Argument and Evidence Builder
Build a claim that is supported, explained, and ready to survive a counter-argument.
Success criteria
- I can write a clear claim.
- I can choose relevant evidence and explain how it supports the claim.
- I can identify a counter-argument and respond to it.
- I can use a claim-evidence-reasoning chain in a speech paragraph.
The chain
| Part | Question | Example |
|---|---|---|
| Claim | What do I believe? | Our school should install more water refill stations. |
| Evidence | What supports it? | Students currently buy bottled water, and the bins overflow with empty bottles. |
| Reasoning | Why does the evidence matter? | Refill stations make it easier to choose a reusable bottle, which reduces waste and saves money. |
| Counter-argument | What would someone disagree with? | Refill stations cost money to install and maintain. |
| Rebuttal | How do I answer that? | A small number of stations can serve hundreds of students, and the school can apply for a sustainability grant. |
Types of evidence
| Type | What it is | Watch out for |
|---|---|---|
| Fact | Something that can be checked. | Make sure it is accurate and relevant. |
| Statistic | A number or percentage. | Check the source, date, and sample. |
| Example | A specific case or event. | One example may not prove a general rule. |
| Expert opinion | A view from someone with expertise. | Expertise must match the topic. |
| Anecdote | A short personal story. | It can illustrate a point but is not strong proof on its own. |
| Reasoning | A logical link between ideas. | Do not skip the step that explains why. |
Worked example
Question: Should our school install more water refill stations?
Our school should install more water refill stations. At lunch, the bins near the canteen are already full of empty plastic bottles, and students often say the nearest refill point is too far away. If refill stations were placed near the canteen and the sports courts, students could refill a reusable bottle in seconds instead of buying another one. This would reduce waste and save families money over the year. Some people might argue that the stations are too expensive. However, the school could start with two stations and apply for a sustainability grant, which would spread the cost while still making a visible difference.
Annotate the model
| Part | Underline or highlight |
|---|---|
| Claim | |
| Evidence | |
| Reasoning | |
| Counter-argument | |
| Rebuttal |
Build your own chain
Choose one topic or use your own.
- Should students have a longer lunch break?
- Should our school have a quiet space at lunch?
- Should Year 7 students be allowed to choose their own seats?
- Should our school reduce single-use plastic?
| Part | My notes |
|---|---|
| Claim | |
| Evidence 1 | |
| Reasoning 1 | |
| Evidence 2 | |
| Reasoning 2 | |
| Counter-argument | |
| Rebuttal |
Write the paragraph
Turn your chain into one paragraph for a speech. Use the sentence starters if you need them.
- I believe that…
- This is shown by…
- This matters because…
- Some people might argue…
- However…
Evidence check
- My evidence is relevant to the claim.
- I have explained why the evidence matters.
- I have not used a statistic without a source.
- I have considered a real counter-argument, not a weak one.
- My rebuttal answers the counter-argument directly.
- My paragraph sounds like a speech, not an essay.
Teacher notes
The model uses a local, low-stakes issue so students can focus on the reasoning, not on researching a complex topic.
Students often stop at evidence. Ask: So what? Why does this detail support your claim?
The counter-argument should be the strongest objection, not a joke. Model how to disagree with an idea without attacking a person.
Support: give students a claim and two pieces of evidence, then ask them to write the reasoning. Extension: ask them to evaluate which piece of evidence is stronger and why.
Check any statistics students bring from outside sources before they present.