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Shorter Quotes, Accurate Reporting worksheet preview

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Shorter Quotes, Accurate Reporting

Practice using ellipses to mark omitted words while preserving meaning in quotations from a school robotics competition report.

Grade 8ELAInteractive · Printable

Aligned toL.8.2.b

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 Common Core standard
  • Printable answer key
  • 13 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 8
Subject
ELA
Question types
Fill in the blank, Multiple choice, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

  • Students use an ellipsis to mark words omitted from a quotation.
  • Students evaluate whether shortened quotations preserve the source’s wording and meaning.
  • Students revise quotations with one or more clearly marked omissions.

How to use

Read the report and editing note together. Have students compare each shortened quotation with its source before completing the independent editing tasks.

Curriculum

Common Core standard covered

L.8.2.b

Use an ellipsis to show where words were left out.

Preview

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Name Date

Shorter Quotes, Accurate Reporting

Use ellipses to shorten quotations without changing their meaning.

Read and Check

Read the report. For this worksheet, use the single ellipsis character (…) with a space on each side to mark words omitted within a sentence. Keep the remaining words in their original order, preserve the meaning, and retain the sentence’s final punctuation.

A Careful Finish at the Robotics Meet

1The school robotics team returned from Saturday’s regional competition with a design award and a notebook full of changes to make. The challenge required each robot to collect foam cylinders and place them inside marked zones. Students controlled their machines during one round; during another, the robots followed instructions that students had programmed in advance.

2Before the scored rounds, team members tested their robot on a practice field beside the competition area. During practice, the robot completed the course without dropping a cylinder. Programmer Dalia Chen watched each turn while driver Renzo Bell recorded where the wheels crossed the field markings. Their notes showed that a small adjustment had improved the robot’s approach to the final zone.

3The scored round brought a different result. In the official round, the robot dropped its final cylinder outside the scoring zone. The team received credit for its earlier deliveries, but the last cylinder earned no points. Instead of blaming the driver or the program, the students compared their observations. They could not yet tell whether the release mechanism or the approach angle had caused the mistake.

4Judges also interviewed the team about its design process. “We tested the gripper after each adjustment and recorded the results,” Dalia explained. Renzo showed the judges sketches of several versions, including one the team had rejected. The judges praised the students for explaining unsuccessful tests as carefully as successful ones. The design award recognized that record of testing, not the team’s score on the course.

5Back at school, student reporter Tessa Malik began turning her notes into a short news report. “Our machine improved because we listened to one another during testing,” Renzo told her. Tessa wanted to include his explanation, but the page had limited space. She marked several possible cuts and checked each shortened quotation against the complete interview notes before choosing what to print.

6The team plans to share its test log at the next club meeting. Members will demonstrate the gripper, explain the rejected designs, and invite classmates to suggest another test. Tessa’s report will include both the award and the missed delivery. Her final draft leaves room for the team’s achievement without hiding the problem its members still hope to solve.

1.
An editor cuts the words “During practice” and prints this as the report’s result statement: “The robot completed the course without dropping a cylinder.” Why is this a misleading cut?
  • A. It makes the practice result sound like the official result.
  • B. It makes the programmed round sound like a student-controlled round.
  • C. It makes the design award sound like an award for driving.
  • D. It makes the students’ observations sound like judges’ comments.
2.
Underline the sentence from paragraph 3 that directly establishes why removing the practice setting in question 1 misrepresents the official outcome.

The scored round brought a different result.In the official round, the robot dropped its final cylinder outside the scoring zone.The team received credit for its earlier deliveries, but the last cylinder earned no points.Instead of blaming the driver or the program, the students compared their observations.They could not yet tell whether the release mechanism or the approach angle had caused the mistake.

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