[原版]如何使用论据

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How to use 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:


o Offer evidence that agrees with your stance up to a point, then add to it with ideas of your own.
o Present evidence that contradicts your stance in order to argue against (refute) it and therefore strengthen your position.
o Use sources against each other, as if they are experts on a panel discussing your proposition.
o 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 paragraph by following this pattern:


o State your claim.
o Give your evidence, remembering to relate it to the claim.
o 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

1) 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, however, 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 quotation’s content.


Stronger Use of Evidence
2) 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, but because quotations involve someone else’s words, you need to take special care to integrate the evidence into your paragraph.


Here are two examples of quotation use, one ineffective and one more effective.


Ineffective Use of Quotation

1) 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 it is dropped into the paragraph without any connection between the claim and the quotation. Furthermore, the quotation’s significance is not discussed, 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

2) 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, 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 a paragraph. Notice, too, that it uses a “lead-in” phrase 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 relationship between the quotation and the writer’s point.


REMEMBER: Discussing your evidence’s significance develops and expands a paper!


Citing Your Sources

Evidence appears in paragraphs in the form of quotations, paraphrases, and summaries. Each form of evidence must be cited in your text,, not just in your bibliography. Citing evidence means distinguishing the information from your own and giving credit to your sources. There are plenty of acceptable ways to introduce citations, but here are three standard ways of doing so. Be sure to note both the lead-in phrases and the punctuation (except the brackets).


Quote: According to Source X, “[direct quotation]” ([date or page #]).
Paraphrase: Although Source Z argues that [his/her point in your own words], a better way to view the issue is [your own point] ([URL, date of publication or access]).
Summarize: In her book, Source P’s main points are Y, W, and R [information in condensed form].


Remember that your job during the course of your essay is to persuade your readers that your claims are feasible and the most effective way of interpreting the evidence.

Questions to Ask Yourself When Revising Your Paper:

1) Do I avoid generalizing in my paper by specifically explaining how my evidence is representative?
2) Have I offered my reader evidence to substantiate each assertion I make in my paper?
3) Do I thoroughly explain why/how my evidence backs up my ideas?
4) Do I provide evidence that not only confirms but also qualifies my paper’s main claims?
5) Do I use evidence to test and evolve my ideas, rather than to just confirm them?
6) Do I cite my sources thoroughly and correctly?

Produced by Writing Tutorial Services, Indiana University, Bloomington, IN

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