Build an Argument With Evidence and Counterclaims Worksheet — Grade 8

• Keeps the conclusion within the population, outcome and conditions actually described.
• Accepts equivalent wording and other interpretations supported by the material.

One possible response: I support a six-week quiet study-hour trial if staffing and transport is addressed.

• Uses relevant details from the material and explains their connection.
• Addresses each requested part; a different well-supported response is acceptable.

One possible response: A reports that 22 of 30 volunteers wanted a place to work. B identifies staffing and transport. Together they describe potential demand and practical conditions.

• Uses relevant details from the material and explains their connection.
• Keeps the conclusion within the population, outcome and conditions actually described.

One possible response: The reported preference or observation gives a reason to investigate, but the volunteer preference survey does not establish regular attendance.

• Uses relevant details from the material and explains their connection.
• Addresses each requested part; a different well-supported response is acceptable.

One possible response: A concern is staffing and transport. A possible response is to run on late-bus days and collect actual attendance and staffing data, checking the concern during a limited trial.

• Addresses each requested part; a different well-supported response is acceptable.
• Keeps the conclusion within the population, outcome and conditions actually described.

One possible response: First explain 22 of 30 volunteers wanted a place to work and its limits. Then discuss staffing and transport and how to run on late-bus days and collect actual attendance and staffing data. Conclude with a review before any permanent change.

• Uses relevant details from the material and explains their connection.
• Keeps the conclusion within the population, outcome and conditions actually described.
• Writes connected complete sentences with appropriate capitals and punctuation.
• Addresses each requested part; a different well-supported response is acceptable.

One possible response: I support a six-week quiet study-hour trial, subject to the conditions in Document B. Document A reports that 22 of 30 volunteers wanted a place to work, which gives a reason to investigate potential benefit. However, the volunteer preference survey does not establish regular attendance. A reasonable objection concerns staffing and transport. The school could run on late-bus days and collect actual attendance and staffing data. This would address the objection while testing whether the expected benefit actually occurs. The trial should continue only if its recorded use and practical costs support doing so. A limited proposal is more defensible than promising success for everyone.

• Identifies a specific change and explains how it improves meaning or clarity.
• Addresses each requested part; a different well-supported response is acceptable.

One possible response: “22 of 30 volunteers wanted a place to work” suggests possible interest, but does not prove lasting use. The concern about staffing and transport deserves a concrete plan rather than being called unimportant.

• Addresses each requested part; a different well-supported response is acceptable.
• Keeps the conclusion within the population, outcome and conditions actually described.

One possible response: Does actual use match the expected benefit? Can the school manage staffing and transport? These questions test both the benefit and the conditions of my claim.