Evaluate an Op-Ed's Reasoning and Evidence

Have students underline the claim and each reason before they answer. Use questions 1 to 3 as notes for the closing paragraph, which asks for a clear judgment.

Evaluate an op-ed for a community garden, spotting irrelevant evidence and an unsupported crime claim. The directions on the page read: Read the op-ed carefully. Then answer the questions on page 2. An answer key is included.

Yes, both. We made it for 8th grade comprehension exercises, and it works the same at home or at school. At home, a student can work through it alone and then go over it with you, which shows quickly what is solid and what needs another look. In class it works as independent practice, homework or a warm-up, and you can print one copy or a full set.

A strong author names the opposing view, grants what is true in it and then explains why the main claim still holds. In the street tree essay, students look at how the author grants a point with the words That chore is real and then answers the sidewalk complaint.

Irrelevant evidence is a fact or detail that does not help prove the claim, even if it is true. The community garden op-ed includes one such detail for students to find and explain.

Ask whether the evidence is enough to prove the claim as stated. A big claim, like cutting crime in half, needs strong support, and students test whether the op-ed provides it.