Evaluating Argument

​A Valid Point:
Evaluating Arguments

By Donna Kapa

​Objectives:

• Identify the criteria for evaluating an argument’s validity (relevant and sufficient evidence, and sound reasoning).

• Identify examples of strong arguments based on their logical validity and supporting evidence.

• Evaluate the evidence in a written argument.

​Academic Vocabulary

• evaluate

• criteria

• validity

• relevance

• evidence

​Review

Elements of an Argument:

• claim

• reasons

• evidence

• appeals

• counterclaim

Categorize

Options (4)

Match each term to its definition.

Claim

Reasons

Evidence

Counterclaim

Multiple Choice

What is the purpose of a rebuttal in an argument?

• To restate the claim in a stronger way

• To agree with the counterclaim

• To explain why the counterclaim is weak or flawed

• To introduce a new topic

Multiple Choice

Which statement best describes the purpose of appeals in an argument?

• To list facts without emotion

• To persuade the audience using credibility, logic, or emotion

• To repeat the claim several times

• To summarize all the evidence

Open Ended

Which element do you think is the most important when evaluating an argument? Why?

​Evaluating Arguments

Every good argument isn’t just about having strong opinions — it’s about having strong reasons and evidence that actually work together to make sense.

​Evaluating Arguments

When we evaluate someone’s argument, we ask three big questions to decide how strong it really is:

• Is it convincing?

• Is it enough?

• Is it logical?

​Is It Convincing?

A convincing argument has strong, relevant reasons that clearly support the claim.

The reason should make sense and connect directly to the issue.

​Is It Convincing?

Claim: Paper bags are better for the environment than plastic bags.

Example (Strong- Focuses on the impact on the envirionment):

Paper bags are better for the environment because they decompose faster and cause less long-term pollution than plastic bags.

Non-Example (Weak - An opinion not related to the claim):

Paper bags are better because they look nicer than plastic bags.

Open Ended

Claim: Paper bags are better for the environment than plastic bags.

Evaluate: Which statement is more convincing? Why?

Which reason connects to the environment and renewable resources?

Which reason focuses on something unrelated to the claim?

​Is It Enough?

An argument has enough evidence when it uses reliable facts, statistics, or examples to fully support its reasons — not just opinions or generalizations.

​Is It Enough?

Claim: Plastic bags should be banned to reduce pollution and protect the environment.
Example (Strong - factual and sonncets to the claim):

According to the Environmental Protection Agency (EPA), Americans use over 100 billion plastic bags each year, and fewer than 10% are recycled.

Non-Example (Weak - opinion-based langauge; no varifiable facts):

Everyone knows plastic bags are bad for the Earth.

Is It Logical?

Claim: Plastic bags should be banned to protect wildlife.

Example (Strong):

Because plastic bags can take hundreds of years to break down, banning them would reduce the amount of plastic animals mistake for food.

Non-Example (Weak):

Plastic bags should be banned because they are annoying to carry and often blow away in the wind.

Open Ended

Claim: Paper bags are better for the environment than plastic bags.

Evaluate: Does each statement provide enough evidence to support the claim?

Which one uses reliable data?

Which one is based on personal observation or anecdote?

​Putting It All Together

You’ve practiced identifying claims, reasons, and evidence — and you’ve learned to ask the big questions:

Is it convincing? Is it enough? Is it logical?

Now it’s time to put those skills to work by evaluating an essay.

Draw

✏️ Underline the claim in this paragraph in blue.

✏️ Underline one counterclaim the author addresses in red.

​Key

• Claim: “Plastic bags and bottles should be completely banned everywhere.”

• Counterclaim: “Some people think we should recycle more.”

Draw

✏️ Underline the reason given to support the claim.

Open Ended

How does the evidence in this paragraph support the claim?

Multiple Choice

Which statement best describes the evidence in this paragraph?

• Strong: It gives specific data from experts that prove the problem.

• Weak: It repeats the writer’s opinion without adding proof.

• Strong: It gives a scientific explanation for plastic pollution.

• Weak: It uses a personal story from a YouTube video instead of credible research.

Draw

✏️ Underline the evidence presented.

Open Ended

Is the reasoning sound in this paragraph?

Does the evidence match the reason or go off-topic?

Does the writer make a logical leap (jumping to a conclusion without proof)?

Does the reasoning exaggerate what the evidence actually proves?

What would make the reasoning more logical or complete?

Multiple Choice

Does the evidence logically support the reason?

• Partly—it supports harm to animals but not air pollution claims.

• No—it talks about greenhouse gases only.

• Yes—it clearly links plastic to all pollution types.

• No—it provides no data at all.

Draw

✏️ Underline the counterclaim in red.

✏️ Underline rebuttal in green..

Open Ended

How does the author make the rebuttal convincing?

Use one of these sentence starters:

The rebuttal is convincing because…

The author makes a good point when…

This rebuttal is logical because…

Multiple Choice

What makes this rebuttal effective?

• It uses facts from a reliable source to answer the counterclaim.

• It explains how reusable materials save money in the long run.

• It ignores the other side and adds new topics.

• It only shares opinions without any proof.

Draw

✏️ Underline the restated claim in this paragraph.

Open Ended

Does the conclusion summarize the argument clearly and end with a strong call to action?

Use one of these sentence starters:

The conclusion is strong because…

The conclusion could be improved by…

The writer ends effectively by…

Multiple Choice

How effective is this conclusion?

• Effective: It restates the claim and gives a clear call to action.

• Effective: It connects the argument to the bigger goal of protecting the planet.

• Not effective: It repeats ideas without adding a final thought.

• Not effective: It ends suddenly without a clear message.

​What we did today

• Reviewed the parts of an argument — claim, reasons, evidence, counterclaim, and rebuttal.

• Practiced asking the big questions:

  • Is it convincing?

  • Is it enough?

  • Is it logical?

• Evaluated a full essay paragraph by paragraph, using underlining, multiple-choice, and open-ended questions.

• Reflected on what makes an argument strong and believable.

Poll

Which skill from today’s lesson do you feel most confident about?

• Finding the claim

• Judging evidence

• Checking logic

• Identifying counterclaims and rebuttals