1. CLAIM: A position that can be argued
How does a claim differ from a fact?
Key Characteristics
Identifies the writer’s stance
Is specific
Shows the direction of your thinking
May use an “umbrella” term that relates to the major points you’ll make
Doesn’t “give away” all of your evidence
Avoids terms such as “I think” or “I feel”

2. 3 Major Types of CLAIMS Sample Key Words Example
FACT
(writer is trying to prove something is true)
IS or IS NOT
ARE or ARE NOT
Fast Food is unhealthy.
VALUE
(requires writer to share or establish criteria)
BETTER/BEST,
MORE/LESS,
WORSE/WORST
--IER or IEST words
Tacos are a healthier choice than hamburgers.
POLICY
(writer is trying to change the way things are)
SHOULD/SHOULD NOT
Schools should serve healthier foods.

3. No! This is a fact from the article.
Are These Good Claims?
Because teen brains are impulsive, we should provide teens with courses on decision-making.
Teen brains are impulsive.
No! This is a fact from the article.
Yes! This USES a fact from the article to suggest an action.

4. What claims could we make?
Brainstorm a class list. Try
Because of ______, we should ______.
Because of ______, we should not ______.
Although ________, we should ______.
Although ________, we should not ______.
Test our claims and revise, if needed:
Test to make sure that each one is a CLAIM (takes a position).
Test to make sure we aren’t just stating a fact or research finding from the article.
Check the list to make sure there are options for a variety of opinions.

5. Choose a claim that interests you from the class list.

6. Use your Student Planner to find evidence that will support your claim
Source:
Evidence
Connection
Outcome

7. DRAFTING PLAN: Take the ideas in each row of your Planner into a Paragraph
Introduce the Source and Piece of Evidence.
Connect the evidence to the claim:
Describe the context or situation—what the evidence made you think about.
Explain the relevance of the evidence to this situation—why the evidence applies to this new situation.
Imagine the potential result or outcome—how things might be different.
Write a concluding paragraph that leaves readers with something to think about