Evidence-Based Writing

Think aloud with a partner: How do you persuade someone to agree with you? Use this slid to begin discussion about using evidence to support an idea. Write or type the ideas that come up and guide discussion towards the use of evidence.

Scientists and Historians must use specific evidence to support their theories and ideas It is like building a foundation so you can make something bigger:

Let’s look at two examples of a scientific idea: Example One: The earth has four layers. We know this because scientists told us, and we saw it on a video.

Let’s look at two examples of a scientific idea: Example Two: Scientists believe that the Earth is separated into four layers. Evidence from studying earthquake waves led scientists to believe this is true. Earthquake waves travel differently at different depths of the Earth. This means that there are probably layers of the Earth that are made of different things, and have different densities.

Example 2 includes a PEE chain Point – a sentence that brings up the point you are trying to make. Evidence – one piece of evidence that is used to support your point. Explanation – a reason why your evidence is used to support your point

Let’s figure out the PEE chain: Scientists believe that the Earth is separated into four layers. Evidence from studying earthquake waves led scientists to believe this. Earthquake waves travel differently at different depths of the Earth. This means that there are probably layers of the Earth that are made of different things, and have different densities. a trip said bertha. no another girl clamored wilfred. stop it my friends cried hairy   Hand out the examples of the PEE chain, give students time to try and code the examples by underlining or highlighting in different colors. Then go over it on the board.

Using analysis Sometimes writers forget to include analysis in their arguments. Analysis informs the reader on why something is important. Remember that including analysis makes your argument or evidence stronger

Key phrases when analyzing: This means that... Because of ______, we know that.... If we put these two things together, it provides evidence that.... This shows... This example supports the idea that...

Try It: Write a sentence that analyzes these two pieces of evidence: The sky is getting cloudy The temperature is getting colder Give students a few minutes to come up with some analysis using one of the signal phrases from the slide before. Share out as a class. When finished, hand out the two PEE chain handouts and give your writing assignment.

Writing Observations Look at all the writing in your writing folder. Make written observations about your writing. Some possible ideas for observations are: Did I improve from the beginning of 6th grade until the end of 6th grade? Did I improve from 6th to 7th? Did improve from the beginning of 7th until now? What am I good at doing? What mistakes do I make over and over again? Is there something I still do not understand? Did I improve in one or two areas but still score low in one? Anything else you notice about your writing?

Show, Don’t Tell Telling My Grandmother was a very brave little girl. Showing . . . One day when my Grandmother was a little girl she and her friends cut across a pasture on the way home from school. When a bull charged them she turned, got her friends behind her, pulled out her long sewing scissors, and stuck them up the nostrils of the bull. He didn’t bother them any more.

What’s in a Good Introduction? Grabber/Hook Thesis/Claim Statement Preview of your points (each of these will then become a paragraph in the body of your essay. Transition Sentence to the first body paragraph, OR Tying up Sentence if you plan to transition in the next paragraph. Give students a few minutes to come up with some analysis using one of the signal phrases from the slide before. Share out as a class. When finished, hand out the two PEE chain handouts and give your writing assignment.

Body Paragraphs Point – a sentence that brings up the point you are trying to make. Evidence – one piece of evidence that is used to support your point. Explanation – a reason why your evidence is used to support your point

Conclusions 1. Restate your thesis 2. Summation (tell the reader what they should have learned, why it is important and how it relates to the world) 3. Concluding sentence (final thought; leave the reader something to think about)

Ineffective Conclusions The “That’s My Story and I’m Sticking to It” Conclusion. The “Sherlock Holmes” Conclusion. The “America the Beautiful”/”I Am Woman”/”We Shall Overcome” Conclusion. The “Grab Bag” Conclusion.

Strategies to Avoid in Conclusions Beginning with an unnecessary, overused phrase such as “in conclusion,” “in summary,” or “in closing.” Stating the thesis for the very first time in the conclusion. Introducing a new idea or subtopic in your conclusion. Ending with a rephrased thesis statement without any substantive changes. Making sentimental, emotional appeals that are out of character with the rest of an analytical paper. Including evidence (quotations, statistics, etc.) that should be in the body of the paper.

Today’s Assignment Look at your conclusions—all of them. Do they contain the elements of a good conclusion. If not, in which category of ineffective conclusions do you think each one belongs. Let your group mates help with this part. Choose one of your conclusions to rewrite. Then finish rewriting intros or body paragraph one if you have not done so.

Thesis Statement/Claim Statement Thesis is the sentence or two in your text that contains the focus of your essay and tells your reader what the essay is going to be about.  Claim Statement is the sentence or two that tell which side you picked. tells the reader how you will interpret the significance of the subject matter under discussion. makes a claim that you can prove through your research

Assignment Look at all of the essays in your writing folder. Do each of the introductions have all the parts? If yes, great job! If no, pick one to rewrite the introduction to include all the parts. Compare your first introduction to your rewritten introduction. Which one is better? Give students a few minutes to come up with some analysis using one of the signal phrases from the slide before. Share out as a class. When finished, hand out the two PEE chain handouts and give your writing assignment.

Assignment Look at all of the essays in your writing folder. Do each of the body paragraphs have all the parts? If yes, great job! If no, pick one to rewrite body paragraph one to include all the parts. Give students a few minutes to come up with some analysis using one of the signal phrases from the slide before. Share out as a class. When finished, hand out the two PEE chain handouts and give your writing assignment.