Grade 7 Reading | FL B.E.S.T. Standard: ELA.7.R.2.3
Critical thinkers don't just accept what they read - they ANALYZE it! Today you'll learn to break down arguments, evaluate evidence, spot logical fallacies, and identify bias. These skills help you make better decisions about what to believe.
Every strong argument has three essential components:
The main point or position the author argues
"What is the author trying to convince me?"
Facts, statistics, examples, or expert opinions that support the claim
"What proof does the author provide?"
The logical explanation connecting evidence to the claim
"How does this evidence support the claim?"
"Schools should start later for middle and high school students. Research from the American Academy of Pediatrics shows that teens need 8-10 hours of sleep, but their bodies naturally want to fall asleep later and wake up later than adults. When Seattle moved start times from 7:50 to 8:45 AM, students got 34 more minutes of sleep and had better attendance and grades. Since early start times fight against teen biology, later starts would improve student health and academic performance."
| Component | From the Argument |
|---|---|
| Claim | Schools should start later for middle and high school students. |
| Evidence | 1) Teens need 8-10 hours of sleep (AAP) 2) Seattle students got 34 more minutes of sleep 3) Better attendance and grades |
| Reasoning | Early start times fight against teen biology, so later starts improve health and performance. |
Not all evidence is created equal! Ask these questions:
| Strong Evidence | Weak Evidence |
|---|---|
| Specific facts and statistics | Vague statements ("many people say...") |
| Expert opinions from qualified sources | Opinions from unqualified sources |
| Recent, up-to-date information | Outdated information |
| Evidence directly related to the claim | Irrelevant facts that don't support the claim |
A fallacy is an error in reasoning that makes an argument weak. Learn to spot these:
"Everyone's doing it, so it must be right."
"All the cool kids have this phone - you should get one too!"
Attacking the person instead of their argument.
"Don't listen to her opinion on music - she's only 12!"
Assuming one thing caused another just because they happened together.
"I got an A after eating pizza for dinner, so pizza makes me smarter!"
Presenting only two options when more exist.
"Either you support unlimited screen time or you hate technology."
Drawing big conclusions from too little evidence.
"I met two unfriendly people from that school, so everyone there must be mean."
Using a celebrity or non-expert as proof.
"This famous actor says this diet works, so it must be true!"
Bias is when an author favors one side without fairly considering other perspectives. Look for:
WHY an author writes affects WHAT they include and HOW they present it:
| Purpose | How It Affects Content |
|---|---|
| To Persuade | Emphasizes supporting evidence; may downplay counterarguments; uses emotional appeals |
| To Inform | Presents multiple perspectives; uses neutral language; focuses on facts |
| To Sell | Highlights benefits; hides drawbacks; creates urgency or desire |
"Homework should be limited to 30 minutes per night. Studies show excessive homework causes stress without improving learning. Students need time for physical activity, family, and sleep. Finland, which assigns minimal homework, consistently ranks among the top countries in education."
"You can't trust her opinion on the new cafeteria menu - she's a picky eater who doesn't even like pizza!"
"The reckless decision to cut art programs will devastate students' creativity and destroy their futures."