Identifying Claims
and Evidence
Worksheets
Designed for High School
English Students
Paper and Digital Lessons Included
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Identifying Types of Claims
Terms to Know
Claim: A claim is a statement or assertion.
• A claim of fact is a debatable claim that can be proven or disproven with factual evidence.
• A claim of value argues that something is “good” or “bad” or that one thing is better than another.
• A claim of policy argues that certain conditions should exist or that something should or should not be
done in order to solve a problem.
Directions: Read the statements in the left column. In the right column, write “fact,” “value,” or “policy” to
indicate the type of claim.
Professional athletes should be randomly drug-
tested.
Research suggests that texting has adversely
impacted properly grammar and spelling.
Parents should monitor their teens’ use of social
media to prevent bullying and other threats.
Cheating is wrong.
Humans have exacerbated climate change.
Dogs make the best pets.
The US should send additional expeditions to Mars.
The contributions of stay-at-home moms are as
valuable to society as the contributions of working
women.
The government should provide free breakfast and
lunch to all students.
The ozone layer is being depleted.
© Coach Hall Writes
Sorting Claims, Evidence, and Commentary
Terms to Know
Claim: A claim is a statement or assertion.
Evidence: Evidence supports the claim. Evidence can include facts, statistics, quotes, examples, etc.
Commentary: Commentary explains the significance of the evidence. It explains why the evidence matters and/or
how it proves the claim.
Directions: Read the examples below. Write “claim,” “evidence,” or “commentary” in the box to the right. Each
example has one claim, one evidence, and one commentary.
Sample
This demonstrates that wind energy is a great solution
Commentary
to the energy crisis.
Wind energy is the most efficient type of energy. Claim
It is 1,164% efficient at converting fuel to electricity. Evidence
Example 1
Cursive writing is outdated and should not be taught in
elementary schools.
As such, if teachers replace the time spent on teaching
cursive with additional play time, students will be
happier and learn valuable social skills.
Research suggests students need to spend more time
playing and socializing.
Example 2
For example, the Faulkner County Public Library in
Conway offers a story time class for toddlers.
The popularity of this class highlights the need for free
services that promote literacy at a young age.
Libraries provide valuable services for all ages.
Example 3
Over 900 million Americans use a GPS receiver.
The demand for GPS devices and apps illustrates the
public’s desire for up-to-date information about
construction, traffic, and road closures. Drivers want to
be told the fastest, most direct route; they don’t want to
be bothered with an archaic piece of paper.
Global positioning systems are more convenient than
paper maps.
© Coach Hall Writes
Extension Activity: Write Your Own Claims
Terms to Know
Claim: A claim is a statement or assertion.
• A claim of fact is a debatable claim that can be proven or disproven with factual evidence.
• A claim of value argues that something is “good” or “bad” or that one thing is better than another.
• A claim of policy argues that certain conditions should exist or that something should or should not be
done in order to solve a problem.
Directions: In the boxes provided, demonstrate your knowledge of the types of claims by writing a school-
appropriate example of each type of claim.
Claim of Fact:
Claim of Value:
Claim of Policy:
© Coach Hall Writes
Effective Arguments
Directions: Read the scenario for each example. Determine which argument would be more convincing for
the specified audience. Then, in the bottom row, write an explanation indicating the reasoning behind your
choice.
Example 1
Scenario: A group of students meets with the principal in hopes of convincing her to allow them to start a
new school video game club.
Option 1: We have collected signatures of 60 Option 2: Our school has clubs for students
students who would be interested in joining. We interested in other topics, but we don’t offer
have also had two teachers agree to sponsor anything for students interested in video games.
meetings in their classrooms after school. That’s not fair.
The video games would be school appropriate, and Southside, our rival high school, has a successful
we would be responsible for setting up and taking video game club. We should offer one, too.
down the equipment.
Playing these games would allow students to
socialize and connect with others who share a
common passion.
Reasoning:
Example 2
Scenario: An ice cream shop owner is promoting his new ice cream flavor to customers in his shop.
Option 1: Last month, we offered customers the Option 2: If you love chocolate but also want a
opportunity to taste test three flavors to see which little crunch, our new flavor Chocolate Pretzel
one should have a permanent spot on the menu. Crunch will sure hit the spot.
Chocolate Pretzel Crunch was the unanimous
winner. I made 10 versions of this ice cream until I achieved
the perfect balance of sweet and salty.
Reasoning:
© Coach Hall Writes
Effective Arguments
Directions: Read the scenario for each example. Determine which argument would be more convincing for
the specified audience. Then, in the bottom row, write an explanation indicating the reasoning behind your
choice.
Example 3
Scenario: A group of students want to convince their teacher to postpone an assignment deadline.
Option 1: The night before our assignment is due Option 2: We have three other big assignments due
happens to be the same night as our opening that day and an important basketball game the night
basketball game. One quarter of our class is on the before. Please consider extending the deadline.
basketball or cheer team and will be traveling to the
game. The rest of the class plans to travel to attend
the game. We will be out late. If we were given a
one-day extension, we could focus on the game
supporting our school, and we’d be able to turn in a
better-quality assignment the day after.
Reasoning:
Example 4
Scenario: A real estate agent wants to convince a prospective buyer to put in an offer on a house.
Option 1: This house has everything you are Option 2: This house meets all of the desires on
looking for: 3 bedrooms, 2 bathrooms, and a large your list—3 bedrooms, 2 bathrooms, a large yard,
yard. It’s also in a good neighborhood. and a good neighborhood and school district.
However, another couple put in an offer already, so
if you’d like to be considered, you need to act
quickly.
Reasoning:
© Coach Hall Writes
Identifying Types of Claims – ANSWER KEY
Terms to Know
Claim: A claim is a statement or assertion.
• A claim of fact is a debatable claim that can be proven or disproven with factual evidence.
• A claim of value argues that something is “good” or “bad” or that one thing is better than another.
• A claim of policy argues that certain conditions should exist or that something should or should not be
done in order to solve a problem.
Directions: Read the statements in the left column. In the write column, write “fact,” “value,” or “policy”
to indicate the type of claim.
Professional athletes should be randomly drug-
Claim of policy
tested.
Research suggests that texting has adversely
Claim of fact
impacted properly grammar and spelling.
Parents should monitor their teens’ use of social
Claim of policy
media to prevent bullying and other threats.
Cheating is wrong. Claim of value
Humans have exacerbated climate change. Claim of fact
Dogs make the best pets. Claim of value
The US should send additional expeditions to Mars. Claim of policy
The contributions of stay-at-home moms are as
valuable to society as the contributions of working Claim of value
women.
The government should provide free breakfast and
Claim of policy
lunch to all students.
The ozone layer is being depleted. Claim of fact
© Coach Hall Writes
Sorting Claims, Evidence, and Commentary
Terms to Know
Claim: A claim is a statement or assertion.
Evidence: Evidence supports the claim. Evidence can include facts, statistics, quotes, examples, etc.
Commentary: Commentary explains the significance of the evidence. It explains why the evidence matters and/or
how it proves the claim.
Directions: Read the examples below. Write “claim,” “evidence,” or “commentary” in the box to the right. Each
example has one claim, one evidence, and one commentary.
Sample
This demonstrates that wind energy is a great solution
Commentary
to the energy crisis.
Wind energy is the most efficient type of energy. Claim
It is 1,164% efficient at converting fuel to electricity. Evidence
Example 1
Cursive writing is outdated and should not be taught in
claim
elementary schools.
As such, if teachers replace the time spent on teaching
cursive with additional play time, students will be commentary
happier and learn valuable social skills.
Research suggests students need to spend more time
evidence
playing and socializing.
Example 2
For example, the Faulkner County Public Library in
evidence
Conway offers a story time class for toddlers.
The popularity of this class highlights the need for free
commentary
services that promote literacy at a young age.
Libraries provide valuable services for all ages. claim
Example 3
Over 900 million Americans use a GPS receiver. evidence
The demand for GPS devices and apps illustrates the
public’s desire for up-to-date information about
construction, traffic, and road closures. Drivers want to commentary
be told the fastest, most direct route; they don’t want to
be bothered with an archaic piece of paper.
Global positioning systems are more convenient than
claim
paper maps.
© Coach Hall Writes
Effective Arguments
Directions: Read the scenario for each example. Determine which argument would be more convincing for
the specified audience. Then, in the bottom row, write an explanation indicating the reasoning behind your
choice.
Example 1
Scenario: A group of students meets with the principal in hopes of convincing her to allow them to start a
new school video game club.
Option 1: We have collected signatures of 60 Option 2: Our school has clubs for students
students who would be interested in joining. We interested in other topics, but we don’t offer
have also had two teachers agree to sponsor anything for students interested in video games.
meetings in their classrooms after school. That’s not fair.
The video games would be school appropriate, and Southside, our rival high school, has a successful
we would be responsible for setting up and taking video game club. We should offer one too.
down the equipment.
Playing these games would allow students to
socialize and connect with others who share a
common passion.
Reasoning: When considering the two options, option 1 is more effective for the audience of a principal.
Option 1 presents facts and anticipates possible objections. For example, the students note that they have
interested students, potential advisors, and a designated space for meetings. The students also note they will
be responsible for the equipment. Since the audience is a principal, she would likely be concerned about
the appropriateness of the games, which the students address, but she would also want to cultivate a sense
of community, which this club would achieve. Option 2 is less effective because it sounds “whiny.”
Example 2
Scenario: An ice cream shop owner is promoting his new ice cream flavor to customers in his shop.
Option 1: Last month, we offered customers the Option 2: If you love chocolate but also want a
opportunity to taste test three flavors to see which little crunch, our new flavor chocolate pretzel blast
one should have a permanent spot on the menu. will sure hit the spot.
Chocolate Pretzel Crunch was the unanimous
winner. I made 10 versions of this ice cream until I achieved
the perfect balance of sweet and salty.
Reasoning: This example was intended to be less obvious than example 1. Both options have effective
qualities that students might notice. Some students will argue that option 1 is more effective, noting the
unanimous winner as a sign of credibility. Some students may select option 2, citing the advertisement-like
language as a means of persuasion. Additionally, the quote about “10 versions,” adds credibility, showing
that the owner cares about the quality and flavor of his product, making it more enticing to customers.
© Coach Hall Writes
Effective Arguments
Directions: Read the scenario for each example. Determine which argument would be more convincing for
the specified audience. Then, in the bottom row, write an explanation indicating the reasoning behind your
choice.
Example 3
Scenario: A group of students want to convince their teacher to postpone an assignment deadline.
Option 1: The night before our assignment is due Option 2: We have three other big assignments due
happens to be the same night as our opening that day and an important basketball game the night
basketball game. One quarter of our class is on the before. Please consider extending the deadline.
basketball or cheer team and will be traveling to the
game. The rest of the class plans to travel to attend
the game. We will be out late. If we were given a
one-day extension, we could focus on the game
supporting our school, and we’d be able to turn in a
better-quality assignment the day after.
Reasoning: Option 1 is more effective because the students provide concrete numbers to indicate that a
large portion of the class would be participating in the game and would be out late. The students logically
point out that a one-day extension would allow them to demonstrate school spirit and do higher quality
work. Option 2 is less convincing because while it demonstrates a magnitude of work due on the same day,
it lacks concrete numbers like option 1 has.
Example 4
Scenario: A real estate agent wants to convince a prospective buyer to put in an offer on a house.
Option 1: This house has everything you are Option 2: This house meets all of the desires on
looking for: 3 bedrooms, 2 bathrooms, and a large your list—3 bedrooms, 2 bathrooms, a large yard,
yard. It’s also in a good neighborhood. and a good neighborhood and school district.
However, another couple put in an offer already, so
if you’d like to be considered, you need to act
quickly.
Reasoning: Option 2 identifies the prospective buyer’s desires, and it adds a sense of urgency by
mentioning that there is another offer.
© Coach Hall Writes
