Integrating Evidence into Writing Quiz

Grace and Olivia are working on a group project for their Humanities class. They are discussing the use of quotations in their project. According to them, what could be the purpose of using quotations effectively?

• To add complexity to the project

• To support arguments and give credit to the original source of information.

• To make the written portion longer

• To not plagiarize other authors

Tags

CCSS.RI.3.5

CCSS.RL.4.1

CCSS.RL.5.1

CCSS.RL.9-10.9

Imagine Noah and Samuel are members of a city council. What does it mean for them to integrate evidence into their policy decisions?

• Ignoring evidence when making policy decisions, like overlooking a key statistic.

• Including irrelevant and unreliable data in policy decisions, as if adding red flags to a city plan.

• Using personal opinions instead of evidence in policy decisions, similar to guessing the impact of a law without data.

• Incorporating relevant and credible information into policy decisions, just as a council member would piece together evidence to make informed choices for the community.

Tags

CCSS.RI.7.8

CCSS.RI.8.1

CCSS.RI.8.8

CCSS.RL.8.1

CCSS.RL.9-10.1

Scarlett and Jackson are participating in a debate on climate change for a project. Mr. Williams, their teacher, is guiding them on how to make their arguments more effective. Which of the following actions by Mr. Williams would be an example of integrating evidence into his argument?

• Mr. Williams sharing personal stories about his challenges in his garden

• Mr. Williams making claims about climate change without any scientific evidence

• Mr. Williams using emotional language (pathos) to persuade Scarlett and Jackson about the severity of climate change

• Mr. Williams citing a study or expert opinion on climate change to back up his argument

Tags

CCSS.RI.8.1

CCSS.RI.8.8

CCSS.RL.11-12.1

CCSS.RL.8.1

CCSS.RL.9-10.1

During a group project, Ava and James are discussing a complex physics problem. Suddenly, they realize there are no specific details to back up their claim! What's their best move?

• Exaggerate the available theoretical evidence to make their claim unbeatable!

• Ignore the lack of evidence and power through with sheer confidence.

• Lean on personal beliefs to fill in the gaps of their line of reasoning.

• Acknowledge the lack of evidence and avoid making unsupported claims.

Tags

CCSS.RI.7.1

CCSS.RI.8.1

CCSS.RI.8.8

CCSS.RL.8.1

CCSS.RL.9-10.1

Abigail and David are preparing for an upcoming discussion on 'Climate Change: Myth or Reality'. How can they ensure that the evidence they use to support their arguments is absolutely credible?

• By sticking to their personal beliefs and opinions as the main evidence.

• By selecting evidence that only backs up their side of the story.

• By critically evaluating the source of the evidence and its relevance to their argument.

• By gathering heaps of evidence from anywhere, without worrying about the source.

Tags

CCSS.RI.8.1

CCSS.RI.8.8

CCSS.RL.7.1

CCSS.RL.8.1

CCSS.RL.9-10.1

Abigail, Hannah, and Sophia are discussing their group project for Biology. Abigail thinks that using evidence in their presentation will make it longer and Sophia believes if they stick in enough facts, they will get a better grade. Hannah feels they both have potentially valid points, but thinks there is something more. Can you help them understand the actual role of evidence in an argument?

• Evidence makes an argument longer and more complex.

• Evidence adds credibility to an argument and supports the claims made.

• The more evidence the better to convince the reader of your point

• Evidence is not necessary in an argument.

Tags

CCSS.RI.7.8

CCSS.RI.8.1

CCSS.RI.8.8

CCSS.RL.8.1

CCSS.RL.9-10.1

Imagine BJ and Ava are exchanging ideas in a discussion. BJ uses a quote from a famous author to support her point. Ava is impressed but asks, 'Why do you think it's important to mention the author's name, BJ?' Help BJ explain to Ava the importance of citing sources.

• To show off her extensive literature knowledge.

• To give proper credit to the author and avoid any trouble with plagiarism.

• To make their discussion as long as possible.

• Actually, mentioning the author's name isn't important at all.

Tags

CCSS.RI.3.5

CCSS.RL.4.1

CCSS.RL.5.1

CCSS.RL.9-10.9

Lily and Daniel are preparing for their Humanities presentation. They are discussing how paraphrasing historical facts might affect the credibility of their presentation. What do you think?

• It weakens the presentation by distorting the original meaning of the facts.

• It strengthens the presentation by showing the presenters' understanding of the facts.

• It has no effect on the presentation as long as the facts are mentioned.

• It makes the presentation less credible by introducing the presenters' bias.

Tags

CCSS.RL.5.6

Sophia, Elijah, and Ethan are teaming up for a science project on renewable energy. They want to persuade the judges about the effectiveness of their model. What is a common mistake they should avoid when presenting evidence in their arguments?

• Presenting evidence that is too relevant to the argument.

• Presenting evidence without explaining its connection to the argument.

• Presenting evidence from well-known sources only.

• Presenting evidence in a way that is too clear and concise.

Tags

CCSS.RI.7.8

CCSS.RI.8.1

CCSS.RI.8.8

CCSS.RL.8.1

CCSS.RL.9-10.1

David and Anika are part of a school's environmental club. During their research on the impact of plastic waste, they find a study that partially supports their campaign against single-use plastics. How should they handle this situation?

• Present only the parts that support the campaign and omit the rest.

• Discard the study as it does not fully support their campaign.

• Present the whole study and discuss its nuanced relationship to the campaign.

• Alter the study to make it fully supportive.

Tags

CCSS.RL.5.6