CCSS.ELA-Literacy.WHST.9-10.1b

ELAGrades 9–10Text Types and Purposes

The Standard

Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.

Common Core State Standards for English Language Arts

What This Standard Means

Students need to build an argument that treats both sides honestly. They should make a clear claim, include a real counterclaim, use data or evidence for each, and explain why each side is strong or limited. They also need to shape the argument for the subject area, like history, science, or technical writing, and for what the audience already knows.

Mastery looks like a balanced argument that does not hide weak evidence or mock the other side. Students often get stuck by listing evidence without explaining it, giving the counterclaim only one weak sentence, or ignoring the reader’s likely questions and concerns.

Ways to Teach It

Give pairs a claim card and evidence set, then have them sort evidence into claim, counterclaim, strength, and limitation columns.
Ask students to write: What would a fair reader who disagrees with you say, and how would you answer them?
Use a three-minute exit ticket asking students to name one strength and one limitation of their own claim.
Have students analyze a school phone policy memo and identify how it addresses student, parent, and teacher concerns.

What This Unlocks

Mastery here sets students up for these next.

CCSS.ELA-Literacy.WHST.11-12.1b
Students extend fair claim and counterclaim development by selecting more relevant evidence and addressing audience values and biases.

Related Standards

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