Article
Arguments appear in opinion articles, editorials, persuasive essays, and everyday discussions. A strong argument does more than state an opinion. It gives reasons and supporting evidence to help readers understand why a claim should be accepted. For students preparing for the GED Reasoning Through Language Arts test, recognizing these elements is an important reading skill.
1. Identify the main claim
A claim is the central position an author wants readers to consider. For example: Schools should provide students with more opportunities to read independently. This sentence expresses a position that could be supported with reasons and evidence. When reading a passage, ask yourself: What does the author want me to believe, understand, or accept? The claim may appear near the beginning of the passage, but it can also be developed gradually or stated near the conclusion.
2. Find the reasons behind the claim
Reasons explain why the author supports a particular position. For example, an author arguing for more independent reading time might give these reasons: - It allows students to explore subjects that interest them. - It gives students opportunities to practice reading regularly. - It may help students develop more confidence in choosing books. These statements explain the author's position, but they are not all evidence by themselves. A reader should examine what support the author provides for each reason.
3. Distinguish evidence from opinion
Evidence includes information used to support a claim, such as relevant facts, examples, research findings, or documented observations. An opinion expresses a belief or judgment. Consider these statements: Statement A: “Independent reading is the best activity in every school.” Statement B: “In a survey of 200 students at one school, 140 reported reading more frequently after a daily independent-reading period was introduced.” Statement A expresses an opinion. Statement B describes a specific survey result. However, the survey does not automatically prove that independent reading caused students to read more frequently. To evaluate the evidence properly, consider how the survey was conducted, what students were asked, and whether other factors could explain the result.
4. Evaluate the quality of evidence
Not all evidence is equally persuasive. A strong argument relies on relevant, credible, and sufficiently detailed support. When reviewing evidence, ask:
- Is the information directly related to the claim?
- Does the author explain where it came from?
- Is the example representative or unusually specific?
- Does the evidence support the conclusion being made?
- Are important limitations or alternative explanations ignored?
For instance, one person's experience may illustrate a problem, but it may not establish how common that problem is across an entire population. Similarly, a statistic can sound impressive while being misleading if the sample is too small or the comparison is unclear.
5. Recognize counterarguments
A counterargument presents an opposing view or a reason someone might disagree. An author may acknowledge a counterargument and then explain why their original position remains convincing. For example, someone supporting school libraries might acknowledge that digital resources provide convenient access to information. The author could then argue that physical libraries still offer quiet study areas and access to printed materials. When reading, identify both positions. Understanding the opposing view can help you evaluate whether the author addresses it fairly.
6. Watch for unsupported assumptions
An assumption is something an argument treats as true without fully demonstrating it. Suppose an author argues that every student who studies for two hours will earn a high grade. The statement assumes that study duration alone determines performance. In reality, preparation methods, prior knowledge, sleep, and the difficulty of the material may also matter. Look for arguments that ignore relevant factors or draw conclusions that go beyond the evidence.
7. Practice with a simple example
Read the following claim: Public libraries should extend their evening opening hours because many working adults cannot visit during the day. Ask yourself: 1. What is the main claim? 2. What reason supports it? 3. What additional evidence would make the argument stronger? The claim is that libraries should extend evening hours. The reason is that some working adults cannot visit during the day. Useful supporting evidence might include visitor surveys, local work schedules, or data showing how many residents would use evening services. Such information would help establish whether the proposed change meets a real community need.
Prepare for GED reading and writing questions
Practice identifying claims, reasons, evidence, and counterarguments in short passages. After answering a question, return to the text and locate the sentence that supports your answer. Avoid choosing an option merely because it agrees with your personal opinion. The correct response should be supported by the passage.
