One of the most effective frameworks for teaching argument at all levels is the claim-evidence-reasoning structure, often called CER. It's simple enough for middle schoolers to understand but sophisticated enough to support college-level argument. When students internalize this framework, it transforms how they approach writing and thinking about evidence and support.

The framework works like this: You make a claim (a statement you want to argue for). You provide evidence that supports the claim (specific examples, data, quotes). You explain your reasoning (why that evidence supports the claim, what it means, how it connects). Too many student essays have claims and evidence but skip the reasoning entirely. The evidence just sits there without explanation, leaving readers to make connections the writer should be making.

Teaching CER explicitly gives students a structure to use and a way to think about argument. It also gives you a framework for assessment and feedback. You can quickly identify whether a piece is missing reasoning, has weak evidence, or has a claim that's not actually clear. The framework makes both teaching and grading more systematic.

When you use consistent frameworks like CER in your assessment rubrics, feedback becomes more targeted. Instead of saying develop more, you can say your claim is clear and your evidence is strong, but your reasoning about how X supports your argument isn't developed. Now the student knows exactly what to work on.

Teaching Each Component of CER

Teaching CER means teaching each component explicitly. Claim instruction focuses on making statements that are specific and arguable. Not all sentences are good claims. Facts, questions, and opinions that aren't arguable don't work as claims. A good claim takes a position on something debatable. Teaching students to distinguish claims from other types of statements is foundational work.

• Claims should be specific, not vague: Not winter is hard, but winter temperatures below zero make outdoor activities dangerous.
• Claims should be arguable: Not water is necessary for life, but water conservation policies need to balance environmental needs with agricultural use.
• Claims should be statements, not questions or wishes: Not Should we value education? but Education develops critical thinking skills needed for democratic participation.
• Claims should be narrow enough to support in the space available: Not Literature is important, but The supporting character in X novel drives the plot forward.
• Claims should connect to the larger argument: They should feel like they matter, not random tangents.

Finding and Using Effective Evidence

Once students have a clear claim, they need to find evidence that actually supports it. This means teaching students to evaluate evidence for relevance and credibility. A piece of information might be true and interesting but not actually support the specific claim being made. Teaching students to ask Does this evidence directly address my claim? helps them select more effectively.

Teaching where to find evidence is also important. What counts as evidence depends on the type of writing. In literary analysis, specific textual details count as evidence. In persuasive writing, data, examples, and expert opinion count. In research writing, credible sources count. Teaching students what types of evidence work for different writing purposes deepens their capability.

The Critical Piece: Explaining Your Reasoning

The reasoning piece is where many student arguments fall apart. They present evidence without explaining why it matters. They assume readers will make the connection between claim and evidence themselves. Teaching students to explain their thinking is critical. This is where you actually make the argument, not just support it. The reasoning explains why the evidence proves or supports the claim.

One effective teaching approach is using sentence stems to help students explain reasoning. Because this shows that, This demonstrates that, This reveals that, and This suggests that all prompt students to explain their thinking. Modeling how professional writers explain reasoning in their own work also helps students see what this looks like.

CER in Assessment

When you assess using CER, you can give specific feedback on each component. Student's claim is unclear and too broad. Student has good evidence but hasn't explained why it supports the claim. Student's reasoning is strong but uses evidence that doesn't actually support the claim. This specificity helps students understand what to work on and how to improve.

You can also build rubrics around CER. One column assesses claim clarity and strength. Another assesses evidence quality and relevance. Another assesses the reasoning and explanation. This structure makes grading systematic and helps students understand exactly what you're evaluating.