Strong Writing Evidence

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.

Growing up, writing came as easy to me as riding a bike. It was never anything I needed help on, aside from the occasional proof read - it was something that just came natural. The worst part is, I knew it. Whatever the topic was, I was able to write with ease. Unfortunately, I was not learning more advanced writing techniques and etiquette, just expanding my vocabulary. So when I was assigned to write an argument paper with quotes, cites, and sources, I thought I had it all figured out.

Generally speaking, I can convey my message and demonstrate my thesis more effectively and precisely with a strong evidence now. In my first draft of critical reading response paper, I had a very vague and unarguable thesis, which made the reader confused. For example, my topic sentence in the first draft was “The frame narrative makes this book be more attractive.” I should explain who these readers are specifically and makes it more arguable. In my final draft, I point out that these readers are “cynical and realistic adult readers,” and provide strong textual evidence to support my viewpoint. Moreover, the biggest

In English 1302, I was instructed on how to write a literature review and a researched argument. While I found literature reviews to be easier than researched arguments, I still learned how to synthesize sources and their respective information. I realized that I did not need to put in much of my own commentary compared to an argumentative paper. Initially, I could not see how subtopics and themes could connect several pieces of writing just as much as the subject of the paper could. I also used to focus on the authors of sources rather than the connected information written by the authors, but now I focus on the latter. Taking this course made me realize that I had never used common ground while writing an argument, but it is very critical for persuasion. For example, in my researched argument I wrote: “… you, as a consumer, have been affected by robotics in more ways than you know; robots aid humans in many

| I have not done enough work to provide evidence; I did not include textual evidence in my writing

I am able to use evidence to back up my ideas and prove my point. My writing this year has helped me grow in this area. I have learned about the different types of claims, like claim of value, fact, and policy, and different methods of arguing, like induction and deduction. I have used all of these techniques throughout my writing. When I am struggling with a prompt, like for my quotation essay, I look at it like an argument. This helps me make my purpose clear. A good example of my strength of argumentation is my paper on why schools should not have letter grades. In this essay, I used points and evidence to argue my claim. I also used a deductive method, meaning that I started with an observation and worked my way to a conclusion. This allowed me to effectively argue my claim and use evidence to support it. I know that I am good at writing an argumentative piece and I believe that it is my biggest

(Ramage, Bean, & Johnson, 2012). The best way in choosing an argument is finding a topic that can make a good statement or debate. Gathering enough evidence to prove your topic, can have the audience agree with the focus. College students will tend to write on arguments that they are very interested in or something that they can relate too. There two main helpful ideas when choosing evidence and research. First hand research is research that has been established by doing interviews, experiments, surveys, or personal experiences and anecdotes. Second hand research is research from getting other ideas and or information such as books, periodicals, and web sites. All evidence of work must be trustworthy, dependably, and credible resources (The Writing Lab & The Owl at Purdue, 2016). The reason for an argument is to persuade other people or another person, to your point of view (Hult & Huckin, 2016). The 5 key terms of information are specific thing to look upon when creating an argument. Persuade who are undecided to agree with you, reinforce views with those who already agree with you, try and change the minds of those who are in disagreement, what is being written, the writer should have his/her own feeling to the choose looked upon or frowned upon, and finally, a college student whether they are or not, they need to show the ability to work through the

It is known that facts are claims that don’t need proof to be seen or accepted as a truth. However, there are many that come with proof to solidify the statement making it agreeable. This is similar to finding the underlining truth that is written in every excerpt from the author, much like Villanueva’s piece Bootstraps. There are many different ways as to how a written paper can correlate with the audience. Which can commonly be identified as the types of rhetorical connections: pathos, ethos, logos, and kairos: that are taught to students as a basic understanding to a purpose. More so, there are other factors that come into play when it comes to developing a truth through the connection of both author and all of the audience intentional or

In the instance of writers, they will use factual data and pertinent statements to persuade the reader. However to prove the side of the argument the paper needs to have evidence to support the claims so assumptions can be made (Behrens & Rosen, 2012). There was no strong difference found between mild and strong argumentative thesis statements. After reading the assigned chapters, the differences might indicate the difference in evidence-based support. Overall, there is having an opinion or an assumption regarding a topic but it is even better to have research to back up any statement to help persuade the reader.

Description of evidence is mainly accurate and relevant, coherent and reasonably detailed. Elaboration/use of example/quality of description is good. There is some evidence of interpretation and explanation in the context of the question. The answer has good structure and organisation. The answer is mostly grammatically correct with few spelling errors.

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.

Material and pictorial examples are the best way to allow the reader to better recognize the significance of arguments the writer is trying to portray. Evidence can improve the quality and readability of a paper by offering pictorial examples for the reader. Robert Macieski and his Picturing Class: Lewis W. Hine Photographs Child Labor In New England offers short stories about the travels of Lewis W. Hine, but what keeps the story interesting is the inclusion of pictures taken by Hine during his journey through New England. Evidence is important because it can give support to the idea the writer is trying to provide.

To make sure that the support for your argument is not misleading or distorted, you should avoid misleading evidence or misrepresent the evidence you are presenting. Avoid quoting out of context to change the meaning of the quotes that. Avoid using unfair appeals. Normally, in argument essay there are three types

Evidence: The writer used strong supportive evidence. She used strong points to explain the crying and criticism situations. The evidence was relevant and made sense with the argument. She acknowledged the other side of the argument and was able to refute it effectively.