Grade: Grade 7 Subject: English Language Arts Unit: Analyzing Arguments Lesson: 6 of 6 SAT: Craft+Structure ACT: Reading

Unit Checkpoint

Demonstrate your mastery of argument analysis skills.

Overview

This checkpoint assesses your understanding of the key concepts from the Analyzing Arguments unit. You will demonstrate your ability to identify logical fallacies, analyze argument structure, and evaluate evidence.

Skills Assessed

  • Identifying common logical fallacies
  • Analyzing the structure of arguments (claims, reasons, evidence)
  • Evaluating the quality and relevance of evidence
  • Distinguishing between strong and weak arguments
  • Applying argument analysis skills to passages

Test-Taking Strategies

  1. Read each question and all answer choices carefully
  2. For passage questions, identify the main claim first
  3. Look for specific evidence in the text to support your answers
  4. Eliminate obviously incorrect answers before choosing
  5. Double-check answers that seem too easy

Checkpoint Questions

Question 1: Identify the fallacy: "Everyone is buying the new smartphone, so it must be the best one available."

Answer

Bandwagon fallacy (Appeal to Popularity). This argument assumes something is good or true simply because many people do it or believe it. Popularity does not determine quality or truth.

Question 2: Identify the fallacy: "You can't trust Dr. Smith's research on climate change because she drives a gas-powered car."

Answer

Ad hominem fallacy. This attacks the person rather than addressing the quality of her research. A scientist's personal choices do not invalidate their scientific findings.

Question 3: What are the three essential components of an argument?

Answer

Claim, Reasons, and Evidence.

  • Claim: The main point or position being argued
  • Reasons: Logical explanations for why the claim is true
  • Evidence: Facts, statistics, examples, or expert opinions that support the reasons

Question 4: Identify the fallacy: "If we allow students to use calculators on tests, next they'll want to use their phones, and eventually they won't learn any math at all."

Answer

Slippery slope fallacy. This assumes that one action will inevitably lead to extreme consequences without providing evidence that these outcomes would actually occur.

Question 5: A news article claims "Coffee is dangerous to health" but only cites a study of 15 people who drank 10 cups per day. What are two problems with this evidence?

Answer

Two problems:

  1. Insufficient sample size: 15 people is too small to draw general conclusions about coffee's effects on health.
  2. Unrepresentative sample: 10 cups per day is extreme and does not represent typical coffee consumption. Results cannot be generalized to moderate coffee drinkers.

Question 6: Identify the fallacy: "We should not listen to arguments against the new policy because those critics just want to cause problems."

Answer

Straw man fallacy combined with ad hominem. Rather than addressing the critics' actual arguments, this dismisses them by mischaracterizing their motives. A strong counter-argument would address the specific concerns raised.

Question 7: Read this passage and identify the claim, one reason, and one piece of evidence:

"Schools should require physical education every day. Regular exercise improves academic performance. According to the CDC, students who exercise daily score 10% higher on standardized tests than those who do not."

Answer

Claim: Schools should require physical education every day.

Reason: Regular exercise improves academic performance.

Evidence: CDC data showing students who exercise daily score 10% higher on standardized tests.

Question 8: Identify the fallacy: "You're either with us or against us."

Answer

False dilemma (Either/Or fallacy). This presents only two options when more possibilities exist. Someone could be neutral, partially supportive, or have a completely different perspective.

Question 9: Which is stronger evidence for the claim "Reading improves vocabulary"? Explain why.

A) "My teacher says reading is important for vocabulary."

B) "A 2023 study in Reading Research Quarterly found that students who read 20+ minutes daily learned 1,800 more vocabulary words per year."

Answer

Option B is stronger evidence.

  • It cites a specific, peer-reviewed academic source
  • It provides measurable, specific data (20+ minutes, 1,800 words)
  • It is recent (2023)
  • Option A is just an appeal to authority without data or specifics

Question 10: Identify the fallacy: "Helmets shouldn't be required for biking. My grandfather never wore a helmet and he lived to be 95."

Answer

Anecdotal evidence fallacy (Hasty generalization). One person's experience does not prove a general rule. Many people who don't wear helmets do suffer injuries. Statistical evidence about helmet safety would be needed to evaluate helmet requirements.

Self-Assessment

Reflect on your performance:

  • 8-10 correct: Excellent! You have mastered argument analysis.
  • 6-7 correct: Good work! Review the concepts you missed.
  • 4-5 correct: Solid foundation. Revisit lessons 1-3 for more practice.
  • Below 4: Review all lessons in this unit before moving on.

Key Concepts to Remember

  1. Strong arguments have clear claims supported by relevant reasons and credible evidence
  2. Logical fallacies weaken arguments by using flawed reasoning
  3. Always evaluate evidence for relevance, sufficiency, and credibility
  4. Personal attacks and emotional appeals do not replace logical reasoning

Next Steps

  • Review any questions you answered incorrectly
  • Practice identifying fallacies in real-world advertisements and articles
  • Apply these skills when reading and writing arguments
  • Continue to the next ELA unit: Rhetoric Basics