Module 9 - Using the Showing Evidence Tool to Target Thinking Skills
Activity 9.2
Step 5: Determining Acceptable Evidence
Different subject / learning areas and audiences may require different types of evidence. For example:
A literature course may require quotations from text as evidence
A science course may accept experiment results and research from scientific journals
A history course may accept primary sources, certain academic Web sites, and a list of approved books
A project dealing with a social issue may permit survey results, interviews, approved Web sites, and certain books
The audience is an important factor to consider when determining the "best" evidence to use in an argument. For instance, what is important to a teenager may be different from what is important to a politician. How will you incorporate the idea of considering the intended audience when making an argument?
When determining acceptable types of evidence for learners to use, consider the
following questions:
Should learners consider all evidence—even poor evidence—or will there be a minimum threshold for quality?
What is the highest or most desirable source for evidence?
Do you expect direct quotes or summaries of the evidence?
How do you want the source cited?
Is there a minimum number of supporting and/or opposing pieces of evidence?
- Considering your subject / learning area, what kinds of evidence would you accept in a research project or debate?
