Supporting ideas with evidence
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which specific points
What a learner can do afterwards
- Match each of an author's main points with the evidence used to support it
- Evaluate whether the evidence provided adequately supports the author's argument
- Identify points in a text that lack sufficient evidence or reasoning
The lesson
You already know that authors back up their ideas with reasons and evidence. Longer texts usually make more than one point, and each point needs its own evidence. Your job now is to match each specific point with the exact evidence that supports it, not just spot evidence somewhere in the text.
Read this: 'Our school should start a recycling program. First, recycling cuts landfill trash: our cafeteria throws away 200 pounds of paper every month. Second, recycling saves money: schools with bins spent $500 less on trash pickup.' The first point (cuts landfill trash) matches the 200-pound fact. The second point (saves money) matches the $500 fact. Two points, two separate pieces of evidence.
Before you accept a piece of evidence, ask: does this fact or number actually prove the point, or does it just sound convincing? Real evidence is something you could check, like a count or a measurement. A feeling is not evidence.
The same recycling text also says: 'A recycling program would make students feel proud, since kids like helping the environment.' This point has no real evidence behind it, just an opinion. When a point has no fact or example backing it up, mark it as weak.
Match every point to its own evidence, and watch for points that have no real evidence behind them.
Watch it
Where it sits
Learn first
This opens up
Nothing builds on it yet.
Where this leads
8 questions wait behind this lesson, each with its answer explained. Every answer feeds the sky: stars light as they are learned, and dim when it is time to come back.