Using Evidence - Indiana University Writing Guide 731250

Using Evidenceindiana University Writing Guide On Evidence In Research

Using Evidence Indiana University Writing Guide on Evidence in Research Papers (opens in new window) Like a lawyer in a jury trial, a writer must convince her audience of the validity of her argument by using evidence effectively. As a writer, you must also use evidence to persuade your readers to accept your claims. But how do you use evidence to your advantage? By leading your reader through your reasoning. The types of evidence you use change from discipline to discipline--you might use quotations from a poem or a literary critic, for example, in a literature paper; you might use data from an experiment in a lab report.

The process of putting together your argument is called analysis --it interprets evidence in order to support, test, and/or refine a claim. The chief claim in an analytical essay is called the thesis. A thesis provides the controlling idea for a paper and should be original (that is, not completely obvious), assertive, and arguable. A strong thesis also requires solid evidence to support and develop it because without evidence, a claim is merely an unsubstantiated idea or opinion. This Web page will cover these basic issues (you can click or scroll down to a particular topic): · Incorporating evidence effectively. · Integrating quotations smoothly. · Citing your sources.

Incorporating Evidence Into Your Essay When Should You Incorporate Evidence? Once you have formulated your claim, your thesis (see the WTS pamphlet, " How to Write a Thesis Statement ," for ideas and tips), you should use evidence to help strengthen your thesis and any assertion you make that relates to your thesis. Here are some ways to work evidence into your writing: · Offer evidence that agrees with your stance up to a point, then add to it with ideas of your own. · Present evidence that contradicts your stance, and then argue against (refute) that evidence and therefore strengthen your position. · Use sources against each other, as if they were experts on a panel discussing your proposition. · Use quotations to support your assertion, not merely to state or restate your claim.

Weak and Strong Uses of Evidence In order to use evidence effectively, you need to integrate it smoothly into your essay by following this pattern: · State your claim. · Give your evidence, remembering to relate it to the claim. · Comment on the evidence to show how it supports the claim. To see the differences between strong and weak uses of evidence, here are two paragraphs. Weak use of evidence Today, we are too self-centered. Most families no longer sit down to eat together, preferring instead to eat on the go while rushing to the next appointment (Gleick 148). Everything is about what we want.

This is a weak example of evidence because the evidence is not related to the claim. What does the claim about self-centeredness have to do with families eating together? The writer doesn't explain the connection. The same evidence can be used to support the same claim, but only with the addition of a clear connection between claim and evidence, and some analysis of the evidence cited. Stronger use of evidence Today, Americans are too self-centered.

Even our families don't matter as much anymore as they once did. Other people and activities take precedence. In fact, the evidence shows that most American families no longer eat together, preferring instead to eat on the go while rushing to the next appointment (Gleick 148). Sit-down meals are a time to share and connect with others; however, that connection has become less valued, as families begin to prize individual activities over shared time, promoting self-centeredness over group identity. This is a far better example, as the evidence is more smoothly integrated into the text, the link between the claim and the evidence is strengthened, and the evidence itself is analyzed to provide support for the claim.

Using Quotations: A Special Type of Evidence One effective way to support your claim is to use quotations. However, because quotations involve someone else's words, you need to take special care to integrate this kind of evidence into your essay. Here are two examples using quotations, one less effective and one more so. Ineffective Use of Quotation Today, we are too self-centered. "We are consumers-on-the-run . . . the very notion of the family meal as a sit-down occasion is vanishing.

Adults and children alike eat . . . on the way to their next activity" (Gleick 148). Everything is about what we want. This example is ineffective because the quotation is not integrated with the writer's ideas. Notice how the writer has dropped the quotation into the paragraph without making any connection between it and the claim. Furthermore, she has not discussed the quotation's significance, which makes it difficult for the reader to see the relationship between the evidence and the writer's point.

A More Effective Use of Quotation Today, Americans are too self-centered. Even our families don't matter as much any more as they once did. Other people and activities take precedence, as James Gleick says in his book, Faster . "We are consumers-on-the-run . . . the very notion of the family meal as a sit-down occasion is vanishing. Adults and children alike eat . . . on the way to their next activity" (148).

Sit-down meals are a time to share and connect with others; however, that connection has become less valued, as families begin to prize individual activities over shared time, promoting self-centeredness over group identity. The second example is more effective because it follows the guidelines for incorporating evidence into an essay. Notice, too, that it uses a lead-in phrase (". . . as James Gleick says in his book, Faster ") to introduce the direct quotation. This lead-in phrase helps to integrate the quotation with the writer's ideas. Also notice that the writer discusses and comments upon the quotation immediately afterwards, which allows the reader to see the quotation's connection to the writer's point.

REMEMBER: Discussing the significance of your evidence develops and expands your paper! Citing Your Sources Evidence appears in essays in the form of quotations and paraphrasing. Both forms of evidence must be cited in your text. Citing evidence means distinguishing other writers' information from your own ideas and giving credit to your sources. There are plenty of general ways to do citations.

Note both the lead-in phrases and the punctuation (except the brackets) in the following examples: Quoting: According to Source X, "[direct quotation]" ([date or page #]). Paraphrasing: Although Source Z argues that [his/her point in your own words], a better way to view the issue is [your own point] ([citation]). Summarizing: In her book, Source P's main points are Q, R, and S [citation]. Your job during the course of your essay is to persuade your readers that your claims are feasible and are the most effective way of interpreting the evidence. Questions to Ask Yourself When Revising Your Paper · Have I offered my reader evidence to substantiate each assertion I make in my paper? · Do I thoroughly explain why/how my evidence backs up my ideas? · Do I avoid generalizing in my paper by specifically explaining how my evidence is representative? · Do I provide evidence that not only confirms but also qualifies my paper's main claims? · Do I use evidence to test and evolve my ideas, rather than to just confirm them? · Do I cite my sources thoroughly and correctly?

Produced by Writing Tutorial Services, Indiana University, Bloomington, IN Business Ethics Case Study 5 An Ethical Dilemma Fictional Case by Ferrell, Fraedrich, & Ferrell. Business Ethics: Ethical Decision Making and Cases, 10th Edition. p182 When Jim began working in the human resources department at KR Electronics, he was impressed with the number of advancement opportunities the job offered. His first task was to monitor reports that came in from employees through the company's ethics hotline. It was a simple job but one Jim felt would lead him to a higher position in the HR department. He spent two days learning about the company's ethical policies and values, such as the importance of integrity and confidentiality.

Jim felt reassured he chose a great company in which to start a career. KR Electronics was a competitive company, and every six years employees were evaluated for performance. While the highest performers received substantial bonuses, the lowest 15 percent were consistently fired. This didn't bother Jim too much. He knew many other well-known companies had a similar system in place.

What bothered Jim was the way the supervisors treated employees who did not perform highly. Several employees approached Jim and told him of an abusive manager who often yelled at employees in front of other co-workers. Jim heard reports that the supervisor would make comments such as "l can't wait till the year is up and I can tell you to get lost. It'll be nice to actually get someone in this job with half a brain." When Jim approached David, the human resources manager of his department, about what he heard, David shrugged off Jim's concerns. "You've got to understand, Jim," David explained.

"We operate in a highly competitive field. Employees have to work quickly and efficiently in order to maintain our business. This often requires supervisors to get tough. Besides, this supervisor's unit is one of our highest performers. Apparently, whatever he's doing is working." This remark made Jim feel uncomfortable, but he did not want to argue with his boss about it.

One day Jim got a call from a woman in the company's sales department. She informed him that many of the firm's salespeople made exaggerated claims about the quality of their electronics. He also learned salespeople were making guarantees about products that were not true, such as how long the product would last. "The salespeople are given substantial bonuses for exceeding their quotas, so many promise whatever it takes to increase their sales, " the woman explained. Although it was not required to provide a name when reporting, the person talking to Jim gave her name as Sarah Jones.

She asked Jim to make sure her sales manager Rick Martin did not find out she called the hotline. Jim gave the report to his supervisor for further investigation. Two weeks later Jim heard that Sarah Jones had been fired for poor performance. He approached David to ask him about the situation and was horrified to find out the sales manager of Sarah's division had been told about her report. "But David, this is a violation of our confidentiality code!

I promised Sarah we would keep her name anonymous when investigating this matter. What if Rick fired her out of retaliation?" Jim asked. David looked at Jim in exasperation. "Jim, you are making too big of a deal out of this. Nobody forced Sarah to give her name to us over the hotline.

And trust me, Rick's a good man. He wouldn't fire someone simply to get back at them for reporting. It seems to me that these reports didn't have credibility, anyway. It's likely that Sarah made up these allegations to hide her poor performance." Jim left David's office upset. Even if Sarah was a poor performer, he did not feel that it was right that her sales manager was told about her report when she expressly requested otherwise.

As he went back to his desk, he remembered hearing that the sales manager and David were good friends and often went out together for lunch. QUESTIONS / EXERCISES 1. How does the company's organizational culture appear to conflict with its ethical policies? 2. What are the options for Sarah if this was retaliation?

3. What should Jim do next? *This case is strictly hypothetical; any resemblance to real persons, companies, or situations is coincidental.