In the second blog post of this argument writing series, I shared how I bridge the gap from discussions in the classroom to writing a CER paragraph.
Starting with a single CER paragraph helps make the transition to writing the full essay much easier. Our students are able to focus on one paragraph at a time, and really unpack writing a strong claim, providing supporting evidence, and connecting how the claim and evidence connect with reasoning.
In today’s post, I’m sharing how I build upon the CER paragraph by finding and adding text evidence.
Using Short Articles
I always recommend connecting your writing assignments with what students are currently learning about in other subjects!
My class was about to read the novel Where the Red Fern Grows, so I pulled a one-page article about Where the Red Fern Grows and its author, Wilson Rawls, and gave them two CER prompts related to the article. I used a mix of modeled and guided instruction.
Why Short Articles Work So Well for CER
Short, focused articles are powerful tools when teaching students how to write with evidence.
1. They reduce overwhelm.
When students are learning how to structure a CER paragraph, they don’t need the added cognitive load of navigating a full chapter. A short, one-page article (or less) allows them to concentrate on how to write instead of getting lost in the text.
2. They make evidence easier to locate.
In a short text, students can realistically reread multiple times, which strengthens comprehension and increases confidence when pulling evidence. Instead of skimming, students slow down.
3. They build close reading habits.
Because the text is manageable, students are more willing to annotate, underline key ideas, and analyze word choice. This strengthens the “E” and the “R” in CER - not just identifying evidence, but truly understanding it and explaining how it connects to their claim.
4. They allow for repetition with variety.
Using one short article, students can respond to multiple prompts. This keeps the cognitive focus on strengthening their claim-evidence-reasoning structure rather than constantly adjusting to a new text.
5. They create natural cross-curricular connections.
Pulling articles that connect to science, social studies, or upcoming novels increases engagement and builds background knowledge at the same time. When we intentionally choose short texts, we’re not “watering down” the rigor - we’re scaffolding the skill.
Gradual Release Model
I am always a huge proponent of using the gradual release model when teaching a new type of writing. This allows my students to see me model my thought process, and then they get to try writing it with a partner or together as a class before they write independently.
First, I paired my students up and had them complete two tasks. First, they read through the article. Second, they wrote their claim (a review from the previous CER lesson).
After they completed those tasks, I showed them my claim, and we worked together to find a piece of evidence that supported it. We highlighted different pieces of evidence that supported our position, and I showed them a variety of sentence frames to use when embedding evidence in a paragraph.
Once we wrote our paragraph and highlighted the three components (claim, evidence, reasoning), I had them pair up and write another CER paragraph on a different prompt using the same article.
Highlighting Text
My students and I love using highlighters when we can to pick out important information! But highlighting isn’t just fun - it’s strategic. That’s why I intentionally build it into the CER process.
1. It makes thinking visible.
When students highlight a sentence, they are making a decision. They’re saying, “This supports my claim.” That decision-making is powerful.
2. It prevents random evidence.
Without a system, students often grab the first sentence that “sounds good.” Highlighting forces them to reread and ask:
- Does this quote actually prove my claim?
- Is this the strongest possible evidence?
3. It strengthens reasoning.
After highlighting the evidence in a text, we also highlight the evidence within our paragraph. Then we highlight the reasoning in a different color.
This visual separation helps students clearly see:
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What the author said (evidence)
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What they think about it and how it connects to their position (reasoning)
When students notice they have highlighted evidence but very little reasoning, they immediately see what needs to be strengthened.
4. It builds independence.
Over time, I release this responsibility to students. Instead of me confirming whether something counts as evidence, they begin to justify their choices.
That’s when you know the strategy is working.
Conclusion
Teaching students to write strong argument paragraphs doesn’t happen overnight - but it also doesn’t require jumping straight into a five-paragraph essay.
Starting with a single CER paragraph, using short and manageable texts, modeling the thinking process, and intentionally highlighting evidence gives students a clear roadmap for success.
When we slow down the process, we build confidence. And when we scaffold thoughtfully, we build skill. And when students truly understand how to connect claim, evidence, and reasoning, the transition to full argumentative essays becomes so much smoother.
If you’re looking to strengthen your students’ use of text evidence, try starting small.
One short article. One focused prompt. One well-developed paragraph.
You might be surprised at how much growth you see!