All questions
Question 1
In a short presentation to the class, Sam argues for a new after-school coding club.
Main argument/thesis: The school should start an after-school coding club because students are interested and it can be run safely and cheaply.
Claim 1 (supported): Sam says there is student interest. He reports that he asked 50 students in 6th grade, and 22 said they would attend at least twice a month.
Claim 2 (supported): He says costs are low because the school already has laptops, and he quotes the library media specialist (Ms. Patel) saying the computer lab is available Tuesdays.
Claim 3 (unsupported): Sam says, “The club will definitely win awards,” but provides no examples of competitions or past results.
Claim 4 (unsupported): He says, “Coding is the most important skill for every job,” without evidence.
Which choice best shows the difference between a supported claim and an unsupported claim in Sam’s presentation?
- Supported: The club will definitely win awards. Unsupported: 22 of 50 students said they would attend.
- Supported: 22 of 50 students said they would attend. Unsupported: The club will definitely win awards. (correct answer)
- Supported: Coding is the most important skill for every job. Unsupported: The lab is available Tuesdays.
- Supported: Every job uses coding. Unsupported: Students are interested in a club.
Explanation: This question assesses CCSS.SL.6.3: Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Delineating means identifying which claims have evidence (facts, statistics, expert opinions) versus those that are bare assertions; supported claims have specific backing while unsupported claims lack proof. Answer B correctly distinguishes between supported and unsupported claims: the supported claim "22 of 50 students said they would attend" has specific survey data as evidence, while the unsupported claim "The club will definitely win awards" lacks any evidence about competitions or past results. The distractors fail because A reverses the supported/unsupported labels, C incorrectly identifies the unsupported claim about coding being important for every job as supported and mislabels the factual statement about lab availability, and D misidentifies which claims are actually made in the presentation. This error reveals students may not recognize survey data as valid support, may confuse confident predictions with supported claims, or may not carefully match claims to their evidence status in the original text. To teach this skill, create a T-chart with Supported Claims (must have evidence) and Unsupported Claims (no evidence provided); for each claim, ask "What proof does the speaker give?" - if specific data/facts/quotes exist, it's supported; if only assertions/predictions, it's unsupported; practice with claim pairs showing clear contrasts: "22 of 50 students surveyed said yes" (supported - has numbers) versus "We'll definitely win awards" (unsupported - no evidence of competitions); emphasize that even positive predictions need evidence to be considered supported; use color coding where students highlight evidence in one color and mark unsupported claims in another. Focus on the analytical skill of matching claims to their evidence rather than judging whether claims seem reasonable.
Question 2
In a short video commentary for a media class, Talia argues about screen time at home.
Main argument/thesis: Families should set a “no screens during homework” rule.
Claim 1 (supported): Talia says multitasking makes homework take longer. She gives a reason: switching attention between apps and assignments breaks concentration, so students need extra time to re-focus.
Claim 2 (supported): She says the rule is realistic because it only applies during homework time, not all day. She explains that students can still use screens afterward, which makes the rule easier to follow.
Claim 3 (unsupported): She says, “All students will get straight A’s if they do this,” with no evidence.
Claim 4 (unsupported): She adds, “Anyone who disagrees just doesn’t care about learning,” which attacks people instead of giving support.
Which choice identifies a claim that Talia does not support with reasons or evidence?
- Multitasking makes homework take longer because switching attention breaks concentration.
- The rule is realistic because it only applies during homework time, not all day.
- All students will get straight A’s if they do this. (correct answer)
- Families should set a no-screens-during-homework rule.
Explanation: This question assesses CCSS.SL.6.3: Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Delineating means describing or outlining the argument structure clearly by identifying the main argument (the speaker's overall position or thesis), specific claims (particular statements supporting that position), and determining how claims are supported (or not); unsupported claims are bare assertions, opinions stated as facts, emotional appeals, vague generalizations, or statements that lack factual backing like statistics, expert opinions, research findings, or logical explanations. The correct answer C demonstrates the standard because it accurately identifies a claim that Talia does not support with reasons or evidence - she simply asserts "All students will get straight A's if they do this" without providing any studies, examples of improved grades, expert opinions, or logical reasoning to back this sweeping promise about academic outcomes. The distractors fail because A is supported with logical reasoning (explaining how switching attention breaks concentration), B is also supported with reasoning (explaining why the limited scope makes it realistic), and D is the main argument/thesis rather than a specific claim needing support. This error reveals that students may not recognize absolute promises or guarantees as unsupported claims, possibly thinking that positive outcomes don't need evidence, or they may confuse attacking opponents (which is also unsupported) with the type of unsupported claim the question asks about. To teach this skill, help students identify "too good to be true" claims: teach them to be skeptical of absolute promises ("all students will get straight A's") that lack evidence; model asking "How does the speaker know this?" and "What proof is offered?" for each claim. Practice distinguishing between reasonable claims with logical support ("multitasking makes homework take longer because attention switching breaks concentration") and unrealistic promises without evidence ("everyone will get straight A's"); create a collection of claim types including logical reasoning, statistical support, expert opinion, and unsupported promises, having students sort and discuss why each belongs in its category; emphasize that extraordinary claims (like guaranteeing academic success) require extraordinary evidence, not just assertion.
Question 3
At a community meeting with families and students, a coach speaks against canceling after-school sports to create more tutoring time.
Main argument/thesis: The school should keep after-school sports while also offering tutoring.
Claim 1 (supported): The coach says sports improve attendance. He cites last semester’s report: athletes had an average attendance rate of 96%, compared to 92% for non-athletes.
Claim 2 (supported): He says tutoring can still happen by offering it before practice twice a week. He explains the schedule idea and how it avoids conflicts.
Claim 3 (unsupported): He claims, “Sports are the only reason students come to school,” without evidence.
Claim 4 (unsupported): He says, “Tutoring never works anyway,” without data or examples.
Which claim is supported with data (numbers) rather than just an opinion?
- Sports are the only reason students come to school.
- Athletes had 96% average attendance compared to 92% for non-athletes. (correct answer)
- Tutoring never works anyway.
- Anyone who likes tutoring should quit sports.
Explanation: This question assesses CCSS.SL.6.3: Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Delineating means describing or outlining the argument structure clearly by identifying the main argument (the speaker's overall position or thesis), specific claims (particular statements supporting that position), and determining how claims are supported (or not); data specifically refers to numerical information, statistics, percentages, or quantifiable measurements that provide concrete evidence for a claim, as opposed to opinions, generalizations, or unsupported assertions. The correct answer B demonstrates the standard because it identifies the claim supported with actual data - the coach cites specific numbers from last semester's report showing athletes had 96% average attendance compared to 92% for non-athletes, which is quantifiable evidence rather than just an opinion about sports and attendance. The distractors fail because A and D are explicitly labeled as unsupported claims (no evidence for "only reason students come" or "tutoring never works"), while C appears to be a claim about offering tutoring before practice but doesn't specifically identify the data-supported claim about attendance rates. This error reveals that students may not distinguish between claims with numerical data and other types of claims, possibly overlooking specific percentages in favor of more dramatic but unsupported statements, or not recognizing that data means numbers/statistics specifically. To teach this skill, explicitly teach students to identify data by looking for numbers, percentages, statistics, or measurements: create a "data hunter" activity where students scan speeches specifically for numerical evidence; teach them to distinguish data ("96% attendance rate") from opinions ("sports are the only reason") or procedural explanations ("tutoring before practice twice a week"). Practice with a three-column chart: "Claim," "Type of Support," and "Actual Evidence" - for example, "Sports improve attendance" | "Data" | "96% vs 92% attendance rates"; versus "Sports are the only reason students come" | "None" | "No evidence provided"; emphasize that data provides objective, measurable support while opinions and exaggerations do not, teaching students to value quantifiable evidence over dramatic but unsupported claims.
Question 4
During a 6th-grade student council meeting, Maya gives a 1-minute persuasive speech to classmates arguing that the school should create a no-phones-at-lunch rule.
Main argument/thesis: The school should ban phone use during lunch to improve students’ well-being and friendships.
Claim 1 (supported): Maya says phone-free lunch helps students talk more. She cites a survey she and her teacher ran of 120 students: 78 students (65%) said they “mostly look at a screen” at lunch, and 70 of those 78 said they would talk more if phones were away.
Claim 2 (supported): She adds that breaks from screens can help attention later in class. She explains a cause-and-effect reason: if lunch is a real break, brains rest, and it’s easier to focus afterward.
Claim 3 (unsupported): Maya says, “Everyone will be happier immediately, guaranteed,” but she gives no data or source.
Claim 4 (unsupported): She says, “Other schools never allow phones at lunch,” but she does not name any schools or provide proof.
Which claim is best supported by reasons and/or evidence in Maya’s speech?
- Other schools never allow phones at lunch.
- Phone-free lunch helps students talk more, supported by the 120-student survey results. (correct answer)
- Everyone will be happier immediately, guaranteed.
- A phone ban is the only fair rule for lunch.
Explanation: This question assesses CCSS.SL.6.3: Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Delineating means describing the argument structure clearly by identifying the main argument (speaker's overall position), specific claims (statements supporting that position), and how claims are supported; supported claims have reasons (logical explanations) and/or evidence (facts, statistics, expert opinions, research findings, examples showing patterns), while unsupported claims are bare assertions, opinions stated as facts, emotional appeals, or vague generalizations lacking factual backing. Answer B correctly identifies the best-supported claim because Maya provides statistical evidence from a 120-student survey with specific percentages (78 students/65% mostly look at screens; 70 of those would talk more without phones), which constitutes concrete data backing her claim that phone-free lunch helps students talk more. The distractors fail because A and D are unsupported claims (no evidence provided for other schools' policies or fairness being the only consideration), while C is explicitly labeled as unsupported in the passage ("guaranteed" happiness with no data). This error reveals students may not recognize that numerical survey data constitutes strong evidence, may confuse emotional appeals or absolute statements with supported claims, or may not distinguish between claims that sound reasonable and claims actually backed by evidence. To teach this skill, use a graphic organizer with Main Argument at top, specific claims branching below, and evidence listed under each claim; teach what counts as evidence (facts/statistics/data, expert opinions with credentials, research findings, specific examples showing patterns, logical reasoning) versus non-evidence (bare assertions, opinions as facts, emotional appeals, vague language, single anecdotes); practice with highlighters having students mark evidence in transcripts and circle unsupported claims, then discuss why survey data with specific numbers provides stronger support than emotional guarantees or unsupported generalizations. Focus on the analytical skill of evaluating whether claims are backed by reasons/evidence or mere assertions, not whether students agree with the claims.
Question 5
In a short presentation to the PTA, a parent speaker argues that the school should start 20 minutes later.
Main argument/thesis: The school day should begin 20 minutes later.
Claim 1: Students would be more alert. Support: The speaker cites a local university sleep researcher, Dr. Kim, who studied 10 schools and reported fewer first-period tardies after later start times.
Claim 2: Families could adjust. Support: The speaker explains that buses could shift routes by 20 minutes without changing the number of buses, because the elementary schedule would stay the same.
Claim 3: “No one likes early mornings, so this will definitely raise grades for everyone.” Support: The speaker does not provide data about grades or explain why it would help every student.
Claim 4: Attendance could improve. Support: The speaker gives a statistic: in Dr. Kim’s report, average attendance increased by 3% in the schools that changed start times.
Which claim is weakest supported because it uses a broad promise without evidence?
- Students would be more alert.
- Families could adjust bus routes by 20 minutes.
- Early mornings are disliked, so grades will definitely rise for everyone. (correct answer)
- Attendance could improve after a later start.
Explanation: This question assesses CCSS.SL.6.3: Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Delineating involves identifying claims and evaluating their support - unsupported claims make broad promises or assertions without evidence, while supported claims have backing like research, data, or logical explanations. The correct answer C identifies the weakest supported claim: "No one likes early mornings, so this will definitely raise grades for everyone" - this makes a sweeping promise ("definitely raise grades for everyone") without any data about grades or explanation of the connection, as the stimulus confirms "does not provide data about grades or explain why it would help every student." The distractors fail because they identify claims with actual support: A has research from Dr. Kim's study, B has logical explanation about bus routes, and D has a specific statistic (3% attendance increase). This error reveals students may not recognize overgeneralization as lack of support, may accept broad promises without evidence, or may not understand that definitive claims require strong evidence. To teach this skill, contrast supported versus unsupported claims side-by-side; teach red flags for unsupported claims ("everyone," "definitely," "always" without data); practice identifying when speakers make promises beyond their evidence; use highlighters to mark evidence in transcripts and circle unsupported claims, discussing why broad assertions need corresponding broad evidence.
Question 6
In a product pitch to the PTA, two students, Sam and Priya, propose selling healthy snack packs at school events.
Main argument/thesis: The PTA should approve healthy snack packs instead of candy-only sales.
Claim 1 (supported): They say many families want healthier options. They report results from a quick survey of 120 event-goers: 78 said they would buy a snack pack with fruit, popcorn, and water.
Claim 2 (supported): They say the plan can still raise money. They show a simple calculation: if each pack costs 1.20tomakeandsellsfor2.00, the profit is $0.80 per pack.
Claim 3 (unsupported): Sam says, “These snack packs are the healthiest food you can eat,” without nutrition facts or comparisons.
Claim 4 (unsupported): Priya says, “If we sell these, our events will be the most popular in the whole city,” without evidence.
Which statement is best supported by evidence in the pitch?
- These snack packs are the healthiest food you can eat.
- Many families want healthier options, supported by a survey where 78 out of 120 people said they would buy the pack. (correct answer)
- Our events will be the most popular in the whole city.
- Candy-only sales are always bad for everyone.
Explanation: This question assesses CCSS.SL.6.3: Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Delineating means describing or outlining the argument structure clearly by identifying the main argument (the speaker's overall position or thesis), specific claims (particular statements supporting that position), and determining how claims are supported (or not); well-supported claims have specific evidence like statistics, survey data, expert opinions, or logical reasoning with clear connections, while unsupported claims rely on exaggeration, bare assertions, or vague promises without backing. The correct answer B demonstrates the standard because it identifies the claim best supported by evidence - Sam and Priya provide specific survey data (78 out of 120 event-goers said they would buy the pack), which is concrete numerical evidence showing actual demand for healthier options rather than just asserting that families want them. The distractors fail because A and C are explicitly labeled as unsupported claims (no nutrition facts for "healthiest food"; no evidence for becoming "most popular in the whole city"), while D merely restates a version of the main argument rather than identifying a specific supported claim. This error reveals that students may not recognize the difference between claims with specific, quantifiable support (survey results with numbers) versus claims that use superlatives or absolute language without evidence, or they may think that positive-sounding statements don't need support. To teach this skill, emphasize the importance of specific evidence: compare "many families want healthier options" (vague) with "78 out of 120 people surveyed said they would buy it" (specific); teach students to look for concrete support like numbers from surveys, specific calculations, or cited sources rather than accepting broad claims. Practice evaluating evidence quality by creating a scale from "no support" to "strong support": no support = bare assertion ("it's the healthiest"), weak support = vague claim ("many people want"), strong support = specific data ("78 out of 120 surveyed"); have students rate claims from various speeches and justify their ratings; focus on teaching that the best-supported claims have specific, verifiable evidence rather than emotional appeals or exaggerated promises.
Question 7
During a student council meeting, Maya gives a 3-minute persuasive speech to classmates arguing that the school should move homeroom to the end of the day instead of the beginning.
Main argument/thesis: Homeroom should be at the end of the school day.
Claim 1 (supported): Maya says end-of-day homeroom would reduce late arrivals. She cites the assistant principal’s announcement that “tardies are highest in first period,” and she adds that when students miss the bus or get dropped off late, they would miss homeroom instead of a class that teaches new material.
Claim 2 (supported): She says it would improve organization. She explains that teachers could use the last 10 minutes to check planners, remind students of tomorrow’s materials, and help students pack what they need, which logically prevents forgetting items.
Claim 3 (unsupported): Maya says, “Everyone would feel less stressed immediately,” but she gives no survey, example pattern, or expert source.
Claim 4 (unsupported): She adds, “No teachers would mind this change,” without any evidence from teachers.
Which claim is supported by reasons and evidence in Maya’s speech?
- Everyone would feel less stressed immediately.
- No teachers would mind this change.
- End-of-day homeroom would reduce late arrivals because tardies are highest in first period and students who arrive late would miss homeroom instead of class. (correct answer)
- Homeroom should be moved because it would be better overall.
Explanation: This question assesses CCSS.SL.6.3: Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Delineating means describing or outlining the argument structure clearly by identifying the main argument (the speaker's overall position or thesis), specific claims (particular statements supporting that position), and determining how claims are supported (or not); supported claims have reasons (logical explanations) and/or evidence (facts, statistics, expert opinions, research findings, examples showing patterns), while unsupported claims are bare assertions, opinions stated as facts, emotional appeals, vague generalizations, single anecdotes, or circular reasoning lacking factual backing. The correct answer C demonstrates the standard because it accurately identifies a claim that Maya backs with both evidence (the assistant principal's announcement about "tardies are highest in first period") and logical reasoning (explaining that late students would miss homeroom instead of instructional class time), making this a well-supported claim rather than a mere assertion. The distractors fail because A and B are explicitly labeled as unsupported claims in the passage (Maya provides no survey data, examples, or expert sources for "everyone would feel less stressed" or "no teachers would mind"), while D merely restates the main argument/thesis rather than identifying a specific supporting claim with evidence. This error reveals that students may confuse unsupported assertions with supported claims, not recognizing that statements like "everyone would feel" or "no teachers would mind" require evidence to be considered supported, or they may confuse the main argument with specific supporting claims. To teach this skill, first help students identify argument structure using a graphic organizer with the main argument at top and specific claims branching below with evidence listed under each claim; then teach what counts as evidence (facts/statistics/data, expert opinions with credentials, research findings, specific examples showing patterns, logical reasoning) versus non-evidence (bare assertions, opinions as facts, emotional appeals, vague language, single anecdotes); practice by having students highlight evidence in transcripts and circle unsupported claims, then discuss the differences. Focus on the analytical skill of identifying whether claims are backed by reasons/evidence or are merely assertions, teaching students to ask "What evidence does the speaker provide for this claim?" rather than "Do I agree with this claim?"
Question 8
At a school assembly, a science club member, Anika, gives a public service message encouraging students to bring reusable water bottles.
Main argument/thesis: Students should bring reusable water bottles to school.
Claim 1 (supported): Anika says it reduces trash. She reports that during one week, the custodial staff counted about 420 empty plastic bottles in cafeteria trash bins.
Claim 2 (supported): She says it saves money over time. She reasons that if a student buys a 1bottletwiceaweek,that’sabout2 per week, which adds up across months, while a reusable bottle is bought once.
Claim 3 (unsupported): She claims, “Reusable bottles make water taste better,” but she provides no test results or comparisons.
Claim 4 (unsupported): She says, “If everyone switches, our school will become famous,” without evidence.
Which claim does Anika state without providing reasons or evidence?
- Bringing reusable bottles reduces trash because many plastic bottles are thrown away each week.
- Buying bottled water can cost money each week, while a reusable bottle is a one-time purchase.
- Reusable bottles make water taste better. (correct answer)
- Students should bring reusable water bottles to school.
Explanation: This question assesses CCSS.SL.6.3: Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Delineating means describing or outlining the argument structure clearly by identifying the main argument (the speaker's overall position or thesis), specific claims (particular statements supporting that position), and determining how claims are supported (or not); unsupported claims are bare assertions, opinions stated as facts, emotional appeals, vague generalizations, single anecdotes, or circular reasoning that lack factual backing like statistics, expert opinions, research findings, or logical explanations. The correct answer C demonstrates the standard because it accurately identifies a claim that Anika states without providing any reasons or evidence - she simply asserts that "reusable bottles make water taste better" without offering taste test results, comparisons, expert opinions, or any other form of support, making it a bare assertion. The distractors fail because A is explicitly supported with statistical evidence (420 empty bottles counted by custodial staff), B is supported with logical reasoning and mathematical calculation (2perweekaddsupovertimeversusone−timepurchase),andDisthemainargument/thesisratherthanaspecificclaimneedingsupport.Thiserrorrevealsthatstudentsmaynotrecognizewhatconstitutesabareassertionversusasupportedclaim,possiblythinkingthatifsomethingsoundsreasonableorpositiveitdoesn′tneedevidence,ortheymayconfusethemainargument(whichstatesaposition)withclaims(whichneedsupport).Toteachthisskill,firstmodelasking"Whatevidencedoesthespeakerprovideforthisclaim?"foreachstatement;iftheansweris"none"or"theyjustsayit,"thenit′sunsupported;teachstudentstodistinguishbetweenclaimswithbacking(numbers,expertquotes,logicalreasoning)andclaimswithout("ittastesbetter"withnocomparisondata).Practicewithside−by−sidecomparisons:supportedclaim("savesmoney−2/week adds up") versus unsupported claim ("tastes better" - no evidence); use highlighters to mark evidence in green and unsupported claims in red, discussing why each is categorized that way; emphasize that even claims that might be true still need evidence to be considered "supported" in argument analysis.
Question 9
In a class debate about homework, Jordan argues that the school should limit homework to 60 minutes per night for middle school students.
Main argument/thesis: Homework should be capped at 60 minutes each night.
Claim 1: Too much homework reduces sleep. Support: Jordan cites the American Academy of Pediatrics recommendation that kids ages 11–14 need 9–12 hours of sleep and says many students stay up late finishing assignments.
Claim 2: A cap would still allow practice. Support: He reasons that focused practice is more effective than long, tired work because tired students make more mistakes and learn less.
Claim 3: “All homework is pointless.” Support: He offers no examples, research, or explanation—just the statement.
Claim 4: Students would have more time for activities. Support: He gives one anecdote about his cousin joining soccer after switching to a school with less homework.
Which claim is supported mainly by logical reasoning (a cause-and-effect explanation) rather than statistics or an anecdote?
- Too much homework reduces sleep.
- A 60-minute cap would still allow meaningful practice. (correct answer)
- All homework is pointless.
- Students would have more time for activities.
Explanation: This question assesses CCSS.SL.6.3: Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Delineating means identifying the main argument, specific claims, and evaluating support - logical reasoning is a type of support that explains cause-and-effect relationships, distinct from statistics (numbers/data) or anecdotes (single stories). The correct answer B demonstrates the standard because Jordan's claim "A cap would still allow practice" is supported by logical reasoning: "focused practice is more effective than long, tired work because tired students make more mistakes and learn less" - this is a clear cause-and-effect explanation rather than data or a story. The distractors fail because A is supported by expert recommendation (AAP citation), C has no support at all (explicitly stated as unsupported), and D is supported by an anecdote (story about cousin). This error reveals students may not recognize different types of evidence, may confuse logical reasoning with other support types, or may not understand that explaining why something would work counts as reasoning-based support. To teach evidence types, create categories: Statistics (numbers/percentages with sources), Expert Opinion (credentials + statements), Examples (specific instances showing patterns), Logical Reasoning (if A then B because explanations), Research (studies/surveys cited); practice sorting evidence from speeches into these categories; highlight how logical reasoning connects ideas with "because" statements explaining cause-and-effect, distinguishing it from mere assertions or data-based claims.
Question 10
At a 6th-grade student council meeting, Maya gives a short persuasive speech arguing that the school should create a phone-free lunch zone in half of the cafeteria.
Main argument/thesis: The school should set aside a phone-free lunch area so students can talk more and feel better at lunch.
Claim 1: Students would socialize more. Support: Maya says her group counted 60 students at lunch for three days; in the area where fewer phones were out, students had about 2 conversations per table instead of 1.
Claim 2: A phone-free zone would reduce lunch stress. Support: She quotes the school counselor, Mr. Alvarez, who says he sees more friendship conflicts that start from group chats during lunch and that “a short break from phones can calm conflicts.”
Claim 3: “Everyone will be happier immediately.” Support: Maya does not give any facts, examples, or expert statements—she just says it’s obvious.
Claim 4: The zone would be easy to try. Support: She explains the school could start with a two-week trial using signs and student volunteers, then collect feedback.
Which claim is not supported by reasons or evidence in Maya’s speech?
- Students would socialize more in a phone-free lunch area.
- A phone-free zone would reduce lunch stress.
- Everyone will be happier immediately. (correct answer)
- The phone-free zone would be easy to try as a short trial.
Explanation: This question assesses CCSS.SL.6.3: Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Delineating means describing the argument structure clearly by identifying the main argument (speaker's overall position), specific claims (statements supporting that position), and evaluating how claims are supported - supported claims have reasons (logical explanations) and/or evidence (facts, statistics, expert opinions, research findings, examples showing patterns), while unsupported claims are bare assertions, opinions stated as facts, emotional appeals, vague generalizations, single anecdotes, or circular reasoning lacking factual backing. The correct answer C demonstrates the standard because it identifies Maya's claim "Everyone will be happier immediately" as unsupported - the stimulus explicitly states Maya "does not give any facts, examples, or expert statements—she just says it's obvious," making this a bare assertion without evidence. The distractors fail because they identify claims that actually have support: A has observational data (counted students and conversations), B has expert opinion (school counselor quote), and D has logical reasoning (explaining the trial process). This error reveals students may not understand what qualifies as evidence versus mere assertion, may accept statements at face value without checking for backing, or may confuse having an opinion with supporting that opinion. To teach this skill, use a graphic organizer with Main Argument at top, specific claims branching below, and evidence listed under each claim; teach what counts as evidence (facts/statistics/data, expert opinions with credentials, research findings, specific examples showing patterns, logical reasoning) versus NOT evidence (bare assertions, opinions as facts, emotional appeals, vague language, single anecdotes); practice with transcripts where students highlight evidence and circle unsupported claims, focusing on the analytical skill of evaluating whether claims are backed by reasons/evidence or are mere assertions.
Question 11
In a classroom debate, Priya argues that the school should keep daily recess for middle school.
Main argument/thesis: Middle school students should have daily recess because it supports learning and health.
Claim 1 (supported): Priya says movement helps the brain. She gives logical reasoning: after sitting for long periods, students get restless; a short break lets them return to class calmer and more ready to learn.
Claim 2 (supported): She cites the school nurse’s report that visits for “headache/stress” were higher on days when indoor recess was canceled for testing practice (she says the nurse counted 18 visits on a canceled-recess day compared to 9 on a normal day).
Claim 3 (unsupported): Priya says, “If we remove recess, students will stop caring about school,” but she gives no evidence.
Claim 4 (unsupported): She says, “Schools without recess have the worst behavior,” but she does not cite any study or examples.
Which statement is an example of logical reasoning (a cause-and-effect explanation) used as support?
- The nurse counted 18 headache/stress visits on a canceled-recess day compared to 9 on a normal day.
- After sitting a long time, students get restless; a short break helps them return calmer and ready to learn. (correct answer)
- If we remove recess, students will stop caring about school.
- Schools without recess have the worst behavior.
Explanation: This question assesses CCSS.SL.6.3: Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Delineating includes identifying types of support; logical reasoning means cause-and-effect explanations showing how one thing leads to another, while other evidence types include statistics, expert opinions, or examples. Answer B correctly identifies logical reasoning because it presents a clear cause-and-effect chain: sitting for long periods → students get restless → short break allows movement → students return calmer and ready to learn, showing how each step logically leads to the next. The distractors fail because A is statistical evidence (specific visit counts), C is an unsupported prediction without reasoning, and D is an unsupported comparison without evidence. This error reveals students may confuse statistical data with logical reasoning, not recognize cause-effect chains as a form of support, or think any prediction constitutes logical reasoning even without explaining the connection. To teach this skill, teach the structure of logical reasoning: "If A happens, then B results because..."; model cause-effect chains using arrows (long sitting → restlessness → break for movement → calmer return → better learning readiness); contrast logical reasoning with other evidence types using a chart: Statistics (numbers/counts), Expert Opinion (authority quotes), Examples (specific instances), Logical Reasoning (if-then-because explanations); practice identifying reasoning by looking for connection words ("after," "because," "leads to," "results in"); have students create their own cause-effect chains for classroom situations and explain each link. Focus on recognizing that logical reasoning explains HOW something works through connected steps, not just stating THAT it works.
Question 12
In a classroom presentation, Leo proposes a new policy: a 15-minute silent reading time at the start of every day.
Main argument/thesis: The school should add 15 minutes of silent reading every morning.
Claim 1 (supported): Leo says it would help students read more books. He cites the class library checkout record: in the month when their teacher tried “reading warm-up” twice a week, checkouts rose from 60 to 92.
Claim 2 (supported): He argues it would improve focus. He gives logical reasoning: starting with a quiet activity helps students transition from the hallway to learning, so teachers spend less time settling the class.
Claim 3 (unsupported): Leo says, “This will raise everyone’s test scores,” but he doesn’t provide any study, data, or explanation.
Claim 4 (unsupported): He adds, “No one will complain about losing 15 minutes,” without evidence.
Which claim is supported by statistical evidence?
- Silent reading will raise everyone’s test scores.
- No one will complain about losing 15 minutes.
- Silent reading would help students read more books, supported by checkouts rising from 60 to 92 during a trial month. (correct answer)
- Silent reading improves focus because quiet time helps students transition into learning.
Explanation: This question assesses CCSS.SL.6.3: Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Delineating means describing or outlining the argument structure clearly by identifying the main argument (the speaker's overall position or thesis), specific claims (particular statements supporting that position), and determining how claims are supported (or not); statistical evidence specifically refers to numerical data, measurements, percentages, or quantifiable information that supports a claim, as opposed to other types of evidence like expert opinions, logical reasoning, or examples. The correct answer C demonstrates the standard because it accurately identifies the claim supported by statistical evidence - Leo cites specific numbers from the class library checkout record showing checkouts rose from 60 to 92 during a trial month, which is quantifiable data supporting his claim that silent reading would help students read more books. The distractors fail because A and B are explicitly labeled as unsupported claims (no study, data, or explanation provided for test scores; no evidence for "no one will complain"), while D identifies a claim supported by logical reasoning rather than statistical evidence (the explanation about quiet time helping transitions is reasoning, not numerical data). This error reveals that students may not distinguish between different types of evidence, possibly thinking any supported claim has "statistical evidence" or not recognizing that statistics specifically means numbers/data rather than other forms of support like logical explanations. To teach this skill, explicitly teach evidence types: Statistics (numbers, percentages, measurements with sources like "60 to 92 checkouts"), Expert opinions (credentials plus statements like "Dr. X found..."), Examples (specific instances showing patterns), Logical reasoning (if-then explanations like "quiet time helps transitions because..."), and Research (studies or surveys cited); create a chart with columns for each evidence type and have students sort evidence from various speeches. Practice identifying statistical evidence specifically by looking for numbers, percentages, counts, or measurements; use the question "Does this claim have numbers/data to back it up?" to help students recognize statistical support versus other types; emphasize that logical reasoning, while valid support, is different from statistical evidence.
Question 13
In a short debate statement to a 6th-grade class, Jordan argues about phone rules at school.
Main argument/thesis: Students should be allowed to use phones during lunch only.
Claim 1 (supported): Jordan says lunch-only phone use would reduce classroom distractions. He points to the school’s behavior log shared by the dean: 38 phone-related reminders were recorded in one month during class time.
Claim 2 (supported): He says lunch phone time can help students coordinate rides and after-school plans. He gives a reason: lunch is a natural break when students can message family without interrupting instruction.
Claim 3 (unsupported): He says, “If we allow phones at lunch, bullying will disappear,” but he gives no evidence or explanation connecting lunch phone use to bullying stopping.
Claim 4 (unsupported): He adds, “Most parents definitely want this,” without any parent survey or quote.
Which statement best describes Jordan’s main argument?
- Phone-related reminders happen during class time.
- Students should be allowed to use phones during lunch only. (correct answer)
- Bullying will disappear if phones are allowed at lunch.
- Parents want students to have more phone access at school.
Explanation: This question assesses CCSS.SL.6.3: Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Delineating means describing or outlining the argument structure clearly by identifying the main argument (the speaker's overall position or thesis), specific claims (particular statements supporting that position), and determining how claims are supported (or not); the main argument is the overarching stance while specific claims are supporting statements, and distinguishing between them is crucial for understanding argument structure. The correct answer B demonstrates the standard because it accurately states Jordan's overall thesis/main argument ("Students should be allowed to use phones during lunch only"), which is his central position about what the school policy should be, not just one of his supporting claims. The distractors fail because A identifies a piece of evidence (phone-related reminders during class) rather than the main argument, C and D identify specific unsupported claims Jordan makes rather than his overall thesis, confusing supporting statements with the central position. This error reveals that students may not understand the difference between a main argument/thesis and supporting claims, potentially thinking that any statement in the speech could be the main argument, or they may focus on memorable details rather than identifying the speaker's overall position. To teach this skill, start by explaining that the main argument answers "What is the speaker trying to convince us of overall?" while claims answer "What specific points support this position?"; use a graphic organizer with the main argument at the top and supporting claims below; practice with multiple speeches having students first identify the main argument before listing claims. Additionally, teach students to look for thesis statements that encompass the entire position (often containing "should" or "must") versus specific supporting points that provide reasons why the thesis is true; have them practice distinguishing between "The school should change lunch policy" (main argument) versus "Lunch lines are too long" (supporting claim).
Question 14
A student entrepreneur, Lena, pitches a fundraiser idea to her homeroom: selling reusable water bottles with the school logo.
Main argument/thesis: The school should run Lena’s reusable bottle fundraiser.
Claim 1: Students want the product. Support: Lena says she surveyed 80 students; 52 said they would “probably” or “definitely” buy one.
Claim 2: The fundraiser can make a profit. Support: She shows numbers: bottles cost 4eachinbulk,andsheproposessellingthemfor9, leaving $5 per bottle before other costs.
Claim 3: “These bottles are the best quality on the planet.” Support: She gives no tests, reviews, or comparisons.
Claim 4: It could reduce plastic waste. Support: She reasons that if students refill bottles, they buy fewer single-use drinks.
Which claim is supported by survey data?
- Students want the product. (correct answer)
- The fundraiser can make a profit.
- These bottles are the best quality on the planet.
- The fundraiser could reduce plastic waste.
Explanation: This question assesses CCSS.SL.6.3: Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Delineating requires identifying different types of evidence - survey data involves collecting responses from multiple people to show patterns or preferences, distinct from financial calculations, unsupported assertions, or logical reasoning. The correct answer A demonstrates the standard because Lena's claim "Students want the product" is supported by survey data: "she surveyed 80 students; 52 said they would 'probably' or 'definitely' buy one" - this is numerical data collected through surveying students about their preferences. The distractors fail because B uses financial calculations (cost/price numbers), C is explicitly unsupported ("gives no tests, reviews, or comparisons"), and D uses logical reasoning (if-then explanation about refilling bottles). This error reveals students may not recognize survey data as a specific evidence type, may confuse different kinds of numerical evidence, or may not understand that asking people and recording responses constitutes survey support. To teach evidence types, create clear categories with examples: Survey Data (asked X people, Y% said), Financial Data (costs/prices/budgets), Expert Opinion (credentials + quotes), Logical Reasoning (if-then explanations); practice identifying evidence types in real speeches; teach that surveys involve asking questions and reporting responses numerically, making them strong support for claims about what people want or think.
Question 15
In a student-led forum, Elena argues that the cafeteria should offer a vegetarian main dish every day.
Main argument/thesis: The cafeteria should offer a vegetarian main dish daily.
Claim 1 (supported): Elena says more students would eat school lunch if there were more options. She cites a student government poll of 300 students: 110 said they would choose a vegetarian main dish at least once a week.
Claim 2 (supported): She says it can be done without slowing lines. She reasons that the cafeteria already serves two main choices on Fridays, so adding a consistent vegetarian option uses an existing system.
Claim 3 (unsupported): Elena says, “Vegetarian food is always tastier than meat,” but gives no taste test or evidence.
Claim 4 (unsupported): She says, “If we don’t do this, students will stop trusting the school,” without support.
Which claim is supported by research/survey evidence?
- Vegetarian food is always tastier than meat.
- If we don’t do this, students will stop trusting the school.
- More students would eat school lunch if there were more options, supported by a poll of 300 students where 110 would choose a vegetarian main dish at least once a week. (correct answer)
- The cafeteria should offer a vegetarian main dish daily because it would be nice.
Explanation: This question assesses CCSS.SL.6.3: Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Delineating means describing or outlining the argument structure clearly by identifying the main argument (the speaker's overall position or thesis), specific claims (particular statements supporting that position), and determining how claims are supported (or not); research/survey evidence specifically refers to data collected through systematic inquiry, polls, or studies that provide empirical support for claims, as opposed to personal opinions, logical reasoning alone, or unsupported assertions. The correct answer C demonstrates the standard because it accurately identifies the claim supported by research/survey evidence - Elena cites a student government poll of 300 students where 110 said they would choose a vegetarian main dish at least once a week, which is concrete survey data showing actual student preferences and demand. The distractors fail because A and D are explicitly labeled as unsupported claims (no taste test evidence for "always tastier"; no support for "students will stop trusting"), while B identifies a claim supported by logical reasoning about existing systems rather than research/survey evidence. This error reveals that students may not distinguish between different types of support, possibly thinking any supported claim has "research evidence" or not recognizing that surveys and polls constitute a specific type of empirical evidence different from logical reasoning. To teach this skill, explicitly define research/survey evidence: data collected by asking groups of people questions (polls, surveys) or systematic studies that gather information; teach students to look for key phrases like "poll of X students," "survey showed," "study found," or specific numbers from data collection. Create categories of evidence types with examples: Research/Survey ("poll of 300 students: 110 said..."), Logical Reasoning ("cafeteria already serves two choices, so..."), Expert Opinion ("nutritionist says..."), and Unsupported ("always tastier"); practice sorting claims by evidence type using color coding or graphic organizers; emphasize that research/survey evidence provides empirical data about what groups actually think or do, making it particularly strong support for claims about preferences or behaviors.
Question 16
A community member speaks at a school assembly about starting a recycling program.
Main argument/thesis: The school should restart recycling in classrooms.
Claim 1 (supported): She says recycling can reduce trash pickups. She reports that last year, when recycling bins were in place, the school’s trash dumpster was emptied 2 times per week; after bins were removed, it was emptied 3 times per week (based on the facilities log).
Claim 2 (supported): She says students are willing to help. She describes a sign-up sheet from the environmental club: 26 students volunteered to do weekly bin checks.
Claim 3 (unsupported): She says, “Recycling always saves tons of money,” but gives no dollar amounts.
Claim 4 (unsupported): She says, “If we don’t recycle, people will think we don’t care at all,” which is mostly an emotional appeal.
Which claim has stronger evidence in the speech?
- Recycling always saves tons of money.
- If we don’t recycle, people will think we don’t care at all.
- Recycling reduced trash pickups from 3 times per week to 2 times per week, based on the facilities log. (correct answer)
- Recycling is the nicest thing a school can do.
Explanation: This question assesses CCSS.SL.6.3: Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Delineating includes evaluating which claims have stronger evidence; stronger evidence is specific, measurable, and verifiable (like documented data from facilities logs), while weaker support includes vague assertions, emotional appeals, or claims without specifics. Answer C has stronger evidence because it provides specific, verifiable data from the facilities log showing a measurable change (trash pickups reduced from 3 times to 2 times per week when recycling was in place), which is concrete, documented evidence. The distractors fail because A makes a vague claim about saving "tons of money" without dollar amounts, B is an emotional appeal about what people might think rather than factual evidence, and D is a subjective opinion about what's "nicest" without support. This error reveals students may not recognize that specific, documented data (facilities logs) provides stronger evidence than vague claims or emotional appeals, or may give equal weight to all statements without evaluating evidence quality. To teach this skill, create a evidence strength scale: Strongest (specific numbers/data from official sources), Strong (expert opinions with credentials), Moderate (logical reasoning), Weak (vague claims, emotional appeals); compare claims side-by-side asking "Which has more specific, verifiable information?"; teach that documented records (facilities logs, official reports) provide stronger evidence than general statements ("saves tons") or emotional appeals ("people will think badly"); practice ranking multiple claims by evidence strength, discussing why "2 vs 3 pickups per week from facilities log" is stronger than "always saves money" with no specifics. Focus on evaluating evidence quality, not just presence - specific, measurable, documented evidence is strongest.
Question 17
In a short commercial played on the school’s video announcements, a student promotes the cafeteria’s new “Power Parfait.”
Main argument/thesis: Students should choose the Power Parfait for breakfast because it is a healthy, energizing option.
Claim 1 (supported): The ad states the parfait has 12 grams of protein and 6 grams of fiber, and it shows these numbers as “nutrition facts from the cafeteria recipe.”
Claim 2 (supported): The speaker says protein helps you feel full longer, giving a reason: when you feel full, you’re less likely to get distracted by hunger in first period.
Claim 3 (unsupported): The speaker claims, “It’s the most popular breakfast in the entire city,” but gives no sales data or source.
Claim 4 (unsupported): The speaker says, “One bite will make you a better student,” which is an exaggerated promise without evidence.
Which claim in the ad is supported by statistical evidence?
- The parfait has 12 grams of protein and 6 grams of fiber. (correct answer)
- It’s the most popular breakfast in the entire city.
- One bite will make you a better student.
- Everyone who tries it will love it.
Explanation: This question assesses CCSS.SL.6.3: Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Delineating includes identifying types of evidence; statistical evidence consists of numbers, percentages, measurements, or quantifiable data, while other evidence types include expert opinions, examples, or logical reasoning. Answer A correctly identifies the claim supported by statistical evidence because it cites specific numbers (12 grams of protein, 6 grams of fiber) presented as "nutrition facts from the cafeteria recipe," which are measurable, quantifiable data. The distractors fail because B and D are unsupported claims (no data about city-wide popularity or universal love), while C is an exaggerated promise without any evidence, statistical or otherwise. This error reveals students may not recognize nutritional data as statistical evidence, may confuse unsupported claims with evidence-based ones, or may not understand that statistics specifically refer to numerical/quantifiable information. To teach this skill, define evidence types clearly: Statistical = numbers, percentages, measurements (grams, calories, survey results); Expert = credentials + statement; Examples = specific instances; Logical = cause-effect reasoning; have students sort evidence into categories using a chart; emphasize that nutrition facts with specific measurements (12g protein) are statistical just like survey percentages or vote counts; practice identifying statistical evidence by looking for numbers with units (grams, percent, dollars) versus non-statistical claims (popularity, taste, promises); create flashcards with different evidence types and have students match claims to evidence categories. Focus on recognizing that any measurable, numerical data constitutes statistical evidence.
Question 18
At a PTA meeting, a teacher gives a short talk about classroom seating.
Main argument/thesis: Classrooms should offer flexible seating options (like standing desks and wobble stools) for students who want them.
Claim 1 (supported): The teacher says some students focus better when they can move. She cites a small pilot in her own class: during a 4-week trial with 6 standing desks, 14 students used them at least once, and average on-task behavior (measured with a simple checklist) increased from 70% to 78%.
Claim 2 (supported): She says flexible seating can be managed with clear rules. She explains her reason: if students sign up and the teacher checks expectations, the room stays organized.
Claim 3 (unsupported): She says, “Flexible seating will raise every student’s grades,” but provides no grade data.
Claim 4 (unsupported): She says, “Traditional chairs are outdated and basically useless,” which is opinion without support.
Which claim does the teacher support using data from a classroom trial?
- Flexible seating will raise every student’s grades.
- Traditional chairs are outdated and basically useless.
- Some students focus better when they can move, supported by on-task behavior increasing from 70% to 78%. (correct answer)
- Flexible seating is fun, so we should do it.
Explanation: This question assesses CCSS.SL.6.3: Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Delineating includes identifying how speakers support claims; data from classroom trials means specific measurements or observations collected during an actual test period, providing empirical evidence rather than speculation or opinion. Answer C correctly identifies the claim supported by classroom trial data because the teacher cites specific measurements from a 4-week pilot: 14 students used standing desks, and on-task behavior (measured with a checklist) increased from 70% to 78%, which is concrete data collected during an actual classroom experiment. The distractors fail because A makes an unsupported prediction about grades without data, B is an opinion calling traditional chairs "useless," and D reduces the argument to "it's fun" without evidence. This error reveals students may not recognize that percentages from classroom observations constitute trial data, may confuse opinions or predictions with evidence-based claims, or may not understand what constitutes empirical evidence from a pilot study. To teach this skill, define "classroom trial data" as measurements collected during actual testing (behavior percentages, participation counts, time measurements) versus predictions or opinions; model how pilots/trials work: hypothesis → test period → collect data → report results; highlight the components of trial evidence in this example: duration (4 weeks), sample (6 desks, 14 users), measurement method (checklist), results (70% to 78%); contrast trial data with unsupported claims by asking "Was this measured or just predicted?"; have students design simple classroom trials and identify what data they would collect. Focus on recognizing that specific measurements from actual testing provide stronger evidence than predictions or opinions.
Question 19
In an oral editorial for the school news show, a student argues that the school should keep arts classes (music and art) every year instead of cutting them.
Main argument/thesis: The school should not cut arts classes.
Claim 1: Arts classes help academic skills. Support: The speaker mentions a district report showing students who took at least one arts class had higher average attendance than students who took none.
Claim 2: Arts classes build confidence. Support: The speaker gives an example of three students who felt more comfortable presenting after performing in a concert.
Claim 3: “If we cut art, the school will stop being a real school.” Support: The speaker does not explain what “real school” means or provide evidence.
Claim 4: Cutting arts would save less money than people think. Support: The speaker cites the proposed budget showing arts supplies are $1,200 for the year, which is less than 1% of the total activity budget.
Which claim is supported by specific budget numbers?
- Arts classes help academic skills.
- Arts classes build confidence.
- If we cut art, the school will stop being a real school.
- Cutting arts would save less money than people think. (correct answer)
Explanation: This question assesses CCSS.SL.6.3: Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Delineating requires identifying specific types of evidence - budget numbers are concrete financial data showing costs, percentages, or monetary comparisons, distinct from attendance data, examples, or unsupported predictions. The correct answer D demonstrates the standard because the claim about saving less money is supported by specific budget numbers: "arts supplies are $1,200 for the year, which is less than 1% of the total activity budget" - these are concrete financial figures with a calculated percentage. The distractors fail because A uses attendance data (not budget numbers), B uses examples of students (not financial data), and C is explicitly unsupported with no explanation of what "real school" means. This error reveals students may not distinguish between different types of numerical evidence, may not recognize budget/financial data as a specific evidence category, or may confuse any numbers with budget-specific numbers. To teach evidence types, create clear categories: Budget/Financial (dollars, costs, percentages of spending), Statistics (survey results, attendance rates), Examples (specific instances), Expert Opinion (quoted authorities); practice sorting evidence from speeches; emphasize that budget numbers specifically relate to money/costs/spending, making them ideal support for claims about financial impact or savings.
Question 20
During a morning announcement, the assistant principal argues that the school should start a recycling program in every classroom.
Main argument/thesis: Our school should add classroom recycling bins and a weekly pickup.
Claim 1: The program would reduce trash. Support: He says the custodians reported the school throws away about 18 large bags of paper each week, and paper can be recycled.
Claim 2: Recycling teaches responsibility. Support: He gives a reason: when students sort materials, they practice making careful choices that help the community.
Claim 3: “Other schools are doing this and they’re all cleaner.” Support: He does not name any schools, give numbers, or describe how he knows.
Claim 4: The plan is realistic. Support: He explains that the city’s recycling department provides free bins and will pick up once a week.
Which statement best describes the assistant principal’s main argument?
- Paper is the biggest type of trash at the school.
- The school should add classroom recycling bins and a weekly pickup. (correct answer)
- The city should charge schools less for trash pickup.
- Students should be punished for throwing away paper.
Explanation: This question assesses CCSS.SL.6.3: Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Delineating means describing the argument structure clearly by identifying the main argument (speaker's overall position), specific claims (statements supporting that position), and evaluating support - supported claims have reasons and/or evidence while unsupported claims lack factual backing. The correct answer B accurately states the assistant principal's main argument/thesis as given in the stimulus: "Our school should add classroom recycling bins and a weekly pickup," which is the overall position the speaker is advocating, not just one supporting claim. The distractors fail because they confuse specific supporting claims with the main argument (A is claim 1 about trash reduction), misidentify topics not actually argued (C about city charges is never mentioned), or introduce positions not taken (D about punishment is never suggested). This error reveals students may not understand the difference between a main argument and supporting claims, may confuse the topic being discussed with the speaker's position on it, or may insert ideas not actually present in the speech. To teach delineating arguments, ask "What is the speaker trying to convince us of?" for the main argument, then "What specific points support this?" for claims; use graphic organizers showing hierarchy; practice identifying main arguments versus supporting claims in speeches/articles, teaching students to distinguish the overarching thesis from the specific points made to support it.