REASONS EVIDENCE

Munchy's adult sales are about $ 7,000. With no student donation, Munchy will get more than half of the current $ 12,000 in sales.

Source 4 - segment. 3 "Actually, teenagers are ... ..." Para. 3 "After Reduction" every day

§ Source 2: "During the academic year of October, students accounted for 73% of Munchy."

I always argue with each other. Source 4: "We encourage this rule", "Stereotypes are based on facts, but they are not

Introduction Hook: "anecdotal" assertion: No, the teenager is still a customer and the ban is based on the stereotype, so companies do not have the right to ban youth

• I agree not to prohibit young people from participating in business, but understand why some business owners think that such bans are necessary.

• Certainly, not all students have the money to go to the mall. They may rather stay at the mall rather than return home or return to class.

There are many noisy young people, but there are many young people who are quiet and respectful. I can say that for a businessman as well

CONCLUSIONS: Companies should not prohibit young customers from participating in their business, as young people represent potential customers, not all customers, along with typical stereotypes. Prompt action: dictation - choose option from comment from source 3

W.6.1 Write evidence supporting that claim with evidence relevant to clear justification. It is one. I will introduce the assertion and clarify the reason and the evidence. Bay supports the assertion through clear evidence and associated evidence using a reliable source and showing an understanding of the subject or body. C. Use words, phrases, phrases to clarify the relationship between claims and reasons. d. Provide some or part of the conclusion or conclusion derived from the proposed discussion to establish and maintain a formal style

Evidence The reason for that is necessary evidence to support them. Evidence supporting evidence provides information to enhance reasoning by making reasons more reliable. The quality and relevance of evidence determines the importance of cause. Evidence uses general form facts, expert opinion and statistics (Bauer, 1999). Junior high school students do not need a thorough investigation before discussion, but they should be able to distinguish facts, opinions, and statistics and start balancing the quality and strength of evidence. (See Figure 3 for a list of useful student research sites.)

Exploring teenage controversial problems - Cross-curriculum educational use discussion

Inference is most challenging for both students and teachers. Inference explains why certain evidence is correct evidence to support a specific assertion. Inference usually involves describing scientific knowledge or theory about specific assertions or evidence, or scientific principles mentioned in IQWST. These principles are not for students, but for "understanding" through their own research and class discussion. Inference requires that students clarify the steps they think and present logic from evidence to assertion. An example of a critical explanation helps students to recognize the components and their needs. They will soon learn to identify missing or less expressed content - it is usually a good starting point because they find it easier to build their own interpretation.