Examples Of Evidence Pillars

Generally, most readings in this class have been about the process of writing (Surprise! Surprise! It IS a writing class!) and they have taught me how to effectively and concisely use supporting evidence in any written work. For instance, I gained knowledge of the proper usage of supporting evidence after writing a second self-reflection journal in which it asked me to use handouts in order to support my discussion on a specific topic you gave us. In the journal, I incorporated ideas from your handouts and written articles you provided us in order to support my claims. By reading the assigned “Rhetorical Choice Analysis” handout I learned that there are several types of supporting evidence: examples, experts, explanations, and no-prose

Upon entering Columbia College, writing was one of my weaker areas. It was very important that I gained the necessary knowledge and confidence to become a better writer. I didn’t know how to express myself and felt as though my writing was not my interest. As a result of taking English 101, I have gained a better understanding on how to properly research and build a satisfactory paper. Every paper that was assigned seemed like a struggle to complete. Before entering this class, I did not know the meaning of a thesis or why it was important, however, I obtained this skill quickly. I noticed that every paper has an argument and the thesis helps clarify the rebuttal. Now, I have a new outlook on writing. It’s a way to express my thoughts and allow others to see things through my eyes. There is no doubt that I still have a long way to go, but I know if I continue to write, I will get better. Just as I developed more skills in class, the various papers assigned helped to better structure the writer in me. In addition, the subject areas were not only interesting, but very informative and made it much easier to write about my experiences.

In brief, chapter 4 of The Longman Writer by Judith Nadell and John Lang taught the reader how to support the thesis using evidence. As an addition to chapter 3 “Identifying a Thesis”, chapter 4 emphasizes the importance of supporting the central idea by using enough evidence to convince the reader. Forms of evidence include “examples, facts, details, statistics, personal observation” (41) or anything that furthers the reader’s understanding. The evidence used should achieve three task, which are to justify how you (as the writer) feel, interest the reader, and paint a clear picture. By the same token, all evidence should follow certain characteristics, being: relevant, specific, an adequate amount of support, dramatic enough to alter reader’s feelings to your own, accurate, representative (or relatable), and genuine documentation (articles, encyclopedias, etc.) (45). For the most part, Chapter 4 conduces effective writing with evidence.

1. I wrote arguments in my persuasive and literary analysis to fulfill standard one. I used my research as evidence and combined that with my prior knowledge to make educated arguments to support my claims. I spent time going through information and analyzing the information to find sufficient evidence.

In their book They Say I Say, Gerald Graff, Cathy Birkenstein, and Russel Durst outline strategies writers can use to avoid common mistakes often seen in academic writing. The book thoroughly outlines the different components that make up academic writing, such as initially summarizing what others have said before, responding with original ideas, proving a purpose to the writing, and connecting the writing in a logical and eloquent manner.

My academic writing has greatly improved. I now make an active effort to use a thesaurus to vary my language. I also incorporate more transitional phrases to create a better flow in my essays. I organize my paragraphs to make sure the information and supporting evidences flows well. Even though I understood my claims and thesis needed to be supported by credible sources I analyze who and where the source was published. Specifically, the class discussion in the response to videos we watched two videos about high fructose corn syrup. I stated,” The first video, High Fructose Corn Syrup (HFCS) – ‘Party’ TV original commercial, is an advertisement made by The Corn Refiners Association”. I acknowledged that the first video was made by an association that could have biased opinions about high fructose corn syrup. By acknowledging where the source came from I demonstrate that if this video was used for evidence for safe fructose consumption it would not be a credible source because of its ties to the corn association.

Throughout quarter 1, I believe that my ability to find and apply evidence to my writings has improved over the quarter. Although this skill is still a work in progress for me, I have noticed tremendous growth in my own confidence through it. My credibility of my evidence has improved through class discussions.

The transition from conducting research in high school to conducting research at the college level can be a difficult challenge for many people. High school research is very basic and has a defined end state in most cases; whereas college level writing presents an argument or a claim that interests others and makes them want to know more about your specific claim. In this argument in order to sway a person to what your actual point of view is the author must provide evidence and reasons for their specific claim. It is not simply stating ones opinion and that being the end state of the argument but providing

That is why being able to use sources to inform an argument is crucial when writing any type of essay. I am certain that being able to efficiently use my sources to appeal to an audience would also be a contributing factor to whether or not I clearly state my position in my essay. However, it isn’t just important to have the evidence to back your claim up, you must also smoothly integrate it throughout your essay. That is why I extremely appreciate the section on, “Integrating Quotations,” that was given during this chapter. This chapter has given me a better understanding of what is means to appropriately use sources throughout my essay. Evidence doesn’t explain itself, it’s the author's job to make sure no stone gets left unturned when supporting your position with the sources he/she has

To effectively persuade my point I used a range of persuasive writing techniques such as personal pronouns, expert evidence, inclusive/exclusive language, and hyperbole,etc. As this was based on a speech, I have attempted to appeal and direct most of my writing towards the reader/target audience which was students and attempt to convey a compelling yet factual piece of writing. Overall my goal was to provide some unusual as well as interesting facts about

This is the first time I have written an essay with some analysis of author’s craft. This unit helped me realized that I have not been analyzing enough (and well enough) in the past. I had usually only written 2-3 sentences, just explaining the quote. I never really went into depth, which made my supports weak. I feel my analyzing skills have improved while writing this essay as I have learned what a strong analysis looks like. A strong analysis is clear, detailed, and well supported. A thing I noticed about myself is that I constantly go off track while analyzing, so while writing my essay, I tried to stay focused. When finding my evidence, I needed to make sure they were the best to support my thesis/claim. I went in trying to find quotes

Academic writing is a concept that I didn’t analyze deeply before. The essay “Navigating Genres” shows every part of this type of writing. It exposes its structure which is not easy to grasp and can vary depending on the intended audience. One of the elements that I noticed in this type of writing is a clear language allowing the writer to be concise in the idea that is expressed to the reader. An additional characteristic is a formal tone where slang and confusing words are avoided. Evidence is imperative because it shows the sound understanding of the theme that is imparted and defines the strength of the argument. One thing that has surprised me about academic writing is that the information or evidence is shown in a formal narrative tone,

Strong writing has strong support. In academic writing, a claim is my evidence did not introduce the relevant context, making it hard to understand if the evi supported by countless pieces of evidence. Having evidence is not enough though. The evidence must be comprehensively analyzed and connected to the claim. In essence, each piece of evidence acts like a pillar that supports a building. One weak pillar can cause a fatal flaw that could destroy the whole building. During Writ 1, I have felt that my writing was weak from not truly understanding how to use evidence. In my essays about “The Garden of Forking Paths” by Jorge Luis Borges, I have witnessed this misunderstanding from Professor Esin's comments that I did not explain my evidence sufficiently. In my earlier essays, I thought evidence could explain itself, so I did not give an in-depth analysis of my evidence. That, however, is incorrect. Each piece of evidence needs a complete introduction, analysis, and conclusion to create a strong base for an argument. For example, In

Unless clearly stated by the author, it is not possible for reader to fully comprehend author’s mind and recognize his or her intention of writing. However, by looking at the historic background, other textual evidence, and with logic deliberation one might be able to have a glimpse of what author’s general purposes were.

            The narrator does not, however, wish to completely shirk his creative contribution to the text. Instead, he attempts to qualify it. He likens his skill