What’s the Claim?
“Many students report feeling overwhelmed after school, which raises the question of whether homework truly helps learning.”
Question: What is the author’s claim?
Homework may not be necessary for learning.
“A CDC study shows kids need 60 minutes of physical activity daily.”
(Strong, Weak, Irrelevant?)
Strong
Rewrite the sentence to be a stronger piece of evidence that clearly supports the claim.
Claim: Homework should be optional.
Evidence: “Homework is boring.”
Make this evidence stronger by using a fact, statistic, or research about why homework may not help.
“Many people believe that recess is the most important part of the school day.”
Opinion — It tells us what people believe, not a proven fact.
Why is it important to know if evidence is strong?
So we can trust what we read or hear.
“In many districts, students are expected to sit still for six hours with limited movement, despite evidence showing kids need frequent breaks.”
Students should have more opportunities to move during the school day.
“I don’t like homework.”
(Strong, Weak, Irrelevant?)
Weak
Rewrite the sentence to be a stronger piece of evidence that clearly supports the claim.
Claim: All students should get free lunch.
Evidence: “My mom makes me lunch every day.”
Make this stronger by showing how not all families can do that or how hunger affects learning.
“According to a CDC report, physical activity improves focus and behavior in students.”
Fact — It cites a source and can be verified.
What happens when someone uses only weak evidence?
Their argument isn’t convincing.
“While some argue that school uniforms improve focus, others believe they remove students’ ability to express themselves.”
There is a debate about whether school uniforms are helpful or harmful.
“My teacher has recess duty on Tuesdays.”
(Strong, Weak, Irrelevant?)
Irrelevant
Rewrite the sentence to be a stronger piece of evidence that clearly supports the claim.
Claim: Phones should be allowed in class.
Evidence: “Phones are cool and fun.”
Rewrite this to focus on how phones can help with learning, not just fun.
“All students learn better when using phones in class.”
Opinion — It uses absolute language ("all students") and can’t be universally proven.
How does strong evidence affect your opinion?
It makes the claim more believable.
“Although digital devices can be distracting, when used properly, they can enhance classroom learning and accessibility.”
Phones and technology can support learning if used correctly.
“Students with longer recess score better on focus tests.”
(Strong, Weak, Irrelevant?)
Strong
Rewrite the sentence to be a stronger piece of evidence that clearly supports the claim.
Claim: Students should wear school uniforms.
Evidence: “My uniform is blue and I like it.”
Improve this by showing how uniforms might reduce peer pressure or bullying.
“Uniforms reduce distractions and create a better school environment.”
Opinion — Even though it sounds factual, it’s still someone’s viewpoint about impact.
Where else do we see arguments and evidence in life?
Ads, news, social media, debates
“When children are hungry at school, it’s harder for them to concentrate and participate, showing the importance of access to free, nutritious meals.”
Schools should provide free, nutritious meals to support student learning.
“My friend sometimes skips lunch.”
(Strong, Weak, Irrelevant?)
Irrelevant
Rewrite the sentence to be a stronger piece of evidence that clearly supports the claim.
Claim: Recess should be longer.
Evidence: “Not everyone likes gym class.”
Change this to support recess using facts about focus, health, or brain breaks.
“A 2022 study found that students who ate school lunch scored higher on math tests.”
Fact — It gives a date, a result, and is tied to research.
Why should we question what we read online?
Not all information is reliable or based on strong evidence.