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PEI EMA Grade 6 study materials
PEI EMA Grade 6 study resources

PEI EMA Grade 6: Writing and Representing - Grade 6 Literacy

PEI EMA Grade 6 · Work through your exam, one topic at a time.

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Writing and Representing - Grade 6 Literacy

Writing and Representing tests your ability to plan, draft, revise, and edit for a clear purpose and audience. It also asks you to communicate ideas through formats such as paragraphs, letters, reports, and simple multimodal representations.

Core rules

  • Identify purpose (inform, explain, persuade, entertain) and audience before choosing tone, details, and form.
  • Plan with a quick outline: opening, two or three main points, supporting details, closing.
  • A paragraph should have one controlling idea, usually in a topic sentence, plus relevant evidence, examples, or explanation.
  • Use transitions such as however, therefore, for example, and after to show relationships between ideas.
  • Vary sentence length and beginnings. Combine short, choppy sentences when the ideas are closely related.
  • Choose precise verbs and nouns instead of strings of vague adjectives: sprinted rather than ran very fast.
  • Revise for ideas, organization, and word choice first; edit conventions-spelling, punctuation, capitalization, grammar-last.
  • In representing, match layout, labels, images, and headings to the message; every element should help the viewer understand.

Worked example

Original sentence: “The boy ran very fast and he got to the bus and it was leaving.” Revision: “The boy sprinted to the bus just as it began to pull away.” Reasoning: “Ran very fast” becomes the precise verb “sprinted.” The repeated “and” is replaced by “just as,” which shows the timing relationship. “It was leaving” becomes “began to pull away,” which is clearer and more vivid. The revision keeps the original meaning while improving word choice, sentence flow, and clarity.

Traps that cost marks

  • Writing sentence fragments or run-ons that join several complete ideas with only “and.”
  • Shifting tense without a reason, such as moving from past to present mid-paragraph.
  • Using unclear pronouns: “They said it was good” leaves the reader asking who and what.
  • Telling rather than showing: “She was nervous” is weaker than showing shaking hands or a dry mouth.
  • Spending the opening on irrelevant background instead of addressing the prompt.
  • Editing only spelling while ignoring organization, clarity, and audience.