Tracing an Argument
Learn how to identify and trace an argument in informational text by sorting claims into those supported by reasons and evidence versus those that are not.
What you'll do in this lesson
A voice-first session with the Crimsora tutor on Tracing an Argument, then targeted practice and FRQs — with the tutor adapting to where you get stuck.
What this lesson covers
When you read an informational text, the author usually makes claims—statements they want you to believe. But not every claim stands on solid ground. Some claims have reasons and evidence backing them up, while others just float there unsupported. Learning to trace an argument means following the author's thinking and deciding which claims are actually supported and which ones aren't. This skill helps you read more critically and understand what an author is really trying to prove.
What Is an Argument in Informational Text?
In informational writing, an argument is the main point or central idea the author wants to prove. It's built from smaller pieces: the main claim (the big statement the author makes) and supporting claims (smaller statements that help prove the main one). Every claim is a statement of fact or opinion that the author asks you to accept as true. For example, if an author writes "Solar energy is better than coal energy," that's a claim. To be convincing, the author should back it up with reasons (explanations of why it's true) and evidence (facts, data, examples, or expert opinions that prove it). Not all authors do this equally well. Some claims in texts are rock-solid because they're backed by strong reasons and evidence. Other claims sit alone without support—and that's a problem for the argument.
Identifying Claims in a Text
The first step in tracing an argument is spotting the claims. Claims often appear after words like "is," "should," "will," or "because." They're also usually the sentences that carry the author's main thinking rather than just describing facts. For instance: "Recess should be longer" is a claim. "Our school gives students 15 minutes of recess" is a fact. A claim is something the author needs to prove. When you read, pause and ask yourself: What is the author trying to convince me of? Is this statement something everyone agrees on, or is it something the author believes needs proof? Sometimes the main claim is stated right at the beginning. Other times it builds across the whole text, with smaller claims adding up to a bigger point. Mark or list the claims as you find them—this makes the tracing easier and helps you stay organized.
Sorting Claims: Supported vs. Unsupported
Once you've identified the claims, your job is to sort them into two groups: supported and unsupported. A claim is supported when the author gives you at least one reason why it's true or at least one piece of evidence (facts, data, examples, quotes from experts, research results) that backs it up. A claim is unsupported when the author states it but gives you nothing to prove it—no reasons, no evidence, nothing. This is a binary sort: every claim goes into one pile or the other. You're not yet deciding if the evidence is strong enough or if the reasoning is airtight (that comes later). You're just checking: Is there something there, or is there nothing there? For example, if an author writes "Video games harm children's health" and then explains that extended screen time can cause eye strain, that claim is supported by a reason. If the author writes "Video games are bad" and moves on to the next topic with no explanation, that claim is unsupported. Making this distinction trains you to notice when an author is doing the work to convince you and when they're just making statements without backing them up.
Finding Reasons and Evidence
Reasons are explanations—they tell you why something is true. Evidence is proof—facts, numbers, research, examples, or expert testimony that shows something is true. When you trace an argument, you're looking for both. A reason might sound like: "Recycling reduces waste because less material goes to landfills." The reason here is the "because" part—it explains the connection. Evidence might look like: "Studies show that children who exercise regularly score higher on reading tests" or "In 2022, the city recycled 500 tons of plastic." These are concrete details that back up a claim. Sometimes one sentence contains both a reason and evidence. Sometimes they're spread across several sentences or even a whole paragraph. Your job is to find them wherever they appear and connect them back to the claim they support. A helpful strategy is to draw arrows or write notes linking each piece of evidence or reason to the claim it proves. This visual connection makes the argument structure clearer and helps you organize your thinking.
Common Tracing Mistakes
One mistake students make is confusing a related sentence with supporting evidence. If an author writes "Bees pollinate flowers, and flowers are important for ecosystems," the second part doesn't actually support the first claim—it's just an additional fact. Another mistake is thinking that length equals support. A long paragraph doesn't automatically support a claim better than a short sentence does; what matters is whether there's actual reasoning or evidence. Some students also assume that if they agree with a claim, it must be supported, or if they disagree, it must be unsupported. That's not how it works. Your job is to track what the author actually provided, not what you believe. Stay objective: Does the author give reasons and evidence, yes or no? Finally, don't confuse the argument's main claim with its supporting claims. Every supporting claim also needs its own support to help build the overall argument. Tracing means you're checking each claim, not just the biggest one.
Key terms
- Argument.
- The main point an author tries to prove in informational writing, made up of a main claim supported by smaller claims, reasons, and evidence.
- Claim.
- A statement that the author asks you to accept as true; it may be factual or evaluative and requires support through reasons or evidence.
- Reason.
- An explanation that tells why a claim is true; it answers the question 'why?' and creates a logical connection.
- Evidence.
- Concrete proof that supports a claim, such as facts, statistics, examples, research results, or expert opinions.
- Supported Claim.
- A claim for which the author provides at least one reason or piece of evidence to back it up.
- Unsupported Claim.
- A claim the author makes without providing any reasons or evidence to prove it true.
- Main Claim.
- The central idea or most important point an author tries to prove in a text.
- Supporting Claim.
- A smaller claim within a text that helps prove or build toward the main claim.
Worked example
Read this short passage and trace the argument by identifying the main claim, listing all the supporting claims, and sorting each claim into either 'supported' or 'unsupported.'
Passage: "Students should have homework every night because it helps them learn. Research shows that practice outside the classroom improves test scores. However, too much homework makes students tired, which reduces how much they remember. For this reason, teachers should assign homework only three nights per week. Students will be happier without homework every single night."
Passage: "Students should have homework every night because it helps them learn. Research shows that practice outside the classroom improves test scores. However, too much homework makes students tired, which reduces how much they remember. For this reason, teachers should assign homework only three nights per week. Students will be happier without homework every single night."
Step 1: Find the main claim.
The main point the author is trying to prove is: "Teachers should assign homework only three nights per week." This is the conclusion the author is building toward.
Step 2: List the supporting claims.
The author makes these supporting claims: — Homework helps students learn. — Practice outside the classroom improves test scores. — Too much homework makes students tired. — Tiredness reduces how much students remember. — Students will be happier without homework every night.
Step 3: Sort each claim into supported or unsupported.
Step 4: Conclusion.
The author's main claim (three nights a week) is only partially supported. The argument relies on claims about tiredness and memory that have no backing, which weakens the overall argument. You can see how tracing helps you understand where the author's reasoning is strong and where it falls apart.
The main point the author is trying to prove is: "Teachers should assign homework only three nights per week." This is the conclusion the author is building toward.
Step 2: List the supporting claims.
The author makes these supporting claims: — Homework helps students learn. — Practice outside the classroom improves test scores. — Too much homework makes students tired. — Tiredness reduces how much students remember. — Students will be happier without homework every night.
Step 3: Sort each claim into supported or unsupported.
| Claim | Supported or Unsupported | Reason |
|---|---|---|
| Homework helps students learn. | Supported | The author gives a reason: "Research shows that practice outside the classroom improves test scores." |
| Practice outside the classroom improves test scores. | Supported | The author cites research (evidence). |
| Too much homework makes students tired. | Unsupported | The author states this but gives no reason or evidence. |
| Tiredness reduces how much students remember. | Unsupported | No reason or evidence provided. |
| Students will be happier without homework every night. | Unsupported | The author makes this claim but offers no support. |
The author's main claim (three nights a week) is only partially supported. The argument relies on claims about tiredness and memory that have no backing, which weakens the overall argument. You can see how tracing helps you understand where the author's reasoning is strong and where it falls apart.
Practice questions
Which of the following is a claim that needs support?
- The school library closes at 4:00 PM on Fridays.
- Our school library is a valuable resource for learning.
- The library has 5,000 books.
- The library is located in the main building.
Answer: Our school library is a valuable resource for learning.
This is the only statement that expresses a judgment or opinion that requires proof. The other three are factual statements about the library that don't need support. A claim is something the author has to convince readers of, not just describe.
Read this passage and identify which claim is unsupported: 'Social media helps teenagers stay connected with friends. A study found that 80 percent of teens use social media to chat with classmates. However, social media also wastes a lot of time.' Which claim lacks reasons or evidence?
- Social media helps teenagers stay connected.
- A study found that 80 percent of teens use social media to chat.
- Social media wastes a lot of time.
- Teenagers use social media.
Answer: Social media wastes a lot of time.
The first claim is supported by the study citing 80 percent usage for connection. The third claim, that social media wastes time, is stated without any reason or evidence. The passage never explains why it wastes time or gives any data or example, so this claim is unsupported.
An author writes: 'Regular exercise is important for health. Students who exercise tend to have better grades. The school should require gym class four times a week.' Trace this argument by sorting the claims into supported and unsupported. Which claim is supported by a reason or evidence?
- Regular exercise is important for health.
- Students who exercise have better grades.
- The school should require gym four times a week.
- Exercise is good.
Answer: Students who exercise have better grades.
This claim is supported because the author provides evidence (students who exercise tend to have better grades). The first claim (exercise is important) is stated but not backed up in this passage. The third claim (school should require gym four times a week) is not supported; the author offers no reason why four times per week is the right number. Tracing shows you which claims actually stand on solid ground.
FAQ
- What is the difference between a reason and evidence?
- A reason is an explanation of why something is true—it tells the logical connection. Evidence is concrete proof, like facts, numbers, examples, or research results. For example: 'Rain is falling (evidence) because warm air is rising into cold air (reason).' Both support a claim, but they do it differently. A claim can be supported by just a reason, just evidence, or both.
- Can a claim be true in real life but unsupported in the text?
- Yes, absolutely. You might know that something is true from your own experience, but if the author doesn't give reasons or evidence for it in the text, that claim is unsupported within that text. Your job when tracing an argument is to follow what the author actually provided, not what you know to be true outside the text. This helps you see where the author did the work to convince you and where they just made a statement.
- Does every sentence in a text contain a claim that needs to be sorted?
- No. Some sentences give background information, define terms, or describe facts without making a claim that requires proof. For example: 'The school day starts at 8:00 AM' is a fact, not a claim. A claim is something the author is trying to convince you of. Focus on sentences where the author is making a judgment, stating an opinion, or drawing a conclusion—those are your claims to sort.
- What if the author's evidence is weak or wrong? Does that still count as 'supported'?
- When you trace an argument in Grade 6, you're just checking whether the author provided something—a reason or evidence—not whether it's strong or correct. That fuller evaluation (Is the evidence good enough? Is the reasoning sound?) comes in Grade 7. For now, your job is the binary sort: supported or not supported. A claim with weak evidence is still supported by the rules of tracing; you're just noting that it has support, even if that support isn't perfect.
Learn this with a teacher, not a page
The Crimsora tutor teaches Tracing an Argument live — explaining on a whiteboard, asking you questions, and adapting to where you get stuck.