4.3 Rdg. Claims and Evidence
Authored by Tracy Fitzgerald
English
11th Grade
CCSS covered
Used 300+ times
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This quiz focuses on advanced reading comprehension skills, specifically analyzing claims and evidence in complex argumentative texts. The questions assess grade 11 students' ability to identify thesis statements, understand authorial purpose, analyze rhetorical strategies, and evaluate how different parts of a text function to support an argument. Students work with at least two different passages - one discussing cultural attitudes toward napping and another exploring themes of cultural identity and language. To succeed on this assessment, students must demonstrate sophisticated analytical thinking, including the ability to distinguish between explicit and implicit claims, understand how authors use anecdotes and personal experiences as evidence, recognize cultural comparisons as rhetorical devices, and analyze how concluding paragraphs reinforce or extend an author's central argument. The complexity of the answer choices requires students to make nuanced distinctions between similar concepts and avoid surface-level interpretations. Created by Tracy Fitzgerald, an English teacher in the US who teaches grade 11. This quiz serves as an excellent tool for formative assessment of students' analytical reading skills, particularly their ability to identify and evaluate claims and evidence in sophisticated texts. Teachers can use this assessment during instruction on argumentative writing and reading, as a review activity before standardized tests, or as homework to reinforce classroom discussions about thesis identification and rhetorical analysis. The quiz works particularly well as a warm-up activity to activate prior knowledge about textual analysis or as practice for students preparing for college-level reading demands. This assessment directly supports Common Core standards CCSS.ELA-LITERACY.RI.11-12.2 (determining central ideas and analyzing their development) and CCSS.ELA-LITERACY.RI.11-12.5 (analyzing how an author's ideas are developed and refined through particular sentences, paragraphs, or larger portions of text).
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5 questions
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1.
MULTIPLE CHOICE QUESTION
30 sec • Ungraded
1. 1. The author introduces her essay by relating an anecdote from her vacation in France (paragraphs 1 and 2) primarily to
A. praise the widespread custom of European napping
B. confirm her audience’s suspicion that napping is inefficient
C. offer advice to Americans traveling in rural France
D. establish a cultural comparison for her argument about napping
E. explain the daily routine of a French lockkeeper
Tags
CCSS.RI.11-12.2
CCSS.RI.11-12.6
2.
MULTIPLE CHOICE QUESTION
30 sec • Ungraded
2. Which of the following statements most directly expresses the author’s thesis in the passage?
A. “Americans are afraid of naps.” (paragraph 3)
B. “Napping is too luxurious.” (paragraph 4, sentence 1)
C. “[Napping] seems to be a natural inclination.” (paragraph 4, sentence 2)
D. “Fighting off natural inclinations is a major Puritan virtue.” (paragraph 4, sentence 4)
E. “[T]he process of falling asleep in the afternoon is quite different from bedtime sleep.” (paragraph 5, sentence 2)
Tags
CCSS.RI.11-12.2
CCSS.RI.11-12.6
CCSS.RL.11-12.2
CCSS.RI.11-12.1
CCSS.RI.11-12.3
CCSS.RL.11-12.1
3.
MULTIPLE CHOICE QUESTION
30 sec • Ungraded
3. In the second paragraph, the author compares his relationships with mathematics and English primarily to
A. suggest how a desire to meet his teachers’ expectations influenced the author’s academic interests
B. imply that his determination to excel in mathematics was linked to a need to impress his classmates
C. indicate that his approach to both subjects was equally informed by his love of language
D. demonstrate the advantages of a multidisciplinary approach to high school education
E. explain how his awareness of a cultural stereotype influenced his preference for one subject over the other
Tags
CCSS.RL.11-12.9
CCSS.RL.6.3
CCSS.RL.7.3
CCSS.RL.8.3
CCSS.RL.9-10.3
4.
MULTIPLE CHOICE QUESTION
30 sec • Ungraded
4. Which of the following statements from the first paragraph most directly expresses the author’s thesis in the passage?
A. “The stereotype that plagued me the most was the portrait of the Asian-American as the perpetual foreigner.” (sentence 1)
B. “I washed away this tincture of foreignness with language.” (sentence 3)
C. “[M]y pleasure in language feels largely independent of any other identity.” (sentence 4)
D. “[M]y own failure at Japanese gave me direct experience of illiteracy.” (sentence 7)
E. “I collected English words like amulets.” (sentence 8)
Tags
CCSS.RI.11-12.2
CCSS.RL.11-12.2
CCSS.RI. 9-10.2
CCSS.RL.8.2
CCSS.RL.9-10.2
5.
MULTIPLE CHOICE QUESTION
30 sec • Ungraded
5. Which of the following statements best describes the function of the passage’s final paragraph?
A. It restates the author’s thesis in a way that is designed to engage his audience’s attention.
B. It answers an earlier objection to the author’s argument.
C. It exhorts the audience to avoid making assumptions about strangers.
D. It examines the significance of the author’s argument in a broader cultural context.
E. It emphasizes the author’s desire to develop strategies for assimilation.
Tags
CCSS.RI.11-12.6
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