How to Write a Defensible Claim & Line of Reasoning (College Board AP® English Language & Composition): Revision Note

This study guide introduces you to defensible claims and line of reasoning in AP Lang. It explains the difference between a topic, claim and thesis, outlines common types of claims, and shows how a clear claim leads to a logical line of reasoning. It also includes a step-by-step guide to writing a defensible claim, a worked example, examiner’s tips and tricks and common mistakes students make. 

What is a defensible claim in AP Lang?

First, you need to know how to define a claim. A claim is a complete sentence that presents a writer’s position on a subject. 

A defensible claim is one that can be supported with evidence and reasoning.  It should have tension to it, or be arguable, meaning that reasonable people could agree or disagree.  

Defensible claims do the following:

• Present a clear position

• Require support or justification

• Are specific enough to guide the argument

• Avoid simply stating an obvious fact

• Create a path for reasoning and evidence

A defensible claim is different from a topic: 

Claim vs. thesis: what's the difference?

• A claim is a position or argument about a subject:

  • A writer may make several claims in one essay

• A thesis is usually the central claim of an essay:

  • It gives the reader a clear sense of the writer’s overall position

Types of claims in AP Lang

Writers can make different types of claims depending on what they want to argue.  

Claim of fact — argues that something is true, false or likely true

This often answers the question: “Is this the case?”

For example: 

This is a defensible claim because a writer can support it with studies, examples or expert opinion.

Claim of value — argues that something is good, bad, effective, harmful, ethical, unfair or important

This often answers the question: “How should this be judged?”

For example:

This is a defensible claim because the writer must explain or justify the standard being used to judge the issue.  

Claim of policy — argues that something should or should not be done

This often answers the question: “What action should be taken?”

For example:

This is a defensible claim because the writer must support the proposed action and address possible concerns.  

Claim of definition (and other specialized claim types) — argues how something should be defined, classified or understood

This often answers the question: “What does this mean?”

For example:

This is a defensible claim because the writer must explain why one definition is more accurate or useful than another.  

Some arguments combine more than one type of claim. For example, a writer may argue that a problem exists, that the problem deserves attention, call for a solution and argue that a specific solution should be adopted. In such cases, the writer may use claims of fact, value and policy in the same argument. 

What is a line of reasoning?

A line of reasoning is a logical progression of ideas that connects a claim, supporting reasoning and evidence.  It helps the audience understand why the claim is valid. It should be logical, ordered and unified.  

A line of reasoning answers the question: “How does the writer move from the claim to the conclusion?”

A line of reasoning may look like this:

The writer makes a defensible claim

$\downarrow$

The writer gives a reason that supports the claim

$\downarrow$

The writer provides evidence for the reason

$\downarrow$

The writer explains how the evidence supports the reason

$\downarrow$

The writer builds toward a conclusion

How to write a defensible claim: step-by-step

Use this process to write a defensible claim:

1. Identify the subject:

   • What is the argument about?

2. Choose an idea:

   • What important concept, issue or problem is connected to the subject?

3. Develop a perspective:

   • What position will you take on that idea?

4. Write your claim as a complete sentence:

   • Your claim should clearly state your position

5. Check that your claim requires a defense:

   • Could someone else reasonably disagree with it?

6. Check that your claim can lead to reasons:

   • Can you develop two or three clear reasons to justify your claim? 

How a claim leads to a line of reasoning

A claim gives the argument direction. The line of reasoning explains how the writer will defend the claim.

Worked example: claim and line of reasoning

Prompt:

• Develop a position on the value of competition in education

Claim:

This is defensible because it does the following: 

• Takes a clear position

• Focuses on a specific idea

• Avoids a simple for/ against response

• Gives the writer something to prove

• Creates a clear direction for the argument

Note the idea with the perspective:

1. Identify the subject:

   • What is the argument about?

Competition in education

2. Choose an idea:

   • What important concept, issue or problem is connected to the subject?

Competition

3. Develop a perspective:

   • What position will you take on that idea?

Competition is valuable when it promotes growth rather than comparison

4. Write your claim as a complete sentence:

   • Your claim should clearly state your position

Competition can benefit students when it encourages personal growth

5. Check that your claim requires a defense:

   • Could someone else reasonably disagree with it?

Personal growth rather than simply ranking students against one another

6. Check that your claim can lead to reasons:

   • Can you develop two or three clear reasons to justify your claim? 

• Competition can motivate students to set goals and improve their work (supports the idea that competition can encourage growth)

• Competition can help students develop resilience after setbacks (shows that competition can teach skills beyond academic content)

• Competition becomes harmful when it focuses only on ranking or comparison (qualifies the claim and shows understanding of the complexity of the issue)

Strong vs. weak claims: examples

Remember: strong claims are specific, arguable and connected to reasons that can be supported with evidence.

Common mistakes students make

• Stating a fact instead of a claim:

  • A fact may be true, but a defensible claim must present a position that requires support

• Restating the prompt instead of developing a position:

  • A strong claim should show the writer’s own perspective, not simply repeat the wording of the question

• Writing a claim that is too broad:

  • Broad claims are difficult to defend because they try to cover too much

• Writing a claim that is too vague:

  • A vague claim does not clearly show what a writer believes or how the argument will develop

• Making an extreme claim:

  • Claims that use words such as “always,” “never” or “everyone” are often difficult to defend

• Listing reasonings without logical order:

  • A line of reasoning should progress clearly rather than feel like a random list

• Using evidence without connecting it to reasoning:

  • Evidence needs explanation so the audience understands how it supports the claim

Frequently asked questions

Where in an essay should I state my claim?

You should state your main claim or thesis near the beginning of the essay, preferably as the final sentence in your introduction. Supporting claims usually begin each of the supporting paragraphs that follow. Each body paragraph should have a clear point that supports your overall argument.  

Can you have more than one claim in an essay?

Absolutely. An essay usually has one main claim and several supporting claims. The supporting claims should develop the main claim.  

Can a claim be a question or a fact?

Neither. A claim should not be written as a question. It should state the writer’s position. A fact can support a claim, but a fact by itself is not a defensible claim because it does not require much of an argument.  

How is the claim tested in the AP Lang FRQs?

In AP Lang free-response questions, you need both to analyze and create claims. In a synthesis essay, you need to analyze the claims of the sources provided and develop your own claim using those sources. In a rhetorical analysis essay, you need to explain how a writer’s choices support a purpose or message. In an argument essay, you need to create your own defensible claim and support with the evidence and reasoning.

Key terms and glossary

• Claim: a complete sentence that presents a writer’s position about a subject

• Claim of fact: a claim that argues something is true, false or likely true

• Claim of definition: a claim that argues how something should be defined or understood

• Claim of policy: a claim that argues something should or should not be done

• Claim of value: a claim that judges something as good, bad, effective, harmful, ethical or important

• Commentary: explanation that connects evidence to the claim and reasoning

• Defensible claim: a claim that can be supported with evidence and reasoning

• Evidence: information used to support a claim or reason

• Line of reasoning: the logical progression of ideas that connects a claim, reasons, evidence and commentary

• Qualified position: a claim that avoids an extreme “always” or “never” argument by explaining when, how or why the writer’s position is true  

• Reason: an explanation of why the claim is valid

• Thesis: the central claim that guides the essay

• Topic: the general subject of an argument