Composition: Developing Drafts with Depth and Details (TEKS.ELA.8.10.B.ii)
Help Questions
Texas 8th Grade ELA › Composition: Developing Drafts with Depth and Details (TEKS.ELA.8.10.B.ii)
Our school should extend lunch by ten minutes because it would improve students' energy and focus. Right now, lunch feels rushed. By the time we reach the cafeteria, wait in line, and find a seat, the bell almost rings. With longer lunch, students could actually finish their meals and talk to friends without worrying. When people have time to eat, they do better in class. Teachers would also benefit, since fewer students would be hungry and distracted during the next period. A slightly longer lunch could also reduce hallway congestion after the bell. The change seems small, but it could make the day less stressful. Extending lunch would help our school community in simple, important ways. It is a practical, low-cost step worth trying now.
Which revision best develops the draft's ideas with relevant, specific details and engaging examples that enhance reader understanding and interest?
Another reason to improve lunch is upgrading the menu with more trendy options like sushi bowls and artisan pizzas; students would look forward to trying new flavors, and the cafeteria could post weekly specials to create excitement.
Longer lunch would make students feel better overall, leading to calmer hallways and improved class behavior throughout the day.
I timed our line last week: it took seven minutes on Tuesday and nine on Friday just to reach a tray, and by then my friend tossed half a sandwich when the bell rang. With ten extra minutes, we could finish eating, clear tables without rushing, and still walk safely to class; Ms. Lopez says her after-lunch quizzes go smoother when students aren't 'hangry.'
We could also install more vending machines in the hall so students grab snacks between classes, which would solve hunger without changing the schedule.
Explanation
Choice C adds concrete, relevant detail (timed lines, half-eaten food, teacher observation) that directly supports the argument for a longer lunch. A is tangential (menu upgrades), B is too general, and D is off-topic (vending machines instead of extending lunch).
At our Central Texas county fair, you can feel the heartbeat of our town. The fairgrounds light up and people show up from every neighborhood. There are rides, animals, and booths, and each part seems to tell a story about who we are. Families come to see what students made, and friends meet up after school. The air is full of sounds and movement, and it's easy to get swept along. The fair isn't just entertainment; it's a tradition that brings people together. You see pride in small things, and you sense history in the way people greet each other. The fair reminds me that our town is more connected than it looks during busy weeks. It shows our values without anyone giving a speech.
Which revision best develops the draft's ideas with relevant, specific details and engaging examples that enhance reader understanding and interest?
Near the show barn, FFA kids brush sleepy steers while parents pin numbers to jackets; powdered sugar floats off a funnel cake and dusts my sleeve. By the rodeo chutes, mesquite smoke drifts from a pit, and an auctioneer's quick rhythm bounces from the pavilion where quilts and canned peaches wait for ribbons. When the sun sets, the Ferris wheel rises over the arena, and neighbors you haven't seen since last year wave like family.
The fair is colorful and loud, with lots of things to look at and do that make everyone happy.
The fair brings people together, creating unity, closeness, and a sense of togetherness in our community.
The State Fair in Dallas began in the 1800s and draws huge crowds with giant sculptures and famous food contests every fall.
Explanation
Choice A supplies vivid, relevant specifics (FFA steers, funnel cake sugar, mesquite smoke, auctioneer, Ferris wheel) that bring the fair to life and deepen the main idea. B is vague, C merely repeats the idea, and D is tangential history about a different fair.
Our campus should reduce single-use plastic bottles by installing more refill stations and encouraging reusable containers. We already have a few fountains, but they are spread out and not always convenient. Many students bring disposable bottles because it's easier, and those bottles pile up in trash cans by the end of the day. If we made refilling simple, students would change their habits. It would cut waste and save money over time. Announcements and signs could remind people, and clubs could help spread the word. The plan is realistic and would make a visible difference at school. With small changes, our campus could become cleaner and set a positive example. Tracking progress would show results and keep the effort moving for everyone to see clearly.
Which revision best develops the draft's ideas with relevant, specific details and engaging examples that enhance reader understanding and interest?
Plastic hurts wildlife and takes a long time to break down, so it's important to make better choices for the planet.
With fewer bottles, the school would save money and make less trash, which helps everyone.
In coastal towns, plastic bottles sometimes wash onto beaches and harm sea turtles, which shows why plastic is a serious problem.
Last Thursday our custodian wheeled out five clear bags stuffed with bottles from just the cafeteria. The new refill station by the library already shows 3,200 fills on its counter after one month. Similar units cost about $850; a student council fundraiser and a small PTA grant could cover two more. In a two-week pilot by the gym, teachers reported the trash can near the door was emptied once a day instead of twice.
Explanation
Choice D adds school-specific data (bag counts, refill counter, costs, funding, pilot results) that concretely support the plan. A is generic, B repeats existing claims, and C is interesting but tangential to the school context.
When our band lined up for the Founders Day parade in our Hill Country town, I felt both excited and unsure. We had practiced songs, but the route through downtown seemed long. I checked my reed again and tried to remember the turns our director had shown us. People were gathering along the sidewalks. I could see classmates from other grades and teachers waving. The announcer said something over a speaker, and then the drumline started. We moved forward, and the crowd came into view. I focused on the music and keeping in step. By the end of the route, my nerves had faded, and I felt proud to be part of the band. I knew I'd remember this day each time we practiced home.
Which revision best develops the draft's ideas with relevant, specific details and engaging examples that enhance reader understanding and interest?
At first I felt nervous about the performance, but by the end I realized I could handle it, and I felt proud of myself for finishing the route.
Heat shimmered off the pavement, and my uniform collar itched while valve oil scented the air around the brass line. A little kid on the curb swung a tiny flag until we hit the courthouse corner and the drum major's hand snapped up to push our tempo. Somewhere behind us, a barbecue pit puffed smoke, and a row of cowboy hats dipped in time as our cymbals crashed.
The parade began in the late 1800s to honor early settlers, and over time it added floats, classic cars, and awards for best entry.
There were lots of sights and sounds, and the whole experience was awesome to be part of with my friends.
Explanation
Choice B gives sensory, scene-specific details (heat, uniform collar, valve oil, flag, courthouse corner, tempo change, barbecue smoke, hats) that make the moment vivid and connected to the setting. A repeats feelings, C is historical and off-topic, and D is vague.