Grade 7 · Reading Arguments · Claims and Evidence in Non-Fiction
Tracing an Argument
Separate claim, reasons and evidence, then judge whether the evidence is sufficient and relevant.
Learning objectives
- Map claim, reasons and evidence in a persuasive text
- Judge evidence for relevance and sufficiency
- Identify one unsupported reason
Common Core ELA alignment
RI.7.8
Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and relevant evidence from claims that are not. Grade 7 emphasis: analyse how choices in a text create effects, and handle two related texts independently.
RI.7.1
Cite textual evidence to support analysis of what an informational text says explicitly as well as inferences drawn from the text. Grade 7 emphasis: analyse how choices in a text create effects, and handle two related texts independently.
RI.7.6
Determine an author's point of view or purpose in a text and explain how it is conveyed and how it distinguishes their position from others. Grade 7 emphasis: analyse how choices in a text create effects, and handle two related texts independently.
MYP criteria
- Criterion A — Analysing
- Criterion D — Using language
ENGAGE
Sounds convincing
Everyone agrees phones ruin concentration, so they should be banned. This sentence sounds like an argument but contains no evidence at all. Everyone agrees is not proof.
Think about it
- What is the claim here?
- What evidence would you need before agreeing?
EXPLAIN
Mapping and judging
| Layer | Question | Example |
|---|---|---|
| Claim | What does the writer want me to accept? | Phones should be banned in lessons. |
| Reason | Why should I accept it? | They reduce concentration. |
| Evidence | What proves the reason? | A study of 91 schools found test scores rose after a ban. |
Two tests for evidence
- Relevance: does this evidence actually support this reason, or a different one?
- Sufficiency: is there enough of it, from a credible source, to carry the claim?
Weak signals
Everyone knows, obviously, and studies show without a named study are claims dressed as evidence.
EXPLORE
Map this argument
School canteens should stop selling sugary drinks. Sugar is linked to tooth decay and obesity, and a two-year study of twelve schools found decay rates fell by 14 per cent after such drinks were removed. Some students complain about the loss of choice, but the canteen already limits choice by refusing to sell energy drinks to Grade 7.
Think about it
- Write out the claim, the reasons and the evidence.
- How does the writer handle the counter-argument?
MYP_PRACTICE
Criterion A and D task
Find a short opinion article. Produce a table with three columns for claim, reasons and evidence, then write 100 words judging whether the evidence is sufficient and naming one gap.
EXIT_TICKET
Check yourself
Think about it
- Define sufficiency in your own words.
- Name one phrase that fakes evidence.
Interactive practice · argument map
Map the argument
Drag each statement into claim, reason, evidence or counter-argument.
Items
Buckets
Your answer
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Key vocabulary
- Reason
- A statement explaining why the claim should be accepted.
- Relevance
- Whether evidence actually supports the reason it is attached to.
- Sufficiency
- Whether there is enough credible evidence to carry the claim.
- Counter-argument
- An opposing point the writer raises and answers.
Practice questions
0/2 correct
Level 1 · Criterion A
What is the claim of the canteen argument?
Level 2 · Criterion D
Why is Everyone agrees phones ruin concentration weak evidence?
MYP criterion tasks
Level 3 · Criterion A
Judge the sufficiency of the canteen evidence and name one gap.
Reflect & track
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