NY Next Generation ELA 9-10R8
The Standard
Delineate and evaluate an argument and specific claims in a text, assessing the validity or fallacy of key statements by examining whether the supporting evidence is relevant and sufficient. (RI&RL)
New York State Next Generation English Language Arts Learning Standards
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students delineate and evaluate an argument and its specific claims. They test key statements for validity or fallacy and judge whether evidence is relevant and sufficient.
What Mastery Looks Like
- The student reconstructs the argument accurately and identifies assumptions, reasoning moves, and support. The evaluation names a valid inference or fallacy and explains the evidence judgment.
Common Misconceptions
- Students may call any weak claim a fallacy without identifying the reasoning error. They may judge validity from agreement or treat relevant evidence as automatically sufficient.
How to Assess It
- Give a concise argument containing one questionable inference. Ask students to outline its claims, test the inference, and evaluate evidence relevance and sufficiency.
Lesson moves
Ways to Teach It
Diagram premises, assumptions, claims, and evidence from an argument using movable cards.
Ask students whether a key statement follows logically even if they disagree with it.
Play Fallacy or Gap with short arguments and precise reasoning labels.
Evaluate an editorial or policy claim for validity, relevance, and sufficient evidence.
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Printable 9-10R8 Worksheet
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Related Standards
- 7SL3
Delineate a speaker's argument and specific claims, evaluating for sound reasoning, and the relevance and sufficiency of the evidence.
- 8R8
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- 7R8
Trace and evaluate the development of an argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and suffi...
- 8SL3
Delineate a speaker's argument and specific claims, evaluating for sound reasoning, and the relevance and sufficiency of the evidence; identify when irrelevant ...
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