Claim-Evidence Writing
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Historical writing requires making claims and supporting them with evidence. This skill is essential for success on the SAT and ACT, which test your ability to identify claims, evaluate evidence, and construct arguments. In this lesson, you will learn the CER framework: Claim, Evidence, Reasoning.
The CER Framework
- Claim: A clear, arguable statement that answers a historical question. It should be specific enough to prove but not so narrow that it is obvious.
- Evidence: Specific facts, quotes, data, or examples from sources that support your claim. Evidence must be relevant, accurate, and properly cited.
- Reasoning: Your explanation of how the evidence supports the claim. This connects the evidence to your argument and shows your historical thinking.
Writing Strong Claims
A strong historical claim:
- Takes a position that can be argued (not just states a fact)
- Is specific about time, place, and scope
- Can be supported with available evidence
- Addresses the "so what" question (why does this matter?)
Weak claim: "The American Revolution happened in 1776."
Strong claim: "Economic grievances, particularly taxation without representation, were the primary cause of colonial support for independence."
Selecting and Using Evidence
Effective evidence:
- Comes from credible sources (primary or scholarly secondary sources)
- Directly relates to your claim
- Is specific (use quotes, statistics, or specific examples)
- Represents multiple perspectives when appropriate
Connecting Evidence with Reasoning
Your reasoning should:
- Explain WHY the evidence supports your claim
- Analyze the significance of the evidence
- Address potential counterarguments
- Connect to broader historical themes or patterns
Examples
Example 1: Complete CER Paragraph
Question: What motivated colonists to support independence from Britain?
Claim: Enlightenment ideas about natural rights and government by consent were central to colonists' justification for independence.
Evidence: The Declaration of Independence states, "We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights." Thomas Jefferson drew directly from John Locke's philosophy that legitimate government requires the consent of the governed.
Reasoning: By framing their rebellion in terms of natural rights philosophy, the colonists moved beyond specific grievances to make a universal argument about the purpose of government. This allowed them to appeal not only to fellow colonists but also to potential allies like France, who embraced Enlightenment ideals. The emphasis on consent of the governed challenged the legitimacy of monarchy itself, making the Revolution a philosophical statement as well as a political one.
Example 2: Evaluating Evidence Quality
Claim: The British military was overconfident about quickly suppressing the colonial rebellion.
Strong Evidence: A letter from General Gage to London in 1775 predicted the rebellion could be ended with 20,000 troops within months.
Weak Evidence: A modern textbook says the British were overconfident.
Why the first is stronger: The letter is a primary source from a key decision-maker, showing his actual beliefs at the time. The textbook is an interpretation that should itself be supported with evidence.
Practice
Develop your claim-evidence-reasoning skills with these exercises.
1. Read this claim: "The Constitution was a compromise document that balanced competing interests." Write two pieces of evidence that could support this claim.
2. Evaluate this evidence: "A historian writing in 2020 argued that economic factors caused the Revolution." Is this primary or secondary evidence? How might you strengthen this evidence?
3. Transform this weak claim into a strong claim: "George Washington was important." Consider specificity, arguability, and significance.
4. You have this evidence: "The Stamp Act of 1765 taxed printed materials in the colonies." Write reasoning that connects this evidence to a claim about colonial resistance.
5. A classmate writes: "The Declaration of Independence proves America was founded on equality." Identify the weakness in this claim and suggest how to revise it.
6. Read the following paragraph and identify the claim, evidence, and reasoning: "The Articles of Confederation created a weak central government that could not effectively govern the new nation. Under the Articles, Congress could not levy taxes, as shown by its inability to pay Revolutionary War debts. This weakness demonstrated that a stronger federal structure was necessary, leading to the Constitutional Convention of 1787."
7. Write a counterclaim and evidence for this argument: "The Federalists were correct that the Constitution needed to create a strong central government."
8. Match each claim with the best type of evidence to support it:
- Claim A: "Colonial literacy rates were high."
- Claim B: "Patriots used propaganda to build support."
- Claim C: "Women contributed to the Revolutionary cause."
9. Write a complete CER paragraph responding to this question: "Why did some colonists remain loyal to Britain during the Revolution?"
10. A student uses this quote as evidence: "Give me liberty or give me death!" but provides no context. Rewrite the use of this evidence with proper context and citation.
Check Your Understanding
Test your mastery of claim-evidence writing.
1. What are the three components of the CER framework, and what is the purpose of each?
2. Why is reasoning the most important part of a historical argument?
3. How do you determine whether a piece of evidence effectively supports a claim?
Next Steps
- Practice writing CER paragraphs on topics from the American Revolution and Early Republic
- Exchange paragraphs with a classmate and evaluate each other's claims and evidence
- Complete the Unit Checkpoint to assess your mastery of all unit skills