Today you will deepen your skills in building strong arguments that truly support your thesis about a global issue. You will learn how to move from simple opinions to clear reasons backed by carefully chosen evidence. By comparing weak and strong examples, you will see how statistics, examples, and expert opinions can work together. You will also practise checking if your evidence is relevant, reliable, and fair. By the end, you will have a clearer plan for the arguments in your own opinion editorial.
🎯 Learning Goals
By the end of the lesson, you will be able to:
- Explain the difference between a simple opinion and a strong argument that clearly supports a thesis statement on a global issue.
- Identify and label at least three types of evidence (facts, statistics, examples, expert opinions) used to support arguments in a model editorial.
- Create an argument-and-evidence plan for your own editorial with at least two clear arguments, each matched to specific, relevant, and credible evidence.
🧩 Key Ideas & Terms
- Opinion – what someone thinks or feels about a topic.
- Argument – a clear reason that supports the thesis and can be backed up with evidence.
- Claim – another word for an argument or statement that you want readers to accept.
- Evidence – information that proves or supports an argument, such as facts, statistics, and examples.
- Statistic – a number or percentage used to describe information about a large group.
- Example – a short story, case, or situation that shows how the issue looks in real life.
- Expert opinion – what a knowledgeable person (scientist, leader, researcher) says about the issue.
- Anecdote – a short personal story used as an example.
- Credible source – a trustworthy place you get information from, such as a known organization or study.
- Relevance – how closely evidence is connected to the argument it is supposed to support.
🔄 Quick Recall / Prior Knowledge
Before building new arguments, remind yourself of what you already know about thesis statements and reasons from previous lessons.
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Write your current thesis statement about your chosen global issue from Week 7 and Day 1 of this week.
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Your thesis should clearly name the issue (for example, plastic pollution, climate change, global health) and show what should change and who should act. If it only says “X is bad,” it needs more detail and direction.
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List at least two reasons you have already thought of that support your thesis.
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Your reasons might focus on effects on people, damage to nature, unfairness, or long-term danger. Each reason should connect clearly to the main message of your thesis.
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In one or two sentences, explain what “evidence” means in an opinion editorial.
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Evidence is information that supports an argument, such as facts, statistics, expert opinions, or real examples, and helps convince readers that your claims are true and important.
📖 Explore the Lesson
Work through each checkpoint slowly. Use your notebook to draft and test your own arguments and evidence for your chosen global issue.
Checkpoint 1: From Simple Opinion to Strong Argument
Mini-goal: Learn how to turn a simple opinion into a clear, arguable reason that supports your thesis.
Many learners start with strong feelings about global issues. You might think, “Plastic pollution is terrible,” or “Climate change must be stopped.” These sentences show that you care, but by themselves they are only opinions. To persuade readers, you must turn opinions into arguments by explaining why the issue is serious and what makes it unfair, urgent, or harmful.
A strong argument answers the hidden question “Why?” or “Why should we care?” Imagine your thesis is “Governments and companies must reduce single-use plastics to protect the oceans.” A simple opinion might be “Plastic is bad.” A stronger argument could be, “Plastic pollution is destroying marine life and threatening the health and jobs of coastal communities.” This argument gives a reason that directly supports your thesis.
Notice how the strong argument has a clear focus: it names who is affected (marine life, coastal communities) and hints at how (health and jobs). It also invites evidence. You can look for statistics about sea animals harmed by plastic, or examples of fishers losing their income. If you cannot imagine any evidence for your sentence, it is probably still too vague.
As you move from opinion to argument, ask yourself three questions: Does this sentence clearly support my thesis? Could someone disagree with it? Can I find evidence to prove it? If you can answer “yes” to all three, you are moving toward a strong argument.
Mini-summary: A strong argument grows from a simple opinion but adds clear reasons that answer “why” and invite supporting evidence connected to the thesis.
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Take one of your earlier opinions about your global issue. Rewrite it as a full argument that answers “Why is this a serious problem?”
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Example: Opinion – “Air pollution is bad.” Argument – “Air pollution in large cities is causing serious health problems for children and older people, making it harder for them to learn, work, and live safely.”
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How can you check if an argument really supports your thesis statement?
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Ask, “If this argument were removed, would my thesis become weaker?” If the answer is yes, the argument supports the thesis. If not, it may be off-topic or too weak.
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In your notebook, list two opinions and then write a stronger argument sentence for each.
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Your arguments should be more specific than your opinions and should clearly explain some effect, cause, or unfairness that your editorial will later support with evidence.
Checkpoint 2: Exploring Different Types of Evidence
Mini-goal: Understand the main types of evidence and how each one can support your arguments.
Arguments become convincing when they are supported by strong evidence. Different kinds of evidence work in different ways. Facts and statistics appeal to the reader’s sense of logic. Examples and anecdotes help readers picture the problem in real life. Expert opinions add authority because they come from people who study or manage the issue.
For example, if your argument is that plastic harms sea life, a statistic might say, “Studies estimate that more than 100,000 marine animals die each year after becoming entangled in plastic waste.” An expert opinion could come from a marine scientist describing how plastic enters the food chain. An example or anecdote might tell the story of one beach where turtles are found trapped in plastic rings.
Using a mix of evidence types makes your editorial more interesting and believable. Too many numbers can feel cold and hard to imagine. Only stories, without any facts, can feel weak or personal instead of global. By blending numbers, expert voices, and stories, you help readers both understand the scale of the problem and feel its human impact.
However, not all evidence is equally useful. You must also think about whether the evidence is recent, from a credible source, and clearly connected to your argument. A vague sentence like “People say plastic is dangerous” is much weaker than “The World Health Organization warns that burning plastic releases harmful chemicals into the air.”
Mini-summary: Strong arguments use a mix of clear evidence types—facts, statistics, examples, and expert opinions—that come from credible sources and closely match the point you are making.
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For one of your arguments, list one statistic, one example, and one expert voice you might use (real or imagined for now).
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Example: Argument – “Plastic harms marine life.” Statistic – “Over 700 species have been affected by plastic.” Example – “Local fishers find plastic inside the fish they catch.” Expert – “A marine biologist explains how plastic breaks into tiny pieces that animals cannot avoid.”
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Why is a quote from a teacher, scientist, or community leader sometimes more powerful than a general phrase like “people say”?
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Because it shows that your information comes from someone with real knowledge or experience, not from an unknown group, which builds trust and credibility.
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In your notebook, name one type of evidence you use most often and one type you would like to practise using more.
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Many learners use examples and anecdotes often but want to practise adding more statistics or expert opinions so their arguments feel more researched and balanced.
Checkpoint 3: Matching Evidence to the Right Argument
Mini-goal: Practise linking each piece of evidence to the argument it best supports and explaining the connection.
Even strong evidence can fail if it is placed in the wrong part of your editorial. Imagine a paragraph where your topic sentence is about how plastic harms sea animals, but most of your evidence talks about air pollution from cars. The information may be true, but it does not match the argument. Readers will feel confused or distracted.
To avoid this, picture your editorial as a series of “evidence baskets.” Each body paragraph is one basket labeled with a clear argument. As you collect evidence, you ask, “Which basket does this belong in?” A statistic about plastic in the ocean belongs in the basket about oceans, not in a basket about climate change—unless you clearly explain the link.
Matching evidence to arguments is only half of the job. You also need to explain the connection in your own words. This explanation is sometimes called “commentary.” Without it, your editorial becomes a list of quotes and numbers that readers must interpret on their own. With it, your voice guides them, showing exactly what the evidence proves.
For every piece of evidence, practise writing at least one sentence beginning with “This shows that…” or “This means that….” These phrases force you to explain how the evidence supports the argument and connects back to your thesis. Over time, you may not always write these exact words, but you will still give clear explanations.
Mini-summary: Each argument should have evidence that fits its focus, and you should always explain in your own words how that evidence proves your point and connects to your thesis.
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Choose one of your arguments and list two pieces of evidence for it. Write a “This shows that…” sentence for each.
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Example: Evidence – “In 2022, beach clean-ups in our region collected 5 tons of plastic.” Explanation – “This shows that plastic waste has already built up to a shocking level in our own community, not just in faraway oceans.”
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How can you tell if a piece of evidence does not belong in a certain paragraph?
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If it does not clearly support the topic sentence, or if you need to stretch or change your argument just to include it, the evidence is probably in the wrong place.
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In your notebook, draw three boxes for three arguments and write one piece of matching evidence inside each box.
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Your boxes might be labeled “harm to nature,” “harm to people,” and “solutions,” each with one strong piece of evidence written or sketched inside as a reminder.
Checkpoint 4: Checking if Evidence is Relevant and Credible
Mini-goal: Learn quick tests for deciding whether evidence is trustworthy and truly supports your argument.
In the age of social media, information spreads quickly—but not all information is correct. As a writer of opinion editorials on global issues, you have a responsibility to choose evidence that is both relevant and credible. Relevant means it directly supports your argument; credible means it comes from a trustworthy source and is likely to be accurate.
To check relevance, ask, “Does this information answer a question that readers might have about this argument?” For example, if your argument is about how plastic affects human health, a statistic about the number of plastic bags used each year might be less helpful than a statistic about chemicals released when plastic is burned. Both are about plastic, but only one speaks directly to health.
To check credibility, look at who produced the information and when. Evidence from a known health organization, research group, or news agency is usually more reliable than a random comment online. Recent data is often more useful than very old data, especially for fast-changing issues like technology or disease.
In your editorial, you can gently show readers that your sources are credible by naming them: “A 2021 report from the United Nations states that…” or “Local health workers report that…”. This builds trust and shows that you did not simply invent the information to support your opinion.
Mini-summary: Good writers choose evidence that is closely linked to their arguments and comes from sources that readers can trust, such as known organizations, experts, or recent studies.
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Think of one piece of evidence you plan to use. Who is the source, and why should readers trust it?
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You might say, for example, that your evidence comes from a world health agency, a respected news site, or a local government report, which are known to collect and check information carefully.
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Give one example of evidence that might sound interesting but is not very relevant to your main argument.
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An example could be a funny story about a celebrity using a metal straw, which may be interesting but does not strongly support an argument about how plastic harms low-income communities.
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In your notebook, write a “credibility sentence” that introduces one of your pieces of evidence.
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Sample: “According to a 2020 report by the World Wildlife Fund, people could be eating up to five grams of microplastics each week through food and water.”
Checkpoint 5: Creating an Argument and Evidence Plan
Mini-goal: Organize your arguments and evidence into a clear plan you can use when drafting.
Now that you know how to build arguments, choose evidence types, match them correctly, and check their credibility, it is time to put everything together. An argument and evidence plan is a simple chart that shows how each body paragraph in your editorial will support your thesis.
In your notebook, draw a table with four columns labeled: “Argument (Reason),” “Evidence,” “Type of Evidence,” and “How it Supports My Thesis.” In the first column, write your two or three main arguments as full sentences. In the second column, list at least one piece of evidence for each, such as a statistic, example, or expert quote. In the third column, name the evidence type. In the fourth column, explain in one sentence how that evidence helps prove your thesis.
This plan will act like a map when you start drafting full paragraphs. Instead of staring at a blank page, you will already know which argument goes in each paragraph, which evidence you intend to use, and what message it supports. You will also notice any weak spots. If one argument has no evidence yet, you know you must research or think more before writing.
Real writers often change their plans as they discover new information. Your plan is not a prison; it is a guide. You can add or move evidence if you find a better place for it. What matters is that, at the end of today, you can see your arguments and evidence clearly laid out in one place, ready for drafting in the next lessons.
Mini-summary: An argument and evidence plan helps you organize reasons, proof, and explanations so that each body paragraph in your editorial strongly supports your thesis about a global issue.
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How many main arguments will your editorial include, and why did you choose that number?
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Most Grade 8 editorials work well with two or three main arguments. This number allows enough depth and evidence without making the text too long or confusing.
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Look at your chart. Which argument currently has the strongest evidence? Which needs more support?
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Your strongest argument is probably the one with the clearest evidence and explanation in your plan. The weakest may have only one vague example or nothing written yet, showing that you need to develop it more.
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In one sentence, explain how this plan will help you when you begin drafting full paragraphs.
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You might say that the plan saves time, keeps your writing focused, and ensures that each paragraph has both an argument and matching evidence ready to use.
💡 Example in Action
Look at these worked examples to see how arguments and evidence can be improved. Use them as models for your own work, not as text to copy.
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Improving a Weak Argument
Weak: “Plastic is really bad.”
Task: Turn this into a strong argument about oceans.Show Answer
Sample: “Plastic pollution is filling the oceans with waste that harms marine animals and threatens the food and income of coastal communities.”
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Linking Evidence to an Argument
Argument: “Plastic pollution harms sea life.”
Evidence: “Researchers found plastic inside 90% of the seabirds they studied.”
Task: Add a sentence that explains the link.Show Answer
Sample: “This shows that plastic is not just floating on the surface; it is entering the bodies of animals and putting entire species at risk.”
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Choosing Relevant Evidence
Argument: “Burning plastic is dangerous for people’s health.”
Evidence A: “Many people like to use plastic bags because they are cheap.”
Evidence B: “Health experts report that burning plastic releases toxic smoke that can cause breathing problems.”
Task: Which evidence is more relevant, and why?Show Answer
Evidence B is more relevant because it directly supports the argument about health dangers, while Evidence A is only about why people use plastic, not what burning it does.
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Adding Credibility
Evidence (no source): “A study says that plastic is everywhere.”
Task: Rewrite this to add a credible source and more detail.Show Answer
Sample: “A 2021 report from the United Nations Environment Programme states that plastic has been found from the deepest ocean trenches to remote mountain peaks.”
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Small Argument and Evidence Plan
Topic: Plastic pollution in rivers.
Task: Complete this mini plan.
Argument: “Plastic waste in rivers harms nearby communities.”
Evidence: ?
Explanation: ?Show Answer
Sample evidence: “Local health workers report that blocked drainage channels increase flooding during heavy rain.” Explanation: “This means that plastic in rivers is not only ugly; it also helps cause floods that can destroy homes and spread disease.”
📝 Try It Out
Use these tasks to practise building your own arguments and evidence. Answer in your notebook, then compare with the suggested answers.
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Write one weak opinion sentence about your chosen global issue, then rewrite it as a strong argument that explains why the issue matters.
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Your strong argument should be more specific, name who is affected, and hint at how or why the issue is serious.
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For one argument, list three questions that readers might ask. Use these questions to decide what evidence you need.
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Sample questions: “How many people are affected?”, “What is one real example?”, “What do experts say about this?” These guide you to statistics, examples, and expert opinions.
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Write one statistic (you may invent a realistic number if necessary) that could support one of your arguments.
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The statistic should include a number and a clear description, such as a percentage of people affected, amount of waste, or number of schools or cities involved.
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Create a short anecdote (3–4 sentences) that shows your global issue in the life of one person or community.
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Your anecdote should be concrete and believable, focusing on details like place, time, and feelings, and it should connect clearly to one of your arguments.
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Write one expert opinion sentence by imagining what a scientist, teacher, or community leader might say about your issue.
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Sample: “Local doctor Dr. Santos warns that smoke from burning plastic ‘sticks to the lungs like glue and makes breathing much harder, especially for children.’”
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Take one piece of evidence you wrote and add a credibility phrase (“According to…”, “A recent study from…”, “Local leaders report…”).
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This phrase should name a group, organization, or role (such as “health department,” “environmental group,” or “researchers”) so readers know where the information comes from.
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For one argument, write a topic sentence and then two evidence sentences. Add at least one “This shows that…” explanation.
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Your mini-paragraph should look like: topic sentence → explanation → evidence → “This shows that…” sentence that links back to your thesis.
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Choose one piece of evidence that does not fit any of your current arguments. Decide whether to cut it or create a new argument for it.
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If the evidence is interesting but off-topic, you should cut it. If it strongly supports your thesis from a new angle, you may create a new argument and body paragraph.
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Start an argument and evidence chart with two rows: Argument 1 and Argument 2. Write at least one piece of evidence in each row.
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Your chart may include types of evidence like “statistic,” “example,” or “expert.” Leave space to add more evidence later as you refine your editorial.
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Under your chart, write one sentence explaining which argument you feel most ready to draft into a full paragraph and why.
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You might say you feel ready because that argument has clear evidence and a strong topic sentence, or because you personally care about that part of the issue and have many ideas.
✅ Check Yourself
Test what you learned about arguments and evidence. Answer in your notebook before checking the suggested answers.
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Multiple-choice: Which sentence is only an opinion, not a strong argument yet?
a) “Plastic pollution is destroying marine ecosystems and harming coastal families.”
b) “Plastic pollution is bad.”
c) “Governments must reduce single-use plastics to protect our oceans.”
d) “Researchers warn that plastic is entering the food chain through fish.”Show Answer
The best answer is b), because it is vague and does not explain why or how.
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Short answer: What two questions can you ask yourself to check if a sentence is a strong argument?
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You could ask, “Does this support my thesis?” and “Can I give evidence to prove this?” (You might also ask, “Could someone disagree with this?”)
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Multiple-choice: Which is the best example of a statistic as evidence?
a) “Many people are worried about plastic.”
b) “My friend thinks plastic is dangerous.”
c) “Last year, our city used over 10 million plastic bags.”
d) “Plastic can harm animals.”Show Answer
The correct answer is c), because it includes a clear number.
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Short answer: What is one advantage of using an expert opinion in your editorial?
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An expert opinion adds authority, showing that your argument is supported by people who study or work with the issue.
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Multiple-choice: Which piece of evidence is most relevant to a paragraph about health effects of burning plastic?
a) A story about plastic bottles floating in a river.
b) A statistic about how many plastic bags are used in shops.
c) A doctor’s report about patients with breathing problems near burning sites.
d) A quote from a student who likes reusable bags.Show Answer
The best answer is c), because it directly addresses health effects of burning plastic.
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Short answer: What does “credible source” mean?
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It is a source that readers can trust because it is known to check information carefully, such as a research group, official organization, or reliable news outlet.
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Multiple-choice: Which sentence clearly shows explanation, not just evidence?
a) “A 2020 study found plastic in 80% of tested fish.”
b) “This shows that plastic pollution is already entering the food we eat.”
c) “Scientists studied fish in three rivers.”
d) “The study was done last year.”Show Answer
The correct answer is b), because it explains what the evidence means.
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Short answer: Why is it a problem if evidence does not match the topic sentence of a paragraph?
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Readers may become confused, and the paragraph will not clearly support the argument or thesis, weakening the whole editorial.
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Multiple-choice: Which sentence best introduces evidence with a credibility phrase?
a) “I think this study is right.”
b) “A recent report from the United Nations shows that…”
c) “People say that…”
d) “Everyone knows that…”Show Answer
The correct answer is b), because it names a specific, credible source.
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Short answer: Give one reason why mixing different types of evidence can make your editorial stronger.
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Mixing statistics, examples, and expert opinions appeals to both the reader’s mind and emotions, making your argument more convincing and interesting.
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Multiple-choice: What is the main purpose of an argument and evidence plan?
a) To write the final version of your editorial.
b) To organize your reasons and matching evidence before drafting.
c) To list every fact you find on the internet.
d) To make your editorial longer.Show Answer
The correct answer is b).
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Short answer: Write one transition phrase you can use to introduce new evidence in a paragraph.
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Examples include “For example,” “According to recent research,” “In one community,” or “One report shows that…”.
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Multiple-choice: Which pair of words best describes the tone you should use when presenting evidence?
a) Rude and loud
b) Calm and respectful
c) Confused and silly
d) Silent and secretiveShow Answer
The best answer is b).
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Short answer: What is one quick test you can use to check if a piece of evidence is still useful for your editorial?
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Ask, “Does this evidence clearly help prove one of my arguments and support my thesis?” If not, it may not be useful.
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Reflection check: In one or two sentences, describe how your understanding of arguments and evidence changed during this lesson.
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Your answer might say that you now see the difference between opinions and arguments, understand different types of evidence, or feel more confident planning body paragraphs for your editorial.
🚀 Go Further
Use these extension activities if you want to stretch your skills or if you are a teacher planning enrichment tasks.
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Collect three short news clips or articles about your global issue and identify one argument and one piece of evidence in each.
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Teacher guidance: Ask learners to label “argument” and “evidence” directly on printouts or in their notebooks, and to comment on whether the evidence is relevant and credible.
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Take a weak paragraph that mixes many ideas and revise it into two clearer paragraphs, each with one main argument and matched evidence.
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Teacher guidance: Model how to identify natural “break points” and how to write new topic sentences so each paragraph has a focused job.
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Create a poster or digital chart that lists different types of evidence with examples related to your chosen global issue.
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Teacher guidance: Encourage learners to include at least one real statistic and one real expert quote from reliable sources, noting the source names.
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With a partner, swap argument-and-evidence plans and give each other one suggestion to strengthen the match between argument and evidence.
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Teacher guidance: Provide stems such as “This evidence fits well because…” or “This might fit better with another argument because…”.
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Start a small “evidence log” at the back of your notebook where you record helpful facts, quotes, and examples for future writing tasks.
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Teacher guidance: Remind learners to include the source, date, and a short note about which type of argument each piece of evidence might support.
🔗 My Reflection
Notebook task: In 6–8 sentences, reflect on your growth in building arguments and using evidence.
- Which part of today’s lesson helped you most: turning opinions into arguments, exploring evidence types, matching evidence, or checking credibility?
- Which of your own arguments do you feel most confident about now, and why?
- What is one specific step you will take before the next lesson to strengthen your argument-and-evidence plan for your opinion editorial?
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