CLAIMS
Passage: The author states that extending library hours will improve student academic performance.
Question: What is the author’s claim?
A. Libraries are underused by students
B. Students need more homework time
C. Extending library hours will improve academic performance
D. Teachers should require library use
C. Extending library hours will improve academic performance
Passage: A study shows that students who read 20 minutes daily scored higher on comprehension tests.
Question: What type of evidence is used?
A. Anecdotal
B. Expert opinion
C. Statistical
D. Emotional
C. Statistical
Passage: Because students get more sleep, later school start times lead to better focus in class.
Question: What role does this explanation play?
A. States the claim
B. Introduces a counterargument
C. Connects the evidence to the claim
D. Adds emotional appeal
C. Connects the evidence to the claim
Passage: The author acknowledges that some people believe uniforms limit self‑expression.
Question: What is this an example of?
A. Claim
B. Evidence
C. Counterargument
D. Reasoning
C. Counterargument
Passage: A question asks which detail BEST supports the author’s claim.
Question: What skill is being tested?
A. Making inferences
B. Summarizing
C. Identifying bias
D. Identifying relevant evidence
D. Identifying relevant evidence
Passage: The article argues that school uniforms reduce distractions and help students focus better in class.
Question: Why is this statement considered a claim?
A. It is a proven fact
B. It presents an opinion that can be supported or challenged
C. It summarizes research data
D. It includes a counterargument
B. It presents an opinion that can be supported or challenged
Passage: A teacher explains that her students’ scores improved after daily reading time.
Question: What type of evidence is this?
A. Statistical
B. Anecdotal
C. Historical
D. Experimental
B. Anecdotal
Passage: The author lists statistics but does not explain how they support the claim.
Question: What is missing?
A. Evidence
B. A claim
C. A counterargument
D. Reasoning
D. Reasoning
Passage: After presenting an opposing view, the author explains why it is less effective.
Question: What is the author doing?
A. Introducing evidence
B. Stating the claim
C. Avoiding criticism
D. Refuting the counterargument
D. Refuting the counterargument
Passage: A question asks which sentence weakens the argument.
Question: What must the student analyze?
A. Emotional appeal
B. Word choice
C. The relationship between claims and evidence
D. Author’s tone
C. The relationship between claims and evidence
Passage: The author believes that online learning should remain an option even after schools fully reopen.
Question: What makes this a debatable claim?
A. It is supported by statistics
B. It is universally accepted
C. It includes expert testimony
D. People may reasonably agree or disagree with it
D. People may reasonably agree or disagree with it
Passage: The author quotes an education researcher with 15 years of experience.
Question: Why is this effective evidence?
A. It appeals to emotion
B. It includes numbers
C. It increases credibility through expert opinion
D. It summarizes the argument
C. It increases credibility through expert opinion
Passage: The author explains how increased physical activity improves brain function, supporting better learning.
Question: Why is this strong reasoning?
A. It uses emotional language
B. It clearly links the evidence to the claim
C. It repeats the claim
D. It introduces new facts
B. It clearly links the evidence to the claim
Passage: The author ignores opposing viewpoints entirely.
Question: How does this affect the argument?
A. Strengthens credibility
B. Clarifies purpose
C. Weakens credibility
D. Adds reasoning
C. Weakens credibility
Passage: A student chooses evidence that sounds good but doesn’t match the claim.
Question: Why is this incorrect?
A. Evidence must be emotional
B. Evidence must be recent
C. Evidence must be quoted
D. Evidence must directly support the claim
D. Evidence must directly support the claim
Passage: The text states, “Many students prefer digital textbooks.”
Question: Why is this NOT a strong claim by itself?
A. It is argumentative
B. It lacks evidence or explanation
C. It is too emotional
D. It contradicts itself
B. It lacks evidence or explanation
Passage: The author states that “many people believe” uniforms are beneficial but provides no data.
Question: Why is this weak evidence?
A. It is too formal
B. It contradicts the claim
C. It is emotional
D. It lacks specific proof or sources
D. It lacks specific proof or sources
Passage: The author assumes all students benefit from group work without explanation.
Question: Why is this reasoning weak?
A. It is emotional
B. It lacks statistics
C. It relies on assumptions rather than evidence
D. It presents a counterclaim
C. It relies on assumptions rather than evidence
Passage: The author addresses concerns about cost before defending uniforms as affordable.
Question: Why is this effective?
A. It avoids conflict
B. It introduces new evidence
C. It changes the topic
D. It strengthens the argument by addressing objections
D. It strengthens the argument by addressing objections
Passage: A question asks which argument is more effective based on evidence.
Question: What should the student compare?
A. Length of arguments
B. Topic similarity
C. Author opinions
D. Strength and quality of evidence
D. Strength and quality of evidence
Passage:
The author argues that replacing traditional homework with project‑based learning improves critical thinking skills and long‑term retention, even though it may require more planning from teachers.
Question:
Why is this statement considered a claim?
A. It presents a viewpoint that can be evaluated with evidence
B. It reports a universally accepted fact
C. It summarizes research findings
D. It explains opposing viewpoints
A. It presents a viewpoint that can be evaluated with evidence
Passage:
The author includes graduation rate data, standardized test score comparisons, and attendance records from five school districts over ten years.
Question:
What type of evidence is primarily being used?
A. Anecdotal evidence
B. Emotional evidence
C. Expert testimony
D. Statistical evidence
D. Statistical evidence
Passage:
The author explains that students who participate in daily discussions develop stronger speaking skills, which leads to increased confidence and improved performance in presentations.
Question:
Why is this reasoning effective?
A. It uses emotional language to persuade the reader
B. It explains how evidence logically supports the claim
C. It introduces a counterargument
D. It restates the claim using different words
B. It explains how evidence logically supports the claim
Passage:
The author recognizes concerns that longer school days may cause student burnout but explains that built‑in breaks and enrichment periods reduce this risk.
Question:
What is the author doing in this passage?
A. Ignoring opposing viewpoints
B. Weakening the original claim
C. Refuting a counterargument
D. Presenting unrelated evidence
C. Refuting a counterargument
Passage:
A question asks which evidence MOST effectively strengthens the author’s argument for later school start times.
Question:
What should the student focus on when choosing an answer?
A. The most emotional detail
B. The longest explanation
C. The detail that sounds most interesting
D. Evidence that directly supports the claim
D. Evidence that directly supports the claim