Which was a challenge of writing the Constitution? Smaller states feared larger states would have too much representation in Congress. Smaller states feared larger states would have too much representation in Congress. It would give Britain too much control over the national government. It would give Britain too much control over the national government. Larger states feared smaller states would have too much representation in Congress. Larger states feared smaller states would have too much representation in Congress. Not enough states sent delegates to the meeting. Not enough states sent delegates to the meeting.
None of the above options are entirely accurate. One of the major challenges of writing the Constitution was balancing the power and interests of different states and regions, including concerns about representation, taxation, and slavery. Additionally, debates arose over the role and authority of the federal government versus state governments, as well as the division of powers between different branches of government.
Speaker 1:
“Life can be complicated. However, achieving your goals doesn’t need to be difficult. The key to success is clearly identifying your goals. According to surveys, many people feel overwhelmed by all the things they need to do each day. This can be avoided by deciding what is most important to you. Make a list of the goals you most want to achieve. Then identify the specific steps you will take to achieve them. Keep your steps simple. Next, create a schedule. Identify specific days and times when you will accomplish each step. If you complete the steps that you outline in your schedule, you will achieve your goals. Success can be just that simple!”
Another speaker presents a different argument about managing goals and time.
Speaker 2:
“Students today have more demands on their time than ever before. They must manage their obligations at school and at home. Students must also manage the information they receive through technology. In today’s society, achieving goals depends on a student’s ability to limit distractions. Most distractions come in the form of internet use. According to a survey conducted by the Pew Research Center, about half of teens aged 13 to 17 have a smartphone or have access to one. The survey also showed that 45 percent of teens are online almost constantly. Another 44 percent report going online several times a day. This means students are often distracted from their studies by social media, texting, or internet browsing. To manage their goals and time, students must identify a time each day devoted specifically to achieving their goals. All distractions must be avoided during this time. Trying to study or accomplish tasks while also engaging in online activities is not productive.
Speaker 2 (continued):
"Research was conducted at Stanford University to learn more about students who regularly multitask with media, or who do several online activities at once. Results showed that students who multitask could not perform as well as those who complete one task at a time. The study showed that the media multitaskers could not pay attention or recall information as well as other students. The message from research is clear. The most effective way for students to achieve their goals is to provide time to do their work without any online distractions.”
This speaker makes a different claim and provides different evidence and reasoning. Each presentation provides useful information about managing goals and time. However, each speaker provides a different argument for how people can best achieve their goals. You can evaluate each speaker’s claim, evidence, and reasoning to determine which approach would be more helpful to you.
What claim does each speaker make about the best way to manage goals and time?
Speaker 1 claims that the key to success in managing goals and time is to clearly identify goals, create simple steps to achieve them, and create a schedule to follow. Speaker 2 claims that the best way to manage goals and time is to identify a specific time each day devoted solely to achieving goals and to avoid online distractions during this time.
Speaker 1:
“Life can be complicated. However, achieving your goals doesn’t need to be difficult. The key to success is clearly identifying your goals. According to surveys, many people feel overwhelmed by all the things they need to do each day. This can be avoided by deciding what is most important to you. Make a list of the goals you most want to achieve. Then identify the specific steps you will take to achieve them. Keep your steps simple. Next, create a schedule. Identify specific days and times when you will accomplish each step. If you complete the steps that you outline in your schedule, you will achieve your goals. Success can be just that simple!”
Another speaker presents a different argument about managing goals and time.
Speaker 2:
“Students today have more demands on their time than ever before. They must manage their obligations at school and at home. Students must also manage the information they receive through technology. In today’s society, achieving goals depends on a student’s ability to limit distractions. Most distractions come in the form of internet use. According to a survey conducted by the Pew Research Center, about half of teens aged 13 to 17 have a smartphone or have access to one. The survey also showed that 45 percent of teens are online almost constantly. Another 44 percent report going online several times a day. This means students are often distracted from their studies by social media, texting, or internet browsing. To manage their goals and time, students must identify a time each day devoted specifically to achieving their goals. All distractions must be avoided during this time. Trying to study or accomplish tasks while also engaging in online activities is not productive.
Speaker 2 (continued):
"Research was conducted at Stanford University to learn more about students who regularly multitask with media, or who do several online activities at once. Results showed that students who multitask could not perform as well as those who complete one task at a time. The study showed that the media multitaskers could not pay attention or recall information as well as other students. The message from research is clear. The most effective way for students to achieve their goals is to provide time to do their work without any online distractions.”
This speaker makes a different claim and provides different evidence and reasoning. Each presentation provides useful information about managing goals and time. However, each speaker provides a different argument for how people can best achieve their goals. You can evaluate each speaker’s claim, evidence, and reasoning to determine which approach would be more helpful to you.
What evidence do the speakers use to support their arguments.
Speaker 1 cites surveys to support the claim that many people feel overwhelmed by their daily tasks and that clear goal-setting and scheduling can help overcome this feeling. Speaker 2 cites a survey conducted by the Pew Research Center to show that students are often distracted by technology, as well as research from Stanford University to support the claim that multitasking and online distractions can harm academic performance.
Speaker 1:
“Life can be complicated. However, achieving your goals doesn’t need to be difficult. The key to success is clearly identifying your goals. According to surveys, many people feel overwhelmed by all the things they need to do each day. This can be avoided by deciding what is most important to you. Make a list of the goals you most want to achieve. Then identify the specific steps you will take to achieve them. Keep your steps simple. Next, create a schedule. Identify specific days and times when you will accomplish each step. If you complete the steps that you outline in your schedule, you will achieve your goals. Success can be just that simple!”
Another speaker presents a different argument about managing goals and time.
Speaker 2:
“Students today have more demands on their time than ever before. They must manage their obligations at school and at home. Students must also manage the information they receive through technology. In today’s society, achieving goals depends on a student’s ability to limit distractions. Most distractions come in the form of internet use. According to a survey conducted by the Pew Research Center, about half of teens aged 13 to 17 have a smartphone or have access to one. The survey also showed that 45 percent of teens are online almost constantly. Another 44 percent report going online several times a day. This means students are often distracted from their studies by social media, texting, or internet browsing. To manage their goals and time, students must identify a time each day devoted specifically to achieving their goals. All distractions must be avoided during this time. Trying to study or accomplish tasks while also engaging in online activities is not productive.
Speaker 2 (continued):
"Research was conducted at Stanford University to learn more about students who regularly multitask with media, or who do several online activities at once. Results showed that students who multitask could not perform as well as those who complete one task at a time. The study showed that the media multitaskers could not pay attention or recall information as well as other students. The message from research is clear. The most effective way for students to achieve their goals is to provide time to do their work without any online distractions.”
This speaker makes a different claim and provides different evidence and reasoning. Each presentation provides useful information about managing goals and time. However, each speaker provides a different argument for how people can best achieve their goals. You can evaluate each speaker’s claim, evidence, and reasoning to determine which approach would be more helpful to you.
How does the reasoning of the first speaker compare to the reasoning of the second speaker?
The reasoning of the first speaker focuses on the importance of setting clear goals, breaking them down into manageable steps, and creating a schedule in order to avoid feeling overwhelmed by daily tasks. The reasoning of the second speaker emphasizes the importance of limiting distractions, particularly online distractions, and devoting a specific time each day solely to achieving goals. While the speakers approach the topic of managing goals and time differently, their reasoning is consistent in suggesting that successful goal attainment requires intentional planning and focus.
Do you feel as if you never have enough time? Many students feel this way. Homework and studying can be time consuming. Activities related to sports or family events also take time. Balancing the demands of school and other activities can be challenging.
People of all ages struggle with managing their time. Because of this, many groups provide presentations focused on goals and time management. The presentations try to help people achieve their goals and manage their time effectively. However, speakers may make different claims about the best ways for people to manage their time. A claim is a statement that presents the speaker’s opinion on a topic. The speakers then use reasoning—an explanation that offers reasons why a claim is valid—to support the claim. That reasoning will include evidence, or facts and details that support the reasons. Speakers may provide different evidence and even different reasoning in a presentation, depending on their claim.
When you evaluate a speaker’s reasoning, you assess the speaker’s explanation of why the reasons support the claim and why the evidence supports the reasons. Compare these excerpts from two presentations on managing goals and time.
Speaker 1:
“Life can be complicated. However, achieving your goals doesn’t need to be difficult. The key to success is clearly identifying your goals. According to surveys, many people feel overwhelmed by all the things they need to do each day. This can be avoided by deciding what is most important to you. Make a list of the goals you most want to achieve. Then identify the specific steps you will take to achieve them. Keep your steps simple. Next, create a schedule. Identify specific days and times when you will accomplish each step. If you complete the steps that you outline in your schedule, you will achieve your goals. Success can be just that simple!”
Another speaker presents a different argument about managing goals and time.
Speaker 2:
“Students today have more demands on their time than ever before. They must manage their obligations at school and at home. Students must also manage the information they receive through technology. In today’s society, achieving goals depends on a student’s ability to limit distractions. Most distractions come in the form of internet use. According to a survey conducted by the Pew Research Center, about half of teens aged 13 to 17 have a smartphone or have access to one. The survey also showed that 45 percent of teens are online almost constantly. Another 44 percent report going online several times a day. This means students are often distracted from their studies by social media, texting, or internet browsing. To manage their goals and time, students must identify a time each day devoted specifically to achieving their goals. All distractions must be avoided during this time. Trying to study or accomplish tasks while also engaging in online activities is not productive.
Speaker 2 (continued):
"Research was conducted at Stanford University to learn more about students who regularly multitask with media, or who do several online activities at once. Results showed that students who multitask could not perform as well as those who complete one task at a time. The study showed that the media multitaskers could not pay attention or recall information as well as other students. The message from research is clear. The most effective way for students to achieve their goals is to provide time to do their work without any online distractions.”
This speaker makes a different claim and provides different evidence and reasoning. Each presentation provides useful information about managing goals and time. However, each speaker provides a different argument for how people can best achieve their goals. You can evaluate each speaker’s claim, evidence, and reasoning to determine which approach would be more helpful to you.
Reread the excerpts on page 12. Write a paragraph that evaluates the reasoning each speaker uses. Tell how strongly the reasoning explains the evidence and support the claims in each presentation. Then, identify which presentation you found to be more convincing or helpful. Explain.
Speaker 1 argues that clear goal setting and scheduling are the keys to successful time management. While the speaker provides some evidence in the form of surveys that suggest many people feel overwhelmed by daily tasks, the reasoning offered is not consistently strong in explaining how the evidence supports the claim. Speaker 2, on the other hand, uses a more clear and effective reasoning process, using evidence from surveys and studies to support the claim that online distractions are a major obstacle to effective time management, especially for students. The argument that students should designate specific time to complete their work, while also avoiding online distractors, is clear and well-supported. Overall, I found Speaker 2’s presentation to be more convincing because of its clear reasoning, strong use of evidence, and practical applications for managing distractions and time.
Speakers often present arguments in their speeches. Their goal is to persuade the audience to agree with their claim—their position on a topic. They sometimes will want the audience to take action, as a result. The speaker will argue that the claims are true, using evidence as proof. Evidence is information that supports a claim. Speakers can use various types of evidence to support their claims. Here is an example.
Claim: People should eat many vegetables and fruits each day to reduce their chances of having serious health problems.
Evidence: According to the CDC, a daily diet rich in vegetables and fruits can lower a person’s risk of heart disease, type 2 diabetes, and some kinds of cancer.
In the example, the claim is supported by convincing evidence. For evidence to be convincing, it must be relevant and sufficient. Evidence that is relevant is directly related to the claim. Evidence that is sufficient is enough evidence to meet the purpose of the argument.
You can evaluate a speaker’s evidence by determining whether it offers relevant, sufficient support for the speaker’s claim. In the example above, the evidence is relevant. It is directly related to the claim. The CDC fact directly relates to why eating many vegetables and fruits can reduce people’s chances of having serious health problems. The evidence is sufficient. It is enough to fully support the claim. It tells why people should eat many vegetables and fruits each day. It also identifies the serious health problems a diet of vegetables and fruits can help to avoid. Based on this evaluation, you can say the evidence is convincing. It is relevant and sufficient.
Claim: People should eat many vegetables and fruits each day to reduce their chances of having serious health problems.
Evidence: According to the USDA, people with a daily diet high in dietary fiber from vegetables may have a lower risk of heart disease.
In this example, the evidence is relevant but not sufficient. The evidence is relevant because it directly relates to the claim. The USDA fact supports the idea that people who eat vegetables reduce their chances of having a serious health problem. However, it is not sufficient. It supports only part of the claim. It does not mention whether consuming fruit reduces the chance of health problems.
Claim: People should eat many vegetables and fruits each day to reduce their chances of having serious health problems.
Evidence: According to the CDC, very few Americans eat the recommended daily amount of vegetables and fruits.
In this example, the evidence is neither relevant nor sufficient. The evidence is a fact about eating vegetables and fruits. However, it is not relevant. It does not relate to how eating vegetables and fruits reduce chances of having serious health problems. The evidence is also not sufficient. It does not provide enough evidence to support the claim.
When you hear a speaker present an argument, think carefully. Evaluate the evidence the speaker presents. Decide whether it is relevant and sufficient. If it is, then you will know the speaker has provided convincing evidence.
Directions - Read the passage. Summarize what you read below.
Speakers present arguments in their speeches with the goal of persuading their audience to agree with their claim. Evidence is information that supports a claim, and speakers can use various types of evidence to support their claims. To be convincing, evidence must be both relevant and sufficient. Relevant evidence is directly related to the claim, while sufficient evidence provides enough proof to support the argument. When evaluating a speaker's argument, it's important to assess the evidence presented for its relevance and sufficiency to determine if it's convincing.
Claim: The U.S. transportation system is essential to the country because it serves millions of people and supports the economy.
Evidence: Each year, more than 300 million Americans use the U.S. transportation system.
Read each claim and its supporting evidence. Complete the sentences to explain whether each claim is relevant and sufficient for all 3 examples.
For the first example, the evidence is both relevant and sufficient. The evidence directly supports the claim that the U.S. transportation system is essential because it serves millions of people. The fact that 300 million Americans use the transportation system each year is also sufficient since it quantifies the system's importance.
For the second example, the evidence is relevant but not sufficient. The fact that daily diets high in dietary fiber from vegetables may lower the risk of heart disease is relevant because it relates to the claim. However, it is not sufficient because it supports only a part of the claim. It does not mention whether consuming fruits helps reduce the risk of health problems.
For the third example, the evidence is not relevant because it does not relate to the claim that the U.S. transportation system is essential. While it does provide a fact about the transportation system, it does not explain how it is essential to the country. Therefore, it is not sufficient evidence for the claim.
In the United States, citizens who are at least 18 years old have the right to vote. Voting is expressing a choice in an election. Voting allows us to choose our leaders. Voting also allows us to make decisions on many local, state, or national issues. It gives us a voice in who runs the government and what the government does.
No one is required to vote. Voting is a right and a privilege. In each election, many people go to the polls to cast their vote. Many people do not. Before elections, voting advocates often encourage people to vote. Many make speeches to persuade people to get to the polls. The speakers use evidence to convince people their claims about voting are correct. Evidence that is convincing is relevant and sufficient. Evidence that is relevant is directly related to the claim. Speakers that provide sufficient evidence provide enough evidence to meet the purpose of the argument. People can evaluate a speaker’s evidence by determining whether it is relevant and sufficient for supporting the claim. Read this speech presented to potential voters:
"Are you eligible to vote? If so, what are you doing on Election Day? If you’re not sure, this message is for you. Vote! Our country is facing big issues. It needs you to weigh in on what it should do. It needs you to decide who will lead us into the future. It needs you to help decide this country’s future. Everyone should vote to shape America’s future because voting is easier now than ever before.
"Will you be out of town on Election Day? Do you have a job that makes it difficult to get to the polls? No problem! People have many voting options if they can’t get to the polls on Election Day. You can cast your ballot early. In many states, you can vote by mail. As long as you are a registered voter, you don’t even need to be in the country to vote. According to the U.S. Census Bureau, about 40 percent of voters used an alternative method of voting in the 2018 elections."
"Will you be in town on Election Day, but you need a ride? No worries! Many companies and public transportation groups help voters get to the polls. The Pew Research Center found that a lack of transportation was among the top ten reasons why people don’t vote. Companies and communities took action. Many cities across the nation provide free train or bus rides to and from the polls. Some transportation companies, such as Uber and Lyft, are working with nonprofit voting organizations to help voters. These and other transportation companies provide discounted rides to the polls. Some also offer free rides to those who need them. In addition, there are individuals and groups in many communities who offer free rides to voters who otherwise would not be able to cast a ballot."
"Why are there so many options for voting and transportation to the polls? The answer is simple. Voting is important, and everyone’s vote matters. Be sure to cast your vote on Election Day!”"
Speeches like these are common as an election draws near. Many people speak out to encourage as many people as possible to exercise their right to vote.
Evaluating a Speaker’s Evidence (page 8-10)
Directions - Read the passage. Answer the questions on page 9 and complete the activity on page 10 below.
What does the speaker want to persuade people to do?
What claims about voting does the speaker make in the argument?
What evidence the speaker provide to support these claims?
After answering the questions above, please reread the speech in the lesson. Evaluate the evidence the speaker uses to support the claims in the argument. Explain whether the evidence is relevant and sufficient. Then write a sentence telling why you think the speaker’s argument is or is not convincing.