Identifying Arguments
AdvancedIdentify arguments.
- An argument has three parts: claim → reason → evidence
- A strong argument uses facts, numbers and examples, not just feelings
- A counter-argument is the opposing view — the best solutions balance both sides
文體小知識：Claim, reason, evidence — check all three.
§Text Passage
1Should schools ban mobile phones? This question always starts a heated argument. Some people say yes. Their main claim is that phones distract students. One reason is that students play games in class instead of listening. Another reason is that phones allow cheating during tests. However, others say phones are useful learning tools. Students can look up new words, and they can contact their parents after school.
2Both sides use evidence to support their views. The first group points to a survey showing that test scores fell after phones became common. The second group mentions schools where students use tablets to do research. When we read such texts, we should identify the claim first, then look for reasons and evidence. A strong argument gives facts, numbers or examples, not just feelings. Writers try to persuade us, so we must stay calm and think.
3A good reader also looks for the counter-argument, which is the opposing view. The best solution may be to allow phones but keep them off during lessons. This balances both sides. In conclusion, before you believe a claim, ask three questions: What is the reason? Where is the evidence? Is there another side? If you practise these steps, you will become a more careful thinker. Remember that “everyone does it” is not evidence at all.
§Sentence-by-sentence translation Sentence-by-sentence translation
Should schools ban mobile phones?
學校應否禁止學生帶手機？
This question always starts a heated argument.
這個問題總會引起激烈爭論。
Some people say yes.
有些人贊成。
Their main claim is that phones distract students.
他們的主要主張是手機令學生分心。
One reason is that students play games in class instead of listening.
其中一個理由是學生上課時玩遊戲而不聽書。
Another reason is that phones allow cheating during tests.
另一個理由是手機讓學生在測驗時作弊。
However, others say phones are useful learning tools.
不過，也有人說手機是有用的學習工具。
Students can look up new words, and they can contact their parents after school.
學生可以查生字，放學後又可以聯絡父母。
Both sides use evidence to support their views.
雙方都用證據支持自己的觀點。
The first group points to a survey showing that test scores fell after phones became common.
第一組引用一項調查，顯示手機普及後測驗分數下降。
The second group mentions schools where students use tablets to do research.
第二組提到有學校讓學生用平板電腦做研究。
When we read such texts, we should identify the claim first, then look for reasons and evidence.
讀這類文章時，我們應先找出主張，再尋找理由和證據。
A strong argument gives facts, numbers or examples, not just feelings.
強而有力的論證會給出事實、數字或例子，而不只是感覺。
Writers try to persuade us, so we must stay calm and think.
作者試圖說服我們，所以我們要保持冷靜、獨立思考。
A good reader also looks for the counter-argument, which is the opposing view.
好讀者還會尋找反駁，也就是對立的觀點。
The best solution may be to allow phones but keep them off during lessons.
最好的解決方法可能是允許帶手機，但上課時要關掉。
This balances both sides.
這樣就能平衡雙方。
In conclusion, before you believe a claim, ask three questions:
總結來說，相信一個主張之前，先問三個問題：
What is the reason?
理由是甚麼？
Where is the evidence?
證據在哪裡？
Is there another side?
有沒有另一面？
If you practise these steps, you will become a more careful thinker.
如果你練習這些步驟，就會成為更審慎的思考者。
Remember that “everyone does it” is not evidence at all.
記住：「人人都這樣做」根本不是證據。
1Summary 重點摘要
Identify arguments.
2Vocabulary cards Vocabulary
Writer's point.
Statement.
Why.
Proof.
Opposing view.
Back up.
Convince.
Ending point.
3Step by step Steps
- ClaimThe claim = what the writer wants you to believe: Should schools ban mobile phones? Their main claim is that phones distract students.
- ReasonOne reason is… / Another reason is…: One reason is that students play games in class instead of listening.
- EvidenceEvidence = facts that support it: a survey showing that test scores fell after phones became common — surveys, numbers, examples count.
- Locate the claimClaims usually sit at the start or the end — here the opening question leads straight into it.
- The other sideHowever introduces the counter-argument: However, others say phones are useful learning tools. Students can look up new words…
- Judge the strengthA strong argument gives facts, numbers or examples, not just feelings — 'Everyone does it' is not evidence at all.
- Balance both sidesA good conclusion weighs both: The best solution may be to allow phones but keep them off during lessons.
- Three questionsBefore you believe a claim: What is the reason? Where is the evidence? Is there another side? — practise these steps to become a careful thinker.
5Worked example Example
From the 'Should schools ban mobile phones?' debate in the passage, write the claim, one reason and one piece of evidence for banning phones, then one counter-argument.
- Step 1: Find the claim — Phones should be banned because they distract students.
- Step 2: Find a reason — Students play games in class instead of listening.
- Step 3: Find the evidence — A survey shows test scores fell after phones became common.
- Step 4: Find a counter-argument — Phones are useful tools for research and safety.
- Step 5: Check with three questions — What is the reason? Where is the evidence? Is there another side?
- Answer: The claim of the first side: phones should be banned because they distract students. The reason: students play games in class instead of listening, and phones allow cheating during tests. The evidence: a survey shows that test scores fell after phones became common. The counter-argument: phones are useful for research and for contacting parents, and a total ban treats students like small children. Check every argument with three questions: What is the reason? Where is the evidence? Is there another side? Remember, 'everyone does it' is not evidence at all.
6Common mistakes Mistakes
7Quick check Quick check
Q1What is an argument?
Q2What is a claim?
Q3What is evidence?
Q4What is counter-argument?
Q5What does persuade mean?
Q6What is the argument?
Q7Reason 1?
Q8What is the evidence?
8Recap Recap
- An argument has three parts: claim → reason → evidence
- A strong argument uses facts, numbers and examples, not just feelings
- A counter-argument is the opposing view — the best solutions balance both sides
- Three check questions: What is the reason? Where is the evidence? Is there another side?
- 'Everyone does it' is not evidence at all — key line from the passage