CCSS.ELA-Literacy.W.11-12.1b
The Standard
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.
Common Core State Standards for English Language Arts
What This Standard Means
Students need to build an argument that treats both sides seriously. They should give strong evidence for their own claim and for the counterclaim, then explain what each side does well and where it falls short. They also need to shape the argument for a specific audience, not a generic reader.
Mastery looks like a balanced, well-evidenced argument that does not mock or ignore the other side. Students often get stuck by using weak counterclaims, picking evidence that only sounds good, or forgetting what their audience already believes, worries about, or values.
Ways to Teach It
- Give pairs two opposing articles and have them highlight each side’s strongest evidence, weakest evidence, and likely audience concerns.
- Ask students to write a counterclaim paragraph that begins, “A fair concern from opponents is,” then answer it without sarcasm.
- Use an exit ticket asking students to name one audience bias and one sentence they would revise because of it.
- Have students analyze a school policy debate, such as phone use, and match evidence to students, parents, teachers, and administrators.
Before This Standard
If students are struggling here, check these first.
Plan a Lesson for CCSS.ELA-Literacy.W.11-12.1b
Generate a complete lesson plan aligned to this standard, with objectives, activities, and materials. Free, no account needed.
Related Standards
- CCSS.ELA-Literacy.WHST.11-12.1b
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