations that answer 'How?' or 'Why?'—not more general statements, off-topic details, or strong opinions.

Question 14

1. The hike was long, and the trail was rocky, but I kept going. (correct answer)
2. The hike was long, and the trail was rocky, and I really kept going the whole time.
3. The hike was long, the trail was rocky, I kept going the entire way.
4. The hike was long and rocky, so I decided to turn around and head back.

Explanation: The best revision joins all three related ideas into one smooth sentence and keeps every part of the original meaning: the hike was long, the trail was rocky, and the writer still kept going. Using "and" to link the first two ideas and "but" to show the contrast makes the persistence stand out clearly. The choice that strings the ideas together with "and" three times keeps the meaning but sounds repetitive and adds the padded phrase "the whole time," so it does not really fix the choppy, monotonous rhythm. Another choice jams the three sentences together with only commas, creating a run-on (comma splice) that is not correctly combined. The last choice reads smoothly, but it changes the meaning: instead of continuing, the writer turns around and heads back, so the idea of not giving up is lost. Good sentence combining links related ideas with the right connecting words while keeping the original message exactly the same.

Question 15

1. Add a sentence: "Composting helps the environment, and it also saves the school money on trash removal fees each month."
2. Add a sentence: "Every day we toss banana peels, apple cores, and leftover salad into the trash instead of a compost bin." (correct answer)
3. Add a sentence: "Many schools and cities around the world have already started composting programs that reduce their waste."
4. Add a sentence: "Composting is really important, and everybody should care a lot more about helping our planet stay clean."

Explanation: The teacher asked for specific examples of what gets wasted, so the best revision names the actual items thrown away. The sentence listing banana peels, apple cores, and leftover salad gives readers concrete details, replacing the vague phrase "a lot of stuff." That directly answers what the teacher wanted. The sentence about saving the school money adds a new reason to compost, but it does not tell readers what food is being wasted, so it ignores the teacher's request. The sentence about schools and cities around the world adds interesting background, yet it is off-topic—it says nothing about what this cafeteria throws away. The sentence saying composting is important and everybody should care only repeats the general idea with more vague, opinion words; it adds no specific examples at all. Remember: when feedback asks you to "add specific examples," strengthen your writing by naming real, concrete details that support your point—not by adding new reasons, unrelated facts, or bigger opinions.

Question 16

1. Revise to: "Reading is helpful for your brain. It is a great way to learn new words."
2. Revise to: "Reading is beneficial for your brain. It is a positive way to learn new words."
3. Revise to: "Reading strengthens your brain. It is an effective way to build your vocabulary." (correct answer)
4. Revise to: "Reading is wonderful for your brain. It is a fun way to learn new words."

Explanation: The best revision swaps both vague words for precise language: "strengthens" names exactly what reading does to your brain, and "effective way to build your vocabulary" replaces the fuzzy "good way to learn new words" with a clear, specific action. That is what revising for word choice means—choosing exact words that show your meaning. The version using "helpful" and "great" only trades "good" for other broad, general words that still do not explain how or why reading helps. The version with "beneficial" and "positive" sounds more grown-up, but these words are still general opinion words, not specific actions—they tell you reading is good without showing what it actually does. The version with "wonderful" and "fun" just replaces vague praise with more vague praise; "fun way to learn" is no more precise than "good way." When you revise for word choice, ask "Good in what way?" until you find a word that shows the exact idea, like "strengthens" or "builds."

Question 17

1. Add more details about the cousin’s bicycle because vivid examples make any paragraph stronger.
2. Delete the sentence about the cousin’s bicycle because it is irrelevant to studying. (correct answer)
3. Replace the word “best” with “coolest” because a more exciting tone will keep readers focused.
4. Move the sentence about the bicycle to the end because that spot gives it the strongest position.

Explanation: The teacher’s comment points to one sentence that does not support the main idea. The paragraph is about how making a schedule helps you study, but the sentence about the cousin’s blue bicycle has nothing to do with studying. Deleting the sentence about the bicycle keeps every sentence connected to the main point, which is exactly what revising for focus means. Adding more details about the bicycle would make the off-topic problem worse, not better—more interesting details still do not support the idea about study schedules. Replacing “best” with “coolest” only changes one word’s tone and never removes the sentence that does not belong. Moving the bicycle sentence to the end just shifts irrelevant information to a new spot; a sentence that does not support your main idea does not belong anywhere in the paragraph. When you check for focus, ask yourself, “Does this sentence help explain my main idea?” If the answer is no, delete it—that is why removing the bicycle sentence is the best revision.

Question 18

1. Revise to: "Tornadoes are dangerous, so learn about hurricanes and other storms that can also cause harm."
2. Revise to: "Tornadoes are dangrous, so you should do things to stay safe when they happen."
3. Revise to: "Tornadoes are dangerous, so take shelter in a basement or an interior room away from windows." (correct answer)
4. Revise to: "Tornadoes are dangerous, and tornadoes are dangerous, so you should do things to stay safe."

Explanation: The draft is too vague: "do things to stay safe" never tells readers what actions to take. The best revision keeps the topic and replaces the vague words with specific, clear instructions—"take shelter in a basement or an interior room away from windows." Now readers know exactly what to do. The choice that adds "learn about hurricanes and other storms" wanders off the topic and still never explains what tornado safety actions to take. The choice that only fixes the misspelled word "dangerous" is editing, not revising—it corrects a spelling error but leaves the vague phrase "do things to stay safe" unchanged, so meaning is still unclear. The choice that repeats "tornadoes are dangerous" just adds redundant words without replacing any vague language, so the reader still learns nothing new. Remember: revising for clarity means turning general phrases like "things" or "stay safe" into concrete details that give readers a clear picture of what to do.

Question 19

1. Add sensory details, such as the loud cheers and sweaty hands, to develop the scene. (correct answer)
2. Rearrange the sentences so the game starts before the walk into the gym.
3. Edit the verbs, such as changing "walked" to "walk," to fix the tense.
4. Add a paragraph, such as one about a different game, to make it longer.

Explanation: The peer says they "can’t picture what you saw or felt," which means the draft needs more description. Adding sensory details like loud cheers and sweaty hands develops the scene so readers can see, hear, and feel what the narrator experienced. That directly answers what the peer needs. Rearranging the sentences changes the order of events, but the peer never said the order was confusing—the events are already clear, just bare of detail. Editing the verb tense fixes a grammar convention; it is editing, not revising for description, and it does nothing to help readers picture the scene. Adding a paragraph about a different game only makes the draft longer with unrelated content and still leaves the original moment thin and hard to imagine. When feedback says a reader "can’t picture" something, the fix is adding sensory details—sights, sounds, and feelings—not reordering, correcting grammar, or padding with off-topic material.

Question 20

1. Revise to: "Evaporation happens. Water goes up into the sky. It is a very important part of the water cycle process."
2. Revise to: "Evaporation is when the sun heats water and turns it into water vapor; as a result, the vapor rises into the air." (correct answer)
3. Revise to: "Evaporation happens. It is when water goes up. It's important because the sun makes it warm outside."
4. Revise to: "Evaporation happens. It is when water goes up. Swimming pools and lakes both hold a lot of water."

Explanation: The draft has three short, disconnected sentences that don't flow or show how the ideas connect. The best revision combines them into one smooth sentence, explains what evaporation actually is ("the sun heats water and turns it into water vapor"), and uses the transition "as a result" to show the cause-and-effect relationship between heating and rising vapor. That is what improves coherence. The choice that keeps three separate sentences and only stretches them out ("Water goes up into the sky") still leaves choppy, disconnected ideas with no transition, so it doesn't fix the coherence problem. The choice that changes "It is" to "It's" only edits a convention and tacks on an unclear reason; it doesn't combine the choppy sentences or add a transition. The choice that mentions swimming pools and lakes adds an off-topic detail that doesn't explain evaporation or connect the ideas. Only the version with a clear explanation and the transition "as a result" guides the reader smoothly from one idea to the next.