Every academic essay or research paper includes a main idea or argument around which the entire piece is written. This idea or argument, which is laid out in the thesis statement, is required to be an original thought and must be supported by suitable evidence throughout the paper. In the absence of appropriate evidence, the thesis is just an uncorroborated idea.
But what is this evidence? Evidence is proof that writers must present to fortify their arguments/claims in reports, essays, or papers. It takes many forms in academic writing, and the type of evidence that qualifies as appropriate usually depends on the potential readership, discipline of study, and focus of the assignment to be written.
When used effectively, evidence can:
- Strengthen the argument being presented by giving it authority
- Allow the reader to assess the basis of the writer’s claims
- Illustrate the writer’s grasp of the fundamental ideas/theories around the topic
- Help the reader understand how the writer’s thoughts compare with others’ in the field
- Demonstrate the extent of research the writer has put in
This article will delve into all aspects of using evidence appropriately in academic writing to ensure assignments worthy of an A+ grade.
Types of Admissible Academic Evidence
As mentioned previously, different kinds of evidence are considered appropriate in different fields. However, irrespective of the discipline, any evidence is academically acceptable only when it:
- Comes from a trustworthy source, such as an expert in the field of study
- Is the result of acceptable research methods, especially in the case of qualitative and quantitative research
- Has results that can be reproduced
- Is factual and authoritative
Further, the best way to gauge what types of evidence are ideal for a particular essay/paper is to refer to reading assignments and bibliographies of textbooks prescribed for the course. Taking note of the various kinds of evidence the instructor uses while discussing specific concepts also proves useful when choosing sources for assignments.
For the purpose of convenience, some of the most common types of evidence used across fields have been listed here:
- Academic Journals and Other Reliable Publications: These include valid research studies in well-established publications and are the most extensively used kind of evidence in almost all disciplines, for all kinds of assignments.
- Textual Analysis: This primarily involves exploring and evaluating relevant texts or existing research to arrive at conclusions that can be incorporated in an assignment. Textual analysis is often preferred as evidence in the humanities but is not favored as much as observational or lab research in the sciences.
- Quotations: Quotes by reputed experts in a particular area of study (not those with little or no authority) can be used as evidence in most disciplines. These may also include opinions that lay out sound arguments relevant to the assignment.
- Statistics: An accepted type of evidence across fields, statistics are a largely preferred type of evidence in disciplines involving extensive quantitative research, such as STEM. They are also often used in social sciences like psychology and anthropology, which use a combination of quantitative and qualitative research.
- Case Studies: These are also used extensively as evidence in most fields so long as trustworthy procedures are adopted while conducting them. Case studies are rather common in disciplines that study human behavior and health, business, education, and so on.
- Observational Research: Also known as field research, this type of research is non-experimental in nature and involves observing and recording behavior in natural settings. It is most commonly used as evidence in many of the social sciences and is less common in disciplines involving textual objects of study like literature and history.
- Research from Laboratory Experiments: This type of evidence is extensively used and preferred in the hard sciences but not as much in the humanities, which rely more heavily on observational or textual evidence.
- Surveys: Surveys are considered valid evidence in several fields where the reaction to a situation/issue is useful. Some such fields include sociology, journalism, and business management among others. Surveys are not considered suitable evidence for assignments in the hard sciences.
- Interviews: Telephonic and in-person interviews of experts can be used as evidence across all academic disciplines.
How to Use Evidence Effectively in Academic Writing
A common mistake that writers make while writing an essay/paper is simply introducing evidence, assuming the reader can deduce their point of view. While readers may sometimes be familiar with the fundamental ideas being conveyed in a paper, they may not always be clear on the purpose those ideas are meant to serve in it. Thus, writers must ensure that they clearly indicate the significance of their ideas/theories in the context of the argument being made. This means distinctly showing the link between the argument and evidence presented by explaining the ideas sufficiently and organizing them appropriately. Writers would do well to err on the side of caution and explain a point presented in detail whenever they feel the need to instead of underexplaining it.
And while employing evidence is important, writers must bear in mind that integrating it into the paper in the right manner is just as crucial. So, here are three important steps that must be followed to ensure that evidence is incorporated appropriately in an essay/paper.
1. Introducing the Evidence
The very first step of integrating evidence into a piece of writing is to introduce it to the reader. This involves providing a short preview of it, in the form of a statement supporting the argument of the paragraph.
Here is an example to illustrate:
Students enrolled in public schools rarely end up expanding their horizons and can thus easily be swayed as citizens in the future.
The above introductory sentence indicates that the evidence following it is in line with the limited exposure of public school students impacting their awareness as adult citizens.
2. Presenting the Evidence and Citing it
After the introductory sentence, relevant information that corroborates the argument being laid out is summarized or paraphrased and presented to the reader as evidence. In some cases, direct quotes may also be used to make the argument more impactful. However, some professors strictly forbid the use of quotes altogether; so checking the course guidelines for instructions on using quotes as evidence might be in order before beginning the assignment. Using phrases like “Recent studies suggest that…” or “This finding is confirmed by…” while setting forth the evidence may further allow for a smooth transition between the introductory sentence and the evidence to follow.
Additionally, an in-text citation of the source in the preferred format (MLA, APA, Chicago, etc.) must also accompany each piece of evidence. In-text citations typically include the last name of the author and the publication date. In cases where the author’s name is unknown, the title of the work being cited can be provided instead. The page number(s) may also be included, where applicable, when paraphrases and direct quotes are used. It’s important to note that there could be more than one way to present these details based on how the evidence is paraphrased, summarized, or quoted. So, it’s a good idea to consult with the style guide on which format to follow in each scenario.
Example:
Education expert John Taylor Gatto suggests that public schools have continued to embrace an age-old education system – one that is “deliberately designed to produce mediocre intellects… and to ensure docile and incomplete citizens all in order to render the populace ‘manageable’.” (2013, 26)
The evidence elaborates on the introductory sentence provided earlier and is accompanied by an in-text citation in the Chicago style.
3. Expounding the Evidence
The last part of evidence integration is the writer’s analysis of the evidence presented. This section is the most important one and must clearly show readers the significance of the evidence in the context of the argument laid out and hence the thesis statement.
The following questions are a good starting point to help writers explain the link between the argument and evidence laid out in their paper:
- An idea/point has been presented. What is the reason for presenting it? Why should the reader be interested in this particular idea/point?
- Is there a link between this idea and the thesis of the essay/paper? If so, what is it? How does the idea support the thesis?
- Is it possible to provide a suitable example to reinforce the point laid out?
- A description of something or a personal opinion on the way it is has just been provided. Why is this description or opinion important? What is the reason for this something being the way it is?
- The occurrence of a particular event/process has just been mentioned. How does this event/process occur? Why is it significant to the point/argument being presented?
In light of these questions, here is an example that illustrates how to explain evidence effectively:
The limited exposure of public school students due to rigid schedules and run-of-the-mill classes leaves less scope for their curiosity and critical thinking abilities to be nurtured. This further paves the path for them to become ignorant, rather than informed, citizens in the future and renders them mere puppets that can easily be misled by higher powers.
These sentences link back to the quote presented previously while making the writer’s point of view on the limited exposure of public school students known to the reader.
All in all, writers must ensure that they use the most appropriate evidence for their papers and cite sources where necessary. Not just that, they must always incorporate the evidence correctly to ensure that their essay/paper presents a convincing argument to the reader.
