Identifying Claims

and Determining
Explicit and
Implicit Claims
 OBJECTIVE / EXPECTATIONS

At the end of the lesson, you are expected to;

1. compare the three kinds of claims;

2. determine the appropriate type of claim;
3. determine debatable claims;
4. identify the explicit claim in an argumentative text or essay;
and
5. infer from given details implicit claims in argumentative texts.
INTRODUCTION
 Every time we do critical reading, we also
do critical thinking. As we read critically
by discovering information and ideas
within a text, we are simultaneously
thinking critically by evaluating the
information and ideas, deciding what to
accept and what to believe. In other words,
critical reading and critical thinking
always go together.
 A thesis or claim is the key point being explained and
defended, or the position being taken in an argument. For a text
or essay to be argumentative or persuasive, its thesis or claim
must be debatable. This means that the thesis or claim needs to
be something that people could reasonably have differing
opinions on. If your claim is something that is generally agreed
upon or accepted as true, there is no reason to try to persuade
people or argue with them (Weida & Stolley, 2013; Huglen, 2014).
DISCUSSION
 When to say a claim is
debatable or not?
“Pollution is bad for the
environment” is an example of a
claim that is not debatable
because the word pollution itself
means that something is bad or
negative in some way, and all
studies agree that pollution is a
problem; therefore, no one could
reasonably argue that pollution
is good. They simply disagree on
the impact it will have or its
scope as a problem.
“At least 25 percent of the country’s budget should be spent
on limiting pollution”

is an example of debatable claim because reasonable people

could disagree with it. Some people might think that this is how
we should be spending more money on education. Still others
could argue that corporations that cause pollution, not the
government, should be paying to limit pollution.
“The country’s antipollution efforts should focus on privately
owned cars.”

is another example of a debatable claim because some might

think that focusing on recycling programs, not private
automobiles, is the most effective strategy.
 CHARACTERISTICS OF CLAIMS

defendable- it can be supported by facts;

responsible- it takes an ethically sound position;

understandable- it uses clear terms and defines key words;

interesting- it is challenging and worth discussing.

 EXPLICIT AND IMPLICIT CLAIMS

When trying to decide on the type of claim to use for your

research-based argument, you need to consider the following:

• position and knowledge of the following

• audience
• the context of your paper
 CATEGORIES OF CLAIMS

• claims of fact – aims to establish that something is or is not

the case
• claims of value – attempt to establish the overall worth, merit,
or importance of something
• claims of policy – tries to establish, reinforce, or change a
course of action, often found in actual policies or sets of
procedures.
(Huglen, 2014; VanderMey et al., 2011)
NOTE:
Claims or position being taken in the argument
should be supported by evidence – ethically,
emotionally, and logically.
 Suggested questions in constructing an
argument:

• claims of fact: Did it happen? Is it true? How do we know this?

 Suggested questions in constructing an
argument:

claims of value:

How bad is it? How good? How moral or immoral? Of what worth is it?
Why say so? What do the people value?
What values or criteria should I use to determine its goodness or badness?
 Suggested questions in constructing an
argument:

claims of policy:

What should we do? How should we act? How can we solve this problem?
What course of action should we pursue?
 Required Evidence To Be Presented On
Each Claim:

Claims of Fact:

It should have sufficient and appropriate grounds based on

reliable authority; recent accurate, sufficient, typical data; and
clearly defined terms without any loaded language.

There is a clear distinction between fact and inference.

Example:

• What some people refer to as global warming is actually

nothing more than normal, long term cycles of climate
change.
• The popularity of SUV’s in the Philippines has caused
pollution to increase.
• Generally, tertiary education in the Philippines is not
adequately preparing students for gainful employment.
 Required Evidence To Be Presented On
Each Claim:

Claims of Value:

• It establishes reasonable standards of evaluation that

reasonable readers will accept.

• It makes clear that the values or principles you are defending

should have priority on a scale of values over competing values
or principles others might defend.
 Required Evidence To Be Presented On
Each Claim:

Claims of Value:

• It suggests that adherence to the values you are defending

will bring about good results—practical or moral.

• It uses real-world examples and illustrations to clarify

meanings of abstract values.

• It uses the testimony of others to prove that

knowledgeable or highly regarded people share your
values.
Example:

• Global warming is the most pressing challenge facing the

world today.
• Many Music videos fail to present positive images of
women.
• Remedial reading teachers provide a valuable service.
Claims of Policy:

• It makes the proposed action clear.

• It provides concrete date that need for change is just,
right, and reasonable.
• It establishes that the plan is workable under the
conditions proposed.
• It shows benefits or advantages of the proposed policy.
• It considers opposition or counterarguments.
Example:

• The death penalty ought to be revived in the Philippines.

• Tricycles must not be banned from using major streets in
Metro Manila.
 EXPLICIT CLAIMS

Explicit claims are clearly stated in a sentence at the

beginning or at the end, and sometimes in the middle, of the
argumentative text, essay, or reading material.
 EXPLICIT CLAIMS
Example:

Many underdeveloped countries have a contradictory

policy of simultaneously promoting tobacco production (for
economic reasons) and discouraging tobacco consumption (for
health reasons). For example, China has revolutionized the
healthcare of its people, and yet leads the world in tobacco
productions and consumption. In many third world countries
(including the Philippines), cigarette advertising and promotions
overwhelm poorly funded anti-smoking efforts that go virtually
unnoticed by the general public (adapted from Ferrante, 1992,
o. 25, as cited in Maker & Lenier, 1996, p. 8)
 IMPLICIT CLAIMS

Implicit claims are implied rather than stated; they

are understood yet not clearly or directly stated, thus hidden.
You have to infer or guess an implicit claim by reading
between the lines. This means that you need to study or
analyse the details, look at how they are organized, and make
an inference or a guess to determine the thesis or claim.
 IMPLICIT CLAIMS
Example:

Insects outnumber people 200 million to one. Ever

wonder why we are so dreadfully outnumbered by these pets,
who dine with us at a picnic and dine on us if they are
mosquitoes? For one thing, plants and flowers would die out if
they were not fertilized by insects. Some insects burrow in the
ground, breaking up the hard ground making it easier for
plants to grow. If plants didn’t grow and flourish, animals that
feed on plants would also die. Without insects, birds that feed
on insects would also die. (Monahan, 2000, p. 197)
 IMPLICIT CLAIMS
Analysis to infer the implied:

Obviously, the claim is about insects. One

sentence mentions the annoying qualities of insects, but the
rest of the sentences show how insects are helpful to plants,
animals, and birds.

Implied or implicit claim:

Insects are beneficial to life on earth (or insects are

important for the survival of life).
THAN
K
YOU!