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Lesson 4

Discuss and Write Claims in Response to Inquiry Questions

We will learn about different types of evidence-based claims and write evidence-based claims about our inquiry questions.

Lesson Goals

  • Can I succeed in organizing my evidence-based claims into rich information for my team’s final presentation?

  • Can I understand the different types of claims—descriptive, interpretive, and evaluative—and use them to communicate my team’s research findings in a persuasive way?

  • Can I communicate my evidence-based claims in writing clearly, concisely, and meaningfully?

  • Can I cite my sources appropriately?

  • Can I use quotations, paraphrases, and other textual evidence in my writing to support my claims?

Texts

There are no texts for this Lesson.

Materials

Tools

Reference Guides

Question Sets

Editable Google Docs

Activity 1: Discuss

We will review the different types of claims in preparation for writing claims that address our inquiry questions.

The ability to make claims based on evidence gleaned from closely reading sources is essential to the research process.

With a partner, do the following:

  • Review the Claim Types and Purposes section in the Claims Reference Guide.

  • Review the primary inquiry questions for an inquiry path you identified in the previous lesson.

  • Choose a claim type that best responds to the inquiry questions.

Share your examples with the class, and ask any pending questions about types of claims and how they relate to inquiry questions.

Activity 2: Discuss – Write

We will determine what kinds of claims we should write in response to our inquiry questions. We will then write three claims that answer our inquiry questions or address our research problems.

Step 1

At this point, you have analyzed several key sources and discussed the various types of evidence-based claims that can be used to answer inquiry questions. You will now begin to think about what you want and need to communicate to your audience in your presentation. To begin, you will form claims, or evidence-based conclusions, you have come to after having analyzed several sources with respect to your Research Frame Tools.

Step 2

To begin, identify what kind of claim each inquiry question elicits. For each inquiry question, consider the following question:

  1. Is the inquiry question best answered with a factual claim, interpretive claim, or evaluative claim?

Step 3

Based on your analysis from your sources and the individual claims you developed in the previous lessons, work as a team to collaboratively write at least three evidence-based claims to address each of your primary inquiry questions. Use the following guiding questions to help draft your claims:

  1. Is the claim supported by evidence from one or more of your sources?

  2. Does the claim help answer an inquiry question or the Central Research Question?

  3. Is the claim expressed clearly and concisely?

Write the claims on your Research Frame Tool.

Step 4

As a team, review and assess whether each claim is clear, relevant, and supported by asking the following questions:

  1. Is the claim clearly stated?

  2. Does the claim communicate your opinion or conclusion about your Central Research Question?

  3. Is the claim based on evidence that you gathered from a source?

  4. Is the claim supported by evidence?

If you answered "no" to any of the questions, work together to revise the claim.

Carefully read and revise each claim as needed, then note which type of claim each is.

Activity 3: Discuss – Write

We will complete an Organizing Evidence Tool for a first claim to begin to develop our main conclusions about an inquiry path for our presentations.

As a team, review your claims and think about the greater objective of your presentation. Discuss what kind of presentation is best suited to answer your Central Research Question.

  • Will your presentation be informative and neutral?

  • Will your presentation present an argument or stronger opinion?

Use and complete an Organizing Evidence Tool for your first claim. This tool gives you space to elaborate on and further develop each claim by providing supporting claims and evidence. These will help you begin to identify and elaborate on the main points you want to make in your presentation.

Activity 4: Read – Discuss

Students will learn how to provide parenthetical citations for the sources of information and quotations they use.

Step 1

Individually, read through pages 1-3 of the Integrating Quotations Reference Guide. Then, respond to the following questions in a whole-class discussion.

  1. What are the two ways in which you can cite evidence in a sentence?

  2. Why is citing evidence important? How does it support your credibility as a writer?

  3. What is included in the parentheses after you cite your evidence? What is that information linked to?

Step 2

Now, look through the rest of the reference guide. As you draft your body paragraphs for your argument, you will want to think strategically about how you want to present your evidence through either quoting or paraphrasing. It will be important to cite all your evidence with parenthetical citations, no matter how you include the evidence. Use the Integrating Quotations Reference Guide for support.

Activity 5: Read – Write

Reread and revise your embedded evidence after reviewing the integrating quotations guide.

Review the Integrating Quotations Guide and discuss the different methods of embedding quotes.

Reread and revise your paragraph to add transitions as needed.