Media, Charts & Missing Information — Drills · Grade 6 English
Chapter: Research, Media, Discussion & PresentationWhat these drills covers
By the end of Media, Charts & Missing Information you should be able to:
- I can explain the visual effect and propose an informative revision.
- I can identify and repair this unit’s common error using evidence.
- I can compare a changed case and explain the limit of the conclusion.
4 questions, written answer, each with a worked explanation.
Vocabulary used: medium, denominator, caption, sponsorship, corroboration.
Problem 1
Answer and explanation
“Most responding book-club members favor a reading corner.” State 18/20, the group and the missing wider-school evidence.
“Most responding book-club members favor a reading corner.” State 18/20, the group and the missing wider-school evidence.
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
The truncated axis enlarges the visual difference. That does not make the stated values false, but the display should make the baseline and counts conspicuous. A zero-based comparison or a clear break can help the audience assess magnitude.
The truncated axis enlarges the visual difference. That does not make the stated values false, but the display should make the baseline and counts conspicuous. A zero-based comparison or a clear break can help the audience assess magnitude.
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
The recorded variable is users, not scores. The difference is four users between the named sessions, with no achievement measure supplied. Fix the outcome label and retain the limits.
The recorded variable is users, not scores. The difference is four users between the named sessions, with no achievement measure supplied. Fix the outcome label and retain the limits.
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, “Most responding book-club members favor a reading corner.” State 18/20, the group and the missing wider-school evidence. In the changed case, The truncated axis enlarges the visual difference. That does not make the stated values false, but the display should make the baseline and counts conspicuous. A zero-based comparison or a clear break can help the audience assess magnitude. 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, “Most responding book-club members favor a reading corner.” State 18/20, the group and the missing wider-school evidence. In the changed case, The truncated axis enlarges the visual difference. That does not make the stated values false, but the display should make the baseline and counts conspicuous. A zero-based comparison or a clear break can help the audience assess magnitude. 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.