Argument Terms

Argument Terms

6th Grade

16 Qs

quiz-placeholder

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Argument Terms

Argument Terms

Assessment

Quiz

English

6th Grade

Practice Problem

Hard

CCSS
RI.6.8, L.6.6, RI.6.10

+16

Standards-aligned

Created by

Shonturia Forrest

Used 241+ times

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16 questions

Show all answers

1.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What is the opening sentence of an argumentative essay?

claim

counter claim

Rebuttal

Hook

2.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Which of the following types of hooks begins with a focus question to help readers focus in on the claim?

focus question

fact/detail

narrative/story

snapshot

3.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Which of the following defines claim?

evidence and reasoning to disprove a claim

an argument about both sides of an issue

an assertion about the truth about something

an opening sentence that captures readers' attention

4.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Which of the following best defines evidence?

an assertion of the truth about something

the presentation of both sides of an issue

the connection between the hook and thesis statement

facts or information presented to support a claim or reason

Tags

CCSS.RI.5.8

CCSS.RI.6.1

CCSS.RI.6.8

CCSS.RI.7.8

CCSS.RL.6.1

5.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Which type of hook uses a split second image to draw the reader's attention to the argument?

focus question

fact/detail

narrative/story

snapshot

6.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

What is the purpose of bridging sentences?

to explain why the claim is correct

to connect the ideas in the hook to the claim

to connect paragraphs within the text

to present the central idea of the text

7.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Which description best fits "Fact/Detail" hook?

It presents a question for the readers to answer with a fact.

It describes what a scenario would look like.

It presents interesting, relevant information related to the topic.

It offers a story for readers to understand the context.

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