English Language Arts
Grade 7
15 min
Choose evidence to support a claim
Choose evidence to support a claim
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Introduction & Learning Objectives
Learning Objectives
Identify the main claim in a given text or prompt.
Distinguish between relevant and irrelevant evidence for a specific claim.
Select strong, specific textual evidence from a source to support a claim.
Evaluate the sufficiency of chosen evidence to fully support a claim.
Explain how chosen evidence supports a claim using logical reasoning.
Avoid common pitfalls when selecting and using evidence.
Ever tried to convince someone of something, but they just didn't believe you? 🤔 What was missing from your argument?
In this lesson, you'll learn how to choose powerful evidence to back up your claims, making your arguments strong and convincing. This skill is essential for understanding texts, conducting research, and sharing your own ideas effectivel...
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Key Concepts & Vocabulary
TermDefinitionExample
ClaimA statement that asserts something to be true. It's an arguable point that needs proof or support.The main character in the story is very brave.
EvidenceFacts, examples, quotes, statistics, or other information used to support a claim.A quote from the story where the character faces a fear.
Textual EvidenceSpecific words, phrases, or sentences quoted directly from a text (like a book, article, or poem) to support an idea or argument.From 'The Odyssey': 'He stood his ground, though fear gripped his heart, and faced the cyclops's wrath.'
Relevant EvidenceEvidence that directly relates to and supports the specific claim being made. It's 'on-topic' and helps prove your point.For the claim 'John is brave,' a quot...
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Key Rules & Conventions
The 'R.A.S.' Rule for Evidence
Evidence must be Relevant, Accurate, and Sufficient.
When choosing evidence, always ask: Does it directly support my claim (Relevant)? Is it correctly stated or quoted from the source (Accurate)? Do I have enough pieces of evidence to convince my reader (Sufficient)?
Integrate, Don't Isolate
Introduce your evidence smoothly within your own sentences, and always follow it with your own explanation.
Instead of just dropping a quote, use transition words or phrases to introduce it. After the evidence, always explain *how* it proves your point, connecting the dots for your reader.
Specificity is Key
Choose the most specific and precise evidence available to support your claim.
Vague or general statements from a text are less...
4 more steps in this tutorial
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Challenging
Consider these two pieces of evidence about a character named Alistair. 1: 'Alistair spent every afternoon in the library, surrounded by dusty books on ancient history.' 2: 'When asked about the upcoming town festival, Alistair sighed and said, 'I'd rather be reading about the fall of Rome.'' What is the most logical claim these two pieces of evidence work together to support?
A.Alistair is an unfriendly person.
B.Alistair dislikes town festivals.
C.Alistair is a dedicated and passionate scholar.
D.Alistair is trying to avoid his friends.
Challenging
Read the student's argument. Claim: 'The captain was a poor leader.' Evidence: 'The ship's log says, 'The storm hit with unexpected fury, and a mast cracked under the strain.'' Explanation: 'This shows the captain was a bad leader because his ship got damaged in a storm.' What is the primary flaw in this argument?
A.The claim is too strong and cannot be proven.
B.The evidence is irrelevant; it describes the storm, not the captain's actions or decisions.
C.The explanation is just a summary of the evidence.
D.The evidence is not from a credible source.
Challenging
A student makes a weak argument: 'The character Maya from the tutorial is resourceful. We know this because she had a lot of things with her.' How could you best revise this argument using the 'Specificity is Key' and 'Analysis/Explanation' concepts?
A.Claim: Maya is resourceful. Evidence: She had a backpack. Explanation: This shows she planned ahead.
B.Claim: Maya is resourceful. Evidence: Her backpack 'held a compass, a coil of rope, and a half-eaten apple.' Explanation: This shows she has a lot of items.
C.Claim: Maya is resourceful. Evidence: She used a rope to cross a river. Explanation: Using a rope is a good idea.
D.Claim: Maya is resourceful. Evidence: When faced with a swollen river, she 'pulled out the rope, tied one end to a sturdy tree, and expertly swung the other end across.' Explanation: This specific action shows she can use available tools cleverly and effectively to solve a problem on the spot.
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