Worksheet

Fundraiser Email: Make Every Sentence Count

Revise a student fundraiser email using varied sentence beginnings, lengths, and structures to improve clarity and style.

Grade 6ELAInteractive · Printable

Aligned toL.6.3.a

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Single worksheet
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1 Common Core standard
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13 questions
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Details

Format: Interactive · Printable
Grade: Grade 6
Subject: ELA
Question types: Multiple choice, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

Students vary sentence beginnings and structures to make relationships between ideas clear.
Students explain how sentence length and placement affect emphasis and pacing.
Students revise repetitive sentences while preserving their meaning.

How to use

Read the email, then have students compare revisions for their stated purposes. Discuss how sentence variety serves meaning before students revise the final excerpt.

Curriculum

Common Core standard covered

L.6.3.a

Vary sentence patterns to sharpen meaning, hold the reader's or listener's interest, and improve style.

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Name Date

Fundraiser Email: Make Every Sentence Count

Vary sentence patterns to clarify ideas and control emphasis.

Read for Rhythm

Read Saira’s email to Nolan. Some sentences are effective; others need revision. Answer each question for the purpose stated.

Subject: Tote-Bag Fundraiser—A Plan to Review

1Hi Nolan, I drafted our plan for the tote-bag fundraiser. We will sell plain canvas bags decorated with our original designs. We will use the money for more seating in the student common room. We will take orders before buying supplies. We will show the plan to the student council on Thursday. I have the main facts, but this opening sounds more like a checklist than an email.

2During lunch yesterday, I asked several students about the designs. Some wanted bold shapes, while others preferred small patterns near the handles. Because our decorating time is limited, I suggest offering just two designs. Buyers could choose either design on the order form. That would give people a choice without leaving our volunteers with too many different instructions to follow.

3I also checked the supply list with the activities adviser. The list included canvas bags, fabric markers, and cardboard inserts to keep ink from reaching the other side. The markers were unavailable. The supplier’s website offered no date for a new shipment. I had already pictured a table covered with finished bags, so that message was discouraging.

4Fortunately, the art teacher has unopened fabric markers that our group may borrow. If the test design stays clear after washing, we can use those markers for the fundraiser. Before we announce the sale, however, we need to test one bag. We should record how long the decorating takes, too. A design that looks simple on paper might take longer to finish on fabric.

5Could you bring a sample design to our meeting? Please bring the order-form draft as well. After we compare the samples and review the test results, we can divide the jobs. I will contact the volunteers. You can organize the orders. With a small plan that we can actually manage, I think we can make this work. Thanks, Saira

In paragraph 3, what is the main effect of placing a very short sentence between longer sentences?

A. It makes the supply problem land with a sudden, distinct pause.
B. It makes the events seem to happen over a much longer period.
C. It makes the supply list seem more important than the problem.
D. It makes the supplier’s message sound like a direct quotation.

Underline the sentence from paragraph 3 whose short structure creates the sudden pause described in question 1.

I also checked the supply list with the activities adviser.The list included canvas bags, fabric markers, and cardboard inserts to keep ink from reaching the other side.The markers were unavailable.The supplier’s website offered no date for a new shipment.I had already pictured a table covered with finished bags, so that message was discouraging.

Which revision combines these sentences from paragraph 1 while preserving the purpose of the sale? “We will sell plain canvas bags decorated with our original designs. We will use the money for more seating in the student common room.”

A. After buying more seating for the student common room, we will sell canvas bags decorated with our original designs.
B. To fund more seating in the student common room, we will sell canvas bags decorated with our original designs.
C. We will sell canvas bags decorated with our original designs, although the student common room needs more seating.
D. We will sell canvas bags decorated with our original designs because the student common room already has more seating.

Which revision of “We will show the plan to the student council on Thursday” varies the repeated “We will” opening by putting the time first, without changing the meaning?

A. The student council will show us the plan during Thursday’s meeting.
B. On Thursday, we will show the plan to the student council.
C. Before Thursday, we will show our plan to the student council.
D. We will show the student council our plan when Thursday arrives.

Choose Purposeful Patterns

Choose revisions that achieve the stated purpose. A different pattern is useful only if it keeps the intended meaning clear.

Saira wants to emphasize the result rather than begin with the reason. Which revision of “Because our decorating time is limited, I suggest offering just two designs” does this without changing its meaning?

A. I suggest offering just two designs whenever our decorating time is limited.
B. Although our decorating time is limited, I suggest offering just two designs.
C. Our decorating time is limited because I suggest offering just two designs.
D. I suggest offering just two designs because our decorating time is limited.

Revise these draft sentences to show a contrast without changing either group’s preference: “Some students wanted bold shapes. Other students preferred small patterns near the handles.”

A. Some students wanted bold shapes, so others preferred small patterns near the handles.
B. Some students wanted bold shapes after others preferred small patterns near the handles.
C. Some students wanted bold shapes, but others preferred small patterns near the handles.
D. Some students wanted bold shapes because others preferred small patterns near the handles.

A reviewer combines two sentences from paragraph 4: “The test design stays clear after washing, so we can use those markers for the fundraiser.” What problem does this revision create?

A. It presents borrowing the markers as though it requires buying the markers.
B. It suggests that washing the bags will take longer than decorating them.
C. It suggests that the volunteers have chosen a different design for every bag.
D. It presents a possible test result as though it has already been established.

Combine these requests into one clear question without repeating the request structure: “Could you bring a sample design to our meeting? Please bring the order-form draft as well.”

A. Could you bring a sample design and the order-form draft to our meeting?
B. Could you bring a sample design after our meeting about the order-form draft?
C. Could you bring a sample design instead of the order-form draft to our meeting?
D. Could you bring a sample design or the order-form draft to our meeting?

Paragraph 1 repeats “We will” at the beginning of four sentences. Explain how that repetition affects this friendly planning email. Describe one change that would improve the style without removing a fact.

Shape the Whole Message

Consider how sentence patterns work together, then revise a short excerpt.

10.

Sort these possible email sentences by their opening pattern. Notice how each pattern directs attention.

If the test succeeds, our group can borrow the markers.Before the meeting, Nolan will prepare a sample.Saira will contact the volunteers.The order form will offer two designs.Because time is limited, we will keep the designs simple.During lunch, the students will compare samples.

Begins with the subject	Begins with a time phrase	Begins with an if/because clause

11.

Saira wants to show the two students’ separate responsibilities in one balanced sentence. Which revision best replaces “I will contact the volunteers. You can organize the orders”?

A. I will contact the volunteers, and you can organize the orders.
B. You can organize the orders that I will send to the volunteers.
C. After I contact the volunteers, you can begin organizing the orders.
D. Because I will contact the volunteers, you can organize the orders.

12.

Which advice would best improve sentence variety across the email while protecting its meaning?

A. Combine each paragraph into one sentence so that its related facts appear together.
B. Begin each sentence with a time phrase so that readers can track the schedule.
C. Keep the short setback sentence and vary repeated openings where the rhythm becomes flat.
D. Separate each clause into a short sentence so that every detail receives equal emphasis.

13.

Revise this new excerpt from Nolan’s reply into exactly two sentences: “We will test a bag on Tuesday. We will check the design after washing. We will announce the sale only if the design stays clear.” Keep every fact, use two different sentence beginnings, and make the condition for announcing the sale clear.