6th Grade Writing (Common Core) • Writing

Supporting Claims with Reasons and Evidence

Learn how to build powerful arguments by backing up your ideas with strong reasons, solid evidence, and trustworthy sources.

Middle School English emblem with an open book, a writing pencil, and spelling check.
Inside this lesson 10 sections 5 questions 6 figures

Section 1

Why Do We Need Evidence? A Quick History

People have been making arguments for thousands of years. But it hasn't always been about proof. In ancient times, many leaders won debates simply by speaking loudly or telling exciting stories. Over time, thinkers realized that the best way to convince someone is to show them why your idea makes sense — with facts, examples, and trustworthy sources. Here's how that idea developed.

~350 B.C.E.

The Greek philosopher Aristotle taught that good arguments need three things: the speaker's character (ethos), emotion (pathos), and logical proof (logos). This was one of the first times someone said, "You need evidence, not just feelings!"

1215 C.E.

The Magna Carta was signed in England. It said that even the king had to follow rules backed by written law — not just his personal opinion. Evidence-based thinking started to shape governments.

1600s

The Scientific Revolution changed everything. Scientists like Galileo insisted that ideas must be tested with experiments and data. "Show me the proof!" became the motto of modern science.

1900s

Schools began teaching argumentative writing as a core skill. Students learned to state a claim, give reasons, and support those reasons with evidence from books and research.

Today

In the age of the internet, knowing how to find credible sources and use evidence correctly is more important than ever. Anyone can post anything online, so being able to tell good evidence from bad evidence is a superpower.

So here's the big question this lesson answers: How do you build an argument that other people will actually believe? The answer is simple — you support your claims with clear reasons and strong evidence from sources you can trust.

Section 2

Core Principles: The Building Blocks of a Strong Argument

Before you can write a convincing argument, you need to understand five key ideas. Think of these as the building blocks that hold your whole essay together. If one block is missing, the whole argument can wobble and fall.

1

Claim

A claim is your main point — the opinion or position you want your reader to agree with. It's a statement that can be argued. Example: "Schools should offer more recess time."
2

Reason

A reason tells your reader why your claim is true. It's the "because" part. Example: "…because physical activity helps students focus better in class."
3

Evidence

Evidence is the specific information that proves your reason is real — facts, statistics, quotes, or examples. Evidence is the muscle of your argument.
4

Credible Source

A credible source (say "KREH-dih-bul") is a place where you find information that is trustworthy and accurate — like a science textbook, an encyclopedia, or a respected news organization.
5

Understanding the Topic

You must actually understand what you're writing about. This means reading carefully, thinking deeply, and explaining ideas in your own words — not just copying someone else's.
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Key Takeaway

Think of your argument like a table. Your claim is the tabletop — it's the idea you want everyone to see. Your reasons are the legs that hold it up. And your evidence is the glue and screws that keep those legs strong and attached. Without evidence, your table legs are loose and the whole thing collapses!

Section 3

Visual Map: How Claims, Reasons, and Evidence Connect

The diagram below shows how the pieces of a strong argument fit together. Notice how everything flows from the claim at the top, down through reasons, and then to evidence at the bottom. Each reason needs its own evidence, and every piece of evidence should come from a credible source.

CLAIM"Schools should have more recess."REASON 1Helps students focusREASON 2Reduces stressREASON 3Builds social skillsEVIDENCE AStudy: 20 min of playboosts test scores 15%EVIDENCE BPediatrics journal:recess lowers anxietyEVIDENCE CQuote: Dr. Reyes says"Play reduces cortisol."EVIDENCE DSurvey: 80% of kids saythey make friends at recessCREDIBLE SOURCEUniversity research paperCREDIBLE SOURCEMedical journalCREDIBLE SOURCEExpert interviewCREDIBLE SOURCENational education surveyClaimReasonsEvidenceSources

Look at how each layer depends on the one below it. Your claim sits on top, but without reasons it's just an opinion floating in the air. Without evidence, your reasons are just guesses. And without credible sources, your evidence could be made up. The strongest arguments have all four layers working together.

Section 4

How It Works: The Step-by-Step Process

Now that you know the pieces, let's look at the process you follow when writing an argument. There are four key steps, and each one builds on the last.

The Argument Formula

Claim+Reason+Evidence(fromcrediblesource)=StrongArgumentClaim + Reason + Evidence (from credible source) = Strong Argument

Every body paragraph in your essay should follow this pattern.

Step 1: State Your Claim Clearly

Your claim should be one clear sentence that tells the reader exactly what you believe. It should be arguable — meaning someone could disagree with it. "The sky is blue" is a fact, not a claim. But "Our school should start a recycling program" is a claim because someone could argue against it.

Step 2: Give a Reason

A reason answers the question "Why?" after your claim. Good reasons are logical. They make your reader think, "Okay, that makes sense." You'll usually have two to three reasons in an essay, and each one gets its own paragraph.

Reason Pattern

"[Claim]because[Reason].""[Claim] because [Reason]."

If you can connect your claim and reason with "because," you're on the right track.

Step 3: Back It Up with Evidence

Evidence is the proof that your reason is correct. There are many types of evidence you can use: facts (things that are true and can be checked), statistics (numbers and data), quotes from experts, examples from real life or from a text you've read, and details from a source like a book or article.

Step 4: Use Credible Sources

Not all sources are created equal. A random blog post isn't as trustworthy as a report from NASA. You need to check that your sources are credible. We'll dig deeper into this in the next section.

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Key Takeaway

Writing an argument is like being a lawyer in a courtroom. Your claim is what you're trying to prove. Your reasons are the arguments you make to the jury. And your evidence is the photos, witnesses, and documents you bring to prove your case. Without solid evidence, the jury won't believe you — no matter how loud you talk!

Section 5

Credible vs. Not Credible: A Source Guide

One of the most important skills in argumentative writing is knowing which sources to trust. Here's a detailed breakdown to help you tell the difference. A handy way to remember is the acronym CRAAP: Currency, Relevance, Authority, Accuracy, and Purpose.

The CRAAP Test for Sources✓ CREDIBLE✗ NOT CREDIBLEC — Currency (Is it recent?)Published in the last few yearsUpdated informationC — OutdatedVery old, no recent updatesBroken links, dead pagesR — Relevance (Does it fit?)Directly relates to your topicAppropriate for your levelR — Off-topicOnly sort of relatedDoesn't actually support your pointA — Authority (Who wrote it?)Expert, scientist, professor.edu, .gov, or known organizationA — Unknown authorNo author listedRandom blog or social media postA+P — Accurate & Fair PurposeFacts match other sourcesGoal: to inform or educateA+P — Biased or sellingCan't find the same facts elsewhereGoal: to sell, trick, or persuade unfairlyExamples: encyclopedias, textbooks,news orgs (BBC, NPR), .gov sitesExamples: Wikipedia (sometimes), randomblogs, ads, social media rumors

Here's a quick tip: if you find a fact on one website, try to find the same fact on a second trustworthy website. If two credible sources agree, you can feel more confident that the information is accurate.

Source Credibility Spectrum

Social media posts Peer-reviewed research

The spectrum above shows how sources range from less credible on the left to most credible on the right. For a 6th grade essay, good targets are textbooks, encyclopedias, well-known news organizations, and government websites (.gov). You don't need to find peer-reviewed journals — but knowing they exist at the top of the credibility ladder is a great start!

Section 6

Worked Example: Writing a Body Paragraph

Let's walk through writing one complete body paragraph of an argumentative essay. We'll follow the Claim → Reason → Evidence → Source pattern from start to finish.

Writing a Body Paragraph

  1. 1

    Step 1 — Choose Your Claim

    Our claim for this essay is: "Students should be allowed to use audiobooks in class." This is arguable — some people might disagree — and it clearly states our position.
  2. 2

    Step 2 — State Your Reason

    We need to answer "Why?" Our reason for this paragraph: "Audiobooks help struggling readers keep up with their classmates." Notice how this reason is specific. It doesn't just say "audiobooks are good." It explains exactly how they help.
  3. 3

    Step 3 — Find and Add Evidence

    We need a fact, statistic, or expert quote that proves our reason. After researching, we find this: "According to the National Literacy Trust, students who listen to audiobooks while following along in the printed text improved their reading speed by 20% over one school year." This is a specific statistic from a real, named organization.
  4. 4

    Step 4 — Check the Source

    Is the National Literacy Trust credible? Let's run the CRAAP test. Currency: The study was published recently. Authority: The organization is well-known and run by literacy experts. Accuracy: Other education sources report similar numbers. Purpose: It aims to inform, not sell products. ✓ It passes!
  5. 5

    Step 5 — Put It All Together

    Here's the finished paragraph:
    Students should be allowed to use audiobooks in class because audiobooks help struggling readers keep up with their classmates. According to the National Literacy Trust, students who listen to audiobooks while following along in the printed text improved their reading speed by 20% over one school year. This shows that audiobooks aren't a shortcut — they're a tool that actually makes students better readers. When a trusted organization like the National Literacy Trust reports these results, it's clear that audiobooks deserve a place in our classrooms.
  6. 6

    Step 6 — Check: Does It Show Understanding?

    Notice the sentence: "This shows that audiobooks aren't a shortcut — they're a tool that actually makes students better readers." That sentence isn't from any source. It's the writer's own thinking. It shows the writer understands the evidence and can explain what it means. This is what "demonstrating an understanding of the topic" looks like.

Section 7

Strengths and Common Pitfalls

Even strong writers make mistakes sometimes. Let's compare what works well in argumentative writing with what you'll want to avoid.

What to Do ✓What to Avoid ✗Why It Matters
Use specific evidence (facts, numbers, quotes)Use vague statements like "Everyone knows…"Specific details are convincing; vague claims sound like guesses
Name your source ("According to NASA…")Say "Some people say…" or "I read somewhere…"Naming your source lets the reader check your facts and trust you more
Explain the evidence in your own wordsJust drop a quote with no explanationExplaining shows you actually understand the topic
Use 2–3 credible sourcesUse only one source (or none)Multiple sources show you've done real research
Make sure evidence directly supports your reasonInclude interesting but off-topic evidenceIrrelevant evidence distracts the reader and weakens your argument
Keep your voice — add your own analysisLet the sources do all the talkingYour teacher wants to see YOUR thinking, not just a list of facts
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Key Takeaway

Think of evidence like ingredients in a recipe. You wouldn't just dump flour, eggs, and sugar on a plate and call it a cake. You have to mix them together and explain how they work. In the same way, you can't just paste a quote into your essay. You need to introduce it, explain what it means, and connect it back to your claim. That's what great writers do!

Section 8

Connection to Advanced Writing

The skills you're learning right now are the same ones used by professional journalists, scientists, lawyers, and college students. As you move through school, your argumentative writing will get more complex — but the foundation stays the same. Here's a peek at what comes next.

SkillWhat You're Learning Now (6th Grade)What Comes Later (7th–12th Grade)
ClaimState one clear claimWrite nuanced claims that acknowledge the other side (counterarguments)
ReasonsGive 2–3 clear reasonsDevelop complex, layered reasoning with logical structures
EvidenceUse facts, quotes, and statisticsAnalyze primary sources, conduct original research, and evaluate competing evidence
SourcesCheck if a source is credible using the CRAAP testUse formal citations (MLA, APA), evaluate bias in detail, and cross-reference multiple sources
UnderstandingExplain evidence in your own wordsSynthesize ideas from many sources, identify themes, and develop original arguments

The exciting news? If you master these five building blocks now, everything that comes later will feel like a natural upgrade. You're building the engine — future classes will just add more horsepower.

Section 9

Practice Problems

Time to test what you've learned! Try each problem on your own, then click "Show Answer" to check your thinking.

Question 1: Problem 1 — Conceptual

What is the difference between a reason and a piece of evidence?
Show answer
A reason explains why your claim is true. It's the "because" that connects to your main point. Evidence is the specific proof that your reason is correct — like a fact, statistic, quote, or example from a credible source. For example, "Exercise is good for kids because it helps them focus" is a reason. The evidence would be something like: "A study by the CDC found that kids who exercise 30 minutes a day score higher on attention tests." The reason is the general idea; the evidence is the specific detail that backs it up. Great work if you understood this — it's one of the most important ideas in the whole lesson!

Question 2: Problem 2 — Identification

Read this paragraph and identify the claim, the reason, and the evidence: "Our school should start a garden club because growing plants teaches responsibility. According to the American Horticultural Society, 85% of teachers reported that students who participated in school gardens showed improved responsibility and teamwork skills."
Show answer
Claim: "Our school should start a garden club." This is the main opinion the writer is arguing for. Reason: "…because growing plants teaches responsibility." This explains why the garden club is a good idea. Evidence: "According to the American Horticultural Society, 85% of teachers reported that students who participated in school gardens showed improved responsibility and teamwork skills." This is a specific statistic from a named source that proves the reason is true. Nice job finding all three parts!

Question 3: Problem 3 — Intermediate

A student writes: "School uniforms are bad because nobody likes them." What are two things wrong with this statement as part of an argumentative essay? How would you fix it?
Show answer
Problem 1: The reason "nobody likes them" is vague and not supported. It's a generalization — the writer can't prove that nobody likes uniforms. Problem 2: There is no evidence from a credible source. The writer needs specific data or quotes to prove their point. A better version might be: "School uniforms should not be required because they limit students' ability to express themselves. A 2019 survey by the National Association of Elementary School Principals found that 62% of students said wearing uniforms made them feel less creative at school." This version has a specific reason, a named source, and a real statistic. See the difference?

Question 4: Problem 4 — Applied

Imagine you are writing an essay arguing that "Students should have access to free school lunches." Write one body paragraph that includes a reason, at least one piece of evidence, and mention a credible source. (It's okay to make up a realistic-sounding statistic for practice — the point is to practice the structure!)
Show answer
Here's one example of a strong paragraph: "Students should have access to free school lunches because hungry students cannot concentrate in class. According to the U.S. Department of Agriculture, students who eat a nutritious lunch perform 20% better on afternoon tests compared to students who skip lunch. When kids are worried about where their next meal is coming from, they can't focus on math or reading. Providing free lunches removes that worry and gives every student an equal chance to succeed." This answer works because it has a clear reason (hungry students can't concentrate), specific evidence (the 20% statistic), a credible source (U.S. Department of Agriculture), and the writer's own explanation of why the evidence matters. Your paragraph might look different, and that's perfectly fine — as long as it includes all four parts!

Question 5: Problem 5 — Challenge

You find the following two sources while researching whether video games are good for kids. Which source is more credible, and why? Use at least two parts of the CRAAP test in your answer. Source A: A 2023 article on the website of the American Psychological Association (APA) written by Dr. Sarah Chen, titled "The Cognitive Benefits of Moderate Gaming in Children." Source B: A blog post from 2014 by user "GameFan99" titled "Why Video Games Are Awesome and Teachers Are Wrong," published on a personal gaming blog with no references.
Show answer
Source A is far more credible. Here's why, using the CRAAP test: Currency: Source A is from 2023 (recent), while Source B is from 2014 (older and possibly outdated). Authority: Source A is written by a doctor (Dr. Sarah Chen) and published by the American Psychological Association, a well-known expert organization. Source B is by an anonymous user with no credentials. Accuracy: The APA is known for fact-checked, research-based content. The blog post has no references, so you can't verify its claims. Purpose: Source A aims to inform; Source B seems designed to express a personal opinion and might be biased. In an essay, you'd want to cite Source A. Thinking critically about sources like this is a skill that will help you throughout your whole life — awesome work!

Summary

Lesson Summary

Summary

In this lesson, you learned the building blocks of a strong argument. Every good argument starts with a claim — a clear statement of what you believe. To make your claim convincing, you support it with reasons that explain why your claim is true. But reasons alone aren't enough. You need evidence — specific facts, statistics, quotes, or examples — to prove your reasons are correct. That evidence must come from credible sources, which you can evaluate using the CRAAP test (Currency, Relevance, Authority, Accuracy, and Purpose).

Finally, you learned that strong writers don't just paste in quotes. They demonstrate understanding by explaining evidence in their own words and connecting it back to their claim. Remember the formula: Claim + Reason + Evidence from a credible source + your own analysis = a powerful argument. Whether you're writing a school essay, debating a friend, or evaluating news on the internet, these skills will serve you every day. Keep practicing, and you'll become the kind of writer and thinker who can convince anyone!

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