3.3 Introducing and integrating sources and evidence

Why is introducing evidence seamlessly important?

How to introduce evidence

1. Use a transition phrase: Begin by using a transition phrase such as "for example," "in fact," or "according to" to signal to the audience that evidence is being presented.
2. State the evidence clearly: Clearly and concisely state the evidence, whether it be a statistic, a quotation, or a fact. Make sure the evidence is relevant to the argument or claim being made.
3. Provide context for the evidence: Give the audience enough background information to understand the relevance of the evidence.
4. Explain how the evidence supports the argument: Make it clear how the evidence supports the argument or claim. Explain how it strengthens the argument, how it proves a point, or how it demonstrates a trend.
5. Cite the source of the evidence: If the evidence is from a source outside of your own work, be sure to cite the source correctly, using the appropriate citation format.

How can we identify good use of introducing evidence?

1. Look for the main argument or claim: The main argument or claim in this text is that the American education system is in dire need of reform and that standardized testing is not an effective measure of student performance and should be eliminated.
2. Identify supporting evidence: The text provides evidence from a study by the National Center for Fair and Open Testing that students who spend excessive amounts of time preparing for standardized tests score no higher on these tests than students who spend less time preparing.
3. Look for logical connections: The text argues that standardized testing is not an effective measure of student performance, and presents evidence that these tests do not accurately measure critical thinking skills or creativity.
4. Identify counterarguments: A possible counterargument could be that some people believe that standardized tests are necessary to ensure that students are meeting certain educational standards and that they are a fair way to compare students from different schools.
5. Pay attention to the conclusion: The conclusion of the line of reasoning is that standardized testing is not an effective measure of student performance and should be eliminated. The evidence provided supports this argument.

How can this be applied to the sample text seen above?

• One of the most prominent rhetorical strategies used in this text is the use of evidence. The author cites a study by the National Center for Fair and Open Testing to support their argument that standardized testing is not an effective measure of student performance. This provides credibility to the author's argument and gives the audience a concrete reason to believe their claim.
• The author also uses a strong, declarative tone to assert the need for reform in the American education system. Phrases such as "Standardized testing is not an effective measure of student performance" and "The American education system is in dire need of reform" convey a sense of urgency and importance to the audience.
• Another rhetorical strategy employed in this text is the use of logical reasoning. The author presents evidence that students who spend excessive amounts of time preparing for standardized tests score no higher on these tests than students who spend less time preparing and that these tests do not accurately measure critical thinking skills or creativity. The author then logically concludes that standardized testing should be eliminated.
• In conclusion, this text effectively uses evidence, a strong tone, and logical reasoning to argue for the need for reform in the American education system, specifically the elimination of standardized testing as an effective measure of student performance.