CCSS.ELA-Literacy.WHST.11-12.1a
The Standard
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
Common Core State Standards for English Language Arts
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students write a focused position that can be supported with reasons and evidence. They explain why the issue matters, identify an opposing position, and plan a clear sequence for the argument.
What Mastery Looks Like
- A strong student can open with a focused claim that shows clear knowledge of the issue. The student identifies an opposing view and builds an outline where each reason and piece of evidence has a clear place.
Common Misconceptions
- Students may write a broad topic instead of a clear, arguable claim. They may treat a counterclaim as their own position, ignore why the issue matters, or list evidence without a logical order.
How to Assess It
- Use this exit ticket: “Write a three-sentence opening that states your claim, explains why it matters, and names one opposing claim.”
Lesson moves
Ways to Teach It
Give groups sentence strips with a claim, counterclaim, reasons, and evidence, then have them arrange and defend a logical order.
Ask students to write: “Should schools require community service for graduation?” Include a claim, its significance, and an opposing view.
Run an argument sorting race where teams place claim, counterclaim, reason, and evidence cards under the correct labels.
Analyze an editorial opening and mark where the writer states a position, explains its significance, and addresses another view.
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Printable WHST.11-12.1a Worksheet
A ready-to-print activity worksheet aligned to CCSS.ELA-Literacy.WHST.11-12.1a, with an answer key for the teacher on its own page. No account needed.
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Where This Standard Sits
Before This Standard
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