Evaluating Arguments & Claims
An argument is a logical way of presenting a specific belief, conclusion, or perspective on an issue or action. A good argument provides logical reasoning and relevant evidence supporting a claim or position on the topic or action.
Relevant evidence: facts or statements that can be proven true from current sources
Logical reasons: conclusions that are reached based on an analysis of relevant evidence
Let’s evaluate some arguments and claims together first:
Boredom, it turns out, is a form of stress. Psychologically, it’s the mirror image of having too much work to do, says Jason Kring, president of the Society of Human Performance in Extreme Environments, an organization that studies how people live and work in space, underwater, on mountaintops, and other high-risk places. If your brain does not receive sufficient stimulus, it might find something else to do–it daydreams, it wanders, it thinks about itself. If this goes on too long, it can affect your mind’s normal functioning. Chronic boredom correlates with depression and attention deficits.
What is the author’s argument? Is it stated clearly?
What evidence does the author use to support his or her claims?
Is this evidence believable? Why or why not?
Do you agree with the author’s claims? Why or why not?
DIRECTIONS: The following essays present a problem in the world around us and propose a solution. Read the passage below and evaluate the authors’ arguments. Then, answer the questions that follow.
Heavy backpacks put the health of children and teens at risk. Over half of the young people who carry heavy backpacks to school suffer back pain. A U.S. Consumer Product Safety Commission report supports this finding. It states that each year, emergency rooms see over 6,500 young people with injuries from heavy backpacks. Dr. Kevin Donovan, an expert in the field, warns that some of these back injuries can last a lifetime. The problem has become widespread. But what can be done? Some people believe that schools must find ways to reduce the weight of students’ backpacks. Others say it is up to parents to ensure their child’s backpack is not too heavy to reduce.
What is the author’s argument? Is it stated clearly?
What evidence does the author use to support his or her claims?
Is this evidence believable? Why or why not?
unch sales did not drop when more nutritious meals were served. Another reason schools shy away from nutritious meals is because they cost more to make. Concerns about money are not that important. What is important is the health of the nation’s youth.
What is the author’s argument? Is it stated clearly?
What evidence does the author use to support his or her claims?
Is this evidence believable? Why or why not?
Do you agree with the author’s claims? Why or why not?
Do you agree with the author’s claims? Why or why not?
The author's argument is that schools should not shy away from serving more nutritious meals to students even if they cost more to make. This argument is not stated clearly in the given passage, but can be inferred from the statement that school lunch sales did not drop when more nutritious meals were served and that concerns about money are not as important as the health of the nation's youth.
The evidence that the author uses to support their claims is that school lunch sales did not drop when more nutritious meals were served. The author also implies that the health of the nation's youth is more important than concerns about money.
The believability of the evidence depends on the context and the extent of the evidence provided. Without more information, it is difficult to determine the reliability of the evidence. However, the fact that school lunch sales did not drop when more nutritious meals were served suggests that there may be some support for the author's claim.
Whether or not one agrees with the author's claims is a personal opinion. Some people may prioritize the health of youth over concerns about money, while others may argue that the financial implications should be carefully considered.