![]() The strong negative correlation suggests that. ![]() ![]() ĭrawing conclusions, making inferences, or suggesting implications based on specific data Stating information that is not “common knowledge” This list is not exhaustive but will provide you with ideas of the types of phrases you can use. To assist you with effectively supporting your statements, we have organized the introductory phrases below according to their function. Introductory phrases to use and their contexts emphasize a point by highlighting a specific situation.need to identify representative examples of a category.need to clarify a prior statement, and it would be more effectively done with an illustration.draw conclusions, make inferences, or suggest implications based on specific data.state information that is not “common knowledge”.You should introduce and link your arguments to evidence when you There are different types of claims and different types of evidence in writing. Therefore, when you introduce examples, make sure to judiciously provide evidence when needed and use phrases that will appropriately and clearly explain how the proof supports your argument. However, laundry listing evidence is as bad as failing to provide any materials or information that can substantiate your conclusions. Without proof, your arguments lack credibility and teeth. When to introduce evidence and examplesĮvidence and examples create the foundation upon which your claims can stand firm. In this article, we explain how evidence and examples should be introduced according to different contexts in academic writing and catalog effective language you can use to support your arguments, examples included. Therefore, it’s crucial that we use appropriate, logical phrases that guide readers clearly from one idea to the next. The type of proof we provide can either bolster our claims or leave readers confused or skeptical of our analysis. An essential component of constructing our research narratives is thus providing supporting evidence and examples. Accordingly, when we think about various phenomena, we examine empirical data and craft detailed explanations justifying our interpretations. So, my advice is to give them a good foundation for how to write them and then sprinkle them in every now and then throughout the year.Research requires us to scrutinize information and assess its credibility. It would be like asking them to write a five-paragraph essay each day. I try not to burn kids out on any one thing so that they dread it.You’ll want to have students write constructed responses repeatedly, but NOT for every passage and NOT every day! Constructed responses are somewhat of a chore, even with an awesome strategy like RACE.Giving students practice with shorter texts will help them gain confidence for the longer texts to come. Starting right before testing is not going to be very effective. Make sure to start teaching the RACE strategy fairly early in the year, so there’s plenty of time to practice it.Those include…This shows… or This proves… or This is a good example of… or This means that… and so on. Again, some simple sentence starters help kids stay on track here. The last part of the constructed response is where kids tell how their text evidence proved their point. I do make sure students know to quote the text exactly as it is written and to use quotation marks correctly too. Once kids get a few of these memorized, it makes this part of the RACE strategy go much more smoothly. I make an anchor chart with these stems and put them up when we’re first starting to work on citing evidence. Then they need to write it correctly using a sentence stem, like… According to the text… or The author stated… or In the second paragraph, the author mentioned… or On the third page, the text stated… or Based on the text… and so on. First kids need to find relevant evidence to support their answer. Finally, they need to list the character’s name first, before using a pronoun like he/she/they. Sometimes questions have more than one part. Number two, they also need to answer every part of the question. Students may use their own knowledge as well as inferences from the text to identify the answer.Ī few tips for this…Number one, it’s important that they make sure to answer the specific question being asked. ![]() Students need to remove the question word like who, what, when, where, or why but restate the keywords in the question.įor example, if the question was “Why did Jill decide to give her mother a jewelry box?” the answer would start this way, “Jill decided to give her mother a jewelry box because…” A = Answer the QuestionĪfter restating the question, the second step is to finish the sentence and answer the question. The first step is to change the question into a statement.
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