Grade 7 · Argumentative · short classroom practice
A repair club
Should fictional Alder School create a weekly student repair club? Acknowledge at least one counterclaim. Use relevant evidence from both sources, explain how it supports your ideas, and cite source titles or source numbers. Organize a focused introduction, developed body and conclusion with purposeful transitions that create cohesion.
These two original fictional classroom sources are shorter than official B.E.S.T. Writing stimuli, which use 2–4 texts totaling 1,000–1,700 words. This exercise is not a full-length test simulation.
Source 1: A repair club — report
Alder School students propose a weekly club that repairs simple classroom objects instead of discarding them. Their fictional proposal describes torn book covers, loose binder rings, and damaged fabric storage bags. These examples would let students practice measuring, planning, and evaluating their work under adult guidance. The club would begin with hand tools chosen by a trained supervisor. Electrical devices and sharp machinery would be excluded. Students argue that repairing useful objects can reduce waste while teaching patience: a rushed fix may fail, but checking the cause of damage can lead to a lasting solution.
The proposal suggests a small trial during the existing activity period. Teachers would offer only objects they have permission to repair, and students would record the materials used and whether each item remained usable after a month. Donated scraps could supply patches, though adhesives and replacement parts would still cost money. Club members would receive safety instruction before touching tools and could choose a recording role instead. Students acknowledge that repairs take time. They argue that a weekly schedule would make that time predictable and that records would show whether the benefits justify expanding the club. No savings have yet been measured.
Source 2: A repair club — response
The activities coordinator questions whether Alder School can support another weekly club. In this fictional memo, the coordinator explains that a supervisor must understand the tools and remain present throughout each meeting. A teacher already supervising another activity cannot safely divide attention between rooms. Even simple hand tools require instruction, secure storage, and an agreed procedure for damaged equipment. The coordinator argues that enthusiasm does not establish a safe or affordable program. If staffing is unavailable, the school should postpone the club rather than rely on students to supervise themselves.
The memo also raises funding and scheduling concerns. Donations may provide fabric scraps but cannot guarantee suitable replacement parts. Meetings during the activity period could conflict with music practice or tutoring, limiting participation. The coordinator proposes one demonstration led by a qualified volunteer, followed by a review of interest and costs. A regular club might follow if the school identifies a supervisor and a modest supply budget. This alternative would offer some repair instruction without an immediate weekly commitment. The coordinator agrees that reuse has value but wants students to distinguish possible savings from demonstrated savings. Any decision should account for what other activities would lose if staff time moved to repairs.
Plan your response
- Identify a focused claim and logical reasons.
- Select relevant evidence from both sources and explain the reasoning that connects it to your ideas.
- Cite source titles or source numbers when incorporating evidence.
- Acknowledge the coordinator’s opposing view fairly using source evidence.
- Revise organization, precise academic vocabulary, sentence variety and grade-appropriate grammar, spelling and punctuation.
The word count is information for revision, not a required essay minimum or a score.
Manual self-review
Use these checks to revise your writing. They do not calculate a score. The official rubric has three domains, each with 0–4 possible points, for 12 total: Purpose/Structure, Development and Language.
Identify your sources when using their evidence. Under the official rubric, Development cannot exceed 2 without citation. Source titles or numbers help you practice attribution. Grade 7 argumentative writing acknowledges at least one counterclaim.