ELA Standards
We've built over 300 research-based writing, grammar, and proofreading activities organized by the Common Core standards. We are a nonprofit organization, and all of our activities are and will always be free. Each of our activities takes approximately 10-15 minutes. Teachers using Quill in a 1:1 classroom tend to assign Quill activities as a warm up exercise at the beginning of a class or as a group activity with the whole class.
9-10.1b Use various types of phrases and clauses to convey specific meanings and add variety to writing.
Appositives at the Beginning 1
Students practice writing with appositives phrases by combining sentences. Students must place the appositive phrase at the beginning of a sentence.
Appositives at the Beginning - Chinese Cities & Culture
Students practice writing with appositives phrases by combining sentences. Students must place the appositive phrase at the beginning of a sentence.
Appositives at the Beginning, Middle, & End 2
Students practice writing with appositive phrases by combining sentences. Students must decide whether the appositive fits best at the beginning of the sentence, in the middle, or at the end.
Appositives at the Beginning, Middle, & End - Facts about Brazil
Students practice writing with appositive phrases by combining sentences. Students must decide whether the appositive fits best at the beginning of the sentence, in the middle, or at the end.
Appositives at the End 1
Students practice writing with appositives phrases by combining sentences. Students must place the appositive phrase at the end of a sentence.
Appositives at the End - Various Countries & Cultures
Students practice writing with appositives phrases by combining two sentences. Students must place the appositive phrase at the end of a sentence.
Appositives in the Middle 1
Students practice writing with appositives phrases by combining sentences. Students must place the appositive phrase in the middle of a sentence.
Appositives in the Middle 2
Students practice writing with appositives phrases by combining sentences. Students must place the appositive phrase in the middle of a sentence.
Appositives in the Middle - Facts about Colombia
Students practice writing with appositives phrases by combining sentences. Students must place the appositive phrase in the middle of a sentence.
Appositives in the Middle - Musical Instruments
Students practice writing with appositives phrases by combining sentences. Students must place the appositive phrase in the middle of a sentence.
Appositives, Relative Clauses, & Participial Phrases - Black Female Astronauts
Students practice writing with descriptive phrases by combining sentences. Students choose the structure that works best with the ideas in the prompt.
Appositives, Relative Clauses, & Participial Phrases - Discovery of DNA
Students practice writing with descriptive phrases by combining sentences. Students choose the structure that works best with the ideas in the prompt.
However at the Beginning - Recycling
Students practice using "however" to connect two ideas. Students must decide which sentence goes first and add "however" to the beginning of the second sentence to show a relationship of contrast.
However & Therefore at the Beginning - Antarctica
Students practice using "however" and "therefore" by choosing the joining word that best connects the ideas and adding it to the beginning of the correct sentence.
Lesson 1: Participial Phrases
Students learn to combine sentences using a descriptive phrase at the beginning of a sentence that begins with an -ing, -ed, or -en word. This is the lesson 1 of 2 in the participial phrases lesson series.
Lesson 2: Participial Phrases Review
Students apply what they learned in Lesson 1: Participial Phrases by writing a paragraph that contains three sentences that begin with a participial phrase. This is lesson 2 of 2 in the participial phrases lesson series.
Open Sentence Combining - 1984 Analysis
Students use the method of their choice to combine 2 sentences based on an excerpt from a novel by George Orwell.
Open Sentence Combining - All the Light We Cannot See Analysis
Students use the method of their choice to combine 2 sentences based on an excerpt from a novel by Anthony Doerr.
Open Sentence Combining - "An Occurrence at Owl Creek Bridge" Analysis
Students use the method of their choice to combine 2 sentences based on a short story by Ambrose Bierce.
Open Sentence Combining - "Drowning in Dishes, but Finding a Home" Analysis
Students use the method of their choice to combine 2 sentences based on a personal essay by Danial Adkison.
Open Sentence Combining - "Lamb to the Slaughter" Analysis
Students use the method of their choice to combine 2 sentences based on a short story by Roald Dahl.
Open Sentence Combining - "Lottery" Analysis
Students use the method of their choice to combine 2 sentences based on a personal essay by Rasma Haidri.
Open Sentence Combining - Out of My Mind Analysis
Students practice writing a variety of sentence structures by combining 2 or 3 sentences using the method of their choice.
Open Sentence Combining - Romeo and Juliet Analysis
Students use the method of their choice to combine 2 sentences based on an excerpt from a play by William Shakespeare.
Open Sentence Combining - "Tamara's Opus" Analysis
Students use the method of their choice to combine 2 sentences based on a poem by Joshua Bennett.
Open Sentence Combining - "Teenagers have Stopped Getting Summer Jobs—Why?" Analysis
Students use the method of their choice to combine 2 sentences based on an article by Derek Thompson.
Open Sentence Combining - "The Decline of the American Teenager’s Summer Job" Analysis
Students use the method of their choice to combine 2 sentences based on an article by Lexington.
Open Sentence Combining - "The Fight" Analysis
Students use the method of their choice to combine 2 sentences based on a narrative poem by John Montague.
Open Sentence Combining - "The First Day" Analysis
Students use the method of their choice to combine 2 sentences based on a short story by Edward P. Jones.
Open Sentence Combining - The Girl Who Fell from the Sky Analysis
Students use the method of their choice to 2 combine sentences based on an excerpt from the a novel by Heidi W. Durrow.
Open Sentence Combining - "The Hamilton Mixtape" Analysis
Students use the method of their choice to combine 2 sentences based on a song by Lin-Manuel Miranda.
Open Sentence Combining - The Night Circus Analysis
Students use the method of their choice to combine 2 sentences based on an excerpt from a novel by Erin Morgenstern.
Open Sentence Combining - "The Red Fox Fur Coat" Analysis
Students use the method of their choice to combine 2 sentences based on a short story by Teolinda Gersão.
Open Sentence Combining - "The Work You Do, the Person You Are" Analysis
Students use the method of their choice to combine 2 sentences based on a personal essay by Toni Morrison.
Open Sentence Combining - "What Happened During the Ice Storm" Analysis
Students use the method of their choice to combine 2 sentences based on a short story by Jim Heynen.
Open Sentence Combining - "What to Do with Kids This Summer? Put ‘Em to Work" Analysis
Students use the method of their choice to combine 2 sentences based on an article by Ben Sasse.
Participial Phrases at the Beginning (-ing) 1
Students practice writing with participial phrases by combining sentences. Students must place the participial phrase at the beginning of a sentence.
Participial Phrases at the Beginning (-ing) 2
Students practice writing with participial phrases by combining sentences. Students must place the participial phrase at the beginning of a sentence.
Participial Phrases at the End (-ing) 1
Students practice writing with participial phrases by combining sentences. Students must place the participial phrase at the end of a sentence.
Participial Phrases at the End (-ing) - Mongol Warrior Princess Khutulun
Students practice writing with participial phrases by combining sentences. Students must place the participial phrase at the end of a sentence.
Participial Phrases (-ed) 1
Students practice writing with participial phrases by combining sentences. Students can choose whether to put the phrase at the beginning or in the middle of the sentence.
Participial Phrases (-ed & -en) - Edible Plants
Students practice writing with participial phrases by combining sentences. Students can choose whether to put the phrase at the beginning or in the middle of the sentence.
Participial Phrases (-ing & -ed) 1
Students practice writing with participial phrases by combining sentences. Students can choose whether to put the phrase at the beginning or in the middle of the sentence.
Participial Phrases (-ing & -ed) - Cooking Pasta
Students practice writing with participial phrases by combining sentences. Students can choose whether to put the phrase at the beginning or in the middle of the sentence.
Participial Phrases in the Middle (-ing) - Animals
Students practice writing with participial phrases by combining sentences. Students must place the participial phrase in the middle of a sentence.
Participial Phrases in the Middle (-ing) - King Kalakaua of Hawaii
Students practice writing with participial phrases by combining sentences. Students must place the participial phrase in the middle of a sentence.
Relative Clauses: That and Which
Students learn to write with that and which in this teacher-led lesson.
Therefore at the Beginning - Composting
Students practice using "therefore" to connect two ideas. Students must decide which sentence goes first and add therefore to the beginning of the second sentence to show a cause and effect relationship.
9-10.2a Use conjunctive adverbs to link ideas
Conjunctive Adverbs 1
Students practice using conjunctive adverbs by combining sentences. Students are provided the correct joining word to use.
Conjunctive Adverbs - 1920s Pop Culture
Students practice using conjunctive adverbs by combining sentences. Students are given 3 joining words and must choose the one that best connect the ideas.
Conjunctive Adverbs 2
Students practice using conjunctive adverbs by combining sentences. Students are given 2 joining words and must choose the one that best connect the ideas
Conjunctive Adverbs 3
Students practice using conjunctive adverbs by combining sentences. Students are given 2 joining words and must choose the one that best connect the ideas.
Conjunctive Adverbs - Mountains, Countries, & Oceans
Students practice using conjunctive adverbs by filling in the blank with one of the three provided options.
Conjunctive Adverbs - The Titanic
Students practice using conjunctive adverbs by filling in the blank with one of the three provided options.
Consequently, For Example, However, & Therefore - Colombian Author Gabriel García Márquez
Students practice using conjunctive adverbs in the middle of a sentence by filling in the blank with "however," "therefore," "consequently," or "for example." Students must choose the joining word that best connects the ideas.
Consequently, Moreover, & Similarly - Instruments
Students practice using conjunctive adverbs by filling in the blank with "moreover," "similarly," or "consequently." Students must choose the joining word that best connects the ideas.
Furthermore, Nevertheless, & Therefore - Musicians
Students practice using conjunctive adverbs by filling in the blank with "nevertheless," "furthermore," or "therefore." Students must choose the joining word that best connects the ideas.
Hence, Likewise, & Otherwise - Instruments
Students practice using conjunctive adverbs by filling in the blank with "otherwise," "likewise," or "hence." Students must choose the joining word that best connects the ideas.
Semicolons with However & Therefore - Carbon Footprints
Students practice using conjunctive adverbs by combining sentences using a semicolon and either "however" or "therefore." Students must choose the joining word that best connects the ideas.
Semicolons with However & Therefore - Facts about Ethiopia
Students practice using conjunctive adverbs by combining sentences using a semicolon and either "however" or "therefore." Students must choose the joining word that best connects the ideas.
9-10.2a Use semicolons
Colons, Dashes, and Semicolons (Follow-Up for Lesson 1)
Write 4 sentences using colons and semicolons.
Proofreading Colons, Commas, & Semicolons - Synesthesia
Students find and correct the semicolon, colon, and comma errors in a text. The errors in the the text are underlined.
Proofreading Colons, Commas, & Semicolons - The Rosetta Stone
Students find and correct the semicolon, colon, and comma errors throughout the text.
9.1a Use parallel structure
Either/Or, Neither/Nor, & Both/And 1
Students practice using correlative conjunctions by combining sentences. Students are provided the correct joining words to use on each prompt.
Lesson 1: Parallel Structure
Students learn to write with parallel structure so that actions in a list are in the same form. This is the only lesson in the parallel structure lesson pack.
Parallel Structure 1
Students practice writing with parallel structure by combining 2 sentences.
Parallel Structure 2
Students practice writing with parallel structure by combining 3 sentences.
Parallel Structure - A Scientist
Students practice writing with parallel structure by combining 3 sentences.
Parallel Structure - Ocean Animals
Students practice writing with parallel structure by combining 2 sentences.
Parallel Structure with Joining Words - Savannas
Students practice writing complex sentences with parallel structure by combining 2 sentences. Students are provided the correct joining word to use on each prompt.
Proofreading Parallel Structure - Ancient Hawaiian Gods
Students find and correct parallel structure errors within a text.
Proofreading Parallel Structure - Triathlons
Students find and correct a variety of errors within a text.
Proofreading - The First Women's Basketball Game
Students find and correct a variety of errors within a text.
CCSS Grade 9 Formative Assessments
Proofreading - Abstract Expressionism
Students find and correct a variety of errors within a text.
Proofreading - Artist Harriet Powers
Students find and correct a variety of errors within a text.
Proofreading - Artist Mary Cassatt
Students find and correct a variety of errors within a text.
Proofreading - Aztec Capital Tenochtitlán
Students find and correct a variety of errors within a text.
Proofreading - Cinco de Mayo
Students find and correct a variety of errors within a text.
Proofreading - Civil Rights Activist Medgar Evers
Students find and correct a variety of errors within a text.
Proofreading Colons, Commas, Semicolons, & Periods - Mexican Cuisine
Students find and correct a variety of punctuation errors within a text.
Proofreading - Cubism
Students find and correct a variety of errors within a text.
Proofreading - Dadaism
Students find and correct a variety of errors within a text.
Proofreading - English Author Lewis Carroll
Students correct a variety errors within a text.The errors in the text are underlined.
Proofreading - First Emperor of China
Students find and correct a variety of errors within a text.
Proofreading - Fossils
Students find and correct a variety of errors within a text.
Proofreading - French Artist Madame Le Brun
Students find and correct a variety of errors within a text.
Proofreading - Indian Activist Mahatma Gandhi
Students find and correct a variety of errors within a text.
Proofreading - Irish Poet James Joyce
Students correct a variety errors within a text.The errors in the text are underlined.
Proofreading - Italian Artist Artemisia Gentileschi
Students find and correct a variety of errors within a text.
Proofreading - Mapmakers
Students correct a variety errors within a text.The errors in the text are underlined.
Proofreading - Mars
Students find and correct a variety of errors within a text.
Proofreading - Maya Calendar
Students find and correct a variety of errors within a text.
Proofreading - Native American Vision Quests
Students find and correct a variety of errors within a text.
Proofreading - Paul Revere
Students find and correct a variety of errors within a text.
Proofreading - Plate Tectonics
Students find and correct a variety of errors within a text.
Proofreading - Rocks
Students find and correct a variety of errors within a text.
Proofreading - Seneca Myth of Godasiyo
Students find and correct a variety of errors within a text.
Proofreading - Singaporean Artist Georgette Chen
Students find and correct a variety of errors within a text.
Proofreading - Sled Dog Race
Students correct a variety errors within a text.The errors in the text are underlined.
Proofreading - Spanish Queen Isabella I of Castile
Students find and correct a variety of errors within a text.
Proofreading - Stars & Galaxies
Students find and correct a variety of errors within a text.
Proofreading - Tambora Volcanic Eruption
Students find and correct a variety of errors within a text.
Proofreading - The History of Romanticism
Students find and correct a variety of errors within a text.
Proofreading - The Moon Landing
Students find and correct a variety of errors within a text.
Proofreading - The Sons of Liberty
Students find and correct a variety of errors within a text.
Proofreading - U.S. House of Representatives
Students find and correct a variety of errors within a text.
Proofreading - U.S. Judicial Branch
Students find and correct a variety of errors within a text.
Proofreading - U.S. Local Politics
Students find and correct a variety of errors within a text.
Proofreading - U.S. Senate
Students find and correct a variety of errors within a text.
Proofreading - Yellowstone National Park
Students find and correct a variety of errors within a text.
RI.9-10.1 Cite strong text evidence to support analysis of what the text says explicitly
Are Driverless Cars the Future of Travel? [Beta]
Students will read a text about driverless cars, exploring the perspectives of both advocates and critics of this emerging technology. Then, they'll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Are Quokka Selfies Safe? [Beta]
Students will read a text that explores the positive and negative effects of the quokka selfie trend. Then, they’ll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Are Revealing Uniform Requirements for Women's Sports Teams Unfair? [Beta]
Students will read a text that explores opposing perspectives on uniform requirements for women's beach handball teams. Then, they’ll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Are Surge Barriers Worth the Ecological Cost? [Beta]
Students will read about how building a surge barrier could protect New York City from hurricane damage but potentially have a negative effect on the local ecosystem of the Hudson River. Then, students will write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Are Surgical Robots the Future of Medicine? [Beta]
Students will read a text that explores opposing perspectives on surgical robots. Then, they’ll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Are We Prepared to Protect Our Planet from Asteroids? [Beta]
Students will read a text that explores opposing perspectives on planetary defense strategies. Then, they’ll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Are Wind Farms a Good Alternative Energy Source? [Beta]
Students will read about the pros and cons of using wind farms as an alternative to burning fossil fuels for energy. Then, students will write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Can Rural Japanese Villages Survive Without Young People? [Beta]
Students will read a text that explores the importance of young people in relation to the phenomenon of rural depopulation in Japan. Then, they will write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Does Florida’s SolarTogether Program Offer a Good Energy Alternative for Local Communities? [Beta]
Students will read about Florida’s large-scale effort to make solar power accessible to communities, exploring the perspectives of both advocates and critics of the program. Then, they'll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Do Kidfluencers Need Legal Protection? [Beta]
Students will read about opposing perspectives on child influencers. Then, students will write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Do Plastic Bag Bans Help or Harm Local Communities? [Beta]
Students will read about the harmful effects of plastic bag use while also exploring the potential negative consequences of banning plastic bags. Then, students will write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
How are Drones Helping People Spot Sharks? [Beta]
Students will read a text that explores the use of shark-monitoring drones to increase public safety at beaches. Then, they’ll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
How are Indigenous Communities Helping Restore the Amazon Rainforest? [Beta]
Students will read a text that explores the idea that Indigenous communities in the Amazon are planting trees to help reforest the rainforest. Then, they’ll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
How Can AI Help Scientists Monitor Sea Turtles? [Beta]
Students will read a text that explores the positive and negative effects of sea turtle tracking. Then, they’ll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
How Did Capoeira Spread to Communities Around the World? [Beta]
Students will read about how capoeira, a martial art with roots in Afro-Brazilian culture and anti-slavery resistance, spread in countries around the world. Then, they’ll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
How did Chinese Porcelain Influence Dutch Pottery? [Beta]
Students will read a text that explores how Dutch potters were inspired by Chinese porcelain. Then, they’ll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
How Did Joseph Stalin Use Photo Manipulation to Control History? [Beta]
Students will read a text that explores Joseph Stalin's use of photo retouching to control the Soviet-era historical narrative. Then, they’ll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
How Did Kabaddi Become One of the Most Popular Sports in India? [Beta]
Students will read a text that explores the rising popularity of the South Asian team sport kabaddi. Then, they’ll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
How Did the Inupiat Protect Their Sustainable Whaling Practice? [Beta]
Students will read a text that explores the sustainable whaling practices of the Inupiat people. Then, they’ll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
How Did Women Defy Gender Norms in Early Modern England? [Beta]
Students will read a text that explores gender inequality in early modern England and in Shakespeare's Romeo and Juliet. Then, they’ll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
How Do Authors Use Satire for Political Critique? [Beta]
Students will read a text that explores opposing perspectives on using satire for political critique. Then, they’ll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
How Does Drought Affect Hydroelectricity Generation? [Beta]
Students will read about the Oroville Dam and explore the pros and cons of using hydroelectricity as an alternative energy source. Then, students will write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
How Does Eating Meat Impact Global Warming? [Beta]
Students will read about how beef production contributes to global warming and will explore potential solutions, including changing what cows eat. Then, students will write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
How Do Oxpeckers Help Black Rhinos? [Beta]
Students will read a text that explores the idea that oxpeckers can help black rhinos to avoid humans. Then, they’ll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Is Cloning Mammals Ethical? [Beta]
Students will read about the cloning of Dolly the sheep and explore the pros and cons of cloning animals. Then, students will write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Is It Possible to “Be Real” on Social Media? [Beta]
Students will read a text that explores opposing perspectives on the social media app BeReal. Then, they’ll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Is Romeo and Juliet a Love Story or a Tragedy? [Beta]
Students will read a text that explores how Shakespeare's Romeo and Juliet challenges 16th-century understandings of tragedy and romance. Then, they’ll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Should Cell Phones Be Banned in Schools? [Beta]
Students will read a text that explores opposing perspectives on banning cell phones in schools. Then, they will write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Should Cheerleading Be Considered a Sport? [Beta]
Students will read about the controversy over whether cheerleading should be considered an official sport. Then, students will write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Should College Applications Require Personal Essays? [Beta]
Students will read a text that explores opposing perspectives on the personal essay requirement in college applications. Then, they’ll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Should Colleges Be Responsible for Maintaining Gender Equity in Sports? [Beta]
Students will read about two athletes who sued Eastern Michigan University for cutting their sports programs, citing a violation of Title IX, a law that aims to protect gender equity in sports. Then, students will write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Should Companies be Required to Label Foods that Contain GMOs? [Beta]
Students will read about opposing perspectives on genetically modified food. Then, students will write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Should Esports Be Included in the Olympics? [Beta]
Students will read a text about whether esports should be included in the Olympics, exploring the perspectives of both advocates and critics of the initiative. Then, they'll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Should Food Sold in Schools Be Regulated By Law? [Beta]
Students will read about the Healthy, Hunger-Free Kids Act and the pros and cons of selling junk food in schools. Then, students will write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Should Hockey Players Be Required To Shake Hands After a Game? [Beta]
Students will read a text that explores opposing perspectives on the post-game hockey handshake requirement. Then, they’ll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Should Kids Be Allowed to Play Tackle Football? [Beta]
Students will read a text that explores opposing perspectives on youth tackle football leagues. Then, they’ll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Should Medical Testing Be Done on Animals? [Beta]
Students will read about opposing perspectives on using animals for medical testing. Then, students will write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Should Minor League Baseball Players Make More Money? [Beta]
Students will read a text that explores whether minor league baseball players should make higher salaries. Then, students will write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Should NFL Officials Rely on Instant Replay to Make Calls? [Beta]
Students will read a text that explores opposing perspectives on using instant replay to review calls in NFL games. Then, they’ll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Should Public College Be Free? [Beta]
Students will read a text that explores opposing perspectives on free public college programs. Then, they’ll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Should Schools Have Grade Requirements for Student Athletes? [Beta]
Students will read a text about the pros and cons of No Pass No Play laws, which set grade requirements for students to participate in school sports. Then, students will write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Should Schools Have Strict Dress Codes? [Beta]
Students will read about students at Manchester High School who advocated for changes to their school’s dress code, exploring the perspectives of the students and those who opposed the changes. Then, students will write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Should School Start Later in the Morning? [Beta]
Students will read about the positive and negative consequences of later school start times. Then, they will write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Should Steroid Era Baseball Players Be Allowed in the Hall of Fame? [Beta]
Students will read about Major League Baseball and explore opposing viewpoints on allowing players from the Steroid Era to be inducted into the National Hall of Fame. Then, students will write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Should the United States Regulate Prenatal Genetic Testing? [Beta]
Students will read a text that explores opposing perspectives on genetic testing of embryos. Then, they’ll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Should Voting be Mandatory in the United States? [Beta]
Students will read about opposing perspectives on mandatory voting. Then, students will write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
What is the Value of Dual-Language Programs? [Beta]
Students will read about opposing perspectives on dual-language programs. Then, students will write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Who Owns the Parthenon Sculptures? [Beta]
Students will read a text that explores the debate over whether the stolen Parthenon Sculptures should stay in Great Britain or be returned to Greece. Then, they’ll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Who Really Wrote Romeo and Juliet? [Beta]
Students will read a text that explores debates over the authorship of William Shakespeare's plays. Then, they’ll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Why Are Some Birds Growing Larger Beaks? [Beta]
Students will read a text that explores the fact that some bird species are shapeshifting in response to climate change. Then, they’ll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Why Do Dogs Have Such a Good Sense of Smell? [Beta]
Students will read a text about why bloodhounds have the most powerful sense of smell of any dog breed. Then, they’ll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Why Is Simone Biles Called One of the Greatest Gymnasts of All Time? [Beta]
Students will read a text that explores the idea that Simone Biles is one of the greatest gymnasts of all time. Then, they’ll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Why is Sponsored Influencer Content on TikTok and Instagram Effective? [Beta]
Students will read a text that explores opposing perspectives on sponsored influencer content on social media. Then, they’ll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.
Will Ancient Pompeii Survive for Another 2,000 Years? [Beta]
Students will read a text that explores the restoration of Ancient Pompeii. Then, they’ll write three sentences using evidence from the text. Students will revise their work up to five times per sentence based on immediate feedback.