Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

Whereas sixth grade asked students to find claims that had no evidence behind them and seventh grade asked students students to find claims that didn't have enough evidence behind them, eighth grade asks students to find claims that have irrelevant evidence behind them. There are tons of types of irrelevant evidence out there, such as quotes from unrelated authority figures or attempts to appeal to a reader's emotions or fears over the actual facts. However, students do not have to describe which logical fallacy is behind irrelevant evidence; that's for ninth graders to do.