Strong evidence makes a strong argument
In order to score well on the communication of information section, you have to support your argument. This lesson will look at how you can use evidence to defend your position.
There are two scores on the G.B.C. test that are directly related to how you support your argument:
- Could not defend positions effectively; and
- Failed to use supporting evidence.
Using evidence effectively will ensure that you improve both of these scores.
Note that aside from the two above mentioned scoring points on the G.B.C., there are also scores related to logic, expansion and argument—you can see this on the G.B.C. score sheet.
One of the principal reasons that the three-reasons argument style does so badly is the complete lack of evidence—you are expected to take the reasons in this style of answer on faith without any support to back it up.
If you are teaching a student you have taught before, it is helpful if you can go back to a previous answer they have given and show the lack of evidence they presented to support their position.
Let's review the main types of evidence. Discuss with your teacher.
Irrelevant or insufficient evidence will make your argument flimsy and weak. Which kinds of evidence are more persuasive?
This is review from the last class. Evidence can be:
- anecdote;
- analogy;
- example;
- eyewitness testimony;
- expert testimony;
- established facts; and
- statistics/data.
You'll probably have to explain "flimsy".
Different sorts of evidence lend themselves to different styles of argument or different points you are trying to make. That's the key here. Some things to point out:
- the strength of eyewitness testimony depends on who the eyewitness is.
- established facts may not actually be established, or be culturally specific (ex. "Japanese food is delicious").
- anecdotes are not often thought to be sufficient, but they can be engaging and persuasive.
First let's think about the difference between evidence and data. How would you distinguish between the two?
Now let's think about a G.B.C.-style question:
Is your hometown a good place to live?
What evidence can you use to support your claim?
Ask your student to tell you the difference between "data" and "evidence".
Data:
Information, statistics, measurements, recordings, observations etc. gathered by researchers, sensors and computers. Key: data are raw.
Evidence:
Data which have been selected, processed or analysed in some way in order to develop understanding, answer a question and support a position or argument. Key: evidence is data processed.
The distinction is important, since students need to filter from everything they know about a subject the facts that they will use as evidence to support their claim.
Ask them the above question:
So, let's analyse an answer. Tell me: is your hometown a nice place to live?
Hopefully, they will give you more than a yes/no answer. If they do, hammer them and remind them of the point of lesson 1—expanding.
At all times, remind your students that they should be answering questions as they would the G.B.C..
Think about the claims: the major claim and the supporting claims.
For example:
- [Major] My hometown is nice because it is in the country.
- [Supporting] Living in the country is better than living in the city.
Hopefully, they have already cottoned on to the fact that they should give some evidence. If they have not, ask them directly:
- What evidence do you have to support that claim?
Analyse the evidence that the student gives to support the claim that their hometown is (or isn't) a good place to live. For each piece of evidence, think about whether it supports the main claim (i.e. my hometown is lovely)—is it relevant and is it sufficient.
Finally, string it all together in a cohesive answer.
Now try answering one of the following questions:
- Why should a client choose to use your product/service over a less expensive competitor?
- What are the relative economic strengths and weaknesses of Japan and the United States?
- Are you satisfied with your government's foreign policy?