AP Lang Unit 3 (Days 1–5): Claims → Evidence → Paragraph (CLE 3.A + CLE 4.A)
What You'll Master: In these first 5 days, you'll learn to identify claims and evidence within arguments (CLE 3.A), then develop well-structured paragraphs that support your own claims with solid evidence (CLE 4.A). This foundation prepares you for building complete lines of reasoning in Days 6-15.
Skills Covered: Claim identification • Evidence types • Paragraph construction • C-E-C structure • Commentary writing
Unit 3 Roadmap (All 15 Days)
Skills: Identify claims and evidence • Distinguish evidence types • Write C-E-C paragraphs • Add commentary • Build paragraph unity
Skills: Connect claims into logical sequences • Explain reasoning throughout arguments • Use transitions effectively • Build thesis-driven arguments
Skills: Use cause-effect reasoning • Employ narrative methods • Apply comparison-contrast • Strategic arrangement of evidence
Activities: Full-length practice essay • Peer review workshop • Reteach weak skills • Unit reflection and goal-setting
Student Notes: Claim/Evidence + Paragraph Blueprint
Understanding the Building Blocks
| Term | Definition | Example |
|---|---|---|
| Claim | A debatable statement that requires defense and serves as the main point of a paragraph or argument | "Schools should start later to improve student health." |
| Reason | The "why" behind your claim; supports the logic of your argument | "Because adolescent sleep patterns shift naturally during teenage years" |
| Evidence | Specific facts, statistics, examples, expert testimony, or observations that support your claim | "A 2022 CDC study found that teens need 8-10 hours of sleep but only get an average of 6.5 hours on school nights." |
| Commentary | Your explanation of how/why the evidence supports the claim; connects the dots for readers | "This sleep deficit directly impacts cognitive function and academic performance, meaning earlier start times actively harm the students they're meant to serve." |
⚠️ Claim vs. Summary: Know the Difference
NOT a claim (just summary): "The author discusses school start times."
IS a claim: "The author's use of medical evidence effectively demonstrates that early school start times constitute a public health crisis requiring immediate policy change."
Why it matters: Claims require defense and provoke interest. Summaries just restate what's already said.
Evidence Strength Checklist
Strong evidence meets these four criteria:
- Relevant: Directly connects to your specific claim (not just the general topic)
- Credible: Comes from reliable sources (peer-reviewed studies, expert testimony, verifiable data)
- Specific: Uses precise details, numbers, names, or examples (not vague generalities)
- Sufficient: Provides enough support to be convincing (one weak example usually isn't enough)
Paragraph Templates: C-E-C Framework
[Claim] State your main point clearly.
[Evidence] Introduce specific supporting evidence: "According to [source], [fact/stat/example]."
[Commentary] Explain how this evidence supports your claim. Use phrases like "This demonstrates that..." or "Therefore..." to make the connection explicit.
[Claim] State your main point.
[Evidence #1] First piece of support.
[Commentary #1] Explain the connection.
[Evidence #2] Second piece of support.
[Commentary #2] Explain how this adds to or reinforces your claim. Use transitional phrases: "Furthermore," "Additionally," "This pattern continues when..."
Commentary Sentence Frames
Use these frames to write strong commentary that connects evidence to claims:
- "This demonstrates that..."
- "Therefore, we can conclude..."
- "Because of this evidence, it becomes clear that..."
- "This pattern reveals..."
- "Such data proves..."
- "The significance of this finding is..."
- "This matters because..."
- "When combined with [other evidence], this shows..."
💡 Commentary vs. Summary
Summary (weak): "The study says teens don't get enough sleep."
Commentary (strong): "This sleep deficit directly undermines the educational mission of schools, making early start times counterproductive to student learning."
The difference: Commentary explains why the evidence matters and how it supports your specific claim.
Day-by-Day Lessons (Days 1–5)
Day 1: What Is a Claim? Identifying Claims in Arguments
Warm-Up (5 min)
Display on board: "Is this a claim? Yes or No?"
- "Water boils at 100°C." (No — fact)
- "Schools should ban homework." (Yes — debatable claim)
- "Why are students stressed?" (No — question)
- "The author talks about stress." (No — summary)
Quick share: Students turn and talk, then share reasoning with class.
Mini-Lesson (12 min)
Teach: A claim is a debatable statement that requires defense. It's not a fact everyone agrees on, not a question, and not a summary of what someone else said.
Three claim tests:
- Could someone reasonably disagree? (If no, it's a fact)
- Does it take a position? (If no, it's a question or summary)
- Can you defend it with evidence? (If no, it's an opinion without substance)
Model with Micro-Text #1:
As school districts face budget shortfalls, some have moved to four-day school weeks. Proponents claim this saves transportation and facility costs. However, the four-day week harms working families who lack affordable childcare for that fifth day. While districts may save money, they transfer financial burden to parents, many of whom must pay for extra childcare or lose wages taking unpaid time off. The four-day model prioritizes institutional savings over family wellbeing.
Think-aloud: "Let me find the claims here. The first sentence is context—just background. The second sentence introduces what 'proponents claim,' but that's not the author's claim. The third sentence starts with 'However' and makes a debatable point: 'the four-day week harms working families.' That's a claim! Someone could argue it doesn't harm them, so it needs defense. The final sentence is also a claim about priorities. Both are debatable and require evidence."
Guided Practice (15 min)
Micro-Text #2:
Should children under 13 be banned from social media? Current law prohibits platforms from collecting data on users under 13, but enforcement is lax. Stronger age verification would protect young users from documented harms including cyberbullying, anxiety, and exposure to inappropriate content. Critics worry about privacy implications of verification systems, yet these concerns pale beside the mental health crisis among preteens. The evidence is clear: age restrictions must be enforced, or we accept responsibility for preventable harm.
Partner work: Students identify 2-3 claims in pairs. Circulate and listen. Then cold-call students to share and justify their choices.
Possible claims identified:
- "Stronger age verification would protect young users from documented harms..."
- "...these concerns pale beside the mental health crisis among preteens."
- "The evidence is clear: age restrictions must be enforced..."
Independent Writing (10 min)
Task: Read Micro-Text #3 independently. Highlight or underline the author's main claim. Then write 2-3 sentences explaining how you know it's a claim (use the three tests).
Traditional summer breaks originated when America was agricultural and children were needed for farm work. That era is long gone, yet we cling to a calendar that no longer serves us. Year-round schooling with shorter, more frequent breaks would reduce summer learning loss and better align with modern family needs. Studies from year-round schools show students retain more information and report lower stress levels when learning is distributed throughout the year rather than crammed into nine intense months. It's time to redesign the school calendar for the 21st century.
Exit Ticket (3 min)
Write one claim about a topic of your choice. Test it: Could someone disagree? Does it take a position? Can you defend it?
Homework (Optional)
Find one short opinion article or editorial online (3-5 paragraphs). Identify and highlight the author's main claim. Write one sentence explaining why it's a claim, not a fact or summary. Bring to class tomorrow.
Day 2: Evidence Types and Strength
Warm-Up (5 min)
Quick write: "Think of a time you had to convince someone of something (a parent, friend, teacher). What did you say to convince them? Did you use facts? A personal story? Expert advice?"
Share 2-3 examples aloud to activate prior knowledge about persuasion.
Mini-Lesson (15 min)
Teach: Evidence is the "proof" that supports your claim. Not all evidence is equally strong. We'll learn five types and four criteria for strength.
Five Evidence Types:
| Type | What It Is | Example |
|---|---|---|
| Facts/Data | Verifiable information or statistics | "The CDC reports 1 in 5 teens experience cyberbullying." |
| Examples | Specific instances or cases | "When Finland reduced homework, test scores improved by 12%." |
| Expert Testimony | Quotes or findings from authorities | "Dr. Sarah Miller, child psychologist, states that..." |
| Anecdotes | Brief personal stories or observations | "My sister's school switched to block scheduling and she reported less stress." |
| Analogies | Comparisons to similar situations | "Just as athletes need rest days, students need mental health days." |
Four Strength Criteria (RCSS):
- Relevant — directly relates to your claim
- Credible — from trustworthy sources
- Specific — uses precise details, not vague statements
- Sufficient — enough evidence to be convincing
Guided Practice (18 min)
Claim: "Schools should provide free lunch to all students, regardless of income."
Evaluate these pieces of evidence together as a class:
Evidence A: "Some kids are hungry at school."
Evidence B: "According to a 2023 USDA study, 42% of students in universal free lunch programs showed improved academic performance and attendance rates compared to means-tested programs."
Evidence C: "My friend's school has free lunch and everyone likes it."
Evidence D: "Research from the Food Research & Action Center shows that students who eat nutritious meals perform 17% better on standardized tests, and universal programs eliminate the stigma associated with 'free lunch' status."
Discussion prompts:
- Which evidence is strongest? Why?
- Which is weakest? Why?
- Rate each using RCSS criteria.
Expected answers: Evidence B and D are strongest (specific, credible sources, relevant). Evidence A is too vague. Evidence C is anecdotal and limited.
Independent Practice (10 min)
Task: Read the claim and four pieces of evidence below. Rank them from strongest (1) to weakest (4) and write one sentence explaining your #1 choice.
Claim: "High schools should teach financial literacy as a required course."
Evidence 1: "Money is important and students should learn about it."
Evidence 2: "I took a finance class and it helped me budget."
Evidence 3: "A 2024 study by the National Endowment for Financial Education found that students who completed financial literacy courses were 28% less likely to carry credit card debt and 34% more likely to save regularly."
Evidence 4: "Financial expert Ramit Sethi argues in his book that young adults lack basic money management skills, leading to decades of poor financial decisions."
Exit Ticket (3 min)
Write one piece of STRONG evidence (include type and source) that could support this claim: "Students learn better with hands-on activities than lectures."
Homework (Optional)
Choose a claim you care about. Find TWO pieces of evidence online that support it—one must be a statistic/fact, one must be an expert quote. Write down the source for each. Bring to class.
Day 3: Building C-E-C Paragraphs
Warm-Up (5 min)
Scrambled paragraph: Show these sentences out of order. Students number them in the correct sequence.
A) "According to education researcher John Hattie's meta-analysis of over 800 studies, homework has minimal impact on elementary student achievement."
B) "This demonstrates that homework policies should be age-appropriate, with elementary schools prioritizing play and family time over assignments."
C) "Elementary schools should eliminate homework for students in grades K-5."
Answer: C (Claim), A (Evidence), B (Commentary)
Discuss: How did you know the order? What does each sentence do?
Mini-Lesson (12 min)
Teach: Strong paragraphs follow a clear pattern: make a claim, support it with evidence, then explain why that evidence matters. This is the C-E-C structure.
CLAIM: Your main point (1 sentence)
EVIDENCE: Specific support with source (1-2 sentences)
COMMENTARY: Explain how evidence proves claim (2+ sentences)
Model paragraph:
[CLAIM] Social media algorithms deliberately exploit teenage psychology for profit. [EVIDENCE] Internal documents from Meta revealed that the company's own research showed Instagram increased body image issues among 32% of teenage girls, yet executives chose not to implement protective features that would reduce engagement metrics. [COMMENTARY] This evidence demonstrates that platforms prioritize ad revenue over user wellbeing, designing features they know cause harm. The deliberate nature of this choice—knowing the harm and choosing profit anyway—reveals that self-regulation has failed. Therefore, external regulation becomes necessary to protect vulnerable users from intentionally addictive design.
Think-aloud: "Notice how the commentary does more than repeat the evidence. It explains why this evidence matters (profit over wellbeing), what it reveals (self-regulation failed), and so what (regulation needed). That's the job of commentary."
Guided Practice (18 min)
Co-construct a paragraph together:
Given Claim: "Schools should start no earlier than 8:30 AM for adolescent health."
Given Evidence: "The American Academy of Pediatrics recommends school start times of 8:30 AM or later, noting that adolescent circadian rhythms shift naturally during puberty, making it biologically difficult for teens to fall asleep before 11 PM."
Task: As a class, brainstorm 2-3 sentences of commentary. Use sentence frames:
- "This demonstrates that..."
- "Therefore, we can conclude..."
- "The significance of this finding is..."
Write several versions together, then vote on the strongest.
Sample commentary: "This demonstrates that early start times work against students' biology, not their laziness or poor habits. Therefore, schools that start before 8:30 AM are essentially requiring students to learn while sleep-deprived, which undermines the entire purpose of education. The biological reality of adolescent sleep patterns means that policy, not students, must change."
Independent Writing (13 min)
Task: Write a complete C-E-C paragraph using ONE of these claim + evidence sets. Add your own commentary (2-3 sentences).
Option 1:
Claim: "Schools should teach critical media literacy to combat misinformation."
Evidence: "A Stanford study found that 82% of middle schoolers couldn't distinguish between news stories and sponsored content labeled as ads, and 96% failed to consider the motives behind information sources when evaluating credibility."
Option 2:
Claim: "Dress codes disproportionately target female students and should be reformed."
Evidence: "A 2023 study by the National Women's Law Center found that girls receive dress code violations at three times the rate of boys, with rules predominantly focused on girls' body coverage (shoulders, legs, midriff) while boys' dress codes focus mainly on hats and sagging pants."
Share (5 min)
Call on 2-3 students to read their paragraphs aloud. Class provides warm feedback: "One thing I noticed that was strong..."
Exit Ticket (2 min)
What's the difference between evidence and commentary? Write 1-2 sentences.
Homework (Optional)
Revise your paragraph from today. Strengthen your commentary by adding one more sentence that explains a broader implication or addresses a potential counterargument.
Day 4: Multiple Evidence + Extended Commentary
Warm-Up (5 min)
Prompt: "Would you be more convinced by one piece of evidence or three? Why?"
Quick discussion to establish that multiple pieces of evidence make arguments stronger and more convincing.
Mini-Lesson (15 min)
Teach: Yesterday we wrote C-E-C paragraphs with one piece of evidence. Today we level up: C-E-C-E-C with TWO pieces of evidence and commentary for each.
CLAIM: Main point
EVIDENCE #1: First piece of support
COMMENTARY #1: Explain how Evidence #1 supports claim
EVIDENCE #2: Second piece of support (use transition: "Additionally," "Furthermore," "Moreover")
COMMENTARY #2: Explain how Evidence #2 adds to or reinforces the claim
Transition words for adding evidence:
- Additionally, Furthermore, Moreover
- In addition, Beyond this
- This pattern continues when...
- Another example demonstrates...
Model paragraph:
[CLAIM] College admissions should eliminate legacy preferences. [EVIDENCE #1] A 2023 Harvard study found that legacy applicants are admitted at a rate of 33%, compared to just 5.9% for non-legacy applicants with similar academic credentials. [COMMENTARY #1] This massive disparity reveals that family connections matter more than merit, directly contradicting universities' stated commitment to equal opportunity. Legacy admissions essentially create an inherited privilege system that perpetuates inequality across generations. [EVIDENCE #2] Furthermore, research from Georgetown University shows that legacy preferences disproportionately benefit white applicants, with 70% of legacy admits being white compared to 48% of non-legacy admits. [COMMENTARY #2] This racial disparity exposes how legacy admissions don't just favor the wealthy—they actively work against diversity initiatives. When universities claim to value diverse perspectives while maintaining legacy preferences, they undermine their own stated values and maintain structural barriers that benefit already-privileged groups.
Guided Practice (15 min)
Partner writing: Provide claim + two pieces of evidence. Partners write commentary together.
Claim: "High-stakes standardized testing should be eliminated from college admissions."
Evidence #1: "A 2022 University of California study of 1.1 million students found that SAT/ACT scores added no predictive value for college success beyond high school GPA and course rigor, but did correlate strongly with family income."
Evidence #2: "Additionally, a National Education Association report found that students from families earning over $200,000 annually score an average of 400 points higher on the SAT than students from families earning under $40,000, largely due to access to test prep courses costing $1,000+."
Task: With your partner, write 2-3 sentences of commentary after EACH piece of evidence. Remember: Commentary #1 should explain what Evidence #1 means. Commentary #2 should add something new or show a pattern.
Circulate and listen. Pull 1-2 pairs to share their commentary with the class.
Independent Writing (18 min)
Task: Write a complete C-E-C-E-C paragraph. Choose one claim below and use BOTH pieces of evidence provided. Write commentary for each.
Option 1: Claim: "Schools should require students to take mental health days without penalties."
Evidence #1: "The American Psychological Association reports that 61% of teens say school is a significant source of stress, with 45% reporting feeling overwhelmed most days."
Evidence #2: "Oregon's 2019 law allowing mental health days showed that students who took these days had 12% fewer absences overall and reported better ability to manage academic pressure."
Option 2: Claim: "Universal pre-K should be publicly funded in all states."
Evidence #1: "Research from the National Institute for Early Education Research found that children who attended high-quality pre-K programs showed 48% higher kindergarten readiness scores in literacy and 52% higher scores in math."
Evidence #2: "Furthermore, a longitudinal study tracking pre-K students for 30 years found they had 25% higher earnings as adults and were 20% more likely to graduate high school compared to peers without pre-K access."
Peer Feedback (5 min)
Trade paragraphs with a partner. Read their paragraph and answer on a sticky note:
- Did they include commentary for BOTH pieces of evidence?
- Did they use a transition word for the second evidence?
- One star: What's strongest about their commentary?
Exit Ticket (2 min)
Why is using multiple pieces of evidence stronger than using just one? (2-3 sentences)
Homework (Optional)
Find an opinion article or editorial that uses multiple pieces of evidence. Highlight or annotate: Which evidence is strongest? Where could the author add more commentary?
Day 5: Practice + Feedback + Reflection
Warm-Up (5 min)
Self-reflection prompt: "On a scale of 1-10, how confident do you feel writing a C-E-C paragraph? What's one thing you still find challenging?"
Students write silently, then share in small groups.
Mini-Lesson (8 min)
Review: Quick recap of the week.
- Day 1: We learned what makes a claim (debatable, requires defense)
- Day 2: We studied evidence types and strength criteria (RCSS)
- Day 3: We built basic C-E-C paragraphs
- Day 4: We added multiple evidence with transitions (C-E-C-E-C)
- Today: You'll show what you can do independently
Checklist for today's writing:
- Clear, debatable claim as topic sentence
- At least TWO pieces of specific evidence (with sources)
- Commentary after EACH piece of evidence (2-3 sentences)
- Transition word before second evidence
- Evidence and commentary clearly support the claim
Independent Writing Task (25 min)
Choose ONE prompt below. Write a complete paragraph (8-12 sentences) using C-E-C-E-C structure.
Prompt 1: Should high schools require community service hours for graduation?
Consider: What benefits or drawbacks exist? How does this affect students' relationship with service? Does it promote equity or create barriers?
Prompt 2: Should schools implement no-phone policies during the school day?
Consider: How do phones affect learning? What about emergencies or parent contact? Are students learning self-regulation or just following rules?
Prompt 3: Should colleges eliminate letter grades and use pass/fail systems instead?
Consider: How do grades affect learning motivation? What about competition for jobs/grad school? Do grades measure learning or compliance?
Evidence Bank (Optional Use): If you need evidence, you may use any of these OR find your own:
- "A study from Common Sense Media found that 97% of students use their phones during school hours, with the average student checking their phone 96 times per day."
- "Research from the National Center for Education Statistics shows that students who complete 40+ service hours have 18% higher college acceptance rates."
- "A 2023 experiment at Duke University replacing grades with narrative evaluations showed students took more challenging courses but struggled with external motivation."
- "A Georgetown University study found that mandatory community service reduces long-term civic engagement by 15% compared to voluntary service, suggesting compulsion undermines intrinsic motivation."
- "Districts that implemented phone bans saw test scores increase by 6% on average, with the largest gains among low-achieving students, according to a London School of Economics study."
Peer Feedback Protocol (15 min)
Step 1 (5 min): Trade papers with a partner. Read silently.
Step 2 (5 min): Use the feedback frame below to write comments on your partner's paper:
Claim: Is it debatable? Does it need defense? (Yes/No + one suggestion if needed)
Evidence: Is it specific and credible? (Star the strongest piece)
Commentary: Does it explain HOW/WHY evidence supports the claim, or just repeat? (Underline the strongest commentary sentence)
One Thing to Strengthen: What's one specific revision that would make this paragraph even stronger?
Step 3 (5 min): Return papers and discuss feedback briefly with partner.
Reflection + Exit Ticket (5 min)
Written reflection (collect these):
- What's one skill from this week you feel confident about?
- What's one skill you want to keep practicing?
- How has your understanding of "evidence" changed from Day 1 to Day 5?
Closing (2 min)
Teacher: "This week you learned the foundation of argumentation: making claims and supporting them with evidence and commentary. Next week (Days 6-10), we'll connect multiple paragraphs into a complete line of reasoning. You're ready."
Homework
REQUIRED: Revise today's paragraph based on peer feedback. Type it and bring to class Monday (Day 6). This will be collected and graded using the rubric below.
Quick-Score Rubric (10 points)
- Claim (2 pts): Clear, debatable, specific
- Evidence (3 pts): Two pieces, specific, credible, sourced
- Commentary (4 pts): Explains HOW/WHY evidence supports claim, goes beyond summary
- Structure (1 pt): Uses transitions, follows C-E-C-E-C format
Interactive Practice Lab
Master CLE 3.A & 4.A with Interactive Tools
These tools let you practice identifying claims and evidence, rating evidence strength, and building paragraphs. Your progress is tracked!
Tool 1: Claim-Evidence Tagger
Instructions: Click words/phrases to tag them as CLAIM or EVIDENCE. Then check your answers.
Schools waste resources on standardized tests that don't improve learning. A 2023 study of 500 schools found no correlation between increased testing and student achievement gains. Instead, testing takes instructional time away from meaningful learning experiences. The average student spends 45 hours per year taking standardized tests, time that could be used for hands-on projects or individualized instruction.
Tool 2: Evidence Strength Rater
Instructions: Rate each piece of evidence on the four criteria: Relevant, Credible, Specific, Sufficient.
Claim: "Homework should be limited to 30 minutes per night for middle schoolers."
Evidence: "Too much homework is bad for kids."
Rate this evidence (1-10):
Claim: "Homework should be limited to 30 minutes per night for middle schoolers."
Evidence: "A Duke University meta-analysis of 180 studies found that homework exceeding 90 minutes per night for middle schoolers correlates with increased stress and decreased motivation, with no measurable academic benefit beyond 30-minute assignments."
Rate this evidence (1-10):
Tool 3: Paragraph Builder
Instructions: Drag and drop sentences into the correct order to build a C-E-C paragraph.
Build your paragraph here (drop sentences in order):
Your Practice Progress
Complete all three tools to master CLE 3.A & 4.A!
Tools completed: 0/3
Mini Assessments + Exit Tickets
Quick Checks (Answer Key Included)
Which of the following is a CLAIM, not a fact or summary?
A) "The school day is 7 hours long."
B) "Many students feel tired during school."
C) "Extended school days harm student wellbeing more than they improve learning."
D) "The article discusses school schedules."
Explanation: C is debatable and requires defense. A is a fact, B is vague observation, D is summary.
Which type of evidence is this: "Dr. Maria Rodriguez, a neuroscientist at MIT, states that adolescent brains are still developing impulse control regions until age 25."
A) Anecdote
B) Statistic
C) Expert testimony
D) Analogy
Explanation: This quotes an expert (neuroscientist) from a credible institution.
Which piece of evidence is STRONGEST for the claim "Recess improves academic performance"?
A) "Kids like recess."
B) "My teacher says recess is good."
C) "A CDC study of 11,000 students found that those with 20+ minutes of daily recess scored 8% higher on standardized tests."
D) "Recess is fun and helps students."
Explanation: C is specific (numbers, source), credible (CDC), and relevant. Others are vague or unsupported.
What is the purpose of COMMENTARY in a paragraph?
A) To repeat the evidence in different words
B) To introduce a new claim
C) To explain HOW/WHY evidence supports the claim
D) To summarize the entire essay
Explanation: Commentary connects evidence to claim, explaining significance and relevance.
In C-E-C structure, what should come FIRST?
A) Evidence with source
B) Commentary explaining significance
C) Claim (main point)
D) Transition word
Explanation: Claim comes first (topic sentence), then evidence, then commentary.
Which is an example of COMMENTARY, not summary?
A) "The study shows phones distract students."
B) "This evidence demonstrates that phone policies must balance access with learning goals, making blanket bans counterproductive."
C) "The author talks about phones in schools."
D) "Phone use is increasing."
Explanation: B explains significance and implications. Others just restate or summarize.
What does the "R" in RCSS evidence criteria stand for?
A) Repeated
B) Relevant
C) Recent
D) Researched
Explanation: RCSS = Relevant, Credible, Specific, Sufficient.
Which transition word is BEST for introducing a second piece of evidence?
A) However
B) Therefore
C) Additionally
D) In conclusion
Explanation: "Additionally" signals you're adding more evidence. "However" shows contrast, "Therefore" shows conclusion.
A paragraph has a claim and evidence but NO commentary. What's missing?
A) The explanation of why the evidence matters
B) A second claim
C) More evidence
D) A title
Explanation: Without commentary, readers don't know WHY the evidence supports the claim.
Why use multiple pieces of evidence in a paragraph?
A) To make the paragraph longer
B) To show you did research
C) To strengthen the argument and address multiple dimensions
D) To confuse the reader
Explanation: Multiple evidence pieces create a more convincing, well-rounded argument.
Day 5 Mini-Check (Formative Assessment)
Part 1: Identify Claims and Evidence (5 points)
Read this passage and complete the tasks below:
Artificial intelligence is transforming education, but not always for the better. Schools should restrict AI writing tools like ChatGPT to prevent academic dishonesty and skill atrophy. A 2024 study from Stanford found that 72% of high school students admitted to using AI to complete homework assignments, with 34% saying they used it for entire essays. This widespread use undermines the development of critical thinking and writing skills that students need for college and careers. When students outsource thinking to AI, they lose opportunities to struggle with complex ideas, revise their reasoning, and develop their authentic voice. The convenience of AI comes at the cost of genuine learning.
Tasks:
- Underline or highlight the main claim. (1 point)
- Circle or highlight one piece of evidence. (1 point)
- Identify what type of evidence it is (fact/statistic, example, expert testimony, anecdote, analogy). (1 point)
- Is the evidence STRONG? Use RCSS criteria to explain in 1-2 sentences. (2 points)
1. Main claim: "Schools should restrict AI writing tools like ChatGPT to prevent academic dishonesty and skill atrophy."
2. Evidence: "A 2024 study from Stanford found that 72% of high school students admitted to using AI to complete homework assignments, with 34% saying they used it for entire essays."
3. Type: Statistic/Fact from research study
4. Strength: Yes, strong. It's Relevant (directly relates to AI use in schools), Credible (Stanford study), Specific (exact percentages), and Sufficient (large-scale finding). Or students might note weaknesses like needing more recent data or wondering about sample size.
Part 2: Write a C-E-C Paragraph (10 points)
Choose ONE of these claims. Write a complete paragraph (7-10 sentences) using C-E-C-E-C structure with at least TWO pieces of evidence and commentary for each.
- "High schools should offer mental health counseling to all students at no cost."
- "Schools should eliminate homework on weekends and holidays."
- "Athletic programs deserve equal funding to academic programs in schools."
Claim (2 pts): Clear, debatable, specific topic sentence
Evidence (3 pts): Two pieces, specific, credible, properly introduced
Commentary (4 pts): Explains HOW/WHY evidence supports claim, goes beyond summary, addresses significance
Structure (1 pt): Follows C-E-C-E-C format, uses transitions
Sample Strong Response (for reference):
"High schools should offer mental health counseling to all students at no cost. According to the National Alliance on Mental Illness, 50% of lifetime mental health conditions begin by age 14, yet the average delay between symptom onset and treatment is 11 years, largely due to cost and stigma barriers. This demonstrates that early intervention during high school years is critical, and removing financial barriers through free school-based services directly addresses the accessibility crisis. Furthermore, a 2023 study in the Journal of School Psychology found that schools with on-site counseling saw 23% fewer disciplinary incidents and 18% higher graduation rates compared to schools without these services. These outcomes reveal that mental health support isn't just compassionate—it's essential infrastructure that improves the learning environment for all students. When schools treat mental health as seriously as physical health, they create conditions where students can actually succeed academically."
Memory Tools + Engagement
Every good paragraph needs a CHECKUP!
C = Claim — What's your main point?
E = Evidence — What proves it?
C = Commentary — Why does it matter?
Strong Evidence = Really Cool Strong Stuff!
R = Relevant — Does it connect to your claim?
C = Credible — Can you trust the source?
S = Specific — Does it use precise details?
S = Sufficient — Is there enough to convince?
🎯 The "So What?" Test
After writing commentary, ask yourself: "So what? Why should my reader care?"
If you can't answer, your commentary needs work. Great commentary always answers: "This matters because..."
💬 Talk Like a Writer
Instead of saying: "I'm writing about school uniforms."
Say: "My claim is that school uniforms reduce inequality, and I'm supporting it with research on peer perception and family spending."
Using precise terminology (claim, evidence, commentary) makes you think more clearly about your argument structure.
Common Mistakes (And How to Fix Them)
❌ Mistake #1: Writing facts instead of claims
Weak: "Many schools have dress codes."
Strong: "School dress codes disproportionately target female students and reinforce harmful gender stereotypes."
Fix: Ask yourself: "Could someone disagree with this?" If no, it's a fact. Make it debatable.
❌ Mistake #2: Using vague evidence
Weak: "Studies show that homework is bad."
Strong: "A 2023 Duke University meta-analysis of 180 studies found that homework exceeding 90 minutes provides no academic benefit for middle schoolers."
Fix: Add: Who studied it? When? What exactly did they find? Use numbers and names.
❌ Mistake #3: Repeating evidence instead of commenting
Weak commentary: "This shows that students are stressed by homework."
Strong commentary: "This demonstrates that excessive homework creates diminishing returns—beyond a certain threshold, schools are assigning work that actively harms students without improving learning, making the practice counterproductive to educational goals."
Fix: Don't just restate the evidence. Explain WHY it matters, WHAT it reveals, and SO WHAT should we do about it.
❌ Mistake #4: Forgetting transitions between evidence
Weak: Evidence #1. Commentary. Evidence #2. Commentary.
Strong: Evidence #1. Commentary. Additionally, Evidence #2. Commentary.
Fix: Use transition words: Additionally, Furthermore, Moreover, Beyond this, This pattern continues...
❌ Mistake #5: Writing claims that are too broad
Too broad: "Education should be improved."
Better: "High schools should eliminate class rankings to reduce harmful academic competition."
Fix: Be specific. What exactly should change? Who should do it? Why?
❌ Mistake #6: Using personal opinion as evidence
Weak: "I think uniforms are uncomfortable, so schools shouldn't require them."
Strong: "A 2024 survey of 5,000 students found that 68% reported physical discomfort from uniforms, with girls reporting higher rates of discomfort from restrictive clothing requirements."
Fix: Replace "I think" with research, data, expert views, or documented examples.