Language Standards: Using Language and Style Effectively (CCSS.L.6.3)
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Common Core 6th Grade ELA › Language Standards: Using Language and Style Effectively (CCSS.L.6.3)
First, I woke up and got ready for the field trip. Then we lined up for the bus. Then we sat in our seats and waited to go. Then the driver started the engine and we rolled out of the parking lot. Then we looked out the windows and saw the city go by. Then we arrived at the museum and followed the guide. Then we walked through the exhibits and took notes. Then we ate lunch in a quiet room. Then we got back on the bus.
Which revision best improves the variety of sentence patterns without changing the meaning?
After waking up and getting ready for the field trip, we lined up for the bus, settled into our seats, and waited to go. As the driver started the engine, we rolled out of the parking lot and watched the city glide past. When we arrived at the museum, we followed the guide, explored the exhibits, and took notes. We ate lunch in a quiet room before getting back on the bus.
Then we lined up for the bus. Then we sat in our seats. Then the driver started the engine. Then we watched the city. Then we arrived at the museum and took notes. Then we ate lunch. Then we got back on the bus.
We then lined up for the bus; we then sat in our seats; we then waited to go; we then watched the city go by; we then arrived at the museum; we then followed the guide; we then took notes and ate lunch; we then got back on the bus.
Subsequently, we boarded the vehicle and traversed the urban environment; it was, like, totally epic, and then we arrived at the museum and did stuff before leaving.
Explanation
Choice A varies sentence openings and uses introductory and subordinate phrases to combine related actions, creating smoother flow without changing meaning. The other options are grammatical but remain repetitive or shift tone awkwardly.
During the science fair, our group presented an experiment about plant growth. We explained our method and observations in a clear, organized manner. But then the judges arrived, and I was like, this is super nerve-racking, you know? Nevertheless, we proceeded to answer questions, which was pretty cool and also kind of intense. The data supported our hypothesis, which was awesome and also valid. Afterward, we reflected on feedback and thought it was legit. Overall, the project was successful, and I felt thrilled but also low-key stressed.
Which option best maintains a consistent formal tone without changing the meaning?
During the science fair, our group presented a plant-growth experiment, and when the judges showed up I was like, wow, super nervous, but answering questions was pretty cool. The data backed our hypothesis, which was awesome, and the feedback seemed legit. Overall, I was thrilled but low-key stressed.
During the science fair, our group presented an experiment about plant growth and explained our method and observations; when the judges arrived, I felt nervous, which was pretty cool and intense; the data supported our hypothesis and that was awesome; we reflected on feedback and it was legit.
During the science fair, our group presented an experiment on plant growth. We clearly explained our methods and observations. When the judges arrived, I felt nervous, but we answered their questions thoughtfully. The data supported our hypothesis, and we reflected on the feedback afterward. Overall, the project was successful, and I felt both excited and a little stressed.
During the science fair, our group presented an experiment on plant growth, and we explained our methods and observations thoroughly; when the judges arrived, I was like, quite nervous, but we answered their questions; the data supported our hypothesis, and afterward we reflected on feedback; overall, the project was successful, and I felt excited yet kinda stressed.
Explanation
Choice C maintains a consistent formal tone and removes slang while preserving the original meaning. The other choices mix casual words like like, pretty cool, or legit with formal phrasing, creating inconsistent tone.
At the community clean-up, I picked up litter and I carried a heavy bag and I tried to keep up with my friends and I also talked to a neighbor about recycling and I did not want to slow down because the park looked messy and I wanted it to look better and I felt tired but I kept going and I was proud at the end because the playground was shining and I thought it would make kids happier.
Which revision best improves the variety of sentence patterns and clarifies the ideas without changing the meaning?
I picked up litter; I carried a heavy bag; I tried to keep up with my friends; I also talked to a neighbor about recycling; I did not want to slow down; the park looked messy; I wanted it to look better; I felt tired; I kept going; I was proud at the end; the playground was shining; I thought it would make kids happier.
At the community clean-up, I picked up litter and carried a heavy bag. Trying to keep up with my friends, I also talked with a neighbor about recycling. I did not want to slow down because the park looked messy, and I wanted it to look better. Although I felt tired, I kept going and ended the day proud, hoping the shining playground would make kids happier.
At the community clean-up, I picked up trash and carried a heavy bag, which was, like, super tiring, but I still kept up with my friends and chatted about recycling, and the playground looked shiny and made kids happy, which was awesome.
I picked up litter. I carried a heavy bag. I tried to keep up with my friends. I also talked to a neighbor about recycling. I did not want to slow down because the park looked messy. I wanted it to look better. I felt tired, but I kept going. I was proud at the end because the playground was shining. I thought it would make kids happier.
Explanation
Choice B breaks the run-on into well-organized sentences and uses varied openings and clauses to improve flow without changing meaning. The other options are grammatical but remain repetitive or insert casual slang that disrupts style.
During my first week at middle school, the hallways felt like a maze. So many doors. So many bells. I met my teachers, and they were helpful, but the schedule was wild, like totally bonkers, yet also quite orderly according to the handbook. I hurried to class. Then to lunch. Then to gym. Tried not to get lost. By Friday, I was exhausted, however I was also pumped. Ready for more. Over the weekend, I made a map of my routes for next week.
Which option best maintains a consistent academic tone and fixes the fragments without changing the meaning?
The hallways felt like a maze, and there were so many doors and so many bells, and the schedule was, like, totally bonkers but also quite orderly according to the handbook, and I was exhausted yet pumped, and over the weekend I made a map.
During my first week at middle school, the hallways felt like a maze, and then to lunch, and then to gym, and I tried not to get lost, which was kind of wild but also very orderly per the handbook, and by Friday I was exhausted but also pumped.
In my first week, the corridors resembled a labyrinth to an extraordinary degree, and one proceeded from class to lunch to gym in a manner both rigorous and, frankly, so crazy, yet nevertheless ordered according to the handbook; by Friday, one was fatigued yet pumped.
During my first week at middle school, the hallways felt like a maze. There were many doors and frequent bells. I met my teachers, who were helpful, but the schedule felt confusing yet remained orderly according to the handbook. I hurried to class, then to lunch, then to gym, trying not to get lost. By Friday, I was exhausted but also excited. Over the weekend, I drew a map of my routes for the next week.
Explanation
Choice D turns fragments into complete sentences and removes slang to keep a consistent academic tone while preserving meaning. The other choices are grammatical but mix casual and formal language or rely on repetitive, awkward patterns.
Our class organized a Saturday clean-up at the river trail. We met early, received gloves and bags, and learned how to sort recycling. Volunteers explained safety rules, and we divided into small groups. We collected bottles and wrappers along the path. It was epic, no cap! By the end, the trail looked brighter, and I felt proud of our teamwork. I also understood how small actions add up to real change in our community, which made the morning worth the effort.
Which option best maintains a consistent, informative tone by replacing the sentence 'It was epic, no cap!'?
The experience was especially meaningful to me.
It was seriously epic, like, no joke.
It verily constituted an impressively efficacious undertaking.
Pretty cool vibes all around, and we were hyped.
Explanation
Choice A uses clear, neutral language that matches the informative tone of the paragraph, unlike the slangy or overly formal distractors.
During science lab, I set up the microscope and I adjusted the focus and I made notes about what I saw. The instructions were clear, and our group followed each step. We were careful with the glass slides, and we took turns. I wanted to record every detail, and I kept writing fast and neat. The bell rang, and we cleaned the table quickly. We finished the last step, and we felt ready to share our results with the class.
Which revision of the first sentence best improves variety and flow without changing its meaning?
I set up the microscope and adjusted the focus and made notes about what I saw.
I set up the microscope. I adjusted the focus. I made notes about what I saw.
I set up the microscope; I adjusted the focus; I made notes about what I saw.
After setting up the microscope and adjusting the focus, I made notes about what I saw.
Explanation
Choice D uses an introductory phrase to combine related actions smoothly, avoiding a repetitive chain of clauses while preserving the original meaning.
At home, I mixed the brownie batter. I poured it into the pan. I slid the tray into the oven. The kitchen smelled sweet, and the timer seemed slow. While it baked, I wiped the counter and stacked the dishes. I kept peeking through the glass because I wanted the top to be shiny, and I did not want to overbake it. When the bell finally rang, I used mitts and set the tray on a rack to cool.
Which revision of the first three sentences best improves the variety of sentence patterns while keeping the original meaning?
I mixed the brownie batter. I poured it into the pan. I slid the tray into the oven.
After mixing the brownie batter and pouring it into the pan, I slid the tray into the oven.
The brownie batter was mixed, the pan was filled, and the tray was slid into the oven by me.
I mixed the batter and I poured it into the pan and I slid the tray into the oven.
Explanation
Choice B combines the choppy sentences into one varied sentence with a clear introductory phrase, improving flow without changing the steps.
First, we boarded the bus for the museum. Then we found our seats and buckled in. Then we rolled through town and watched the buildings pass. Then we arrived and followed our teacher inside. The guide spoke about fossils and we listened carefully. Then we moved to the planet exhibit and stood in a long line. Then we bought a few postcards at the gift shop. Finally, we returned to school tired but happy, and we told our families about the trip that evening.
Which revision of the third sentence best improves the variety of sentence patterns without changing the meaning?
We rolled through town and watched the buildings pass.
Rolling through town, we watched the buildings pass.
Then we rolled through town, and then we watched the buildings pass.
We watched the buildings pass while we rolled through town.
Explanation
Choice B begins with an introductory phrase, breaking the repetitive Then/subject-start pattern and improving flow. The other options are grammatical but keep a similar subject-first rhythm or repeat then.
In my report about recycling, I explain how sorting materials helps our community. I describe the steps calmly and clearly. First, I define key terms so everyone understands. Then I list the types of items that can be recycled at the center. The process is straightforward and beneficial. But when the bins overflow, it is a total mess and super annoying, like, yikes. I conclude by urging readers to follow the guidelines and to share them with neighbors to reduce waste and protect resources.
Which option best revises the sixth sentence to maintain a consistent formal tone?
However, when the bins overflow, the situation becomes messy and frustrating.
When the bins overflow, it is a total mess and super annoying, like, yikes.
The bins are, like, totally overflowing, which is super annoying.
Overflowing bins? Not cool.
Explanation
Choice A replaces slang with precise, formal wording that matches the informative tone. The other options use conversational slang or a casual style that clashes with the report's tone.
I wake up at six every morning. I eat cereal and fruit for breakfast. I pack my backpack with my homework and water bottle. I walk to the bus stop with my sister. I sit near the window and look out at the trees. I arrive at school and head to homeroom. I take out my planner and copy the homework from the board. I feel ready to learn by the time the first bell rings.
Which revision best improves the variety of sentence openings by turning the first sentence into a dependent clause that combines the first two sentences?
I wake up at six every morning, and I eat cereal and fruit for breakfast.
I wake up at six every morning. Then I eat cereal and fruit for breakfast.
After I wake up at six every morning, I eat cereal and fruit for breakfast.
I eat cereal and fruit for breakfast when I wake up at six every morning.
Explanation
Choice C starts with a dependent clause, creating a varied opening and combining the ideas smoothly. The others are grammatical but either don't combine the sentences or keep the repetitive subject-first start.