Standard 3: Critical Reading and Writing

Students will apply critical thinking skills to reading and writing.

9.3.W.5 Students will show relationships among the claim, reasons, and evidence and include a conclusion that follows logically from the information presented and supports the argument.

Student Actions

Teacher Actions

• Students will relate claims to supporting reasons and evidence.
• Students will ensure that their reasons are supported with evidence within their writing.
• Students will write a logical conclusion that supports the argument. 

• Teachers model how to support claims logically and effectively.
• Teachers provide opportunities for students to make claims.
• Teachers provide opportunities for students to receive feedback on their connections. 
• Teachers model how to reinforce reasons with reliable evidence.
• Teachers provide opportunities for students to find evidence to support the reasoning for their claims.
• Teachers provide opportunities for students to receive feedback on the support for their reasons.
• Teachers model writing conclusions that support the argument.
• Teachers provide opportunities for students to receive feedback on their conclusions.
• Teachers provide opportunities for students to receive feedback on the support for their reasons.

Supporting Resources

Teacher Insights

• Purdue OWL (webpage)   

• This objective is stressing that students’ writing is structured cohesively so the relationships, or connections, between the claim, reasons, and evidence are evident and a logical, effective conclusion is provided.

• Claims are supported by multiple reasons, and then reasons are proven with thoroughly developed evidence. Example:

• Claim: Students should wear school uniforms.

• Reason #1: Students will spend less time thinking about what they are wearing.

• Evidence to prove Reason #1: Survey is conducted that shows how much time students spend getting dressed for school.

• Evidence proves the reasons and can be verified; evidence is not arguable like the claim or the reason may be.

• Furthermore, in regards to evidence, this standard asks students to clearly explain how evidence is connected to the claim as well as the relevancy of the evidence being clear/present as addressed in 9.3.W.3.

• The conclusion needs to follow the body of the essay/writing and sum up the whole essay/writing with a thoughtful response that leaves a lasting impression on the reader.  

• “After moving from general to specific information in the introduction and body paragraphs, your conclusion should begin pulling back into more general information that restates the main points of your argument. Conclusions may also call for action or overview future possible research. ” (Purdue OWL).

• Correct usage of transitional words and phrases may assist significantly with demonstrating relationships and connections (additional sources: Purdue OWL and UWM Writing Center).  See standard 9.2.W.4.

Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.