Compose argumentative body paragraphs using the CLAIM-EVIDENCE-WARRANT (CEW) routine — Toulmin Lite (CCSS W.6.1.b)
Exercise Difficulty 4 ~4 min eng.g6.f.ex_43

Differentiate Warrant From Restatement

Prompt

For each evidence-warrant pair, classify the WARRANT as STRONG (gives principle), WEAK (restates), or MISSING: (1) Evidence: 'The Hillsdale study showed 23% attention boost.' Warrant: 'This shows that recess works.' (2) Evidence: 'Yousafzai said one teacher can change the world.' Warrant: 'This finding matters because testimony of survival carries especially weighty authority.' (3) Evidence: 'Stevenson cited 70,000 wrongful convictions.' Warrant: '' (none provided).

M-6-F-WR-EX-43-A Chart
3-pair classification worksheet. Each pair: evidence sentence + warrant sentence. 3 labels (STRONG/WEAK/MISSING). Self-c

3-pair classification worksheet. Each pair: evidence sentence + warrant sentence. 3 labels (STRONG/WEAK/MISSING). Self-check key on reverse.

Answer criteria
type classification
correct
  1. WEAK
  2. STRONG
  3. MISSING
Hints
  1. STRONG warrant gives the underlying principle.
  2. WEAK warrant just restates claim or evidence.
Misconceptions to watch
  • Treats any sentence after evidence as warrant (must give reasoning, not restate).
  • Confuses missing with weak.