8R1 · 8R8
Evaluate evidence
Separate a claim from the reasons and facts offered to support it. Ask whether evidence is relevant and sufficient.
GENIUS.NYC / Grades 6–8 Reading & ELA / Grade 8
Read · Evaluate · Argue
Grade 8 Reading & ELA
Read two perspectives on a neighborhood decision, examine the strength of the evidence, and write an argument that recognizes a counterclaim.
Your learning pathway
Three skills for stronger arguments
8R4 · 8R6
Read competing views
Notice how word choices establish tone and how a writer responds to another perspective.
8W1
Write an argument
State a clear claim, acknowledge a counterclaim, and connect concrete evidence to your reasoning.
Original paired informational texts · 6–8 minutes
What should happen to the empty storefront?
Text A: A place to learn after school
On Fulton Avenue, a vacant storefront has stood empty for nearly two years. The neighborhood council is considering turning it into an after-school learning room. Supporters say students need a quiet, supervised space between dismissal and dinner.
At a public meeting, educator Maya Torres presented a survey of 120 families who live within walking distance of the storefront. Seventy-eight respondents said they would use a free homework room at least once a week. Torres also brought a sample schedule showing tutoring sessions, independent reading, and computer access.
“A study room will not solve every challenge families face,” Torres said, “but it can give students a dependable place to begin their work.” She acknowledged that staffing would require consistent funding, then proposed a six-month pilot with attendance and family-feedback reports.
Text B: A space for local businesses
Business owner Devon Lee argued that the storefront should instead become a shared market for neighborhood vendors. Lee noted that several small sellers currently rent temporary tables on weekends and said a permanent location could help them build regular customer relationships.
Lee described one vendor who had lost sales during a rainy street fair, but did not provide a survey of other business owners or an estimate of how much rent the market could earn. “A busy storefront could bring energy back to the block,” Lee said.
During questions, Lee agreed that students also needed safe places to study. He suggested reserving one corner of the market for homework tables, although some audience members wondered whether shoppers and deliveries would make the space too noisy.
Before voting, the council requested projected operating costs for both ideas. Members said that a compelling proposal would need more than enthusiasm: it would need practical details and evidence that matched the community's needs.
Reader's move: Both speakers make reasonable claims. A strong evaluation asks which evidence actually supports each claim and what additional information is missing.
Worked argument evaluation
Compare claims and evidence
Question: Which proposal is more strongly supported by the information in the two texts?
Claim: The after-school learning room has more direct evidence of possible demand.
Evidence: Torres reports that 78 out of 120 surveyed families would use it weekly. Lee provides one vendor's experience and a possible benefit, but no broader estimate of business demand.
Reasoning: The survey is relevant to how often the proposed room might be used. It is still limited to respondents, and the council must check costs before making a decision.
Counterclaim: A shared market could support local sellers and make the block more active, but the passage gives less information about its feasibility.
Practice your analysis
Check your understanding
Answer eight original questions about claims, relevant evidence, perspective, vocabulary, and argument strength. Check each response for an explanation.
Question 1 of 80 correct
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Make a reasoned decision
Your turn: write an argument
Prompt: Which use of the storefront should the council pilot first? Write an argument that makes a precise claim, cites at least two details from the texts, acknowledges a counterclaim, and explains what further evidence would be useful.
Show the writing checklist and sample response
Checklist: Clear claim · accurate evidence from both texts · reasoning · counterclaim · appropriate conclusion.
Sample response: The council should first pilot the learning room because the proposal includes measurable evidence of family interest. Torres surveyed 120 nearby families, and 78 respondents said they would use a homework room weekly. She also suggested tracking attendance during a six-month pilot, which would help the council learn whether the project is effective. The shared market might help local vendors, but Lee presents only one vendor's experience, so the council has less evidence about how many sellers would benefit. Before opening either program, the council should compare staffing, rent, and maintenance costs. A limited learning-room pilot is the stronger first step because its likely use can be tested against the survey results.
Discuss it together
For families and educators
Ask the reader to distinguish what each speaker wants from what each speaker actually proves. Invite the student to find one limitation in the evidence for either proposal, then explain what additional information would make the decision more responsible.
Try this discussion question: Can two opposing arguments both have merit while one is supported more strongly by the passage?