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Grade 7 · unit review

Review: Claims, Appeals and Careful Comparisons

Apply identify an argument appeal, recognize a faulty reasoning pattern, distinguish reported fact and interpretation, keep comparisons comparable using supplied texts and original responses.

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Bring the unit skills together

Use these 4 new cases to check your reasoning. Choices are temporary and are not saved to an account, sent to staff or recorded as school grades. Download your current review choices before leaving or reloading.

Unit review questions
1. Original excerpt A: I have organized displays for ten years, so rely on my advice about the layout. Use excerpt A only. Which appeal is most directly supplied?
Need a hint?
  • Credentials do not make every claim true.
  • Emotion can motivate without establishing a factual result.
2. Original excerpt B: One respondent preferred mornings; therefore all residents prefer mornings, says the writer. Use excerpt B only. Which problem is supported by the excerpt?
Need a hint?
  • Two cases do not establish everyone’s result.
  • Disagreement itself is not a fallacy.
3. Original excerpt C: Six replies arrived during the week. Use excerpt C only. What type of statement is supplied?
Need a hint?
  • Intentions need evidence beyond an action count.
  • A should sentence is a recommendation.
4. Original excerpt D: A counts invitations sent; B counts replies received, both from adult volunteers during that week. Use excerpt D only. Which comparability condition is missing in the supplied record?
Need a hint?
  • Attempts and people are different measures.
  • Same number of records does not guarantee the same population.

The download contains your current choices and any checked feedback. Keep the separate transfer-task work in your own document; downloading its instructions does not mark it complete.

Use the skills in a new task

Make a short complete response demonstrating the four skills in this unit. Use this fictional record: 12 invitations, 6 replies from adult volunteers in one week; 4 replies favor earlier hours. Draft a short argument about asking for more feedback. Keep invites, replies and people distinct, avoid a universal claim, and identify one reasoning appeal in your own text. Longer writing targets in optional extensions can be completed in a later session.

Work on paper or in your own document. Explain the choices you made.

  • Identify what the writer invites readers to trust: a logical relationship, credentials or feeling. Evaluate support separately.
  • Compare the reasoning with the stated evidence and alternatives. Name only the error that is demonstrated.
  • Read the actual sentence and classify its function. State what further evidence would be needed for an inferred motive.
  • Inspect the explicit mismatch in the supplied records and name the affected condition. Do not invent a mismatch that is absent.
Compare with a model response

In one week, 12 adult volunteers were invited and 6 replied. Four replies favored earlier hours. We should ask for more feedback because this record does not establish everyone’s preferences. The observed counts support a reasoning appeal. Invitations, replies and distinct people must remain separate. I would not claim all adults agree or that earlier hours caused learning; neither outcome was measured by this supplied record.

A different response can also meet the criteria. Compare the evidence and reasoning, rather than copying the wording.