Grade 7 · Analysing Arguments · Tracing Arguments
Tracing an Argument
Separate claim, reason and evidence.
Learning objectives
- Separate claim, reason and evidence
- Judge whether evidence is relevant and sufficient
- Name the author's purpose and audience
AERO English Language Arts alignment
AERO.ELA.7.RI.8
Trace and evaluate the argument and specific claims in a text, distinguishing claims supported by sound reasoning and relevant evidence from those that are not. Grade 7 / MYP 2 emphasis: work independently with two related texts and explain how a writer's choices create effects.
AERO.ELA.7.RI.6
Determine an author's purpose and point of view, and analyse how the author acknowledges or responds to conflicting evidence or viewpoints. Grade 7 / MYP 2 emphasis: work independently with two related texts and explain how a writer's choices create effects.
AERO.ELA.7.RI.1
Cite textual evidence to support analysis of what an informational text states explicitly and of inferences drawn from it. Grade 7 / MYP 2 emphasis: work independently with two related texts and explain how a writer's choices create effects.
AERO.ELA.7.RI.3
Analyse how a text introduces, illustrates and elaborates key individuals, ideas or events, including through examples and anecdotes. Grade 7 / MYP 2 emphasis: work independently with two related texts and explain how a writer's choices create effects.
AERO.ELA.7.RI.5
Analyse the structure an author uses to organise a text, including how major sections and paragraphs contribute to the whole and to the development of ideas. Grade 7 / MYP 2 emphasis: work independently with two related texts and explain how a writer's choices create effects.
MYP criteria
- Criterion A — Analysing
- Criterion B — Organizing
ENGAGE
What Holds an Argument Together?
When someone asks your school to make a change, a strong opinion is not enough. The writer needs a clear claim, logical reasons and trustworthy evidence. You also need to consider who the writer is addressing and what response the writer wants. In this lesson, you will examine two views about a proposed shaded reading corner. You will trace each argument, test its evidence and notice how each writer responds to a different viewpoint.
Think about it
- What makes evidence convincing?
- Can two writers use sound evidence but reach different conclusions?
EXPLORE
Two Views of a Courtyard Proposal
Read Text A and Text B closely
Text A — Student council message: Our school courtyard should have a shaded reading corner. It would give students a calm place to read during break and protect books and readers from strong sunlight. In a student council survey, 68 of 84 Grade 7 students said they would use such a space at least twice a week. Some staff worry that the corner could become crowded. However, a booking board and seating for twenty would control numbers. Because the survey covered only one year group, the school could test the idea for four weeks before making it permanent. We ask the principal to approve a small trial beside the library.
Text B — Facilities manager's note: A trial may be useful, but the courtyard is already used for movement between lessons. During three observation periods last Tuesday, an average of 120 students crossed the proposed area in ten minutes. Fixed furniture could narrow the route and cause delays. The survey shows interest, yet it does not measure how often students would actually attend. Before approving the corner, the school should mark a temporary boundary and count both readers and passing students for one week. This evidence would show whether the space can support reading without disrupting movement. My recommendation is to gather these results and then decide.
Notice the connection
Both writers support testing the idea, but they emphasise different concerns and recommend different next steps.
Think about it
- What is the main claim or recommendation in each text?
- Which evidence is relevant to student demand, and which evidence is relevant to safe movement?
- Who is the likely audience, and what does each writer want that audience to do?
EXPLAIN
How to Trace and Evaluate an Argument
1. Separate the parts of the argument
A claim states what the writer wants you to believe or do. A reason explains why the claim should be accepted. Evidence provides facts, examples, observations or data that support a reason. Ask: What does the writer want? Why? How does the writer support that reason?
| Argument part | Example from Text A | Its function |
|---|---|---|
| Claim | The school should approve a trial reading corner. | States the requested action. |
| Reason | Students need a calm, shaded place to read. | Explains why the action may help. |
| Evidence | 68 of 84 surveyed students said they would use it. | Provides data about possible demand. |
Relevant is not the same as sufficient
Evidence is relevant when it connects directly to a claim or reason. It is sufficient when there is enough dependable evidence to justify the conclusion. Text A's survey is relevant, but one year group may not represent the whole school. Text B's observations are relevant, but three periods on one day may not represent normal movement.
2. Identify purpose, audience and point of view
- Purpose: Text A aims to persuade the principal to approve a small trial.
- Audience: The principal or school leaders can act on the proposal.
- Point of view: The student council is positive about the reading corner.
- Purpose: Text B aims to recommend gathering more evidence before a decision.
- Point of view: The facilities manager is cautious because movement and space must be considered.
- Writer's choice: Words such as “however”, “but” and “yet” introduce conflicting evidence. This makes both writers appear balanced rather than one-sided.
Organise your evaluation
For Criterion B, present ideas in a logical order: identify the claim, explain the reason, examine the evidence, judge its relevance and sufficiency, and finish with an overall evaluation. Use comparison words such as “similarly”, “whereas” and “however” when discussing two texts.
MYP_PRACTICE
Build an Argument Trace
Work independently with both texts. Create a clear argument trace for each writer, then compare the strength of their evidence. Your response should explain not only what each writer says, but also how choices such as statistics, cautious language and acknowledgement of concerns affect the audience.
- Write one sentence stating the central claim or recommendation of each text.
- List one reason and one piece of evidence supporting each claim.
- Explain why each piece of evidence is relevant to the writer's concern.
- Judge whether each text has sufficient evidence, referring to the limits of the survey or observations.
- Write a comparison paragraph using this order: claim, evidence, evaluation, purpose and overall judgement.
EXIT_TICKET
Before you close this lesson
Think about it
- Which text currently has the stronger argument, and what is the main reason for your judgement?
- What additional evidence would help the school make a fair decision?
Watch
How to Argue - Philosophical Reasoning: Crash Course Philosophy #2
CrashCourse · 10 min
Learn how premises, conclusions, validity, and sound reasoning form a strong argument.
Before you watch: How is a reasoned argument different from a quarrel?
- What roles do premises and conclusions play in an argument?
- How can you test whether a conclusion follows logically from its premises?
Interactive practice · argument trace grid
Trace, Test and Compare
Use the two courtyard texts to prepare a concise comparison. Record the parts of each argument, evaluate the evidence and explain how each writer's choices may influence school decision-makers.
Check your answer
Task
Complete the trace before writing your final comparison.
Steps
Sentence frames
Prompts
Your answer
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Key vocabulary
- claim
- The main idea a writer wants you to accept.
- reason
- An explanation of why a claim should be accepted.
- evidence
- Information used to support a reason or claim.
- purpose
- What the author wants the text to achieve.
Practice questions
0/3 correct
Level 1 · Criterion A
Which statement best expresses the central claim of Text A?
Level 2 · Criterion A
Which evaluation of Text A's survey evidence is most accurate?
Level 2 · Criterion A
Why does the facilities manager write that the survey shows interest, “yet” does not measure actual attendance?
MYP criterion tasks
Level 3 · Criterion A
Compare how the two writers use evidence. Which evidence is more convincing at present, and why?
Level 3 · Criterion B
Write a logically organised paragraph explaining how one writer acknowledges and responds to a conflicting viewpoint.
Reflect & track
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