Claims
Identify the claim: “Our school should add a reading period because students need quiet time.”
Our school should add a reading period.
What question does a reason answer?
Why the claim should be accepted.
What is textual evidence?
A quotation or specific detail from a text supporting an analysis.
Define counterclaim.
A competing or opposing position.
Order: evidence, claim, explanation, reason.
Claim → Reason → Evidence → Explanation.
Is “Many students ride buses” a claim or a fact? Explain.
Fact; it does not take a debatable position.
Give a reason for longer library hours.
Example: Students need a quiet study place after school.
Why is “Everybody agrees” weak evidence?
Unsupported sweeping claim without a source.
Give a counterclaim to “Phones should be allowed at lunch.”
Phones may distract students from face-to-face interaction.
What does sound reasoning mean?
The conclusion follows logically from reasons and evidence.
Improve “Lunch is bad” into a defensible claim.
Example: Schools should offer an additional nutritious lunch choice.
Which is a reason: “because it improves access” or “17 students voted yes”?
Because it improves access; the vote is evidence.
Is a survey of one class relevant but sufficient to represent a district?
May be relevant, but insufficient for district-wide conclusion.
Define rebuttal and give its function.
A reasoned response to an opposing claim.
Identify one central idea of School Lunch Choices.
Schools are weighing student choice against cost and implementation concerns.
Explain the difference between a central idea and an argumentative claim.
Central idea conveys a text’s main message; claim states a position an author defends.
Explain how a reason differs from an explanation.
Reason states why; explanation shows how evidence supports it.
Cite two details from School Lunch Choices that inform the debate.
18 of 25 surveyed would try a second option; critics worry about costs (or pilot proposal).
: Write a rebuttal to “A second lunch choice costs too much.”
Pilot one day weekly and compare actual costs before expanding.
Use two details to evaluate the school lunch argument.
Survey shows interest but small sample limits generalization; pilot can test cost.
Read the School Lunch Choices passage: identify the claim and explain its purpose.
Schools should offer two healthy options; it proposes a policy supported by reasons.
Create two distinct reasons for a weekly homework-free night.
Examples: family time and reduced scheduling pressure; explain each.
Evaluate a survey from one class and propose stronger evidence.
Limited sample; gather representative data and cost estimates.
Why should a rebuttal address the strongest opposing evidence?
To respond fairly and strengthen credibility rather than avoid the issue.
Construct claim, reason, evidence, explanation, counterclaim and rebuttal about school lunches.
Accept coherent chain with credible evidence, relevant reasoning and fair opposing view.