I’m From “I Think” to “The Evidence Suggests”: Growing the Language of Argument

The Context

Seventh grade is a big year for argument writing. It marks a real shift from persuading readers in a personal essay format to using evidence and precise language to argue a claim. As I evaluate early writing samples, I often find students using “I think” or “I believe” to introduce what they consider evidence. These students aren’t necessarily struggling with argument writing. Often, the language just hasn’t caught up with the thinking. The result is an argument that isn’t very convincing or well supported.

The Big Picture

The language we teach beginning writers serves an important purpose.

I think…

One reason…

This shows…

Each of these helps students get words on the page, supports writing fluency, and provides entry points. But as students move from opinion toward argument writing, the thinking becomes more complex. They make claims, select evidence, explain reasoning, and consider other perspectives. Their language grows.

That shift in language doesn’t always happen automatically. Sometimes a seventh grader’s thinking has moved forward, but the language has not.

The downloadable graphic below shows this gradual expansion in language. The goal isn’t to eliminate simple language, but to give writers more choices, entry points, and ways to express their writing with purpose.

Small Shifts

We don’t need giant academic word banks to move students forward. Instead, try these three smaller writing moves with your students.

Teach the job, not just the word.

Instead of teaching however as a transition, teach it as language a writer can use to show contrast. Connect words and phrases to the purpose: add a reason, introduce evidence, explain, acknowledge another perspective.

Nudge it one level.

Don’t ask students to “make it more sophisticated” (to be clear, I am guilty of this and have heard myself say it and then thought — what’s that even mean). Instead, give them a smaller target. For example:

I think Eldon was right because he learned the truth.

• Eldon was right because he learned the truth.
• Eldon’s decision was justified because he understood the truth about the policy decision.

Students don’t have to jump to the last example. It might not even be appropriate yet. But you can nudge to the next level.

Give language its own revision pass.

Ask students to find three places in their writing: one that sounds conversational, one where they have repeated language, and one where the connection between ideas could be clearer. Then…revise just those. Because the goal is to make the words do the most work.

One Final Thing

We don’t need to ban phrases and words like I think, also, because, or this shows. Those words help students get to where they are and serve a purpose. Formal doesn’t mean fancy. This proves may sound stronger, but this evidence suggests may actually be a more precise transition.

We are trying to move students from automatic language to more intentional language. This comes one purposeful choice at a time.