Opinion & Argument Writing — Practice · Grade 6 English

Chapter: Writing

What this practice covers

By the end of Opinion & Argument Writing you should be able to:

15 questions, multiple choice and written answer, each with a worked explanation.

Vocabulary used: claim, reason, evidence, relevant, concluding statement.

Problem 1

Which of these is a strong, arguable claim rather than a plain fact or pure taste?
  1. The Earth orbits the Sun.
  2. Pizza is the tastiest food ever.
  3. Our school should let sixth graders join the after-school clubs.
  4. The gym has a basketball hoop.
Answer and explanation

Our school should let sixth graders join the after-school clubs.

This is specific and debatable — reasonable people could agree or disagree — unlike a scientific fact or a pure taste preference.

Problem 2

In an argument, what is the difference between a 'reason' and 'evidence'?
  1. A reason is always longer than evidence
  2. Evidence comes first and reasons come last
  3. They are two words for the same thing
  4. A reason explains WHY the claim is true; evidence is the facts or examples that prove the reason
Answer and explanation

A reason explains WHY the claim is true; evidence is the facts or examples that prove the reason

A reason gives the logic behind the claim, and evidence is the specific proof that shows the reason is real.

Problem 3

A student claims the school library should stay open later and gives the reason that many students have after-school activities. Which piece of evidence is MOST relevant to that reason?
  1. A survey shows most students can't reach the library until after their clubs and sports end at 5 p.m.
  2. The library was built in 1998.
  3. The librarian is very friendly.
  4. The library has over 10,000 books.
Answer and explanation

A survey shows most students can't reach the library until after their clubs and sports end at 5 p.m.

The survey directly supports the reason about after-school activities; the other facts are true but don't prove that students need later hours.

Problem 4

Explain why 'Summer is the best season' is a weak claim for a formal argument essay.
Answer and explanation

It's purely a matter of personal taste, so there's no objective evidence that could prove one season is 'best' for everyone. A strong argument claim needs to be something you can support with reasons and evidence, and 'best season' comes down to opinion that reasonable people will never settle.

Problem 5

Write a specific, arguable claim about something at your own school, one reason that supports it, and explain why your evidence would need to be relevant to that reason.
Answer and explanation

Example — Claim: Our school should add water-bottle filling stations in the hallways. Reason: the current fountains are crowded and slow, so students don't drink enough during the day. Relevant evidence would need to actually prove that reason — for example, timing how long the line at a fountain gets between classes — rather than an unrelated fact like how many students bring water bottles, which doesn't show the fountains are the problem.

Problem 6

Turn this vague opinion into a strong, arguable claim, then add one reason and one piece of relevant evidence: "Our lunch is bad."
Answer and explanation

Claim: 'Our school should offer at least one hot vegetarian option every day.' Reason: students who don't eat meat currently have few filling choices. Evidence (example): on meat-only days, the salad bar empties early, leaving some students with just a side and a roll.

Claim: 'Our school should offer at least one hot vegetarian option every day.' Reason: students who don't eat meat currently have few filling choices. Evidence (example): on meat-only days, the salad bar empties early, leaving some students with just a side and a roll.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 7

Write a justified claim and answer a counterclaim.
Answer and explanation

A supervised two-day trial could test use while respecting the staffing constraint. The preference supports trying the idea with that group, not a claim of achievement gains. Name who will supervise and what will be recorded before recommending wider adoption.

A supervised two-day trial could test use while respecting the staffing constraint. The preference supports trying the idea with that group, not a claim of achievement gains. Name who will supervise and what will be recorded before recommending wider adoption.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 8

Identify the precise error and write a corrected explanation.
Answer and explanation

That attacks people instead of addressing a practical counterclaim. Specify supervision, hours and a measure for the trial. Explain the evidence for a bounded recommendation while respecting the real constraint.

That attacks people instead of addressing a practical counterclaim. Specify supervision, hours and a measure for the trial. Explain the evidence for a bounded recommendation while respecting the real constraint.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 9

Compare the reasoning in the two cases. What method transfers, and which source detail must be checked again?
Answer and explanation

In the first case, Claim: 'Our school should offer at least one hot vegetarian option every day.' Reason: students who don't eat meat currently have few filling choices. Evidence (example): on meat-only days, the salad bar empties early, leaving some students with just a side and a roll. In the changed case, A supervised two-day trial could test use while respecting the staffing constraint. The preference supports trying the idea with that group, not a claim of achievement gains. Name who will supervise and what will be recorded before recommending wider adoption. The method of defining the relationship and testing relevant evidence transfers; the particular source detail and scope must be checked anew.

In the first case, Claim: 'Our school should offer at least one hot vegetarian option every day.' Reason: students who don't eat meat currently have few filling choices. Evidence (example): on meat-only days, the salad bar empties early, leaving some students with just a side and a roll. In the changed case, A supervised two-day trial could test use while respecting the staffing constraint. The preference supports trying the idea with that group, not a claim of achievement gains. Name who will supervise and what will be recorded before recommending wider adoption. The method of defining the relationship and testing relevant evidence transfers; the particular source detail and scope must be checked anew.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 10

Explain how two relevant details support the model’s conclusion. Name the actual words or actions rather than writing “the text says.”
Answer and explanation

Claim: 'Our school should offer at least one hot vegetarian option every day.' Reason: students who don't eat meat currently have few filling choices. Evidence (example): on meat-only days, the salad bar empties early, leaving some students with just a side and a roll.

Claim: 'Our school should offer at least one hot vegetarian option every day.' Reason: students who don't eat meat currently have few filling choices. Evidence (example): on meat-only days, the salad bar empties early, leaving some students with just a side and a roll.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 11

Write a fair alternative or a meaningful limitation to this conclusion, then explain which evidence would test it.
Answer and explanation

Claim: 'Our school should offer at least one hot vegetarian option every day.' Reason: students who don't eat meat currently have few filling choices. Evidence (example): on meat-only days, the salad bar empties early, leaving some students with just a side and a roll. Keep the conclusion limited to the given scene or source. A competing interpretation must explain rather than ignore the detail that supports the first reading.

Claim: 'Our school should offer at least one hot vegetarian option every day.' Reason: students who don't eat meat currently have few filling choices. Evidence (example): on meat-only days, the salad bar empties early, leaving some students with just a side and a roll. Keep the conclusion limited to the given scene or source. A competing interpretation must explain rather than ignore the detail that supports the first reading.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 12

A student copies the conclusion without giving any evidence. Add a supporting detail and the missing reasoning.
Answer and explanation

Claim: 'Our school should offer at least one hot vegetarian option every day.' Reason: students who don't eat meat currently have few filling choices. Evidence (example): on meat-only days, the salad bar empties early, leaving some students with just a side and a roll. Name the relevant detail before explaining its connection. A conclusion alone does not demonstrate the method.

Claim: 'Our school should offer at least one hot vegetarian option every day.' Reason: students who don't eat meat currently have few filling choices. Evidence (example): on meat-only days, the salad bar empties early, leaving some students with just a side and a roll. Name the relevant detail before explaining its connection. A conclusion alone does not demonstrate the method.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 13

Use the linked local reading to write one developed paragraph applying this unit. Cite a chapter, paragraph or distinctive brief phrase.
Answer and explanation

Claim: 'Our school should offer at least one hot vegetarian option every day.' Reason: students who don't eat meat currently have few filling choices. Evidence (example): on meat-only days, the salad bar empties early, leaving some students with just a side and a roll. The new paragraph must name its own source detail and explain how the same method fits it; this model is not a substitute for reading.

Claim: 'Our school should offer at least one hot vegetarian option every day.' Reason: students who don't eat meat currently have few filling choices. Evidence (example): on meat-only days, the salad bar empties early, leaving some students with just a side and a roll. The new paragraph must name its own source detail and explain how the same method fits it; this model is not a substitute for reading.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 14

Revise a sentence from your response so its meaning and scope are more precise. Show both versions and explain the change.
Answer and explanation

Claim: 'Our school should offer at least one hot vegetarian option every day.' Reason: students who don't eat meat currently have few filling choices. Evidence (example): on meat-only days, the salad bar empties early, leaving some students with just a side and a roll. Replace an unsupported always/proves claim with the scope the record supports. A language revision must preserve intended meaning.

Claim: 'Our school should offer at least one hot vegetarian option every day.' Reason: students who don't eat meat currently have few filling choices. Evidence (example): on meat-only days, the salad bar empties early, leaving some students with just a side and a roll. Replace an unsupported always/proves claim with the scope the record supports. A language revision must preserve intended meaning.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

Problem 15

Explain this method to a younger learner with one example and one warning about an error.
Answer and explanation

A claim is a proposition a reader could question. A reason says why it should be accepted; evidence supplies relevant observations, records or examples. Define the actual decision and audience. A claim about observed attendance is different from a claim that a policy causes better learning. Use an example from the supplied case and explain the limit in ordinary language.

A claim is a proposition a reader could question. A reason says why it should be accepted; evidence supplies relevant observations, records or examples. Define the actual decision and audience. A claim about observed attendance is different from a claim that a policy causes better learning. Use an example from the supplied case and explain the limit in ordinary language.

Response criteria

  • Answer the actual question with accurate details.
  • Explain how the evidence or language choice supports the conclusion.
  • State a relevant limit, alternative or justified revision.

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