Free Printable WorksheetEnglishGrade 9English CurriculumELA.9.34

9.34 Two Authors on the Same Topic Worksheet

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Worksheet Overview & Skills Covered

Core academic competencies and curriculum alignment

This Intro to Lit English worksheet provides structured practice on 9.34 Two Authors on the Same Topic. Students are guided through targeted exercises that build foundational understanding, computational accuracy, and critical thinking skills.

Two Authors on the Same Topic - Compare how two authors treat the same event or idea, noting differences in emphasis, evidence, and conclusions. (CCSS RI.9–10.9; TEKS §110.36(c)(7)(D)–(E), (8)(G); FL ELA.9.R.2.4; VA 9.RI.3A–B; GA ELAGSE9–10RI9; TN 9–10.RI.IKI.9)

Whether you are an educator preparing classroom handouts, a tutor reinforcing weekly topics, or a parent supporting homeschool learning, this printable resource gives students the deliberate practice required to achieve subject fluency and master state standards.

Grade

Intro to Lit

Subject

English

Domain

English Curriculum

Formats

PDF & DOCX

Sample Practice Problems

Preview the types of problems and questions covered in this worksheet

Below are sample questions representative of the exercises included on this worksheet and related 9.34 Two Authors on the Same Topic skill assessments:

Problem 1Difficulty: Mastery

How should a reader best distinguish the authors’ claims about the same issue?

AThe authors disagree about the topic itself because one writes about the student art critique protocol and the other writes about a separate proposal.

BAuthor A’s main purpose is to warn against the plan, while Author B’s main purpose is to remove all limits on the plan.

CBoth authors rely on exactly the same detail and draw exactly the same conclusion from it.

DBoth authors address the student art critique protocol; Author A emphasizes measurable benefits, while Author B offers a conditional conclusion based on whether peer critique can be specific while preserving a respectful classroom climate.

Solution & Explanation:Author A uses the evidence that portfolio revisions included twice as many evidence-based comments to support the student art critique protocol and emphasize more specific feedback and stronger revision of visual work. Author B discusses the same proposal but qualifies the conclusion by focusing on whether peer critique can be specific while preserving a respectful classroom climate. The best answer compares benefit-focused support with cautious or conditional support; the other choices reverse the authors, claim identical reasoning, or incorrectly say one author changes topics.

Problem 2Difficulty: Mastery

Which comparison is most defensible based on both authors’ reasoning?

ABoth authors argue that the digital hall-pass system should be cancelled immediately.

BAuthor A discusses a different school issue, while Author B alone addresses the digital hall-pass system.

CBoth authors address the digital hall-pass system; Author A emphasizes measurable benefits, while Author B offers a conditional conclusion based on whether hall-pass data can be limited and protected appropriately.

DAuthor B proves that Author A’s evidence is false rather than asking for a condition or limit to be considered.

Solution & Explanation:Author A uses the evidence that unscheduled hallway trips dropped from 310 to 176 in two weeks to support the digital hall-pass system and emphasize better monitoring of hallway traffic during class. Author B discusses the same proposal but qualifies the conclusion by focusing on whether hall-pass data can be limited and protected appropriately. The best answer compares benefit-focused support with cautious or conditional support; the other choices reverse the authors, claim identical reasoning, or incorrectly say one author changes topics.

Problem 3Difficulty: Mastery

Which statement best evaluates how the two authors interpret the same proposal?

AAuthor A and Author B reach the same conclusion for the same reason, so there is no meaningful difference in emphasis.

BBoth authors address the school garden cooking lab; Author A emphasizes measurable benefits, while Author B offers a conditional conclusion based on whether cooking labs can manage allergy, equipment, and cleanup needs.

CAuthor B is more enthusiastic than Author A and presents no concern about implementation.

DAuthor A relies only on personal feelings, while Author B is the only author who mentions evidence.

Solution & Explanation:Author A uses the evidence that students used garden produce in 14 lab recipes during the semester to support the school garden cooking lab and emphasize connections among nutrition, science, and practical skills. Author B discusses the same proposal but qualifies the conclusion by focusing on whether cooking labs can manage allergy, equipment, and cleanup needs. The best answer compares benefit-focused support with cautious or conditional support; the other choices reverse the authors, claim identical reasoning, or incorrectly say one author changes topics.

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QWhat grade level and standards does this worksheet align with?

This worksheet is designed specifically for Intro to Lit English students. It aligns with educational standard ELA.9.34 (Grade 9 ELA skill practice focused on Compare Two Authors on the Same Topic.).