INTRODUCTION<\/b><\/span><\/h2>\r\nMany papers that you write in college will require you to make an argument<\/span><\/a>; this means that you must take a position on the subject you are discussing and support that position with evidence. It\u2019s important that you use the right kind of evidence, that you use it effectively, and that you have an appropriate amount of it. If, for example, your philosophy professor didn\u2019t like it that you used a survey of public opinion as your primary evidence in your ethics paper, you need to find out more about what philosophers count as good evidence. If your instructor has told you that you need more analysis, suggested that you\u2019re \u201cjust listing\u201d points or giving a \u201claundry list,\u201d or asked you how certain points are related to your argument, it may mean that you can do more to fully incorporate your evidence into your argument. Comments like \u201cfor example?,\u201d \u201cproof?,\u201d \u201cgo deeper,\u201d or \u201cexpand\u201d in the margins of your graded paper suggest that you may need more evidence. Let\u2019s take a look at each of these issues\u2014understanding what counts as evidence, using evidence in your argument, and deciding whether you need more evidence.<\/span><\/p>\r\n\r\nWHAT COUNTS AS EVIDENCE?<\/b><\/span><\/h2>\r\nBefore you begin gathering information for possible use as evidence in your argument, you need to be sure that you understand the purpose of your assignment. If you are working on a project for a class, look carefully at the assignment prompt. It may give you clues about what sorts of evidence you will need. Does the instructor mention any particular books you should use in writing your paper or the names of any authors who have written about your topic? How long should your paper be (longer works may require more, or more varied, evidence)? What themes or topics come up in the text of the prompt? Our handout on understanding writing assignments<\/span><\/a> can help you interpret your assignment. It\u2019s also a good idea to think over what has been said about the assignment in class and to talk with your instructor if you need clarification or guidance.<\/span><\/p>\r\n\r\nWHAT MATTERS TO INSTRUCTORS?<\/b><\/span><\/h2>\r\nInstructors in different academic fields expect different kinds of arguments and evidence\u2014your chemistry paper might include graphs, charts, statistics, and other quantitative data as evidence, whereas your English paper might include passages from a novel, examples of recurring symbols, or discussions of characterization in the novel. Consider what kinds of sources and evidence you have seen in course readings and lectures. You may wish to see whether the Writing Center has a handout regarding the specific academic field you\u2019re working in\u2014for example, literature<\/span><\/a>, sociology<\/span><\/a>, or history<\/span><\/a>.<\/span><\/p>\r\n\r\nWHAT ARE PRIMARY AND SECONDARY SOURCES?<\/b><\/span><\/h2>\r\nA note on terminology: many researchers distinguish between primary and secondary sources of evidence (in this case, \u201cprimary\u201d means \u201cfirst\u201d or \u201coriginal,\u201d not \u201cmost important\u201d). Primary sources include original documents, photographs, interviews, and so forth. Secondary sources present information that has already been processed or interpreted by someone else. For example, if you are writing a paper about the movie \u201cThe Matrix,\u201d the movie itself, an interview with the director, and production photos could serve as primary sources of evidence. A movie review from a magazine or a collection of essays about the film would be secondary sources. Depending on the context, the same item could be either a primary or a secondary source: if I am writing about people\u2019s relationships with animals, a collection of stories about animals might be a secondary source; if I am writing about how editors gather diverse stories into collections, the same book might now function as a primary source.<\/span><\/p>\r\n\r\nWHERE CAN I FIND EVIDENCE?<\/b><\/span><\/h2>\r\nHere are some examples of sources of information and tips about how to use them in gathering evidence. Ask your instructor if you aren\u2019t sure whether a certain source would be appropriate for your paper.<\/span><\/p>\r\n\r\nPrint and electronic sources<\/b><\/span><\/h3>\r\nBooks, journals, websites, newspapers, magazines, and documentary films are some of the most common sources of evidence for academic writing. Our handout on evaluating print sources<\/span><\/a> will help you choose your print sources wisely, and the library has a tutorial<\/span><\/a> on evaluating both print sources and websites. A librarian can help you find sources that are appropriate for the type of assignment you are completing. Just visit the reference desk at Davis or the Undergraduate Library or chat with a librarian online (the library\u2019s IM screen name is undergradref).<\/span><\/p>\r\n\r\nObservation<\/b><\/span><\/h3>\r\nSometimes you can directly observe the thing you are interested in, by watching, listening to, touching, tasting, or smelling it. For example, if you were asked to write about Mozart\u2019s music, you could listen to it; if your topic was how businesses attract traffic, you might go and look at window displays at the mall.<\/span><\/p>\r\n\r\nInterviews<\/b><\/span><\/h3>\r\nAn interview is a good way to collect information that you can\u2019t find through any other type of research. An interview can provide an expert\u2019s opinion, biographical or first-hand experiences, and suggestions for further research.<\/span><\/p>\r\n\r\nSurveys<\/b><\/span><\/h3>\r\nSurveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it\u2019s a good idea to check with your instructor before creating or administering a survey.<\/span><\/p>\r\n\r\nExperiments<\/b><\/span><\/h3>\r\nExperimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?<\/span><\/p>\r\n\r\nPersonal experience<\/b><\/span><\/h3>\r\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\r\n\r\n<\/div>","rendered":"Consider the following article from The Writing Center at UNC-Chapel Hill, discussing how to locate and use evidence in a writing project.<\/p>\n
![\"Pencil](\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/106\/2016\/05\/27144113\/7373752274_8e5314ee47_z-300x128.jpg\")
<\/p>\n
\nINTRODUCTION<\/b><\/span><\/h2>\nMany papers that you write in college will require you to make an argument<\/span><\/a>; this means that you must take a position on the subject you are discussing and support that position with evidence. It\u2019s important that you use the right kind of evidence, that you use it effectively, and that you have an appropriate amount of it. If, for example, your philosophy professor didn\u2019t like it that you used a survey of public opinion as your primary evidence in your ethics paper, you need to find out more about what philosophers count as good evidence. If your instructor has told you that you need more analysis, suggested that you\u2019re \u201cjust listing\u201d points or giving a \u201claundry list,\u201d or asked you how certain points are related to your argument, it may mean that you can do more to fully incorporate your evidence into your argument. Comments like \u201cfor example?,\u201d \u201cproof?,\u201d \u201cgo deeper,\u201d or \u201cexpand\u201d in the margins of your graded paper suggest that you may need more evidence. Let\u2019s take a look at each of these issues\u2014understanding what counts as evidence, using evidence in your argument, and deciding whether you need more evidence.<\/span><\/p>\nWHAT COUNTS AS EVIDENCE?<\/b><\/span><\/h2>\nBefore you begin gathering information for possible use as evidence in your argument, you need to be sure that you understand the purpose of your assignment. If you are working on a project for a class, look carefully at the assignment prompt. It may give you clues about what sorts of evidence you will need. Does the instructor mention any particular books you should use in writing your paper or the names of any authors who have written about your topic? How long should your paper be (longer works may require more, or more varied, evidence)? What themes or topics come up in the text of the prompt? Our handout on understanding writing assignments<\/span><\/a> can help you interpret your assignment. It\u2019s also a good idea to think over what has been said about the assignment in class and to talk with your instructor if you need clarification or guidance.<\/span><\/p>\nWHAT MATTERS TO INSTRUCTORS?<\/b><\/span><\/h2>\nInstructors in different academic fields expect different kinds of arguments and evidence\u2014your chemistry paper might include graphs, charts, statistics, and other quantitative data as evidence, whereas your English paper might include passages from a novel, examples of recurring symbols, or discussions of characterization in the novel. Consider what kinds of sources and evidence you have seen in course readings and lectures. You may wish to see whether the Writing Center has a handout regarding the specific academic field you\u2019re working in\u2014for example, literature<\/span><\/a>, sociology<\/span><\/a>, or history<\/span><\/a>.<\/span><\/p>\nWHAT ARE PRIMARY AND SECONDARY SOURCES?<\/b><\/span><\/h2>\nA note on terminology: many researchers distinguish between primary and secondary sources of evidence (in this case, \u201cprimary\u201d means \u201cfirst\u201d or \u201coriginal,\u201d not \u201cmost important\u201d). Primary sources include original documents, photographs, interviews, and so forth. Secondary sources present information that has already been processed or interpreted by someone else. For example, if you are writing a paper about the movie \u201cThe Matrix,\u201d the movie itself, an interview with the director, and production photos could serve as primary sources of evidence. A movie review from a magazine or a collection of essays about the film would be secondary sources. Depending on the context, the same item could be either a primary or a secondary source: if I am writing about people\u2019s relationships with animals, a collection of stories about animals might be a secondary source; if I am writing about how editors gather diverse stories into collections, the same book might now function as a primary source.<\/span><\/p>\nWHERE CAN I FIND EVIDENCE?<\/b><\/span><\/h2>\nHere are some examples of sources of information and tips about how to use them in gathering evidence. Ask your instructor if you aren\u2019t sure whether a certain source would be appropriate for your paper.<\/span><\/p>\nPrint and electronic sources<\/b><\/span><\/h3>\nBooks, journals, websites, newspapers, magazines, and documentary films are some of the most common sources of evidence for academic writing. Our handout on evaluating print sources<\/span><\/a> will help you choose your print sources wisely, and the library has a tutorial<\/span><\/a> on evaluating both print sources and websites. A librarian can help you find sources that are appropriate for the type of assignment you are completing. Just visit the reference desk at Davis or the Undergraduate Library or chat with a librarian online (the library\u2019s IM screen name is undergradref).<\/span><\/p>\nObservation<\/b><\/span><\/h3>\nSometimes you can directly observe the thing you are interested in, by watching, listening to, touching, tasting, or smelling it. For example, if you were asked to write about Mozart\u2019s music, you could listen to it; if your topic was how businesses attract traffic, you might go and look at window displays at the mall.<\/span><\/p>\nInterviews<\/b><\/span><\/h3>\nAn interview is a good way to collect information that you can\u2019t find through any other type of research. An interview can provide an expert\u2019s opinion, biographical or first-hand experiences, and suggestions for further research.<\/span><\/p>\nSurveys<\/b><\/span><\/h3>\nSurveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it\u2019s a good idea to check with your instructor before creating or administering a survey.<\/span><\/p>\nExperiments<\/b><\/span><\/h3>\nExperimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?<\/span><\/p>\nPersonal experience<\/b><\/span><\/h3>\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\n<\/div>\n\n\t\t\t \n\t\t\t Candela Citations<\/h3>\n\t\t\t\t\t \n\t\t\t\t\t\t \n\t\t\t\t\t\t\t CC licensed content, Original<\/div>- Introduction to text. Provided by<\/strong>: Lumen Learning. License<\/strong>: CC BY: Attribution<\/a><\/em><\/li><\/ul>CC licensed content, Shared previously<\/div>
- Evidence. Provided by<\/strong>: The University of North Carolina at Chapel Hill. Located at<\/strong>: http:\/\/writingcenter.unc.edu\/handouts\/evidence\/<\/a>. Project<\/strong>: The Writing Center. License<\/strong>: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li>
- Image of Culture of Evidence. Authored by<\/strong>: JasonGoto. Located at<\/strong>: https:\/\/flic.kr\/p\/ceApDU<\/a>. License<\/strong>: CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":19,"menu_order":15,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Evidence\",\"author\":\"\",\"organization\":\"The University of North Carolina at Chapel Hill\",\"url\":\"http:\/\/writingcenter.unc.edu\/handouts\/evidence\/\",\"project\":\"The Writing Center\",\"license\":\"cc-by-nc-nd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of Culture of Evidence\",\"author\":\"JasonGoto\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/ceApDU\",\"project\":\"\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Introduction to text\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"fa0b7937-4587-4ba4-b3a8-ec83d95f6e04, d4ba7200-19d3-4089-ba0a-305cf34ea284, adcea19e-5d79-4ef7-9ae7-32c5c2ad76ac","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-582","chapter","type-chapter","status-publish","hentry"],"part":19,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/users\/19"}],"version-history":[{"count":6,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions"}],"predecessor-version":[{"id":1915,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions\/1915"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/parts\/19"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/media?parent=582"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapter-type?post=582"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/contributor?post=582"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/license?post=582"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
WHAT COUNTS AS EVIDENCE?<\/b><\/span><\/h2>\r\nBefore you begin gathering information for possible use as evidence in your argument, you need to be sure that you understand the purpose of your assignment. If you are working on a project for a class, look carefully at the assignment prompt. It may give you clues about what sorts of evidence you will need. Does the instructor mention any particular books you should use in writing your paper or the names of any authors who have written about your topic? How long should your paper be (longer works may require more, or more varied, evidence)? What themes or topics come up in the text of the prompt? Our handout on understanding writing assignments<\/span><\/a> can help you interpret your assignment. It\u2019s also a good idea to think over what has been said about the assignment in class and to talk with your instructor if you need clarification or guidance.<\/span><\/p>\r\n\r\nWHAT MATTERS TO INSTRUCTORS?<\/b><\/span><\/h2>\r\nInstructors in different academic fields expect different kinds of arguments and evidence\u2014your chemistry paper might include graphs, charts, statistics, and other quantitative data as evidence, whereas your English paper might include passages from a novel, examples of recurring symbols, or discussions of characterization in the novel. Consider what kinds of sources and evidence you have seen in course readings and lectures. You may wish to see whether the Writing Center has a handout regarding the specific academic field you\u2019re working in\u2014for example, literature<\/span><\/a>, sociology<\/span><\/a>, or history<\/span><\/a>.<\/span><\/p>\r\n\r\nWHAT ARE PRIMARY AND SECONDARY SOURCES?<\/b><\/span><\/h2>\r\nA note on terminology: many researchers distinguish between primary and secondary sources of evidence (in this case, \u201cprimary\u201d means \u201cfirst\u201d or \u201coriginal,\u201d not \u201cmost important\u201d). Primary sources include original documents, photographs, interviews, and so forth. Secondary sources present information that has already been processed or interpreted by someone else. For example, if you are writing a paper about the movie \u201cThe Matrix,\u201d the movie itself, an interview with the director, and production photos could serve as primary sources of evidence. A movie review from a magazine or a collection of essays about the film would be secondary sources. Depending on the context, the same item could be either a primary or a secondary source: if I am writing about people\u2019s relationships with animals, a collection of stories about animals might be a secondary source; if I am writing about how editors gather diverse stories into collections, the same book might now function as a primary source.<\/span><\/p>\r\n\r\nWHERE CAN I FIND EVIDENCE?<\/b><\/span><\/h2>\r\nHere are some examples of sources of information and tips about how to use them in gathering evidence. Ask your instructor if you aren\u2019t sure whether a certain source would be appropriate for your paper.<\/span><\/p>\r\n\r\nPrint and electronic sources<\/b><\/span><\/h3>\r\nBooks, journals, websites, newspapers, magazines, and documentary films are some of the most common sources of evidence for academic writing. Our handout on evaluating print sources<\/span><\/a> will help you choose your print sources wisely, and the library has a tutorial<\/span><\/a> on evaluating both print sources and websites. A librarian can help you find sources that are appropriate for the type of assignment you are completing. Just visit the reference desk at Davis or the Undergraduate Library or chat with a librarian online (the library\u2019s IM screen name is undergradref).<\/span><\/p>\r\n\r\nObservation<\/b><\/span><\/h3>\r\nSometimes you can directly observe the thing you are interested in, by watching, listening to, touching, tasting, or smelling it. For example, if you were asked to write about Mozart\u2019s music, you could listen to it; if your topic was how businesses attract traffic, you might go and look at window displays at the mall.<\/span><\/p>\r\n\r\nInterviews<\/b><\/span><\/h3>\r\nAn interview is a good way to collect information that you can\u2019t find through any other type of research. An interview can provide an expert\u2019s opinion, biographical or first-hand experiences, and suggestions for further research.<\/span><\/p>\r\n\r\nSurveys<\/b><\/span><\/h3>\r\nSurveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it\u2019s a good idea to check with your instructor before creating or administering a survey.<\/span><\/p>\r\n\r\nExperiments<\/b><\/span><\/h3>\r\nExperimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?<\/span><\/p>\r\n\r\nPersonal experience<\/b><\/span><\/h3>\r\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\r\n\r\n<\/div>","rendered":"Consider the following article from The Writing Center at UNC-Chapel Hill, discussing how to locate and use evidence in a writing project.<\/p>\n
<\/p>\n
\nINTRODUCTION<\/b><\/span><\/h2>\nMany papers that you write in college will require you to make an argument<\/span><\/a>; this means that you must take a position on the subject you are discussing and support that position with evidence. It\u2019s important that you use the right kind of evidence, that you use it effectively, and that you have an appropriate amount of it. If, for example, your philosophy professor didn\u2019t like it that you used a survey of public opinion as your primary evidence in your ethics paper, you need to find out more about what philosophers count as good evidence. If your instructor has told you that you need more analysis, suggested that you\u2019re \u201cjust listing\u201d points or giving a \u201claundry list,\u201d or asked you how certain points are related to your argument, it may mean that you can do more to fully incorporate your evidence into your argument. Comments like \u201cfor example?,\u201d \u201cproof?,\u201d \u201cgo deeper,\u201d or \u201cexpand\u201d in the margins of your graded paper suggest that you may need more evidence. Let\u2019s take a look at each of these issues\u2014understanding what counts as evidence, using evidence in your argument, and deciding whether you need more evidence.<\/span><\/p>\nWHAT COUNTS AS EVIDENCE?<\/b><\/span><\/h2>\nBefore you begin gathering information for possible use as evidence in your argument, you need to be sure that you understand the purpose of your assignment. If you are working on a project for a class, look carefully at the assignment prompt. It may give you clues about what sorts of evidence you will need. Does the instructor mention any particular books you should use in writing your paper or the names of any authors who have written about your topic? How long should your paper be (longer works may require more, or more varied, evidence)? What themes or topics come up in the text of the prompt? Our handout on understanding writing assignments<\/span><\/a> can help you interpret your assignment. It\u2019s also a good idea to think over what has been said about the assignment in class and to talk with your instructor if you need clarification or guidance.<\/span><\/p>\nWHAT MATTERS TO INSTRUCTORS?<\/b><\/span><\/h2>\nInstructors in different academic fields expect different kinds of arguments and evidence\u2014your chemistry paper might include graphs, charts, statistics, and other quantitative data as evidence, whereas your English paper might include passages from a novel, examples of recurring symbols, or discussions of characterization in the novel. Consider what kinds of sources and evidence you have seen in course readings and lectures. You may wish to see whether the Writing Center has a handout regarding the specific academic field you\u2019re working in\u2014for example, literature<\/span><\/a>, sociology<\/span><\/a>, or history<\/span><\/a>.<\/span><\/p>\nWHAT ARE PRIMARY AND SECONDARY SOURCES?<\/b><\/span><\/h2>\nA note on terminology: many researchers distinguish between primary and secondary sources of evidence (in this case, \u201cprimary\u201d means \u201cfirst\u201d or \u201coriginal,\u201d not \u201cmost important\u201d). Primary sources include original documents, photographs, interviews, and so forth. Secondary sources present information that has already been processed or interpreted by someone else. For example, if you are writing a paper about the movie \u201cThe Matrix,\u201d the movie itself, an interview with the director, and production photos could serve as primary sources of evidence. A movie review from a magazine or a collection of essays about the film would be secondary sources. Depending on the context, the same item could be either a primary or a secondary source: if I am writing about people\u2019s relationships with animals, a collection of stories about animals might be a secondary source; if I am writing about how editors gather diverse stories into collections, the same book might now function as a primary source.<\/span><\/p>\nWHERE CAN I FIND EVIDENCE?<\/b><\/span><\/h2>\nHere are some examples of sources of information and tips about how to use them in gathering evidence. Ask your instructor if you aren\u2019t sure whether a certain source would be appropriate for your paper.<\/span><\/p>\nPrint and electronic sources<\/b><\/span><\/h3>\nBooks, journals, websites, newspapers, magazines, and documentary films are some of the most common sources of evidence for academic writing. Our handout on evaluating print sources<\/span><\/a> will help you choose your print sources wisely, and the library has a tutorial<\/span><\/a> on evaluating both print sources and websites. A librarian can help you find sources that are appropriate for the type of assignment you are completing. Just visit the reference desk at Davis or the Undergraduate Library or chat with a librarian online (the library\u2019s IM screen name is undergradref).<\/span><\/p>\nObservation<\/b><\/span><\/h3>\nSometimes you can directly observe the thing you are interested in, by watching, listening to, touching, tasting, or smelling it. For example, if you were asked to write about Mozart\u2019s music, you could listen to it; if your topic was how businesses attract traffic, you might go and look at window displays at the mall.<\/span><\/p>\nInterviews<\/b><\/span><\/h3>\nAn interview is a good way to collect information that you can\u2019t find through any other type of research. An interview can provide an expert\u2019s opinion, biographical or first-hand experiences, and suggestions for further research.<\/span><\/p>\nSurveys<\/b><\/span><\/h3>\nSurveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it\u2019s a good idea to check with your instructor before creating or administering a survey.<\/span><\/p>\nExperiments<\/b><\/span><\/h3>\nExperimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?<\/span><\/p>\nPersonal experience<\/b><\/span><\/h3>\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\n<\/div>\n\n\t\t\t \n\t\t\t Candela Citations<\/h3>\n\t\t\t\t\t \n\t\t\t\t\t\t \n\t\t\t\t\t\t\t CC licensed content, Original<\/div>- Introduction to text. Provided by<\/strong>: Lumen Learning. License<\/strong>: CC BY: Attribution<\/a><\/em><\/li><\/ul>CC licensed content, Shared previously<\/div>
- Evidence. Provided by<\/strong>: The University of North Carolina at Chapel Hill. Located at<\/strong>: http:\/\/writingcenter.unc.edu\/handouts\/evidence\/<\/a>. Project<\/strong>: The Writing Center. License<\/strong>: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li>
- Image of Culture of Evidence. Authored by<\/strong>: JasonGoto. Located at<\/strong>: https:\/\/flic.kr\/p\/ceApDU<\/a>. License<\/strong>: CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":19,"menu_order":15,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Evidence\",\"author\":\"\",\"organization\":\"The University of North Carolina at Chapel Hill\",\"url\":\"http:\/\/writingcenter.unc.edu\/handouts\/evidence\/\",\"project\":\"The Writing Center\",\"license\":\"cc-by-nc-nd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of Culture of Evidence\",\"author\":\"JasonGoto\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/ceApDU\",\"project\":\"\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Introduction to text\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"fa0b7937-4587-4ba4-b3a8-ec83d95f6e04, d4ba7200-19d3-4089-ba0a-305cf34ea284, adcea19e-5d79-4ef7-9ae7-32c5c2ad76ac","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-582","chapter","type-chapter","status-publish","hentry"],"part":19,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/users\/19"}],"version-history":[{"count":6,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions"}],"predecessor-version":[{"id":1915,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions\/1915"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/parts\/19"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/media?parent=582"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapter-type?post=582"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/contributor?post=582"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/license?post=582"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
WHAT MATTERS TO INSTRUCTORS?<\/b><\/span><\/h2>\r\nInstructors in different academic fields expect different kinds of arguments and evidence\u2014your chemistry paper might include graphs, charts, statistics, and other quantitative data as evidence, whereas your English paper might include passages from a novel, examples of recurring symbols, or discussions of characterization in the novel. Consider what kinds of sources and evidence you have seen in course readings and lectures. You may wish to see whether the Writing Center has a handout regarding the specific academic field you\u2019re working in\u2014for example, literature<\/span><\/a>, sociology<\/span><\/a>, or history<\/span><\/a>.<\/span><\/p>\r\n\r\nWHAT ARE PRIMARY AND SECONDARY SOURCES?<\/b><\/span><\/h2>\r\nA note on terminology: many researchers distinguish between primary and secondary sources of evidence (in this case, \u201cprimary\u201d means \u201cfirst\u201d or \u201coriginal,\u201d not \u201cmost important\u201d). Primary sources include original documents, photographs, interviews, and so forth. Secondary sources present information that has already been processed or interpreted by someone else. For example, if you are writing a paper about the movie \u201cThe Matrix,\u201d the movie itself, an interview with the director, and production photos could serve as primary sources of evidence. A movie review from a magazine or a collection of essays about the film would be secondary sources. Depending on the context, the same item could be either a primary or a secondary source: if I am writing about people\u2019s relationships with animals, a collection of stories about animals might be a secondary source; if I am writing about how editors gather diverse stories into collections, the same book might now function as a primary source.<\/span><\/p>\r\n\r\nWHERE CAN I FIND EVIDENCE?<\/b><\/span><\/h2>\r\nHere are some examples of sources of information and tips about how to use them in gathering evidence. Ask your instructor if you aren\u2019t sure whether a certain source would be appropriate for your paper.<\/span><\/p>\r\n\r\nPrint and electronic sources<\/b><\/span><\/h3>\r\nBooks, journals, websites, newspapers, magazines, and documentary films are some of the most common sources of evidence for academic writing. Our handout on evaluating print sources<\/span><\/a> will help you choose your print sources wisely, and the library has a tutorial<\/span><\/a> on evaluating both print sources and websites. A librarian can help you find sources that are appropriate for the type of assignment you are completing. Just visit the reference desk at Davis or the Undergraduate Library or chat with a librarian online (the library\u2019s IM screen name is undergradref).<\/span><\/p>\r\n\r\nObservation<\/b><\/span><\/h3>\r\nSometimes you can directly observe the thing you are interested in, by watching, listening to, touching, tasting, or smelling it. For example, if you were asked to write about Mozart\u2019s music, you could listen to it; if your topic was how businesses attract traffic, you might go and look at window displays at the mall.<\/span><\/p>\r\n\r\nInterviews<\/b><\/span><\/h3>\r\nAn interview is a good way to collect information that you can\u2019t find through any other type of research. An interview can provide an expert\u2019s opinion, biographical or first-hand experiences, and suggestions for further research.<\/span><\/p>\r\n\r\nSurveys<\/b><\/span><\/h3>\r\nSurveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it\u2019s a good idea to check with your instructor before creating or administering a survey.<\/span><\/p>\r\n\r\nExperiments<\/b><\/span><\/h3>\r\nExperimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?<\/span><\/p>\r\n\r\nPersonal experience<\/b><\/span><\/h3>\r\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\r\n\r\n<\/div>","rendered":"Consider the following article from The Writing Center at UNC-Chapel Hill, discussing how to locate and use evidence in a writing project.<\/p>\n
<\/p>\n
\nINTRODUCTION<\/b><\/span><\/h2>\nMany papers that you write in college will require you to make an argument<\/span><\/a>; this means that you must take a position on the subject you are discussing and support that position with evidence. It\u2019s important that you use the right kind of evidence, that you use it effectively, and that you have an appropriate amount of it. If, for example, your philosophy professor didn\u2019t like it that you used a survey of public opinion as your primary evidence in your ethics paper, you need to find out more about what philosophers count as good evidence. If your instructor has told you that you need more analysis, suggested that you\u2019re \u201cjust listing\u201d points or giving a \u201claundry list,\u201d or asked you how certain points are related to your argument, it may mean that you can do more to fully incorporate your evidence into your argument. Comments like \u201cfor example?,\u201d \u201cproof?,\u201d \u201cgo deeper,\u201d or \u201cexpand\u201d in the margins of your graded paper suggest that you may need more evidence. Let\u2019s take a look at each of these issues\u2014understanding what counts as evidence, using evidence in your argument, and deciding whether you need more evidence.<\/span><\/p>\nWHAT COUNTS AS EVIDENCE?<\/b><\/span><\/h2>\nBefore you begin gathering information for possible use as evidence in your argument, you need to be sure that you understand the purpose of your assignment. If you are working on a project for a class, look carefully at the assignment prompt. It may give you clues about what sorts of evidence you will need. Does the instructor mention any particular books you should use in writing your paper or the names of any authors who have written about your topic? How long should your paper be (longer works may require more, or more varied, evidence)? What themes or topics come up in the text of the prompt? Our handout on understanding writing assignments<\/span><\/a> can help you interpret your assignment. It\u2019s also a good idea to think over what has been said about the assignment in class and to talk with your instructor if you need clarification or guidance.<\/span><\/p>\nWHAT MATTERS TO INSTRUCTORS?<\/b><\/span><\/h2>\nInstructors in different academic fields expect different kinds of arguments and evidence\u2014your chemistry paper might include graphs, charts, statistics, and other quantitative data as evidence, whereas your English paper might include passages from a novel, examples of recurring symbols, or discussions of characterization in the novel. Consider what kinds of sources and evidence you have seen in course readings and lectures. You may wish to see whether the Writing Center has a handout regarding the specific academic field you\u2019re working in\u2014for example, literature<\/span><\/a>, sociology<\/span><\/a>, or history<\/span><\/a>.<\/span><\/p>\nWHAT ARE PRIMARY AND SECONDARY SOURCES?<\/b><\/span><\/h2>\nA note on terminology: many researchers distinguish between primary and secondary sources of evidence (in this case, \u201cprimary\u201d means \u201cfirst\u201d or \u201coriginal,\u201d not \u201cmost important\u201d). Primary sources include original documents, photographs, interviews, and so forth. Secondary sources present information that has already been processed or interpreted by someone else. For example, if you are writing a paper about the movie \u201cThe Matrix,\u201d the movie itself, an interview with the director, and production photos could serve as primary sources of evidence. A movie review from a magazine or a collection of essays about the film would be secondary sources. Depending on the context, the same item could be either a primary or a secondary source: if I am writing about people\u2019s relationships with animals, a collection of stories about animals might be a secondary source; if I am writing about how editors gather diverse stories into collections, the same book might now function as a primary source.<\/span><\/p>\nWHERE CAN I FIND EVIDENCE?<\/b><\/span><\/h2>\nHere are some examples of sources of information and tips about how to use them in gathering evidence. Ask your instructor if you aren\u2019t sure whether a certain source would be appropriate for your paper.<\/span><\/p>\nPrint and electronic sources<\/b><\/span><\/h3>\nBooks, journals, websites, newspapers, magazines, and documentary films are some of the most common sources of evidence for academic writing. Our handout on evaluating print sources<\/span><\/a> will help you choose your print sources wisely, and the library has a tutorial<\/span><\/a> on evaluating both print sources and websites. A librarian can help you find sources that are appropriate for the type of assignment you are completing. Just visit the reference desk at Davis or the Undergraduate Library or chat with a librarian online (the library\u2019s IM screen name is undergradref).<\/span><\/p>\nObservation<\/b><\/span><\/h3>\nSometimes you can directly observe the thing you are interested in, by watching, listening to, touching, tasting, or smelling it. For example, if you were asked to write about Mozart\u2019s music, you could listen to it; if your topic was how businesses attract traffic, you might go and look at window displays at the mall.<\/span><\/p>\nInterviews<\/b><\/span><\/h3>\nAn interview is a good way to collect information that you can\u2019t find through any other type of research. An interview can provide an expert\u2019s opinion, biographical or first-hand experiences, and suggestions for further research.<\/span><\/p>\nSurveys<\/b><\/span><\/h3>\nSurveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it\u2019s a good idea to check with your instructor before creating or administering a survey.<\/span><\/p>\nExperiments<\/b><\/span><\/h3>\nExperimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?<\/span><\/p>\nPersonal experience<\/b><\/span><\/h3>\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\n<\/div>\n\n\t\t\t \n\t\t\t Candela Citations<\/h3>\n\t\t\t\t\t \n\t\t\t\t\t\t \n\t\t\t\t\t\t\t CC licensed content, Original<\/div>- Introduction to text. Provided by<\/strong>: Lumen Learning. License<\/strong>: CC BY: Attribution<\/a><\/em><\/li><\/ul>CC licensed content, Shared previously<\/div>
- Evidence. Provided by<\/strong>: The University of North Carolina at Chapel Hill. Located at<\/strong>: http:\/\/writingcenter.unc.edu\/handouts\/evidence\/<\/a>. Project<\/strong>: The Writing Center. License<\/strong>: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li>
- Image of Culture of Evidence. Authored by<\/strong>: JasonGoto. Located at<\/strong>: https:\/\/flic.kr\/p\/ceApDU<\/a>. License<\/strong>: CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":19,"menu_order":15,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Evidence\",\"author\":\"\",\"organization\":\"The University of North Carolina at Chapel Hill\",\"url\":\"http:\/\/writingcenter.unc.edu\/handouts\/evidence\/\",\"project\":\"The Writing Center\",\"license\":\"cc-by-nc-nd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of Culture of Evidence\",\"author\":\"JasonGoto\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/ceApDU\",\"project\":\"\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Introduction to text\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"fa0b7937-4587-4ba4-b3a8-ec83d95f6e04, d4ba7200-19d3-4089-ba0a-305cf34ea284, adcea19e-5d79-4ef7-9ae7-32c5c2ad76ac","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-582","chapter","type-chapter","status-publish","hentry"],"part":19,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/users\/19"}],"version-history":[{"count":6,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions"}],"predecessor-version":[{"id":1915,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions\/1915"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/parts\/19"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/media?parent=582"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapter-type?post=582"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/contributor?post=582"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/license?post=582"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
WHAT ARE PRIMARY AND SECONDARY SOURCES?<\/b><\/span><\/h2>\r\nA note on terminology: many researchers distinguish between primary and secondary sources of evidence (in this case, \u201cprimary\u201d means \u201cfirst\u201d or \u201coriginal,\u201d not \u201cmost important\u201d). Primary sources include original documents, photographs, interviews, and so forth. Secondary sources present information that has already been processed or interpreted by someone else. For example, if you are writing a paper about the movie \u201cThe Matrix,\u201d the movie itself, an interview with the director, and production photos could serve as primary sources of evidence. A movie review from a magazine or a collection of essays about the film would be secondary sources. Depending on the context, the same item could be either a primary or a secondary source: if I am writing about people\u2019s relationships with animals, a collection of stories about animals might be a secondary source; if I am writing about how editors gather diverse stories into collections, the same book might now function as a primary source.<\/span><\/p>\r\n\r\nWHERE CAN I FIND EVIDENCE?<\/b><\/span><\/h2>\r\nHere are some examples of sources of information and tips about how to use them in gathering evidence. Ask your instructor if you aren\u2019t sure whether a certain source would be appropriate for your paper.<\/span><\/p>\r\n\r\nPrint and electronic sources<\/b><\/span><\/h3>\r\nBooks, journals, websites, newspapers, magazines, and documentary films are some of the most common sources of evidence for academic writing. Our handout on evaluating print sources<\/span><\/a> will help you choose your print sources wisely, and the library has a tutorial<\/span><\/a> on evaluating both print sources and websites. A librarian can help you find sources that are appropriate for the type of assignment you are completing. Just visit the reference desk at Davis or the Undergraduate Library or chat with a librarian online (the library\u2019s IM screen name is undergradref).<\/span><\/p>\r\n\r\nObservation<\/b><\/span><\/h3>\r\nSometimes you can directly observe the thing you are interested in, by watching, listening to, touching, tasting, or smelling it. For example, if you were asked to write about Mozart\u2019s music, you could listen to it; if your topic was how businesses attract traffic, you might go and look at window displays at the mall.<\/span><\/p>\r\n\r\nInterviews<\/b><\/span><\/h3>\r\nAn interview is a good way to collect information that you can\u2019t find through any other type of research. An interview can provide an expert\u2019s opinion, biographical or first-hand experiences, and suggestions for further research.<\/span><\/p>\r\n\r\nSurveys<\/b><\/span><\/h3>\r\nSurveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it\u2019s a good idea to check with your instructor before creating or administering a survey.<\/span><\/p>\r\n\r\nExperiments<\/b><\/span><\/h3>\r\nExperimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?<\/span><\/p>\r\n\r\nPersonal experience<\/b><\/span><\/h3>\r\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\r\n\r\n<\/div>","rendered":"Consider the following article from The Writing Center at UNC-Chapel Hill, discussing how to locate and use evidence in a writing project.<\/p>\n
<\/p>\n
\nINTRODUCTION<\/b><\/span><\/h2>\nMany papers that you write in college will require you to make an argument<\/span><\/a>; this means that you must take a position on the subject you are discussing and support that position with evidence. It\u2019s important that you use the right kind of evidence, that you use it effectively, and that you have an appropriate amount of it. If, for example, your philosophy professor didn\u2019t like it that you used a survey of public opinion as your primary evidence in your ethics paper, you need to find out more about what philosophers count as good evidence. If your instructor has told you that you need more analysis, suggested that you\u2019re \u201cjust listing\u201d points or giving a \u201claundry list,\u201d or asked you how certain points are related to your argument, it may mean that you can do more to fully incorporate your evidence into your argument. Comments like \u201cfor example?,\u201d \u201cproof?,\u201d \u201cgo deeper,\u201d or \u201cexpand\u201d in the margins of your graded paper suggest that you may need more evidence. Let\u2019s take a look at each of these issues\u2014understanding what counts as evidence, using evidence in your argument, and deciding whether you need more evidence.<\/span><\/p>\nWHAT COUNTS AS EVIDENCE?<\/b><\/span><\/h2>\nBefore you begin gathering information for possible use as evidence in your argument, you need to be sure that you understand the purpose of your assignment. If you are working on a project for a class, look carefully at the assignment prompt. It may give you clues about what sorts of evidence you will need. Does the instructor mention any particular books you should use in writing your paper or the names of any authors who have written about your topic? How long should your paper be (longer works may require more, or more varied, evidence)? What themes or topics come up in the text of the prompt? Our handout on understanding writing assignments<\/span><\/a> can help you interpret your assignment. It\u2019s also a good idea to think over what has been said about the assignment in class and to talk with your instructor if you need clarification or guidance.<\/span><\/p>\nWHAT MATTERS TO INSTRUCTORS?<\/b><\/span><\/h2>\nInstructors in different academic fields expect different kinds of arguments and evidence\u2014your chemistry paper might include graphs, charts, statistics, and other quantitative data as evidence, whereas your English paper might include passages from a novel, examples of recurring symbols, or discussions of characterization in the novel. Consider what kinds of sources and evidence you have seen in course readings and lectures. You may wish to see whether the Writing Center has a handout regarding the specific academic field you\u2019re working in\u2014for example, literature<\/span><\/a>, sociology<\/span><\/a>, or history<\/span><\/a>.<\/span><\/p>\nWHAT ARE PRIMARY AND SECONDARY SOURCES?<\/b><\/span><\/h2>\nA note on terminology: many researchers distinguish between primary and secondary sources of evidence (in this case, \u201cprimary\u201d means \u201cfirst\u201d or \u201coriginal,\u201d not \u201cmost important\u201d). Primary sources include original documents, photographs, interviews, and so forth. Secondary sources present information that has already been processed or interpreted by someone else. For example, if you are writing a paper about the movie \u201cThe Matrix,\u201d the movie itself, an interview with the director, and production photos could serve as primary sources of evidence. A movie review from a magazine or a collection of essays about the film would be secondary sources. Depending on the context, the same item could be either a primary or a secondary source: if I am writing about people\u2019s relationships with animals, a collection of stories about animals might be a secondary source; if I am writing about how editors gather diverse stories into collections, the same book might now function as a primary source.<\/span><\/p>\nWHERE CAN I FIND EVIDENCE?<\/b><\/span><\/h2>\nHere are some examples of sources of information and tips about how to use them in gathering evidence. Ask your instructor if you aren\u2019t sure whether a certain source would be appropriate for your paper.<\/span><\/p>\nPrint and electronic sources<\/b><\/span><\/h3>\nBooks, journals, websites, newspapers, magazines, and documentary films are some of the most common sources of evidence for academic writing. Our handout on evaluating print sources<\/span><\/a> will help you choose your print sources wisely, and the library has a tutorial<\/span><\/a> on evaluating both print sources and websites. A librarian can help you find sources that are appropriate for the type of assignment you are completing. Just visit the reference desk at Davis or the Undergraduate Library or chat with a librarian online (the library\u2019s IM screen name is undergradref).<\/span><\/p>\nObservation<\/b><\/span><\/h3>\nSometimes you can directly observe the thing you are interested in, by watching, listening to, touching, tasting, or smelling it. For example, if you were asked to write about Mozart\u2019s music, you could listen to it; if your topic was how businesses attract traffic, you might go and look at window displays at the mall.<\/span><\/p>\nInterviews<\/b><\/span><\/h3>\nAn interview is a good way to collect information that you can\u2019t find through any other type of research. An interview can provide an expert\u2019s opinion, biographical or first-hand experiences, and suggestions for further research.<\/span><\/p>\nSurveys<\/b><\/span><\/h3>\nSurveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it\u2019s a good idea to check with your instructor before creating or administering a survey.<\/span><\/p>\nExperiments<\/b><\/span><\/h3>\nExperimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?<\/span><\/p>\nPersonal experience<\/b><\/span><\/h3>\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\n<\/div>\n\n\t\t\t \n\t\t\t Candela Citations<\/h3>\n\t\t\t\t\t \n\t\t\t\t\t\t \n\t\t\t\t\t\t\t CC licensed content, Original<\/div>- Introduction to text. Provided by<\/strong>: Lumen Learning. License<\/strong>: CC BY: Attribution<\/a><\/em><\/li><\/ul>CC licensed content, Shared previously<\/div>
- Evidence. Provided by<\/strong>: The University of North Carolina at Chapel Hill. Located at<\/strong>: http:\/\/writingcenter.unc.edu\/handouts\/evidence\/<\/a>. Project<\/strong>: The Writing Center. License<\/strong>: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li>
- Image of Culture of Evidence. Authored by<\/strong>: JasonGoto. Located at<\/strong>: https:\/\/flic.kr\/p\/ceApDU<\/a>. License<\/strong>: CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":19,"menu_order":15,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Evidence\",\"author\":\"\",\"organization\":\"The University of North Carolina at Chapel Hill\",\"url\":\"http:\/\/writingcenter.unc.edu\/handouts\/evidence\/\",\"project\":\"The Writing Center\",\"license\":\"cc-by-nc-nd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of Culture of Evidence\",\"author\":\"JasonGoto\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/ceApDU\",\"project\":\"\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Introduction to text\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"fa0b7937-4587-4ba4-b3a8-ec83d95f6e04, d4ba7200-19d3-4089-ba0a-305cf34ea284, adcea19e-5d79-4ef7-9ae7-32c5c2ad76ac","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-582","chapter","type-chapter","status-publish","hentry"],"part":19,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/users\/19"}],"version-history":[{"count":6,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions"}],"predecessor-version":[{"id":1915,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions\/1915"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/parts\/19"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/media?parent=582"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapter-type?post=582"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/contributor?post=582"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/license?post=582"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
WHERE CAN I FIND EVIDENCE?<\/b><\/span><\/h2>\r\nHere are some examples of sources of information and tips about how to use them in gathering evidence. Ask your instructor if you aren\u2019t sure whether a certain source would be appropriate for your paper.<\/span><\/p>\r\n\r\nPrint and electronic sources<\/b><\/span><\/h3>\r\nBooks, journals, websites, newspapers, magazines, and documentary films are some of the most common sources of evidence for academic writing. Our handout on evaluating print sources<\/span><\/a> will help you choose your print sources wisely, and the library has a tutorial<\/span><\/a> on evaluating both print sources and websites. A librarian can help you find sources that are appropriate for the type of assignment you are completing. Just visit the reference desk at Davis or the Undergraduate Library or chat with a librarian online (the library\u2019s IM screen name is undergradref).<\/span><\/p>\r\n\r\nObservation<\/b><\/span><\/h3>\r\nSometimes you can directly observe the thing you are interested in, by watching, listening to, touching, tasting, or smelling it. For example, if you were asked to write about Mozart\u2019s music, you could listen to it; if your topic was how businesses attract traffic, you might go and look at window displays at the mall.<\/span><\/p>\r\n\r\nInterviews<\/b><\/span><\/h3>\r\nAn interview is a good way to collect information that you can\u2019t find through any other type of research. An interview can provide an expert\u2019s opinion, biographical or first-hand experiences, and suggestions for further research.<\/span><\/p>\r\n\r\nSurveys<\/b><\/span><\/h3>\r\nSurveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it\u2019s a good idea to check with your instructor before creating or administering a survey.<\/span><\/p>\r\n\r\nExperiments<\/b><\/span><\/h3>\r\nExperimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?<\/span><\/p>\r\n\r\nPersonal experience<\/b><\/span><\/h3>\r\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\r\n\r\n<\/div>","rendered":"Consider the following article from The Writing Center at UNC-Chapel Hill, discussing how to locate and use evidence in a writing project.<\/p>\n
<\/p>\n
\nINTRODUCTION<\/b><\/span><\/h2>\nMany papers that you write in college will require you to make an argument<\/span><\/a>; this means that you must take a position on the subject you are discussing and support that position with evidence. It\u2019s important that you use the right kind of evidence, that you use it effectively, and that you have an appropriate amount of it. If, for example, your philosophy professor didn\u2019t like it that you used a survey of public opinion as your primary evidence in your ethics paper, you need to find out more about what philosophers count as good evidence. If your instructor has told you that you need more analysis, suggested that you\u2019re \u201cjust listing\u201d points or giving a \u201claundry list,\u201d or asked you how certain points are related to your argument, it may mean that you can do more to fully incorporate your evidence into your argument. Comments like \u201cfor example?,\u201d \u201cproof?,\u201d \u201cgo deeper,\u201d or \u201cexpand\u201d in the margins of your graded paper suggest that you may need more evidence. Let\u2019s take a look at each of these issues\u2014understanding what counts as evidence, using evidence in your argument, and deciding whether you need more evidence.<\/span><\/p>\nWHAT COUNTS AS EVIDENCE?<\/b><\/span><\/h2>\nBefore you begin gathering information for possible use as evidence in your argument, you need to be sure that you understand the purpose of your assignment. If you are working on a project for a class, look carefully at the assignment prompt. It may give you clues about what sorts of evidence you will need. Does the instructor mention any particular books you should use in writing your paper or the names of any authors who have written about your topic? How long should your paper be (longer works may require more, or more varied, evidence)? What themes or topics come up in the text of the prompt? Our handout on understanding writing assignments<\/span><\/a> can help you interpret your assignment. It\u2019s also a good idea to think over what has been said about the assignment in class and to talk with your instructor if you need clarification or guidance.<\/span><\/p>\nWHAT MATTERS TO INSTRUCTORS?<\/b><\/span><\/h2>\nInstructors in different academic fields expect different kinds of arguments and evidence\u2014your chemistry paper might include graphs, charts, statistics, and other quantitative data as evidence, whereas your English paper might include passages from a novel, examples of recurring symbols, or discussions of characterization in the novel. Consider what kinds of sources and evidence you have seen in course readings and lectures. You may wish to see whether the Writing Center has a handout regarding the specific academic field you\u2019re working in\u2014for example, literature<\/span><\/a>, sociology<\/span><\/a>, or history<\/span><\/a>.<\/span><\/p>\nWHAT ARE PRIMARY AND SECONDARY SOURCES?<\/b><\/span><\/h2>\nA note on terminology: many researchers distinguish between primary and secondary sources of evidence (in this case, \u201cprimary\u201d means \u201cfirst\u201d or \u201coriginal,\u201d not \u201cmost important\u201d). Primary sources include original documents, photographs, interviews, and so forth. Secondary sources present information that has already been processed or interpreted by someone else. For example, if you are writing a paper about the movie \u201cThe Matrix,\u201d the movie itself, an interview with the director, and production photos could serve as primary sources of evidence. A movie review from a magazine or a collection of essays about the film would be secondary sources. Depending on the context, the same item could be either a primary or a secondary source: if I am writing about people\u2019s relationships with animals, a collection of stories about animals might be a secondary source; if I am writing about how editors gather diverse stories into collections, the same book might now function as a primary source.<\/span><\/p>\nWHERE CAN I FIND EVIDENCE?<\/b><\/span><\/h2>\nHere are some examples of sources of information and tips about how to use them in gathering evidence. Ask your instructor if you aren\u2019t sure whether a certain source would be appropriate for your paper.<\/span><\/p>\nPrint and electronic sources<\/b><\/span><\/h3>\nBooks, journals, websites, newspapers, magazines, and documentary films are some of the most common sources of evidence for academic writing. Our handout on evaluating print sources<\/span><\/a> will help you choose your print sources wisely, and the library has a tutorial<\/span><\/a> on evaluating both print sources and websites. A librarian can help you find sources that are appropriate for the type of assignment you are completing. Just visit the reference desk at Davis or the Undergraduate Library or chat with a librarian online (the library\u2019s IM screen name is undergradref).<\/span><\/p>\nObservation<\/b><\/span><\/h3>\nSometimes you can directly observe the thing you are interested in, by watching, listening to, touching, tasting, or smelling it. For example, if you were asked to write about Mozart\u2019s music, you could listen to it; if your topic was how businesses attract traffic, you might go and look at window displays at the mall.<\/span><\/p>\nInterviews<\/b><\/span><\/h3>\nAn interview is a good way to collect information that you can\u2019t find through any other type of research. An interview can provide an expert\u2019s opinion, biographical or first-hand experiences, and suggestions for further research.<\/span><\/p>\nSurveys<\/b><\/span><\/h3>\nSurveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it\u2019s a good idea to check with your instructor before creating or administering a survey.<\/span><\/p>\nExperiments<\/b><\/span><\/h3>\nExperimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?<\/span><\/p>\nPersonal experience<\/b><\/span><\/h3>\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\n<\/div>\n\n\t\t\t \n\t\t\t Candela Citations<\/h3>\n\t\t\t\t\t \n\t\t\t\t\t\t \n\t\t\t\t\t\t\t CC licensed content, Original<\/div>- Introduction to text. Provided by<\/strong>: Lumen Learning. License<\/strong>: CC BY: Attribution<\/a><\/em><\/li><\/ul>CC licensed content, Shared previously<\/div>
- Evidence. Provided by<\/strong>: The University of North Carolina at Chapel Hill. Located at<\/strong>: http:\/\/writingcenter.unc.edu\/handouts\/evidence\/<\/a>. Project<\/strong>: The Writing Center. License<\/strong>: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li>
- Image of Culture of Evidence. Authored by<\/strong>: JasonGoto. Located at<\/strong>: https:\/\/flic.kr\/p\/ceApDU<\/a>. License<\/strong>: CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":19,"menu_order":15,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Evidence\",\"author\":\"\",\"organization\":\"The University of North Carolina at Chapel Hill\",\"url\":\"http:\/\/writingcenter.unc.edu\/handouts\/evidence\/\",\"project\":\"The Writing Center\",\"license\":\"cc-by-nc-nd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of Culture of Evidence\",\"author\":\"JasonGoto\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/ceApDU\",\"project\":\"\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Introduction to text\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"fa0b7937-4587-4ba4-b3a8-ec83d95f6e04, d4ba7200-19d3-4089-ba0a-305cf34ea284, adcea19e-5d79-4ef7-9ae7-32c5c2ad76ac","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-582","chapter","type-chapter","status-publish","hentry"],"part":19,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/users\/19"}],"version-history":[{"count":6,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions"}],"predecessor-version":[{"id":1915,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions\/1915"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/parts\/19"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/media?parent=582"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapter-type?post=582"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/contributor?post=582"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/license?post=582"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Print and electronic sources<\/b><\/span><\/h3>\r\nBooks, journals, websites, newspapers, magazines, and documentary films are some of the most common sources of evidence for academic writing. Our handout on evaluating print sources<\/span><\/a> will help you choose your print sources wisely, and the library has a tutorial<\/span><\/a> on evaluating both print sources and websites. A librarian can help you find sources that are appropriate for the type of assignment you are completing. Just visit the reference desk at Davis or the Undergraduate Library or chat with a librarian online (the library\u2019s IM screen name is undergradref).<\/span><\/p>\r\n\r\nObservation<\/b><\/span><\/h3>\r\nSometimes you can directly observe the thing you are interested in, by watching, listening to, touching, tasting, or smelling it. For example, if you were asked to write about Mozart\u2019s music, you could listen to it; if your topic was how businesses attract traffic, you might go and look at window displays at the mall.<\/span><\/p>\r\n\r\nInterviews<\/b><\/span><\/h3>\r\nAn interview is a good way to collect information that you can\u2019t find through any other type of research. An interview can provide an expert\u2019s opinion, biographical or first-hand experiences, and suggestions for further research.<\/span><\/p>\r\n\r\nSurveys<\/b><\/span><\/h3>\r\nSurveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it\u2019s a good idea to check with your instructor before creating or administering a survey.<\/span><\/p>\r\n\r\nExperiments<\/b><\/span><\/h3>\r\nExperimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?<\/span><\/p>\r\n\r\nPersonal experience<\/b><\/span><\/h3>\r\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\r\n\r\n<\/div>","rendered":"Consider the following article from The Writing Center at UNC-Chapel Hill, discussing how to locate and use evidence in a writing project.<\/p>\n
<\/p>\n
\nINTRODUCTION<\/b><\/span><\/h2>\nMany papers that you write in college will require you to make an argument<\/span><\/a>; this means that you must take a position on the subject you are discussing and support that position with evidence. It\u2019s important that you use the right kind of evidence, that you use it effectively, and that you have an appropriate amount of it. If, for example, your philosophy professor didn\u2019t like it that you used a survey of public opinion as your primary evidence in your ethics paper, you need to find out more about what philosophers count as good evidence. If your instructor has told you that you need more analysis, suggested that you\u2019re \u201cjust listing\u201d points or giving a \u201claundry list,\u201d or asked you how certain points are related to your argument, it may mean that you can do more to fully incorporate your evidence into your argument. Comments like \u201cfor example?,\u201d \u201cproof?,\u201d \u201cgo deeper,\u201d or \u201cexpand\u201d in the margins of your graded paper suggest that you may need more evidence. Let\u2019s take a look at each of these issues\u2014understanding what counts as evidence, using evidence in your argument, and deciding whether you need more evidence.<\/span><\/p>\nWHAT COUNTS AS EVIDENCE?<\/b><\/span><\/h2>\nBefore you begin gathering information for possible use as evidence in your argument, you need to be sure that you understand the purpose of your assignment. If you are working on a project for a class, look carefully at the assignment prompt. It may give you clues about what sorts of evidence you will need. Does the instructor mention any particular books you should use in writing your paper or the names of any authors who have written about your topic? How long should your paper be (longer works may require more, or more varied, evidence)? What themes or topics come up in the text of the prompt? Our handout on understanding writing assignments<\/span><\/a> can help you interpret your assignment. It\u2019s also a good idea to think over what has been said about the assignment in class and to talk with your instructor if you need clarification or guidance.<\/span><\/p>\nWHAT MATTERS TO INSTRUCTORS?<\/b><\/span><\/h2>\nInstructors in different academic fields expect different kinds of arguments and evidence\u2014your chemistry paper might include graphs, charts, statistics, and other quantitative data as evidence, whereas your English paper might include passages from a novel, examples of recurring symbols, or discussions of characterization in the novel. Consider what kinds of sources and evidence you have seen in course readings and lectures. You may wish to see whether the Writing Center has a handout regarding the specific academic field you\u2019re working in\u2014for example, literature<\/span><\/a>, sociology<\/span><\/a>, or history<\/span><\/a>.<\/span><\/p>\nWHAT ARE PRIMARY AND SECONDARY SOURCES?<\/b><\/span><\/h2>\nA note on terminology: many researchers distinguish between primary and secondary sources of evidence (in this case, \u201cprimary\u201d means \u201cfirst\u201d or \u201coriginal,\u201d not \u201cmost important\u201d). Primary sources include original documents, photographs, interviews, and so forth. Secondary sources present information that has already been processed or interpreted by someone else. For example, if you are writing a paper about the movie \u201cThe Matrix,\u201d the movie itself, an interview with the director, and production photos could serve as primary sources of evidence. A movie review from a magazine or a collection of essays about the film would be secondary sources. Depending on the context, the same item could be either a primary or a secondary source: if I am writing about people\u2019s relationships with animals, a collection of stories about animals might be a secondary source; if I am writing about how editors gather diverse stories into collections, the same book might now function as a primary source.<\/span><\/p>\nWHERE CAN I FIND EVIDENCE?<\/b><\/span><\/h2>\nHere are some examples of sources of information and tips about how to use them in gathering evidence. Ask your instructor if you aren\u2019t sure whether a certain source would be appropriate for your paper.<\/span><\/p>\nPrint and electronic sources<\/b><\/span><\/h3>\nBooks, journals, websites, newspapers, magazines, and documentary films are some of the most common sources of evidence for academic writing. Our handout on evaluating print sources<\/span><\/a> will help you choose your print sources wisely, and the library has a tutorial<\/span><\/a> on evaluating both print sources and websites. A librarian can help you find sources that are appropriate for the type of assignment you are completing. Just visit the reference desk at Davis or the Undergraduate Library or chat with a librarian online (the library\u2019s IM screen name is undergradref).<\/span><\/p>\nObservation<\/b><\/span><\/h3>\nSometimes you can directly observe the thing you are interested in, by watching, listening to, touching, tasting, or smelling it. For example, if you were asked to write about Mozart\u2019s music, you could listen to it; if your topic was how businesses attract traffic, you might go and look at window displays at the mall.<\/span><\/p>\nInterviews<\/b><\/span><\/h3>\nAn interview is a good way to collect information that you can\u2019t find through any other type of research. An interview can provide an expert\u2019s opinion, biographical or first-hand experiences, and suggestions for further research.<\/span><\/p>\nSurveys<\/b><\/span><\/h3>\nSurveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it\u2019s a good idea to check with your instructor before creating or administering a survey.<\/span><\/p>\nExperiments<\/b><\/span><\/h3>\nExperimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?<\/span><\/p>\nPersonal experience<\/b><\/span><\/h3>\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\n<\/div>\n\n\t\t\t \n\t\t\t Candela Citations<\/h3>\n\t\t\t\t\t \n\t\t\t\t\t\t \n\t\t\t\t\t\t\t CC licensed content, Original<\/div>- Introduction to text. Provided by<\/strong>: Lumen Learning. License<\/strong>: CC BY: Attribution<\/a><\/em><\/li><\/ul>CC licensed content, Shared previously<\/div>
- Evidence. Provided by<\/strong>: The University of North Carolina at Chapel Hill. Located at<\/strong>: http:\/\/writingcenter.unc.edu\/handouts\/evidence\/<\/a>. Project<\/strong>: The Writing Center. License<\/strong>: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li>
- Image of Culture of Evidence. Authored by<\/strong>: JasonGoto. Located at<\/strong>: https:\/\/flic.kr\/p\/ceApDU<\/a>. License<\/strong>: CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":19,"menu_order":15,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Evidence\",\"author\":\"\",\"organization\":\"The University of North Carolina at Chapel Hill\",\"url\":\"http:\/\/writingcenter.unc.edu\/handouts\/evidence\/\",\"project\":\"The Writing Center\",\"license\":\"cc-by-nc-nd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of Culture of Evidence\",\"author\":\"JasonGoto\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/ceApDU\",\"project\":\"\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Introduction to text\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"fa0b7937-4587-4ba4-b3a8-ec83d95f6e04, d4ba7200-19d3-4089-ba0a-305cf34ea284, adcea19e-5d79-4ef7-9ae7-32c5c2ad76ac","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-582","chapter","type-chapter","status-publish","hentry"],"part":19,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/users\/19"}],"version-history":[{"count":6,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions"}],"predecessor-version":[{"id":1915,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions\/1915"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/parts\/19"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/media?parent=582"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapter-type?post=582"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/contributor?post=582"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/license?post=582"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Observation<\/b><\/span><\/h3>\r\nSometimes you can directly observe the thing you are interested in, by watching, listening to, touching, tasting, or smelling it. For example, if you were asked to write about Mozart\u2019s music, you could listen to it; if your topic was how businesses attract traffic, you might go and look at window displays at the mall.<\/span><\/p>\r\n\r\nInterviews<\/b><\/span><\/h3>\r\nAn interview is a good way to collect information that you can\u2019t find through any other type of research. An interview can provide an expert\u2019s opinion, biographical or first-hand experiences, and suggestions for further research.<\/span><\/p>\r\n\r\nSurveys<\/b><\/span><\/h3>\r\nSurveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it\u2019s a good idea to check with your instructor before creating or administering a survey.<\/span><\/p>\r\n\r\nExperiments<\/b><\/span><\/h3>\r\nExperimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?<\/span><\/p>\r\n\r\nPersonal experience<\/b><\/span><\/h3>\r\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\r\n\r\n<\/div>","rendered":"Consider the following article from The Writing Center at UNC-Chapel Hill, discussing how to locate and use evidence in a writing project.<\/p>\n
<\/p>\n
\nINTRODUCTION<\/b><\/span><\/h2>\nMany papers that you write in college will require you to make an argument<\/span><\/a>; this means that you must take a position on the subject you are discussing and support that position with evidence. It\u2019s important that you use the right kind of evidence, that you use it effectively, and that you have an appropriate amount of it. If, for example, your philosophy professor didn\u2019t like it that you used a survey of public opinion as your primary evidence in your ethics paper, you need to find out more about what philosophers count as good evidence. If your instructor has told you that you need more analysis, suggested that you\u2019re \u201cjust listing\u201d points or giving a \u201claundry list,\u201d or asked you how certain points are related to your argument, it may mean that you can do more to fully incorporate your evidence into your argument. Comments like \u201cfor example?,\u201d \u201cproof?,\u201d \u201cgo deeper,\u201d or \u201cexpand\u201d in the margins of your graded paper suggest that you may need more evidence. Let\u2019s take a look at each of these issues\u2014understanding what counts as evidence, using evidence in your argument, and deciding whether you need more evidence.<\/span><\/p>\nWHAT COUNTS AS EVIDENCE?<\/b><\/span><\/h2>\nBefore you begin gathering information for possible use as evidence in your argument, you need to be sure that you understand the purpose of your assignment. If you are working on a project for a class, look carefully at the assignment prompt. It may give you clues about what sorts of evidence you will need. Does the instructor mention any particular books you should use in writing your paper or the names of any authors who have written about your topic? How long should your paper be (longer works may require more, or more varied, evidence)? What themes or topics come up in the text of the prompt? Our handout on understanding writing assignments<\/span><\/a> can help you interpret your assignment. It\u2019s also a good idea to think over what has been said about the assignment in class and to talk with your instructor if you need clarification or guidance.<\/span><\/p>\nWHAT MATTERS TO INSTRUCTORS?<\/b><\/span><\/h2>\nInstructors in different academic fields expect different kinds of arguments and evidence\u2014your chemistry paper might include graphs, charts, statistics, and other quantitative data as evidence, whereas your English paper might include passages from a novel, examples of recurring symbols, or discussions of characterization in the novel. Consider what kinds of sources and evidence you have seen in course readings and lectures. You may wish to see whether the Writing Center has a handout regarding the specific academic field you\u2019re working in\u2014for example, literature<\/span><\/a>, sociology<\/span><\/a>, or history<\/span><\/a>.<\/span><\/p>\nWHAT ARE PRIMARY AND SECONDARY SOURCES?<\/b><\/span><\/h2>\nA note on terminology: many researchers distinguish between primary and secondary sources of evidence (in this case, \u201cprimary\u201d means \u201cfirst\u201d or \u201coriginal,\u201d not \u201cmost important\u201d). Primary sources include original documents, photographs, interviews, and so forth. Secondary sources present information that has already been processed or interpreted by someone else. For example, if you are writing a paper about the movie \u201cThe Matrix,\u201d the movie itself, an interview with the director, and production photos could serve as primary sources of evidence. A movie review from a magazine or a collection of essays about the film would be secondary sources. Depending on the context, the same item could be either a primary or a secondary source: if I am writing about people\u2019s relationships with animals, a collection of stories about animals might be a secondary source; if I am writing about how editors gather diverse stories into collections, the same book might now function as a primary source.<\/span><\/p>\nWHERE CAN I FIND EVIDENCE?<\/b><\/span><\/h2>\nHere are some examples of sources of information and tips about how to use them in gathering evidence. Ask your instructor if you aren\u2019t sure whether a certain source would be appropriate for your paper.<\/span><\/p>\nPrint and electronic sources<\/b><\/span><\/h3>\nBooks, journals, websites, newspapers, magazines, and documentary films are some of the most common sources of evidence for academic writing. Our handout on evaluating print sources<\/span><\/a> will help you choose your print sources wisely, and the library has a tutorial<\/span><\/a> on evaluating both print sources and websites. A librarian can help you find sources that are appropriate for the type of assignment you are completing. Just visit the reference desk at Davis or the Undergraduate Library or chat with a librarian online (the library\u2019s IM screen name is undergradref).<\/span><\/p>\nObservation<\/b><\/span><\/h3>\nSometimes you can directly observe the thing you are interested in, by watching, listening to, touching, tasting, or smelling it. For example, if you were asked to write about Mozart\u2019s music, you could listen to it; if your topic was how businesses attract traffic, you might go and look at window displays at the mall.<\/span><\/p>\nInterviews<\/b><\/span><\/h3>\nAn interview is a good way to collect information that you can\u2019t find through any other type of research. An interview can provide an expert\u2019s opinion, biographical or first-hand experiences, and suggestions for further research.<\/span><\/p>\nSurveys<\/b><\/span><\/h3>\nSurveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it\u2019s a good idea to check with your instructor before creating or administering a survey.<\/span><\/p>\nExperiments<\/b><\/span><\/h3>\nExperimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?<\/span><\/p>\nPersonal experience<\/b><\/span><\/h3>\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\n<\/div>\n\n\t\t\t \n\t\t\t Candela Citations<\/h3>\n\t\t\t\t\t \n\t\t\t\t\t\t \n\t\t\t\t\t\t\t CC licensed content, Original<\/div>- Introduction to text. Provided by<\/strong>: Lumen Learning. License<\/strong>: CC BY: Attribution<\/a><\/em><\/li><\/ul>CC licensed content, Shared previously<\/div>
- Evidence. Provided by<\/strong>: The University of North Carolina at Chapel Hill. Located at<\/strong>: http:\/\/writingcenter.unc.edu\/handouts\/evidence\/<\/a>. Project<\/strong>: The Writing Center. License<\/strong>: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li>
- Image of Culture of Evidence. Authored by<\/strong>: JasonGoto. Located at<\/strong>: https:\/\/flic.kr\/p\/ceApDU<\/a>. License<\/strong>: CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":19,"menu_order":15,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Evidence\",\"author\":\"\",\"organization\":\"The University of North Carolina at Chapel Hill\",\"url\":\"http:\/\/writingcenter.unc.edu\/handouts\/evidence\/\",\"project\":\"The Writing Center\",\"license\":\"cc-by-nc-nd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of Culture of Evidence\",\"author\":\"JasonGoto\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/ceApDU\",\"project\":\"\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Introduction to text\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"fa0b7937-4587-4ba4-b3a8-ec83d95f6e04, d4ba7200-19d3-4089-ba0a-305cf34ea284, adcea19e-5d79-4ef7-9ae7-32c5c2ad76ac","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-582","chapter","type-chapter","status-publish","hentry"],"part":19,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/users\/19"}],"version-history":[{"count":6,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions"}],"predecessor-version":[{"id":1915,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions\/1915"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/parts\/19"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/media?parent=582"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapter-type?post=582"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/contributor?post=582"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/license?post=582"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Interviews<\/b><\/span><\/h3>\r\nAn interview is a good way to collect information that you can\u2019t find through any other type of research. An interview can provide an expert\u2019s opinion, biographical or first-hand experiences, and suggestions for further research.<\/span><\/p>\r\n\r\nSurveys<\/b><\/span><\/h3>\r\nSurveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it\u2019s a good idea to check with your instructor before creating or administering a survey.<\/span><\/p>\r\n\r\nExperiments<\/b><\/span><\/h3>\r\nExperimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?<\/span><\/p>\r\n\r\nPersonal experience<\/b><\/span><\/h3>\r\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\r\n\r\n<\/div>","rendered":"Consider the following article from The Writing Center at UNC-Chapel Hill, discussing how to locate and use evidence in a writing project.<\/p>\n
<\/p>\n
\nINTRODUCTION<\/b><\/span><\/h2>\nMany papers that you write in college will require you to make an argument<\/span><\/a>; this means that you must take a position on the subject you are discussing and support that position with evidence. It\u2019s important that you use the right kind of evidence, that you use it effectively, and that you have an appropriate amount of it. If, for example, your philosophy professor didn\u2019t like it that you used a survey of public opinion as your primary evidence in your ethics paper, you need to find out more about what philosophers count as good evidence. If your instructor has told you that you need more analysis, suggested that you\u2019re \u201cjust listing\u201d points or giving a \u201claundry list,\u201d or asked you how certain points are related to your argument, it may mean that you can do more to fully incorporate your evidence into your argument. Comments like \u201cfor example?,\u201d \u201cproof?,\u201d \u201cgo deeper,\u201d or \u201cexpand\u201d in the margins of your graded paper suggest that you may need more evidence. Let\u2019s take a look at each of these issues\u2014understanding what counts as evidence, using evidence in your argument, and deciding whether you need more evidence.<\/span><\/p>\nWHAT COUNTS AS EVIDENCE?<\/b><\/span><\/h2>\nBefore you begin gathering information for possible use as evidence in your argument, you need to be sure that you understand the purpose of your assignment. If you are working on a project for a class, look carefully at the assignment prompt. It may give you clues about what sorts of evidence you will need. Does the instructor mention any particular books you should use in writing your paper or the names of any authors who have written about your topic? How long should your paper be (longer works may require more, or more varied, evidence)? What themes or topics come up in the text of the prompt? Our handout on understanding writing assignments<\/span><\/a> can help you interpret your assignment. It\u2019s also a good idea to think over what has been said about the assignment in class and to talk with your instructor if you need clarification or guidance.<\/span><\/p>\nWHAT MATTERS TO INSTRUCTORS?<\/b><\/span><\/h2>\nInstructors in different academic fields expect different kinds of arguments and evidence\u2014your chemistry paper might include graphs, charts, statistics, and other quantitative data as evidence, whereas your English paper might include passages from a novel, examples of recurring symbols, or discussions of characterization in the novel. Consider what kinds of sources and evidence you have seen in course readings and lectures. You may wish to see whether the Writing Center has a handout regarding the specific academic field you\u2019re working in\u2014for example, literature<\/span><\/a>, sociology<\/span><\/a>, or history<\/span><\/a>.<\/span><\/p>\nWHAT ARE PRIMARY AND SECONDARY SOURCES?<\/b><\/span><\/h2>\nA note on terminology: many researchers distinguish between primary and secondary sources of evidence (in this case, \u201cprimary\u201d means \u201cfirst\u201d or \u201coriginal,\u201d not \u201cmost important\u201d). Primary sources include original documents, photographs, interviews, and so forth. Secondary sources present information that has already been processed or interpreted by someone else. For example, if you are writing a paper about the movie \u201cThe Matrix,\u201d the movie itself, an interview with the director, and production photos could serve as primary sources of evidence. A movie review from a magazine or a collection of essays about the film would be secondary sources. Depending on the context, the same item could be either a primary or a secondary source: if I am writing about people\u2019s relationships with animals, a collection of stories about animals might be a secondary source; if I am writing about how editors gather diverse stories into collections, the same book might now function as a primary source.<\/span><\/p>\nWHERE CAN I FIND EVIDENCE?<\/b><\/span><\/h2>\nHere are some examples of sources of information and tips about how to use them in gathering evidence. Ask your instructor if you aren\u2019t sure whether a certain source would be appropriate for your paper.<\/span><\/p>\nPrint and electronic sources<\/b><\/span><\/h3>\nBooks, journals, websites, newspapers, magazines, and documentary films are some of the most common sources of evidence for academic writing. Our handout on evaluating print sources<\/span><\/a> will help you choose your print sources wisely, and the library has a tutorial<\/span><\/a> on evaluating both print sources and websites. A librarian can help you find sources that are appropriate for the type of assignment you are completing. Just visit the reference desk at Davis or the Undergraduate Library or chat with a librarian online (the library\u2019s IM screen name is undergradref).<\/span><\/p>\nObservation<\/b><\/span><\/h3>\nSometimes you can directly observe the thing you are interested in, by watching, listening to, touching, tasting, or smelling it. For example, if you were asked to write about Mozart\u2019s music, you could listen to it; if your topic was how businesses attract traffic, you might go and look at window displays at the mall.<\/span><\/p>\nInterviews<\/b><\/span><\/h3>\nAn interview is a good way to collect information that you can\u2019t find through any other type of research. An interview can provide an expert\u2019s opinion, biographical or first-hand experiences, and suggestions for further research.<\/span><\/p>\nSurveys<\/b><\/span><\/h3>\nSurveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it\u2019s a good idea to check with your instructor before creating or administering a survey.<\/span><\/p>\nExperiments<\/b><\/span><\/h3>\nExperimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?<\/span><\/p>\nPersonal experience<\/b><\/span><\/h3>\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\n<\/div>\n\n\t\t\t \n\t\t\t Candela Citations<\/h3>\n\t\t\t\t\t \n\t\t\t\t\t\t \n\t\t\t\t\t\t\t CC licensed content, Original<\/div>- Introduction to text. Provided by<\/strong>: Lumen Learning. License<\/strong>: CC BY: Attribution<\/a><\/em><\/li><\/ul>CC licensed content, Shared previously<\/div>
- Evidence. Provided by<\/strong>: The University of North Carolina at Chapel Hill. Located at<\/strong>: http:\/\/writingcenter.unc.edu\/handouts\/evidence\/<\/a>. Project<\/strong>: The Writing Center. License<\/strong>: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li>
- Image of Culture of Evidence. Authored by<\/strong>: JasonGoto. Located at<\/strong>: https:\/\/flic.kr\/p\/ceApDU<\/a>. License<\/strong>: CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":19,"menu_order":15,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Evidence\",\"author\":\"\",\"organization\":\"The University of North Carolina at Chapel Hill\",\"url\":\"http:\/\/writingcenter.unc.edu\/handouts\/evidence\/\",\"project\":\"The Writing Center\",\"license\":\"cc-by-nc-nd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of Culture of Evidence\",\"author\":\"JasonGoto\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/ceApDU\",\"project\":\"\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Introduction to text\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"fa0b7937-4587-4ba4-b3a8-ec83d95f6e04, d4ba7200-19d3-4089-ba0a-305cf34ea284, adcea19e-5d79-4ef7-9ae7-32c5c2ad76ac","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-582","chapter","type-chapter","status-publish","hentry"],"part":19,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/users\/19"}],"version-history":[{"count":6,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions"}],"predecessor-version":[{"id":1915,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions\/1915"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/parts\/19"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/media?parent=582"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapter-type?post=582"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/contributor?post=582"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/license?post=582"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Surveys<\/b><\/span><\/h3>\r\nSurveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it\u2019s a good idea to check with your instructor before creating or administering a survey.<\/span><\/p>\r\n\r\nExperiments<\/b><\/span><\/h3>\r\nExperimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?<\/span><\/p>\r\n\r\nPersonal experience<\/b><\/span><\/h3>\r\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\r\n\r\n<\/div>","rendered":"Consider the following article from The Writing Center at UNC-Chapel Hill, discussing how to locate and use evidence in a writing project.<\/p>\n
<\/p>\n
\nINTRODUCTION<\/b><\/span><\/h2>\nMany papers that you write in college will require you to make an argument<\/span><\/a>; this means that you must take a position on the subject you are discussing and support that position with evidence. It\u2019s important that you use the right kind of evidence, that you use it effectively, and that you have an appropriate amount of it. If, for example, your philosophy professor didn\u2019t like it that you used a survey of public opinion as your primary evidence in your ethics paper, you need to find out more about what philosophers count as good evidence. If your instructor has told you that you need more analysis, suggested that you\u2019re \u201cjust listing\u201d points or giving a \u201claundry list,\u201d or asked you how certain points are related to your argument, it may mean that you can do more to fully incorporate your evidence into your argument. Comments like \u201cfor example?,\u201d \u201cproof?,\u201d \u201cgo deeper,\u201d or \u201cexpand\u201d in the margins of your graded paper suggest that you may need more evidence. Let\u2019s take a look at each of these issues\u2014understanding what counts as evidence, using evidence in your argument, and deciding whether you need more evidence.<\/span><\/p>\nWHAT COUNTS AS EVIDENCE?<\/b><\/span><\/h2>\nBefore you begin gathering information for possible use as evidence in your argument, you need to be sure that you understand the purpose of your assignment. If you are working on a project for a class, look carefully at the assignment prompt. It may give you clues about what sorts of evidence you will need. Does the instructor mention any particular books you should use in writing your paper or the names of any authors who have written about your topic? How long should your paper be (longer works may require more, or more varied, evidence)? What themes or topics come up in the text of the prompt? Our handout on understanding writing assignments<\/span><\/a> can help you interpret your assignment. It\u2019s also a good idea to think over what has been said about the assignment in class and to talk with your instructor if you need clarification or guidance.<\/span><\/p>\nWHAT MATTERS TO INSTRUCTORS?<\/b><\/span><\/h2>\nInstructors in different academic fields expect different kinds of arguments and evidence\u2014your chemistry paper might include graphs, charts, statistics, and other quantitative data as evidence, whereas your English paper might include passages from a novel, examples of recurring symbols, or discussions of characterization in the novel. Consider what kinds of sources and evidence you have seen in course readings and lectures. You may wish to see whether the Writing Center has a handout regarding the specific academic field you\u2019re working in\u2014for example, literature<\/span><\/a>, sociology<\/span><\/a>, or history<\/span><\/a>.<\/span><\/p>\nWHAT ARE PRIMARY AND SECONDARY SOURCES?<\/b><\/span><\/h2>\nA note on terminology: many researchers distinguish between primary and secondary sources of evidence (in this case, \u201cprimary\u201d means \u201cfirst\u201d or \u201coriginal,\u201d not \u201cmost important\u201d). Primary sources include original documents, photographs, interviews, and so forth. Secondary sources present information that has already been processed or interpreted by someone else. For example, if you are writing a paper about the movie \u201cThe Matrix,\u201d the movie itself, an interview with the director, and production photos could serve as primary sources of evidence. A movie review from a magazine or a collection of essays about the film would be secondary sources. Depending on the context, the same item could be either a primary or a secondary source: if I am writing about people\u2019s relationships with animals, a collection of stories about animals might be a secondary source; if I am writing about how editors gather diverse stories into collections, the same book might now function as a primary source.<\/span><\/p>\nWHERE CAN I FIND EVIDENCE?<\/b><\/span><\/h2>\nHere are some examples of sources of information and tips about how to use them in gathering evidence. Ask your instructor if you aren\u2019t sure whether a certain source would be appropriate for your paper.<\/span><\/p>\nPrint and electronic sources<\/b><\/span><\/h3>\nBooks, journals, websites, newspapers, magazines, and documentary films are some of the most common sources of evidence for academic writing. Our handout on evaluating print sources<\/span><\/a> will help you choose your print sources wisely, and the library has a tutorial<\/span><\/a> on evaluating both print sources and websites. A librarian can help you find sources that are appropriate for the type of assignment you are completing. Just visit the reference desk at Davis or the Undergraduate Library or chat with a librarian online (the library\u2019s IM screen name is undergradref).<\/span><\/p>\nObservation<\/b><\/span><\/h3>\nSometimes you can directly observe the thing you are interested in, by watching, listening to, touching, tasting, or smelling it. For example, if you were asked to write about Mozart\u2019s music, you could listen to it; if your topic was how businesses attract traffic, you might go and look at window displays at the mall.<\/span><\/p>\nInterviews<\/b><\/span><\/h3>\nAn interview is a good way to collect information that you can\u2019t find through any other type of research. An interview can provide an expert\u2019s opinion, biographical or first-hand experiences, and suggestions for further research.<\/span><\/p>\nSurveys<\/b><\/span><\/h3>\nSurveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it\u2019s a good idea to check with your instructor before creating or administering a survey.<\/span><\/p>\nExperiments<\/b><\/span><\/h3>\nExperimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?<\/span><\/p>\nPersonal experience<\/b><\/span><\/h3>\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\n<\/div>\n\n\t\t\t \n\t\t\t Candela Citations<\/h3>\n\t\t\t\t\t \n\t\t\t\t\t\t \n\t\t\t\t\t\t\t CC licensed content, Original<\/div>- Introduction to text. Provided by<\/strong>: Lumen Learning. License<\/strong>: CC BY: Attribution<\/a><\/em><\/li><\/ul>CC licensed content, Shared previously<\/div>
- Evidence. Provided by<\/strong>: The University of North Carolina at Chapel Hill. Located at<\/strong>: http:\/\/writingcenter.unc.edu\/handouts\/evidence\/<\/a>. Project<\/strong>: The Writing Center. License<\/strong>: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li>
- Image of Culture of Evidence. Authored by<\/strong>: JasonGoto. Located at<\/strong>: https:\/\/flic.kr\/p\/ceApDU<\/a>. License<\/strong>: CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":19,"menu_order":15,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Evidence\",\"author\":\"\",\"organization\":\"The University of North Carolina at Chapel Hill\",\"url\":\"http:\/\/writingcenter.unc.edu\/handouts\/evidence\/\",\"project\":\"The Writing Center\",\"license\":\"cc-by-nc-nd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of Culture of Evidence\",\"author\":\"JasonGoto\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/ceApDU\",\"project\":\"\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Introduction to text\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"fa0b7937-4587-4ba4-b3a8-ec83d95f6e04, d4ba7200-19d3-4089-ba0a-305cf34ea284, adcea19e-5d79-4ef7-9ae7-32c5c2ad76ac","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-582","chapter","type-chapter","status-publish","hentry"],"part":19,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/users\/19"}],"version-history":[{"count":6,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions"}],"predecessor-version":[{"id":1915,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions\/1915"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/parts\/19"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/media?parent=582"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapter-type?post=582"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/contributor?post=582"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/license?post=582"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Experiments<\/b><\/span><\/h3>\r\nExperimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?<\/span><\/p>\r\n\r\nPersonal experience<\/b><\/span><\/h3>\r\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\r\n\r\n<\/div>","rendered":"Consider the following article from The Writing Center at UNC-Chapel Hill, discussing how to locate and use evidence in a writing project.<\/p>\n
<\/p>\n
\nINTRODUCTION<\/b><\/span><\/h2>\nMany papers that you write in college will require you to make an argument<\/span><\/a>; this means that you must take a position on the subject you are discussing and support that position with evidence. It\u2019s important that you use the right kind of evidence, that you use it effectively, and that you have an appropriate amount of it. If, for example, your philosophy professor didn\u2019t like it that you used a survey of public opinion as your primary evidence in your ethics paper, you need to find out more about what philosophers count as good evidence. If your instructor has told you that you need more analysis, suggested that you\u2019re \u201cjust listing\u201d points or giving a \u201claundry list,\u201d or asked you how certain points are related to your argument, it may mean that you can do more to fully incorporate your evidence into your argument. Comments like \u201cfor example?,\u201d \u201cproof?,\u201d \u201cgo deeper,\u201d or \u201cexpand\u201d in the margins of your graded paper suggest that you may need more evidence. Let\u2019s take a look at each of these issues\u2014understanding what counts as evidence, using evidence in your argument, and deciding whether you need more evidence.<\/span><\/p>\nWHAT COUNTS AS EVIDENCE?<\/b><\/span><\/h2>\nBefore you begin gathering information for possible use as evidence in your argument, you need to be sure that you understand the purpose of your assignment. If you are working on a project for a class, look carefully at the assignment prompt. It may give you clues about what sorts of evidence you will need. Does the instructor mention any particular books you should use in writing your paper or the names of any authors who have written about your topic? How long should your paper be (longer works may require more, or more varied, evidence)? What themes or topics come up in the text of the prompt? Our handout on understanding writing assignments<\/span><\/a> can help you interpret your assignment. It\u2019s also a good idea to think over what has been said about the assignment in class and to talk with your instructor if you need clarification or guidance.<\/span><\/p>\nWHAT MATTERS TO INSTRUCTORS?<\/b><\/span><\/h2>\nInstructors in different academic fields expect different kinds of arguments and evidence\u2014your chemistry paper might include graphs, charts, statistics, and other quantitative data as evidence, whereas your English paper might include passages from a novel, examples of recurring symbols, or discussions of characterization in the novel. Consider what kinds of sources and evidence you have seen in course readings and lectures. You may wish to see whether the Writing Center has a handout regarding the specific academic field you\u2019re working in\u2014for example, literature<\/span><\/a>, sociology<\/span><\/a>, or history<\/span><\/a>.<\/span><\/p>\nWHAT ARE PRIMARY AND SECONDARY SOURCES?<\/b><\/span><\/h2>\nA note on terminology: many researchers distinguish between primary and secondary sources of evidence (in this case, \u201cprimary\u201d means \u201cfirst\u201d or \u201coriginal,\u201d not \u201cmost important\u201d). Primary sources include original documents, photographs, interviews, and so forth. Secondary sources present information that has already been processed or interpreted by someone else. For example, if you are writing a paper about the movie \u201cThe Matrix,\u201d the movie itself, an interview with the director, and production photos could serve as primary sources of evidence. A movie review from a magazine or a collection of essays about the film would be secondary sources. Depending on the context, the same item could be either a primary or a secondary source: if I am writing about people\u2019s relationships with animals, a collection of stories about animals might be a secondary source; if I am writing about how editors gather diverse stories into collections, the same book might now function as a primary source.<\/span><\/p>\nWHERE CAN I FIND EVIDENCE?<\/b><\/span><\/h2>\nHere are some examples of sources of information and tips about how to use them in gathering evidence. Ask your instructor if you aren\u2019t sure whether a certain source would be appropriate for your paper.<\/span><\/p>\nPrint and electronic sources<\/b><\/span><\/h3>\nBooks, journals, websites, newspapers, magazines, and documentary films are some of the most common sources of evidence for academic writing. Our handout on evaluating print sources<\/span><\/a> will help you choose your print sources wisely, and the library has a tutorial<\/span><\/a> on evaluating both print sources and websites. A librarian can help you find sources that are appropriate for the type of assignment you are completing. Just visit the reference desk at Davis or the Undergraduate Library or chat with a librarian online (the library\u2019s IM screen name is undergradref).<\/span><\/p>\nObservation<\/b><\/span><\/h3>\nSometimes you can directly observe the thing you are interested in, by watching, listening to, touching, tasting, or smelling it. For example, if you were asked to write about Mozart\u2019s music, you could listen to it; if your topic was how businesses attract traffic, you might go and look at window displays at the mall.<\/span><\/p>\nInterviews<\/b><\/span><\/h3>\nAn interview is a good way to collect information that you can\u2019t find through any other type of research. An interview can provide an expert\u2019s opinion, biographical or first-hand experiences, and suggestions for further research.<\/span><\/p>\nSurveys<\/b><\/span><\/h3>\nSurveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it\u2019s a good idea to check with your instructor before creating or administering a survey.<\/span><\/p>\nExperiments<\/b><\/span><\/h3>\nExperimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?<\/span><\/p>\nPersonal experience<\/b><\/span><\/h3>\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\n<\/div>\n\n\t\t\t \n\t\t\t Candela Citations<\/h3>\n\t\t\t\t\t \n\t\t\t\t\t\t \n\t\t\t\t\t\t\t CC licensed content, Original<\/div>- Introduction to text. Provided by<\/strong>: Lumen Learning. License<\/strong>: CC BY: Attribution<\/a><\/em><\/li><\/ul>CC licensed content, Shared previously<\/div>
- Evidence. Provided by<\/strong>: The University of North Carolina at Chapel Hill. Located at<\/strong>: http:\/\/writingcenter.unc.edu\/handouts\/evidence\/<\/a>. Project<\/strong>: The Writing Center. License<\/strong>: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li>
- Image of Culture of Evidence. Authored by<\/strong>: JasonGoto. Located at<\/strong>: https:\/\/flic.kr\/p\/ceApDU<\/a>. License<\/strong>: CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":19,"menu_order":15,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Evidence\",\"author\":\"\",\"organization\":\"The University of North Carolina at Chapel Hill\",\"url\":\"http:\/\/writingcenter.unc.edu\/handouts\/evidence\/\",\"project\":\"The Writing Center\",\"license\":\"cc-by-nc-nd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of Culture of Evidence\",\"author\":\"JasonGoto\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/ceApDU\",\"project\":\"\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Introduction to text\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"fa0b7937-4587-4ba4-b3a8-ec83d95f6e04, d4ba7200-19d3-4089-ba0a-305cf34ea284, adcea19e-5d79-4ef7-9ae7-32c5c2ad76ac","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-582","chapter","type-chapter","status-publish","hentry"],"part":19,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/users\/19"}],"version-history":[{"count":6,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions"}],"predecessor-version":[{"id":1915,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions\/1915"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/parts\/19"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/media?parent=582"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapter-type?post=582"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/contributor?post=582"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/license?post=582"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Personal experience<\/b><\/span><\/h3>\r\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\r\n\r\n<\/div>","rendered":"Consider the following article from The Writing Center at UNC-Chapel Hill, discussing how to locate and use evidence in a writing project.<\/p>\n
<\/p>\n
\nINTRODUCTION<\/b><\/span><\/h2>\nMany papers that you write in college will require you to make an argument<\/span><\/a>; this means that you must take a position on the subject you are discussing and support that position with evidence. It\u2019s important that you use the right kind of evidence, that you use it effectively, and that you have an appropriate amount of it. If, for example, your philosophy professor didn\u2019t like it that you used a survey of public opinion as your primary evidence in your ethics paper, you need to find out more about what philosophers count as good evidence. If your instructor has told you that you need more analysis, suggested that you\u2019re \u201cjust listing\u201d points or giving a \u201claundry list,\u201d or asked you how certain points are related to your argument, it may mean that you can do more to fully incorporate your evidence into your argument. Comments like \u201cfor example?,\u201d \u201cproof?,\u201d \u201cgo deeper,\u201d or \u201cexpand\u201d in the margins of your graded paper suggest that you may need more evidence. Let\u2019s take a look at each of these issues\u2014understanding what counts as evidence, using evidence in your argument, and deciding whether you need more evidence.<\/span><\/p>\nWHAT COUNTS AS EVIDENCE?<\/b><\/span><\/h2>\nBefore you begin gathering information for possible use as evidence in your argument, you need to be sure that you understand the purpose of your assignment. If you are working on a project for a class, look carefully at the assignment prompt. It may give you clues about what sorts of evidence you will need. Does the instructor mention any particular books you should use in writing your paper or the names of any authors who have written about your topic? How long should your paper be (longer works may require more, or more varied, evidence)? What themes or topics come up in the text of the prompt? Our handout on understanding writing assignments<\/span><\/a> can help you interpret your assignment. It\u2019s also a good idea to think over what has been said about the assignment in class and to talk with your instructor if you need clarification or guidance.<\/span><\/p>\nWHAT MATTERS TO INSTRUCTORS?<\/b><\/span><\/h2>\nInstructors in different academic fields expect different kinds of arguments and evidence\u2014your chemistry paper might include graphs, charts, statistics, and other quantitative data as evidence, whereas your English paper might include passages from a novel, examples of recurring symbols, or discussions of characterization in the novel. Consider what kinds of sources and evidence you have seen in course readings and lectures. You may wish to see whether the Writing Center has a handout regarding the specific academic field you\u2019re working in\u2014for example, literature<\/span><\/a>, sociology<\/span><\/a>, or history<\/span><\/a>.<\/span><\/p>\nWHAT ARE PRIMARY AND SECONDARY SOURCES?<\/b><\/span><\/h2>\nA note on terminology: many researchers distinguish between primary and secondary sources of evidence (in this case, \u201cprimary\u201d means \u201cfirst\u201d or \u201coriginal,\u201d not \u201cmost important\u201d). Primary sources include original documents, photographs, interviews, and so forth. Secondary sources present information that has already been processed or interpreted by someone else. For example, if you are writing a paper about the movie \u201cThe Matrix,\u201d the movie itself, an interview with the director, and production photos could serve as primary sources of evidence. A movie review from a magazine or a collection of essays about the film would be secondary sources. Depending on the context, the same item could be either a primary or a secondary source: if I am writing about people\u2019s relationships with animals, a collection of stories about animals might be a secondary source; if I am writing about how editors gather diverse stories into collections, the same book might now function as a primary source.<\/span><\/p>\nWHERE CAN I FIND EVIDENCE?<\/b><\/span><\/h2>\nHere are some examples of sources of information and tips about how to use them in gathering evidence. Ask your instructor if you aren\u2019t sure whether a certain source would be appropriate for your paper.<\/span><\/p>\nPrint and electronic sources<\/b><\/span><\/h3>\nBooks, journals, websites, newspapers, magazines, and documentary films are some of the most common sources of evidence for academic writing. Our handout on evaluating print sources<\/span><\/a> will help you choose your print sources wisely, and the library has a tutorial<\/span><\/a> on evaluating both print sources and websites. A librarian can help you find sources that are appropriate for the type of assignment you are completing. Just visit the reference desk at Davis or the Undergraduate Library or chat with a librarian online (the library\u2019s IM screen name is undergradref).<\/span><\/p>\nObservation<\/b><\/span><\/h3>\nSometimes you can directly observe the thing you are interested in, by watching, listening to, touching, tasting, or smelling it. For example, if you were asked to write about Mozart\u2019s music, you could listen to it; if your topic was how businesses attract traffic, you might go and look at window displays at the mall.<\/span><\/p>\nInterviews<\/b><\/span><\/h3>\nAn interview is a good way to collect information that you can\u2019t find through any other type of research. An interview can provide an expert\u2019s opinion, biographical or first-hand experiences, and suggestions for further research.<\/span><\/p>\nSurveys<\/b><\/span><\/h3>\nSurveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it\u2019s a good idea to check with your instructor before creating or administering a survey.<\/span><\/p>\nExperiments<\/b><\/span><\/h3>\nExperimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?<\/span><\/p>\nPersonal experience<\/b><\/span><\/h3>\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\n<\/div>\n\n\t\t\t \n\t\t\t Candela Citations<\/h3>\n\t\t\t\t\t \n\t\t\t\t\t\t \n\t\t\t\t\t\t\t CC licensed content, Original<\/div>- Introduction to text. Provided by<\/strong>: Lumen Learning. License<\/strong>: CC BY: Attribution<\/a><\/em><\/li><\/ul>CC licensed content, Shared previously<\/div>
- Evidence. Provided by<\/strong>: The University of North Carolina at Chapel Hill. Located at<\/strong>: http:\/\/writingcenter.unc.edu\/handouts\/evidence\/<\/a>. Project<\/strong>: The Writing Center. License<\/strong>: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li>
- Image of Culture of Evidence. Authored by<\/strong>: JasonGoto. Located at<\/strong>: https:\/\/flic.kr\/p\/ceApDU<\/a>. License<\/strong>: CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":19,"menu_order":15,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Evidence\",\"author\":\"\",\"organization\":\"The University of North Carolina at Chapel Hill\",\"url\":\"http:\/\/writingcenter.unc.edu\/handouts\/evidence\/\",\"project\":\"The Writing Center\",\"license\":\"cc-by-nc-nd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of Culture of Evidence\",\"author\":\"JasonGoto\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/ceApDU\",\"project\":\"\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Introduction to text\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"fa0b7937-4587-4ba4-b3a8-ec83d95f6e04, d4ba7200-19d3-4089-ba0a-305cf34ea284, adcea19e-5d79-4ef7-9ae7-32c5c2ad76ac","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-582","chapter","type-chapter","status-publish","hentry"],"part":19,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/users\/19"}],"version-history":[{"count":6,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions"}],"predecessor-version":[{"id":1915,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions\/1915"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/parts\/19"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/media?parent=582"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapter-type?post=582"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/contributor?post=582"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/license?post=582"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Consider the following article from The Writing Center at UNC-Chapel Hill, discussing how to locate and use evidence in a writing project.<\/p>\n
<\/p>\n
INTRODUCTION<\/b><\/span><\/h2>\nMany papers that you write in college will require you to make an argument<\/span><\/a>; this means that you must take a position on the subject you are discussing and support that position with evidence. It\u2019s important that you use the right kind of evidence, that you use it effectively, and that you have an appropriate amount of it. If, for example, your philosophy professor didn\u2019t like it that you used a survey of public opinion as your primary evidence in your ethics paper, you need to find out more about what philosophers count as good evidence. If your instructor has told you that you need more analysis, suggested that you\u2019re \u201cjust listing\u201d points or giving a \u201claundry list,\u201d or asked you how certain points are related to your argument, it may mean that you can do more to fully incorporate your evidence into your argument. Comments like \u201cfor example?,\u201d \u201cproof?,\u201d \u201cgo deeper,\u201d or \u201cexpand\u201d in the margins of your graded paper suggest that you may need more evidence. Let\u2019s take a look at each of these issues\u2014understanding what counts as evidence, using evidence in your argument, and deciding whether you need more evidence.<\/span><\/p>\nWHAT COUNTS AS EVIDENCE?<\/b><\/span><\/h2>\nBefore you begin gathering information for possible use as evidence in your argument, you need to be sure that you understand the purpose of your assignment. If you are working on a project for a class, look carefully at the assignment prompt. It may give you clues about what sorts of evidence you will need. Does the instructor mention any particular books you should use in writing your paper or the names of any authors who have written about your topic? How long should your paper be (longer works may require more, or more varied, evidence)? What themes or topics come up in the text of the prompt? Our handout on understanding writing assignments<\/span><\/a> can help you interpret your assignment. It\u2019s also a good idea to think over what has been said about the assignment in class and to talk with your instructor if you need clarification or guidance.<\/span><\/p>\nWHAT MATTERS TO INSTRUCTORS?<\/b><\/span><\/h2>\nInstructors in different academic fields expect different kinds of arguments and evidence\u2014your chemistry paper might include graphs, charts, statistics, and other quantitative data as evidence, whereas your English paper might include passages from a novel, examples of recurring symbols, or discussions of characterization in the novel. Consider what kinds of sources and evidence you have seen in course readings and lectures. You may wish to see whether the Writing Center has a handout regarding the specific academic field you\u2019re working in\u2014for example, literature<\/span><\/a>, sociology<\/span><\/a>, or history<\/span><\/a>.<\/span><\/p>\nWHAT ARE PRIMARY AND SECONDARY SOURCES?<\/b><\/span><\/h2>\nA note on terminology: many researchers distinguish between primary and secondary sources of evidence (in this case, \u201cprimary\u201d means \u201cfirst\u201d or \u201coriginal,\u201d not \u201cmost important\u201d). Primary sources include original documents, photographs, interviews, and so forth. Secondary sources present information that has already been processed or interpreted by someone else. For example, if you are writing a paper about the movie \u201cThe Matrix,\u201d the movie itself, an interview with the director, and production photos could serve as primary sources of evidence. A movie review from a magazine or a collection of essays about the film would be secondary sources. Depending on the context, the same item could be either a primary or a secondary source: if I am writing about people\u2019s relationships with animals, a collection of stories about animals might be a secondary source; if I am writing about how editors gather diverse stories into collections, the same book might now function as a primary source.<\/span><\/p>\nWHERE CAN I FIND EVIDENCE?<\/b><\/span><\/h2>\nHere are some examples of sources of information and tips about how to use them in gathering evidence. Ask your instructor if you aren\u2019t sure whether a certain source would be appropriate for your paper.<\/span><\/p>\nPrint and electronic sources<\/b><\/span><\/h3>\nBooks, journals, websites, newspapers, magazines, and documentary films are some of the most common sources of evidence for academic writing. Our handout on evaluating print sources<\/span><\/a> will help you choose your print sources wisely, and the library has a tutorial<\/span><\/a> on evaluating both print sources and websites. A librarian can help you find sources that are appropriate for the type of assignment you are completing. Just visit the reference desk at Davis or the Undergraduate Library or chat with a librarian online (the library\u2019s IM screen name is undergradref).<\/span><\/p>\nObservation<\/b><\/span><\/h3>\nSometimes you can directly observe the thing you are interested in, by watching, listening to, touching, tasting, or smelling it. For example, if you were asked to write about Mozart\u2019s music, you could listen to it; if your topic was how businesses attract traffic, you might go and look at window displays at the mall.<\/span><\/p>\nInterviews<\/b><\/span><\/h3>\nAn interview is a good way to collect information that you can\u2019t find through any other type of research. An interview can provide an expert\u2019s opinion, biographical or first-hand experiences, and suggestions for further research.<\/span><\/p>\nSurveys<\/b><\/span><\/h3>\nSurveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it\u2019s a good idea to check with your instructor before creating or administering a survey.<\/span><\/p>\nExperiments<\/b><\/span><\/h3>\nExperimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?<\/span><\/p>\nPersonal experience<\/b><\/span><\/h3>\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\n<\/div>\n\n\t\t\t \n\t\t\t Candela Citations<\/h3>\n\t\t\t\t\t \n\t\t\t\t\t\t \n\t\t\t\t\t\t\t CC licensed content, Original<\/div>- Introduction to text. Provided by<\/strong>: Lumen Learning. License<\/strong>: CC BY: Attribution<\/a><\/em><\/li><\/ul>CC licensed content, Shared previously<\/div>
- Evidence. Provided by<\/strong>: The University of North Carolina at Chapel Hill. Located at<\/strong>: http:\/\/writingcenter.unc.edu\/handouts\/evidence\/<\/a>. Project<\/strong>: The Writing Center. License<\/strong>: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li>
- Image of Culture of Evidence. Authored by<\/strong>: JasonGoto. Located at<\/strong>: https:\/\/flic.kr\/p\/ceApDU<\/a>. License<\/strong>: CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":19,"menu_order":15,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Evidence\",\"author\":\"\",\"organization\":\"The University of North Carolina at Chapel Hill\",\"url\":\"http:\/\/writingcenter.unc.edu\/handouts\/evidence\/\",\"project\":\"The Writing Center\",\"license\":\"cc-by-nc-nd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of Culture of Evidence\",\"author\":\"JasonGoto\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/ceApDU\",\"project\":\"\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Introduction to text\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"fa0b7937-4587-4ba4-b3a8-ec83d95f6e04, d4ba7200-19d3-4089-ba0a-305cf34ea284, adcea19e-5d79-4ef7-9ae7-32c5c2ad76ac","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-582","chapter","type-chapter","status-publish","hentry"],"part":19,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/users\/19"}],"version-history":[{"count":6,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions"}],"predecessor-version":[{"id":1915,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions\/1915"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/parts\/19"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/media?parent=582"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapter-type?post=582"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/contributor?post=582"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/license?post=582"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
WHAT COUNTS AS EVIDENCE?<\/b><\/span><\/h2>\nBefore you begin gathering information for possible use as evidence in your argument, you need to be sure that you understand the purpose of your assignment. If you are working on a project for a class, look carefully at the assignment prompt. It may give you clues about what sorts of evidence you will need. Does the instructor mention any particular books you should use in writing your paper or the names of any authors who have written about your topic? How long should your paper be (longer works may require more, or more varied, evidence)? What themes or topics come up in the text of the prompt? Our handout on understanding writing assignments<\/span><\/a> can help you interpret your assignment. It\u2019s also a good idea to think over what has been said about the assignment in class and to talk with your instructor if you need clarification or guidance.<\/span><\/p>\nWHAT MATTERS TO INSTRUCTORS?<\/b><\/span><\/h2>\nInstructors in different academic fields expect different kinds of arguments and evidence\u2014your chemistry paper might include graphs, charts, statistics, and other quantitative data as evidence, whereas your English paper might include passages from a novel, examples of recurring symbols, or discussions of characterization in the novel. Consider what kinds of sources and evidence you have seen in course readings and lectures. You may wish to see whether the Writing Center has a handout regarding the specific academic field you\u2019re working in\u2014for example, literature<\/span><\/a>, sociology<\/span><\/a>, or history<\/span><\/a>.<\/span><\/p>\nWHAT ARE PRIMARY AND SECONDARY SOURCES?<\/b><\/span><\/h2>\nA note on terminology: many researchers distinguish between primary and secondary sources of evidence (in this case, \u201cprimary\u201d means \u201cfirst\u201d or \u201coriginal,\u201d not \u201cmost important\u201d). Primary sources include original documents, photographs, interviews, and so forth. Secondary sources present information that has already been processed or interpreted by someone else. For example, if you are writing a paper about the movie \u201cThe Matrix,\u201d the movie itself, an interview with the director, and production photos could serve as primary sources of evidence. A movie review from a magazine or a collection of essays about the film would be secondary sources. Depending on the context, the same item could be either a primary or a secondary source: if I am writing about people\u2019s relationships with animals, a collection of stories about animals might be a secondary source; if I am writing about how editors gather diverse stories into collections, the same book might now function as a primary source.<\/span><\/p>\nWHERE CAN I FIND EVIDENCE?<\/b><\/span><\/h2>\nHere are some examples of sources of information and tips about how to use them in gathering evidence. Ask your instructor if you aren\u2019t sure whether a certain source would be appropriate for your paper.<\/span><\/p>\nPrint and electronic sources<\/b><\/span><\/h3>\nBooks, journals, websites, newspapers, magazines, and documentary films are some of the most common sources of evidence for academic writing. Our handout on evaluating print sources<\/span><\/a> will help you choose your print sources wisely, and the library has a tutorial<\/span><\/a> on evaluating both print sources and websites. A librarian can help you find sources that are appropriate for the type of assignment you are completing. Just visit the reference desk at Davis or the Undergraduate Library or chat with a librarian online (the library\u2019s IM screen name is undergradref).<\/span><\/p>\nObservation<\/b><\/span><\/h3>\nSometimes you can directly observe the thing you are interested in, by watching, listening to, touching, tasting, or smelling it. For example, if you were asked to write about Mozart\u2019s music, you could listen to it; if your topic was how businesses attract traffic, you might go and look at window displays at the mall.<\/span><\/p>\nInterviews<\/b><\/span><\/h3>\nAn interview is a good way to collect information that you can\u2019t find through any other type of research. An interview can provide an expert\u2019s opinion, biographical or first-hand experiences, and suggestions for further research.<\/span><\/p>\nSurveys<\/b><\/span><\/h3>\nSurveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it\u2019s a good idea to check with your instructor before creating or administering a survey.<\/span><\/p>\nExperiments<\/b><\/span><\/h3>\nExperimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?<\/span><\/p>\nPersonal experience<\/b><\/span><\/h3>\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\n<\/div>\n\n\t\t\t \n\t\t\t Candela Citations<\/h3>\n\t\t\t\t\t \n\t\t\t\t\t\t \n\t\t\t\t\t\t\t CC licensed content, Original<\/div>- Introduction to text. Provided by<\/strong>: Lumen Learning. License<\/strong>: CC BY: Attribution<\/a><\/em><\/li><\/ul>CC licensed content, Shared previously<\/div>
- Evidence. Provided by<\/strong>: The University of North Carolina at Chapel Hill. Located at<\/strong>: http:\/\/writingcenter.unc.edu\/handouts\/evidence\/<\/a>. Project<\/strong>: The Writing Center. License<\/strong>: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li>
- Image of Culture of Evidence. Authored by<\/strong>: JasonGoto. Located at<\/strong>: https:\/\/flic.kr\/p\/ceApDU<\/a>. License<\/strong>: CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":19,"menu_order":15,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Evidence\",\"author\":\"\",\"organization\":\"The University of North Carolina at Chapel Hill\",\"url\":\"http:\/\/writingcenter.unc.edu\/handouts\/evidence\/\",\"project\":\"The Writing Center\",\"license\":\"cc-by-nc-nd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of Culture of Evidence\",\"author\":\"JasonGoto\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/ceApDU\",\"project\":\"\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Introduction to text\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"fa0b7937-4587-4ba4-b3a8-ec83d95f6e04, d4ba7200-19d3-4089-ba0a-305cf34ea284, adcea19e-5d79-4ef7-9ae7-32c5c2ad76ac","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-582","chapter","type-chapter","status-publish","hentry"],"part":19,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/users\/19"}],"version-history":[{"count":6,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions"}],"predecessor-version":[{"id":1915,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions\/1915"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/parts\/19"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/media?parent=582"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapter-type?post=582"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/contributor?post=582"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/license?post=582"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
WHAT MATTERS TO INSTRUCTORS?<\/b><\/span><\/h2>\nInstructors in different academic fields expect different kinds of arguments and evidence\u2014your chemistry paper might include graphs, charts, statistics, and other quantitative data as evidence, whereas your English paper might include passages from a novel, examples of recurring symbols, or discussions of characterization in the novel. Consider what kinds of sources and evidence you have seen in course readings and lectures. You may wish to see whether the Writing Center has a handout regarding the specific academic field you\u2019re working in\u2014for example, literature<\/span><\/a>, sociology<\/span><\/a>, or history<\/span><\/a>.<\/span><\/p>\nWHAT ARE PRIMARY AND SECONDARY SOURCES?<\/b><\/span><\/h2>\nA note on terminology: many researchers distinguish between primary and secondary sources of evidence (in this case, \u201cprimary\u201d means \u201cfirst\u201d or \u201coriginal,\u201d not \u201cmost important\u201d). Primary sources include original documents, photographs, interviews, and so forth. Secondary sources present information that has already been processed or interpreted by someone else. For example, if you are writing a paper about the movie \u201cThe Matrix,\u201d the movie itself, an interview with the director, and production photos could serve as primary sources of evidence. A movie review from a magazine or a collection of essays about the film would be secondary sources. Depending on the context, the same item could be either a primary or a secondary source: if I am writing about people\u2019s relationships with animals, a collection of stories about animals might be a secondary source; if I am writing about how editors gather diverse stories into collections, the same book might now function as a primary source.<\/span><\/p>\nWHERE CAN I FIND EVIDENCE?<\/b><\/span><\/h2>\nHere are some examples of sources of information and tips about how to use them in gathering evidence. Ask your instructor if you aren\u2019t sure whether a certain source would be appropriate for your paper.<\/span><\/p>\nPrint and electronic sources<\/b><\/span><\/h3>\nBooks, journals, websites, newspapers, magazines, and documentary films are some of the most common sources of evidence for academic writing. Our handout on evaluating print sources<\/span><\/a> will help you choose your print sources wisely, and the library has a tutorial<\/span><\/a> on evaluating both print sources and websites. A librarian can help you find sources that are appropriate for the type of assignment you are completing. Just visit the reference desk at Davis or the Undergraduate Library or chat with a librarian online (the library\u2019s IM screen name is undergradref).<\/span><\/p>\nObservation<\/b><\/span><\/h3>\nSometimes you can directly observe the thing you are interested in, by watching, listening to, touching, tasting, or smelling it. For example, if you were asked to write about Mozart\u2019s music, you could listen to it; if your topic was how businesses attract traffic, you might go and look at window displays at the mall.<\/span><\/p>\nInterviews<\/b><\/span><\/h3>\nAn interview is a good way to collect information that you can\u2019t find through any other type of research. An interview can provide an expert\u2019s opinion, biographical or first-hand experiences, and suggestions for further research.<\/span><\/p>\nSurveys<\/b><\/span><\/h3>\nSurveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it\u2019s a good idea to check with your instructor before creating or administering a survey.<\/span><\/p>\nExperiments<\/b><\/span><\/h3>\nExperimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?<\/span><\/p>\nPersonal experience<\/b><\/span><\/h3>\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\n<\/div>\n\n\t\t\t \n\t\t\t Candela Citations<\/h3>\n\t\t\t\t\t \n\t\t\t\t\t\t \n\t\t\t\t\t\t\t CC licensed content, Original<\/div>- Introduction to text. Provided by<\/strong>: Lumen Learning. License<\/strong>: CC BY: Attribution<\/a><\/em><\/li><\/ul>CC licensed content, Shared previously<\/div>
- Evidence. Provided by<\/strong>: The University of North Carolina at Chapel Hill. Located at<\/strong>: http:\/\/writingcenter.unc.edu\/handouts\/evidence\/<\/a>. Project<\/strong>: The Writing Center. License<\/strong>: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li>
- Image of Culture of Evidence. Authored by<\/strong>: JasonGoto. Located at<\/strong>: https:\/\/flic.kr\/p\/ceApDU<\/a>. License<\/strong>: CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":19,"menu_order":15,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Evidence\",\"author\":\"\",\"organization\":\"The University of North Carolina at Chapel Hill\",\"url\":\"http:\/\/writingcenter.unc.edu\/handouts\/evidence\/\",\"project\":\"The Writing Center\",\"license\":\"cc-by-nc-nd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of Culture of Evidence\",\"author\":\"JasonGoto\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/ceApDU\",\"project\":\"\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Introduction to text\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"fa0b7937-4587-4ba4-b3a8-ec83d95f6e04, d4ba7200-19d3-4089-ba0a-305cf34ea284, adcea19e-5d79-4ef7-9ae7-32c5c2ad76ac","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-582","chapter","type-chapter","status-publish","hentry"],"part":19,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/users\/19"}],"version-history":[{"count":6,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions"}],"predecessor-version":[{"id":1915,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions\/1915"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/parts\/19"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/media?parent=582"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapter-type?post=582"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/contributor?post=582"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/license?post=582"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
WHAT ARE PRIMARY AND SECONDARY SOURCES?<\/b><\/span><\/h2>\nA note on terminology: many researchers distinguish between primary and secondary sources of evidence (in this case, \u201cprimary\u201d means \u201cfirst\u201d or \u201coriginal,\u201d not \u201cmost important\u201d). Primary sources include original documents, photographs, interviews, and so forth. Secondary sources present information that has already been processed or interpreted by someone else. For example, if you are writing a paper about the movie \u201cThe Matrix,\u201d the movie itself, an interview with the director, and production photos could serve as primary sources of evidence. A movie review from a magazine or a collection of essays about the film would be secondary sources. Depending on the context, the same item could be either a primary or a secondary source: if I am writing about people\u2019s relationships with animals, a collection of stories about animals might be a secondary source; if I am writing about how editors gather diverse stories into collections, the same book might now function as a primary source.<\/span><\/p>\nWHERE CAN I FIND EVIDENCE?<\/b><\/span><\/h2>\nHere are some examples of sources of information and tips about how to use them in gathering evidence. Ask your instructor if you aren\u2019t sure whether a certain source would be appropriate for your paper.<\/span><\/p>\nPrint and electronic sources<\/b><\/span><\/h3>\nBooks, journals, websites, newspapers, magazines, and documentary films are some of the most common sources of evidence for academic writing. Our handout on evaluating print sources<\/span><\/a> will help you choose your print sources wisely, and the library has a tutorial<\/span><\/a> on evaluating both print sources and websites. A librarian can help you find sources that are appropriate for the type of assignment you are completing. Just visit the reference desk at Davis or the Undergraduate Library or chat with a librarian online (the library\u2019s IM screen name is undergradref).<\/span><\/p>\nObservation<\/b><\/span><\/h3>\nSometimes you can directly observe the thing you are interested in, by watching, listening to, touching, tasting, or smelling it. For example, if you were asked to write about Mozart\u2019s music, you could listen to it; if your topic was how businesses attract traffic, you might go and look at window displays at the mall.<\/span><\/p>\nInterviews<\/b><\/span><\/h3>\nAn interview is a good way to collect information that you can\u2019t find through any other type of research. An interview can provide an expert\u2019s opinion, biographical or first-hand experiences, and suggestions for further research.<\/span><\/p>\nSurveys<\/b><\/span><\/h3>\nSurveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it\u2019s a good idea to check with your instructor before creating or administering a survey.<\/span><\/p>\nExperiments<\/b><\/span><\/h3>\nExperimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?<\/span><\/p>\nPersonal experience<\/b><\/span><\/h3>\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\n<\/div>\n\n\t\t\t \n\t\t\t Candela Citations<\/h3>\n\t\t\t\t\t \n\t\t\t\t\t\t \n\t\t\t\t\t\t\t CC licensed content, Original<\/div>- Introduction to text. Provided by<\/strong>: Lumen Learning. License<\/strong>: CC BY: Attribution<\/a><\/em><\/li><\/ul>CC licensed content, Shared previously<\/div>
- Evidence. Provided by<\/strong>: The University of North Carolina at Chapel Hill. Located at<\/strong>: http:\/\/writingcenter.unc.edu\/handouts\/evidence\/<\/a>. Project<\/strong>: The Writing Center. License<\/strong>: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li>
- Image of Culture of Evidence. Authored by<\/strong>: JasonGoto. Located at<\/strong>: https:\/\/flic.kr\/p\/ceApDU<\/a>. License<\/strong>: CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":19,"menu_order":15,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Evidence\",\"author\":\"\",\"organization\":\"The University of North Carolina at Chapel Hill\",\"url\":\"http:\/\/writingcenter.unc.edu\/handouts\/evidence\/\",\"project\":\"The Writing Center\",\"license\":\"cc-by-nc-nd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of Culture of Evidence\",\"author\":\"JasonGoto\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/ceApDU\",\"project\":\"\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Introduction to text\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"fa0b7937-4587-4ba4-b3a8-ec83d95f6e04, d4ba7200-19d3-4089-ba0a-305cf34ea284, adcea19e-5d79-4ef7-9ae7-32c5c2ad76ac","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-582","chapter","type-chapter","status-publish","hentry"],"part":19,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/users\/19"}],"version-history":[{"count":6,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions"}],"predecessor-version":[{"id":1915,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions\/1915"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/parts\/19"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/media?parent=582"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapter-type?post=582"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/contributor?post=582"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/license?post=582"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
WHERE CAN I FIND EVIDENCE?<\/b><\/span><\/h2>\nHere are some examples of sources of information and tips about how to use them in gathering evidence. Ask your instructor if you aren\u2019t sure whether a certain source would be appropriate for your paper.<\/span><\/p>\nPrint and electronic sources<\/b><\/span><\/h3>\nBooks, journals, websites, newspapers, magazines, and documentary films are some of the most common sources of evidence for academic writing. Our handout on evaluating print sources<\/span><\/a> will help you choose your print sources wisely, and the library has a tutorial<\/span><\/a> on evaluating both print sources and websites. A librarian can help you find sources that are appropriate for the type of assignment you are completing. Just visit the reference desk at Davis or the Undergraduate Library or chat with a librarian online (the library\u2019s IM screen name is undergradref).<\/span><\/p>\nObservation<\/b><\/span><\/h3>\nSometimes you can directly observe the thing you are interested in, by watching, listening to, touching, tasting, or smelling it. For example, if you were asked to write about Mozart\u2019s music, you could listen to it; if your topic was how businesses attract traffic, you might go and look at window displays at the mall.<\/span><\/p>\nInterviews<\/b><\/span><\/h3>\nAn interview is a good way to collect information that you can\u2019t find through any other type of research. An interview can provide an expert\u2019s opinion, biographical or first-hand experiences, and suggestions for further research.<\/span><\/p>\nSurveys<\/b><\/span><\/h3>\nSurveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it\u2019s a good idea to check with your instructor before creating or administering a survey.<\/span><\/p>\nExperiments<\/b><\/span><\/h3>\nExperimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?<\/span><\/p>\nPersonal experience<\/b><\/span><\/h3>\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\n<\/div>\n\n\t\t\t \n\t\t\t Candela Citations<\/h3>\n\t\t\t\t\t \n\t\t\t\t\t\t \n\t\t\t\t\t\t\t CC licensed content, Original<\/div>- Introduction to text. Provided by<\/strong>: Lumen Learning. License<\/strong>: CC BY: Attribution<\/a><\/em><\/li><\/ul>CC licensed content, Shared previously<\/div>
- Evidence. Provided by<\/strong>: The University of North Carolina at Chapel Hill. Located at<\/strong>: http:\/\/writingcenter.unc.edu\/handouts\/evidence\/<\/a>. Project<\/strong>: The Writing Center. License<\/strong>: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li>
- Image of Culture of Evidence. Authored by<\/strong>: JasonGoto. Located at<\/strong>: https:\/\/flic.kr\/p\/ceApDU<\/a>. License<\/strong>: CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":19,"menu_order":15,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Evidence\",\"author\":\"\",\"organization\":\"The University of North Carolina at Chapel Hill\",\"url\":\"http:\/\/writingcenter.unc.edu\/handouts\/evidence\/\",\"project\":\"The Writing Center\",\"license\":\"cc-by-nc-nd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of Culture of Evidence\",\"author\":\"JasonGoto\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/ceApDU\",\"project\":\"\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Introduction to text\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"fa0b7937-4587-4ba4-b3a8-ec83d95f6e04, d4ba7200-19d3-4089-ba0a-305cf34ea284, adcea19e-5d79-4ef7-9ae7-32c5c2ad76ac","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-582","chapter","type-chapter","status-publish","hentry"],"part":19,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/users\/19"}],"version-history":[{"count":6,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions"}],"predecessor-version":[{"id":1915,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions\/1915"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/parts\/19"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/media?parent=582"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapter-type?post=582"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/contributor?post=582"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/license?post=582"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Print and electronic sources<\/b><\/span><\/h3>\nBooks, journals, websites, newspapers, magazines, and documentary films are some of the most common sources of evidence for academic writing. Our handout on evaluating print sources<\/span><\/a> will help you choose your print sources wisely, and the library has a tutorial<\/span><\/a> on evaluating both print sources and websites. A librarian can help you find sources that are appropriate for the type of assignment you are completing. Just visit the reference desk at Davis or the Undergraduate Library or chat with a librarian online (the library\u2019s IM screen name is undergradref).<\/span><\/p>\nObservation<\/b><\/span><\/h3>\nSometimes you can directly observe the thing you are interested in, by watching, listening to, touching, tasting, or smelling it. For example, if you were asked to write about Mozart\u2019s music, you could listen to it; if your topic was how businesses attract traffic, you might go and look at window displays at the mall.<\/span><\/p>\nInterviews<\/b><\/span><\/h3>\nAn interview is a good way to collect information that you can\u2019t find through any other type of research. An interview can provide an expert\u2019s opinion, biographical or first-hand experiences, and suggestions for further research.<\/span><\/p>\nSurveys<\/b><\/span><\/h3>\nSurveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it\u2019s a good idea to check with your instructor before creating or administering a survey.<\/span><\/p>\nExperiments<\/b><\/span><\/h3>\nExperimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?<\/span><\/p>\nPersonal experience<\/b><\/span><\/h3>\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\n<\/div>\n\n\t\t\t \n\t\t\t Candela Citations<\/h3>\n\t\t\t\t\t \n\t\t\t\t\t\t \n\t\t\t\t\t\t\t CC licensed content, Original<\/div>- Introduction to text. Provided by<\/strong>: Lumen Learning. License<\/strong>: CC BY: Attribution<\/a><\/em><\/li><\/ul>CC licensed content, Shared previously<\/div>
- Evidence. Provided by<\/strong>: The University of North Carolina at Chapel Hill. Located at<\/strong>: http:\/\/writingcenter.unc.edu\/handouts\/evidence\/<\/a>. Project<\/strong>: The Writing Center. License<\/strong>: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li>
- Image of Culture of Evidence. Authored by<\/strong>: JasonGoto. Located at<\/strong>: https:\/\/flic.kr\/p\/ceApDU<\/a>. License<\/strong>: CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":19,"menu_order":15,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Evidence\",\"author\":\"\",\"organization\":\"The University of North Carolina at Chapel Hill\",\"url\":\"http:\/\/writingcenter.unc.edu\/handouts\/evidence\/\",\"project\":\"The Writing Center\",\"license\":\"cc-by-nc-nd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of Culture of Evidence\",\"author\":\"JasonGoto\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/ceApDU\",\"project\":\"\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Introduction to text\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"fa0b7937-4587-4ba4-b3a8-ec83d95f6e04, d4ba7200-19d3-4089-ba0a-305cf34ea284, adcea19e-5d79-4ef7-9ae7-32c5c2ad76ac","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-582","chapter","type-chapter","status-publish","hentry"],"part":19,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/users\/19"}],"version-history":[{"count":6,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions"}],"predecessor-version":[{"id":1915,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions\/1915"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/parts\/19"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/media?parent=582"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapter-type?post=582"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/contributor?post=582"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/license?post=582"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Observation<\/b><\/span><\/h3>\nSometimes you can directly observe the thing you are interested in, by watching, listening to, touching, tasting, or smelling it. For example, if you were asked to write about Mozart\u2019s music, you could listen to it; if your topic was how businesses attract traffic, you might go and look at window displays at the mall.<\/span><\/p>\nInterviews<\/b><\/span><\/h3>\nAn interview is a good way to collect information that you can\u2019t find through any other type of research. An interview can provide an expert\u2019s opinion, biographical or first-hand experiences, and suggestions for further research.<\/span><\/p>\nSurveys<\/b><\/span><\/h3>\nSurveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it\u2019s a good idea to check with your instructor before creating or administering a survey.<\/span><\/p>\nExperiments<\/b><\/span><\/h3>\nExperimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?<\/span><\/p>\nPersonal experience<\/b><\/span><\/h3>\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\n<\/div>\n\n\t\t\t \n\t\t\t Candela Citations<\/h3>\n\t\t\t\t\t \n\t\t\t\t\t\t \n\t\t\t\t\t\t\t CC licensed content, Original<\/div>- Introduction to text. Provided by<\/strong>: Lumen Learning. License<\/strong>: CC BY: Attribution<\/a><\/em><\/li><\/ul>CC licensed content, Shared previously<\/div>
- Evidence. Provided by<\/strong>: The University of North Carolina at Chapel Hill. Located at<\/strong>: http:\/\/writingcenter.unc.edu\/handouts\/evidence\/<\/a>. Project<\/strong>: The Writing Center. License<\/strong>: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li>
- Image of Culture of Evidence. Authored by<\/strong>: JasonGoto. Located at<\/strong>: https:\/\/flic.kr\/p\/ceApDU<\/a>. License<\/strong>: CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":19,"menu_order":15,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Evidence\",\"author\":\"\",\"organization\":\"The University of North Carolina at Chapel Hill\",\"url\":\"http:\/\/writingcenter.unc.edu\/handouts\/evidence\/\",\"project\":\"The Writing Center\",\"license\":\"cc-by-nc-nd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of Culture of Evidence\",\"author\":\"JasonGoto\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/ceApDU\",\"project\":\"\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Introduction to text\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"fa0b7937-4587-4ba4-b3a8-ec83d95f6e04, d4ba7200-19d3-4089-ba0a-305cf34ea284, adcea19e-5d79-4ef7-9ae7-32c5c2ad76ac","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-582","chapter","type-chapter","status-publish","hentry"],"part":19,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/users\/19"}],"version-history":[{"count":6,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions"}],"predecessor-version":[{"id":1915,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions\/1915"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/parts\/19"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/media?parent=582"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapter-type?post=582"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/contributor?post=582"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/license?post=582"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Interviews<\/b><\/span><\/h3>\nAn interview is a good way to collect information that you can\u2019t find through any other type of research. An interview can provide an expert\u2019s opinion, biographical or first-hand experiences, and suggestions for further research.<\/span><\/p>\nSurveys<\/b><\/span><\/h3>\nSurveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it\u2019s a good idea to check with your instructor before creating or administering a survey.<\/span><\/p>\nExperiments<\/b><\/span><\/h3>\nExperimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?<\/span><\/p>\nPersonal experience<\/b><\/span><\/h3>\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\n<\/div>\n\n\t\t\t \n\t\t\t Candela Citations<\/h3>\n\t\t\t\t\t \n\t\t\t\t\t\t \n\t\t\t\t\t\t\t CC licensed content, Original<\/div>- Introduction to text. Provided by<\/strong>: Lumen Learning. License<\/strong>: CC BY: Attribution<\/a><\/em><\/li><\/ul>CC licensed content, Shared previously<\/div>
- Evidence. Provided by<\/strong>: The University of North Carolina at Chapel Hill. Located at<\/strong>: http:\/\/writingcenter.unc.edu\/handouts\/evidence\/<\/a>. Project<\/strong>: The Writing Center. License<\/strong>: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li>
- Image of Culture of Evidence. Authored by<\/strong>: JasonGoto. Located at<\/strong>: https:\/\/flic.kr\/p\/ceApDU<\/a>. License<\/strong>: CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":19,"menu_order":15,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Evidence\",\"author\":\"\",\"organization\":\"The University of North Carolina at Chapel Hill\",\"url\":\"http:\/\/writingcenter.unc.edu\/handouts\/evidence\/\",\"project\":\"The Writing Center\",\"license\":\"cc-by-nc-nd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of Culture of Evidence\",\"author\":\"JasonGoto\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/ceApDU\",\"project\":\"\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Introduction to text\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"fa0b7937-4587-4ba4-b3a8-ec83d95f6e04, d4ba7200-19d3-4089-ba0a-305cf34ea284, adcea19e-5d79-4ef7-9ae7-32c5c2ad76ac","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-582","chapter","type-chapter","status-publish","hentry"],"part":19,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/users\/19"}],"version-history":[{"count":6,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions"}],"predecessor-version":[{"id":1915,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions\/1915"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/parts\/19"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/media?parent=582"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapter-type?post=582"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/contributor?post=582"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/license?post=582"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Surveys<\/b><\/span><\/h3>\nSurveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it\u2019s a good idea to check with your instructor before creating or administering a survey.<\/span><\/p>\nExperiments<\/b><\/span><\/h3>\nExperimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?<\/span><\/p>\nPersonal experience<\/b><\/span><\/h3>\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\n<\/div>\n\n\t\t\t \n\t\t\t Candela Citations<\/h3>\n\t\t\t\t\t \n\t\t\t\t\t\t \n\t\t\t\t\t\t\t CC licensed content, Original<\/div>- Introduction to text. Provided by<\/strong>: Lumen Learning. License<\/strong>: CC BY: Attribution<\/a><\/em><\/li><\/ul>CC licensed content, Shared previously<\/div>
- Evidence. Provided by<\/strong>: The University of North Carolina at Chapel Hill. Located at<\/strong>: http:\/\/writingcenter.unc.edu\/handouts\/evidence\/<\/a>. Project<\/strong>: The Writing Center. License<\/strong>: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li>
- Image of Culture of Evidence. Authored by<\/strong>: JasonGoto. Located at<\/strong>: https:\/\/flic.kr\/p\/ceApDU<\/a>. License<\/strong>: CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":19,"menu_order":15,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Evidence\",\"author\":\"\",\"organization\":\"The University of North Carolina at Chapel Hill\",\"url\":\"http:\/\/writingcenter.unc.edu\/handouts\/evidence\/\",\"project\":\"The Writing Center\",\"license\":\"cc-by-nc-nd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of Culture of Evidence\",\"author\":\"JasonGoto\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/ceApDU\",\"project\":\"\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Introduction to text\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"fa0b7937-4587-4ba4-b3a8-ec83d95f6e04, d4ba7200-19d3-4089-ba0a-305cf34ea284, adcea19e-5d79-4ef7-9ae7-32c5c2ad76ac","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-582","chapter","type-chapter","status-publish","hentry"],"part":19,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/users\/19"}],"version-history":[{"count":6,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions"}],"predecessor-version":[{"id":1915,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions\/1915"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/parts\/19"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/media?parent=582"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapter-type?post=582"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/contributor?post=582"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/license?post=582"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Experiments<\/b><\/span><\/h3>\nExperimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?<\/span><\/p>\nPersonal experience<\/b><\/span><\/h3>\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\n<\/div>\n\n\t\t\t \n\t\t\t Candela Citations<\/h3>\n\t\t\t\t\t \n\t\t\t\t\t\t \n\t\t\t\t\t\t\t CC licensed content, Original<\/div>- Introduction to text. Provided by<\/strong>: Lumen Learning. License<\/strong>: CC BY: Attribution<\/a><\/em><\/li><\/ul>CC licensed content, Shared previously<\/div>
- Evidence. Provided by<\/strong>: The University of North Carolina at Chapel Hill. Located at<\/strong>: http:\/\/writingcenter.unc.edu\/handouts\/evidence\/<\/a>. Project<\/strong>: The Writing Center. License<\/strong>: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li>
- Image of Culture of Evidence. Authored by<\/strong>: JasonGoto. Located at<\/strong>: https:\/\/flic.kr\/p\/ceApDU<\/a>. License<\/strong>: CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":19,"menu_order":15,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Evidence\",\"author\":\"\",\"organization\":\"The University of North Carolina at Chapel Hill\",\"url\":\"http:\/\/writingcenter.unc.edu\/handouts\/evidence\/\",\"project\":\"The Writing Center\",\"license\":\"cc-by-nc-nd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of Culture of Evidence\",\"author\":\"JasonGoto\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/ceApDU\",\"project\":\"\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Introduction to text\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"fa0b7937-4587-4ba4-b3a8-ec83d95f6e04, d4ba7200-19d3-4089-ba0a-305cf34ea284, adcea19e-5d79-4ef7-9ae7-32c5c2ad76ac","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-582","chapter","type-chapter","status-publish","hentry"],"part":19,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/users\/19"}],"version-history":[{"count":6,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions"}],"predecessor-version":[{"id":1915,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions\/1915"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/parts\/19"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/media?parent=582"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapter-type?post=582"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/contributor?post=582"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/license?post=582"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Personal experience<\/b><\/span><\/h3>\nUsing your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.<\/span><\/p>\n<\/div>\n\n\t\t\t \n\t\t\t Candela Citations<\/h3>\n\t\t\t\t\t \n\t\t\t\t\t\t \n\t\t\t\t\t\t\t CC licensed content, Original<\/div>- Introduction to text. Provided by<\/strong>: Lumen Learning. License<\/strong>: CC BY: Attribution<\/a><\/em><\/li><\/ul>CC licensed content, Shared previously<\/div>
- Evidence. Provided by<\/strong>: The University of North Carolina at Chapel Hill. Located at<\/strong>: http:\/\/writingcenter.unc.edu\/handouts\/evidence\/<\/a>. Project<\/strong>: The Writing Center. License<\/strong>: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li>
- Image of Culture of Evidence. Authored by<\/strong>: JasonGoto. Located at<\/strong>: https:\/\/flic.kr\/p\/ceApDU<\/a>. License<\/strong>: CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":19,"menu_order":15,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Evidence\",\"author\":\"\",\"organization\":\"The University of North Carolina at Chapel Hill\",\"url\":\"http:\/\/writingcenter.unc.edu\/handouts\/evidence\/\",\"project\":\"The Writing Center\",\"license\":\"cc-by-nc-nd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of Culture of Evidence\",\"author\":\"JasonGoto\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/ceApDU\",\"project\":\"\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Introduction to text\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"fa0b7937-4587-4ba4-b3a8-ec83d95f6e04, d4ba7200-19d3-4089-ba0a-305cf34ea284, adcea19e-5d79-4ef7-9ae7-32c5c2ad76ac","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-582","chapter","type-chapter","status-publish","hentry"],"part":19,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/users\/19"}],"version-history":[{"count":6,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions"}],"predecessor-version":[{"id":1915,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions\/1915"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/parts\/19"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/media?parent=582"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapter-type?post=582"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/contributor?post=582"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/license?post=582"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Candela Citations<\/h3>\n\t\t\t\t\t \n\t\t\t\t\t\t \n\t\t\t\t\t\t\t CC licensed content, Original<\/div>- Introduction to text. Provided by<\/strong>: Lumen Learning. License<\/strong>: CC BY: Attribution<\/a><\/em><\/li><\/ul>CC licensed content, Shared previously<\/div>
- Evidence. Provided by<\/strong>: The University of North Carolina at Chapel Hill. Located at<\/strong>: http:\/\/writingcenter.unc.edu\/handouts\/evidence\/<\/a>. Project<\/strong>: The Writing Center. License<\/strong>: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li>
- Image of Culture of Evidence. Authored by<\/strong>: JasonGoto. Located at<\/strong>: https:\/\/flic.kr\/p\/ceApDU<\/a>. License<\/strong>: CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":19,"menu_order":15,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Evidence\",\"author\":\"\",\"organization\":\"The University of North Carolina at Chapel Hill\",\"url\":\"http:\/\/writingcenter.unc.edu\/handouts\/evidence\/\",\"project\":\"The Writing Center\",\"license\":\"cc-by-nc-nd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of Culture of Evidence\",\"author\":\"JasonGoto\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/ceApDU\",\"project\":\"\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Introduction to text\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"fa0b7937-4587-4ba4-b3a8-ec83d95f6e04, d4ba7200-19d3-4089-ba0a-305cf34ea284, adcea19e-5d79-4ef7-9ae7-32c5c2ad76ac","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-582","chapter","type-chapter","status-publish","hentry"],"part":19,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/users\/19"}],"version-history":[{"count":6,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions"}],"predecessor-version":[{"id":1915,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/revisions\/1915"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/parts\/19"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapters\/582\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/media?parent=582"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/pressbooks\/v2\/chapter-type?post=582"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/contributor?post=582"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/wp-json\/wp\/v2\/license?post=582"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
- Introduction to text. Provided by<\/strong>: Lumen Learning. License<\/strong>: CC BY: Attribution<\/a><\/em><\/li><\/ul>CC licensed content, Shared previously<\/div>
- Evidence. Provided by<\/strong>: The University of North Carolina at Chapel Hill. Located at<\/strong>: http:\/\/writingcenter.unc.edu\/handouts\/evidence\/<\/a>. Project<\/strong>: The Writing Center. License<\/strong>: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li>
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