Grade: Grade 6 Subject: English Language Arts Unit: Claims & Evidence Lesson: 3 of 6 SAT: ExpressionOfIdeas ACT: English

Text-Based Practice

Learn

Now that you understand how to write strong claims and select supporting evidence, it is time to practice these skills with real texts. In this lesson, you will read short passages and identify the claims authors make, then evaluate the evidence they use to support those claims.

Why Practice with Real Texts?

Reading and analyzing actual passages helps you:

  • See how professional writers construct arguments
  • Recognize different types of evidence in context
  • Develop critical reading skills for the SAT and ACT
  • Build confidence for your own argumentative writing

Steps for Analyzing Claims and Evidence in Texts

  1. First Read: Read the entire passage to understand the main topic and purpose.
  2. Identify the Central Claim: Ask yourself, "What is the author trying to convince me of?"
  3. Mark the Evidence: Underline or highlight facts, statistics, examples, or expert opinions.
  4. Evaluate the Connection: Does the evidence directly support the claim? Is it strong or weak?
  5. Consider Counterarguments: Does the author address opposing viewpoints?

Types of Evidence to Look For

Evidence Type What It Looks Like Strength Level
Statistics Numbers, percentages, data from studies Strong (when from reliable sources)
Expert Testimony Quotes from scientists, researchers, specialists Strong
Specific Examples Real-world cases that illustrate the point Moderate to Strong
Anecdotes Personal stories or individual experiences Weak to Moderate
Logical Reasoning If-then statements, cause-and-effect explanations Moderate

Examples

Example Passage 1: School Start Times

"High schools should start no earlier than 8:30 a.m. According to the American Academy of Pediatrics, teenagers need 8-10 hours of sleep per night, but their natural sleep cycles shift during puberty, making it difficult to fall asleep before 11 p.m. A study of 9,000 students in Minnesota found that when schools shifted to later start times, attendance improved by 5%, and car accidents among teen drivers decreased by 70%. While some argue that later start times interfere with after-school activities, the health and safety benefits clearly outweigh the scheduling inconveniences."

Analysis:

  • Central Claim: High schools should start no earlier than 8:30 a.m.
  • Evidence 1: Expert testimony from the American Academy of Pediatrics about teen sleep needs (Strong)
  • Evidence 2: Statistics from a Minnesota study showing improved attendance and fewer accidents (Strong)
  • Counterargument Addressed: The author acknowledges concerns about after-school activities but argues benefits outweigh drawbacks

Example Passage 2: Screen Time

"Screen time is harmful to children. My neighbor's kid spends all day on his tablet and never wants to play outside anymore. Kids these days don't know how to have real conversations. Back in my day, we entertained ourselves without electronics and turned out just fine."

Analysis:

  • Central Claim: Screen time is harmful to children.
  • Evidence 1: Anecdote about neighbor's child (Weak - one example doesn't prove a trend)
  • Evidence 2: Generalization about "kids these days" (Weak - no data to support)
  • Evidence 3: Appeal to nostalgia about the past (Weak - not relevant evidence)
  • Evaluation: This argument uses weak evidence and logical fallacies. It would be stronger with research studies or expert opinions.

Practice

Read each passage and answer the questions that follow. Check your answers at the bottom of this section.

Practice 1

"Schools should require students to learn a second language starting in kindergarten. Research from MIT shows that children who begin learning languages before age 7 develop near-native fluency more easily than older learners. Additionally, bilingual students score an average of 140 points higher on the SAT than monolingual students."

  1. What is the central claim of this passage?
  2. Identify two pieces of evidence the author uses.
  3. Rate the strength of each piece of evidence (Strong, Moderate, or Weak) and explain why.

Practice 2

"Homework should be abolished in elementary schools. A 2015 study by researchers at Stanford University found that excessive homework causes stress, sleep deprivation, and family conflict. Dr. Harris Cooper, a leading homework researcher, concluded that homework has no measurable academic benefit for students in grades K-5. Critics argue that homework teaches responsibility, but there are better ways to develop this skill without sacrificing children's well-being."

  1. What is the central claim?
  2. List three pieces of evidence from the passage.
  3. How does the author address the counterargument?

Practice 3

"Video games are actually good for students. They teach problem-solving, teamwork, and persistence. Many successful people, like Elon Musk, have said they played video games growing up. Plus, the gaming industry creates millions of jobs."

  1. What is the central claim?
  2. Evaluate the strength of the evidence. Which pieces are strong? Which are weak?
  3. What type of evidence would make this argument stronger?

Practice 4

Read the following passage and identify whether each numbered statement is a CLAIM or EVIDENCE:

"(1) Physical education should be required every day in schools. (2) The Centers for Disease Control reports that only 24% of children ages 6-17 get the recommended 60 minutes of daily physical activity. (3) Regular exercise improves concentration and academic performance. (4) A study in the Journal of Pediatrics found that students who exercised before tests scored 10-20% higher than those who did not."

Practice 5

"Cell phones should be banned in classrooms. When I was a teacher, I constantly caught students texting instead of paying attention. One study found that students who use phones during class score half a grade lower on exams. However, some educators argue that phones can be useful learning tools when used appropriately."

  1. What is the claim?
  2. The author includes a personal anecdote. Is this strong or weak evidence? Explain.
  3. Does the author fully address the counterargument?

Practice 6

Rank the following pieces of evidence from STRONGEST (1) to WEAKEST (4) for supporting the claim "Students should eat breakfast before school."

  • A. "I always feel more focused when I eat breakfast."
  • B. "A study of 5,000 students found that those who ate breakfast scored 17% higher on standardized tests."
  • C. "Nutritionists recommend that students eat a balanced breakfast."
  • D. "Everyone knows breakfast is the most important meal of the day."

Practice 7

"Recess is essential for elementary students. According to the American Academy of Pediatrics, unstructured play helps children develop social skills, creativity, and emotional regulation. Schools that have eliminated recess report increased behavioral problems in classrooms. Furthermore, physical activity during recess helps children focus better during academic instruction."

  1. Identify the claim and three pieces of supporting evidence.
  2. What type of evidence is missing that could strengthen this argument?

Practice 8

Read this weak argument and rewrite it with stronger evidence (you may make up reasonable-sounding evidence):

"Schools should have more art classes. Art is fun and kids like it. My friend who took art classes is now a successful graphic designer. Art makes schools better."

Answer Key

Click to reveal answers

Practice 1: 1) Schools should require second language learning starting in kindergarten. 2) MIT research about language learning before age 7; SAT score statistics for bilingual students. 3) Both are Strong - they cite specific research and measurable data.

Practice 2: 1) Homework should be abolished in elementary schools. 2) Stanford study on stress; Dr. Cooper's research on academic benefit; the claim about developing responsibility in other ways. 3) The author acknowledges the counterargument about responsibility but argues there are better alternatives.

Practice 3: 1) Video games are good for students. 2) Weak: general claims about skills without data; celebrity anecdote (Elon Musk) is weak; job creation is irrelevant to whether games help students. Stronger evidence: specific studies on cognitive benefits, controlled experiments.

Practice 4: 1) CLAIM, 2) EVIDENCE, 3) CLAIM (sub-claim), 4) EVIDENCE

Practice 5: 1) Cell phones should be banned in classrooms. 2) Weak - personal experience from one classroom doesn't represent all situations. 3) No, the author mentions the counterargument but doesn't refute it.

Practice 6: Strongest to Weakest: B (1), C (2), A (3), D (4)

Practice 7: 1) Claim: Recess is essential. Evidence: AAP statement, schools with no recess have more behavioral problems, physical activity improves focus. 2) Specific statistics or a named study would strengthen it.

Practice 8: Sample revision: "Schools should have more art classes. Research from the National Endowment for the Arts shows that students who take art courses score 20% higher on creative problem-solving assessments. A 10-year longitudinal study found that students with arts education are 4 times more likely to be recognized for academic achievement. Art classes also provide essential outlets for self-expression, which psychologists link to improved mental health in adolescents."

Check Your Understanding

Answer these questions to see how well you have mastered the material.

  1. What are the five steps for analyzing claims and evidence in a text?
  2. Which type of evidence is generally strongest: statistics from research studies, personal anecdotes, or general statements?
  3. Why is it important for authors to address counterarguments?
  4. How can you tell if evidence directly supports a claim versus being only loosely related?
Click to check your answers
  1. First Read, Identify the Central Claim, Mark the Evidence, Evaluate the Connection, Consider Counterarguments
  2. Statistics from research studies (when from reliable sources)
  3. Addressing counterarguments shows the author has considered other viewpoints and strengthens their credibility; it makes the argument more persuasive.
  4. Direct evidence specifically proves or illustrates the claim. If you have to make several logical leaps to connect the evidence to the claim, it's only loosely related.

Next Steps

  • Practice analyzing claims and evidence in articles you read for other classes
  • When watching news or advertisements, try to identify claims and evaluate the evidence
  • Move on to the Writing Application lesson to practice creating your own claim-evidence paragraphs