1. C iting Evidence If you know it… Prove it! Copyright 2015 by Paul Breon. TPT: misterbreon.

2. EVIDENCE o Evidence is the proof that what you believe is true. o For example, someone might say to you, “It is raining outside.” o How could someone prove to you that it is raining?

3. o We can prove things in multiple ways : o Hearing o We can listen and hear it raining. o Seeing o We could look out a window and see it raining. o Experiencing o We could walk out in the rain and feel it. PROOF

4. o We can also prove something is true by asking someone who witnessed the event to tell us what they know. o For example, if you wanted proof that it was raining, you could ask someone who who had just been outside if it was raining. o As long as they are reliable, and they answered you honestly, you would then know if it was raining or not. WITNESSES

5. o We can also prove something is true by reading an account written by someone who witnessed or took part in the event. o For example, if you wanted to know when Theodore Roosevelt was nominated to be the Vice-President, you could read his autobiography. WITNESSES – Text Based

6. o In the fourth chapter of his autobiography, Theodore Roosevelt states: “… in 1900, I was nominated for Vice-President.” o If we wanted to communicate what we now know to someone else, we would need to ‘cite’ what we know. That means to quote a source for the purpose of giving proof. For example: I know that Theodore Roosevelt was nominated for Vice- President in the year1900, because in the fourth chapter of his autobiography, he states: “…in 1900, I was nominated for Vice-President.” CITING EVIDENCE

7. o Note that when we state exactly what we read in another text, we put the words in quotation marks. Any time we copy information directly from a source, we place it inside quotation marks so it stands out from what we are writing. o We also cite our source, which is to list where we found our evidence. o I know that Theodore Roosevelt was nominated for Vice- President in the year1900, because in the fourth chapter of his autobiography, he states: “…in 1900, I was nominated for Vice-President.” CITE YOUR SOURCE / QUOTES

8. o When we are giving proof that something is true, we “cite evidence.” o To cite is to quote a source for the purpose of giving proof. The evidence is the information we are quoting – the proof of what we believe. o We want to make sure our readers know where we got our facts from, so cite the sources of our evidence and write the citation in quotation marks. That’s why, in our example, we said, “…in the fourth chapter of his autobiography…” JUST THE FACTS - REVIEW

9. o Citing evidence is something we do in academic writing – writing for educational purposes. In academic writing, we use academic language. o In academic language, we use phrases such as: o “as the author states…” o “an example from the passage is…” o “the author’s technique shows…” o “the author’s word choice shows…” o “as indicated in chapter 4…” ACADEMIC WRITING

10. Let’s read from the beginning of Charlotte Bronte’s Jane Eyre. There was no possibility of taking a walk that day. We had been wandering, indeed, in the leafless shrubbery an hour in the morning; but since dinner the cold winter wind had brought with it clouds so somber, and a rain so penetrating, that further out-door exercise was now out of the question. PRACTICE - 1 (1847 - edited)

11. There was no possibility of taking a walk that day. We had been wandering, indeed, in the leafless shrubbery an hour in the morning; but since dinner the cold winter wind had brought with it clouds so somber, and a rain so penetrating, that further out-door exercise was now out of the question. QUESTION: How do you know what season it is when the story begins? Time to get your detective hat on! What are the two clues to the answer? PRACTICE - 1

12. There was no possibility of taking a walk that day. We had been wandering, indeed, in the leafless shrubbery an hour in the morning; but since dinner the cold winter wind had brought with it clouds so somber, and a rain so penetrating, that further out-door exercise was now out of the question. QUESTION: How do you know what season it is when the story begins? Great! Now let’s turn that into a proper answer. PRACTICE - 1

13. There was no possibility of taking a walk that day. We had been wandering, indeed, in the leafless shrubbery an hour in the morning; but since dinner the cold winter wind had brought with it clouds so somber, and a rain so penetrating, that further out-door exercise was now out of the question. QUESTION: How do you know what season it is when the story begins? ANSWER: I know that the season is winter when the story begins because the text mentions a “cold winter wind” and also refers to the author wandering in “leafless shrubbery” in the morning. PRACTICE - 1

14. Let’s review our answer. “I know that the season is winter when the story begins because the text mentions a “cold winter wind” and also refers to the author wandering in “leafless shrubbery” in the morning.” Are we using academic language? PRACTICE – 1: ANSWER

15. Let’s review our answer. “I know that the season is winter when the story begins because the text mentions a “cold winter wind” and also refers to the author wandering in “leafless shrubbery” in the morning.” Are we using academic language? Yes. PRACTICE – 1: ANSWER

16. Let’s review our answer. “I know that the season is winter when the story begins because the text mentions a “cold winter wind” and also refers to the author wandering in “leafless shrubbery” in the morning.” Are we quoting our evidence? PRACTICE – 1: ANSWER

17. Let’s review our answer. “I know that the season is winter when the story begins because the text mentions a “cold winter wind” and also refers to the author wandering in “leafless shrubbery” in the morning.” Are we quoting our evidence? Yes. PRACTICE – 1: ANSWER

18. Let’s review our answer. “I know that the season is winter when the story begins because the text mentions a “cold winter wind” and also refers to the author wandering in “leafless shrubbery” in the morning.” Another thing we must do when responding to a prompt or question is restate the question or prompt. The question was: How do you know what season it is when the story begins? Did we restate the question? PRACTICE – 1: ANSWER

19. Let’s review our answer. “I know that the season is winter when the story begins because the text mentions a “cold winter wind” and also refers to the author wandering in “leafless shrubbery” in the morning.” Another thing we must do when responding to a prompt or question is restate the question or prompt. The question was: How do you know what season it is when the story begins? Did we restate the question? Yes. PRACTICE – 1: ANSWER

20. Let’s review our answer. “I know that the season is winter when the story begins because the text mentions a “cold winter wind” and also refers to the author wandering in “leafless shrubbery” in the morning.” Remember that there are many ways to phrase your answer. However, it should always include: 1) a restatement of the question or prompt; 2) evidence from the text, and 3) academic language. PRACTICE – 1: ANSWER

21. Again, from Charlotte Bronte’s Jane Eyre : This room was chill, because it seldom had a fire; it was silent, because remote from the nursery and kitchen; solemn, because it was known to be so seldom entered. The house- maid alone came here on Saturdays, to wipe from the mirrors and the furniture a week's quiet dust: and Mrs. Reed herself, at far intervals, visited it to review the contents of a certain secret drawer in the wardrobe, where were stored divers parchments, her jewel-casket, and a miniature of her deceased husband; and in those last words lies the secret of the red-room--the spell which kept it so lonely in spite of its grandeur. PRACTICE - 2 (1847 - edited)

22. The question: How does the narrator communicate her feelings about the red-room? This room was chill, because it seldom had a fire; it was silent, because remote from the nursery and kitchen; solemn, because it was known to be so seldom entered. The house- maid alone came here on Saturdays, to wipe from the mirrors and the furniture a week's quiet dust: and Mrs. Reed herself, at far intervals, visited it to review the contents of a certain secret drawer in the wardrobe, where were stored divers parchments, her jewel-casket, and a miniature of her deceased husband; and in those last words lies the secret of the red-room--the spell which kept it so lonely in spite of its grandeur. PRACTICE - 2 (1847 - edited)

23. To answer the question, look for descriptive words she uses about the room. This room was chill, because it seldom had a fire; it was silent, because remote from the nursery and kitchen; solemn, because it was known to be so seldom entered. The house- maid alone came here on Saturdays, to wipe from the mirrors and the furniture a week's quiet dust: and Mrs. Reed herself, at far intervals, visited it to review the contents of a certain secret drawer in the wardrobe, where were stored divers parchments, her jewel-casket, and a miniature of her deceased husband; and in those last words lies the secret of the red-room--the spell which kept it so lonely in spite of its grandeur. PRACTICE - 2 (1847 - edited)

24. To answer the question, look for descriptive words she uses about the room. This room was chill, because it seldom had a fire; it was silent, because remote from the nursery and kitchen; solemn, because it was known to be so seldom entered. The house- maid alone came here on Saturdays, to wipe from the mirrors and the furniture a week's quiet dust: and Mrs. Reed herself, at far intervals, visited it to review the contents of a certain secret drawer in the wardrobe, where were stored divers parchments, her jewel-casket, and a miniature* of her deceased husband; and in those last words lies the secret of the red-room--the spell which kept it so lonely in spite of its grandeur. * a small drawing or photo. PRACTICE - 2 (1847 - edited)

25. One possible answer: The narrator communicates her feelings about the red- room through her careful word choices. For example, she says the room is “chill”, “solemn” and “lonely”, all words that create an unfriendly and unwelcome feeling. She also speaks of it having a “spell” cast on it by Mrs. Reed’s “deceased husband,” which communicates an ominous feeling. PRACTICE – 2: ANSWER

26. Let’s review our answer: The narrator communicates her feelings about the red- room through her careful word choices. For example, she says the room is “chill”, “solemn” and “lonely”, all words that create an unfriendly and unwelcome feeling. She also speaks of it having a “spell” cast by Mrs. Reed’s “deceased husband,” which communicates an ominous feeling. Are we using academic language? PRACTICE – 2: ANSWER

27. Let’s review our answer: The narrator communicates her feelings about the red- room through her careful word choices. For example, she says the room is “chill”, “solemn” and “lonely”, all words that create an unfriendly and unwelcome feeling. She also speaks of it having a “spell” cast by Mrs. Reed’s “deceased husband,” which communicates an ominous feeling. Are we using academic language? Yes. PRACTICE – 2: ANSWER

28. Let’s review our answer: The narrator communicates her feelings about the red- room through her careful word choices. For example, she says the room is “chill”, “solemn” and “lonely”, all words that create an unfriendly and unwelcome feeling. She also speaks of it having a “spell” cast by Mrs. Reed’s “deceased husband,” which communicates an ominous feeling. Are we quoting our evidence? PRACTICE – 2: ANSWER

29. Let’s review our answer. The narrator communicates her feelings about the red- room through her careful word choices. For example, she says the room is “chill”, “solemn” and “lonely”, all words that create an unfriendly and unwelcome feeling. She also speaks of it having a “spell” cast by Mrs. Reed’s “deceased husband,” which communicates an ominous feeling. Are we quoting our evidence? Yes. PRACTICE – 2: ANSWER

30. Let’s review our answer: The narrator communicates her feelings about the red- room through her careful word choices. For example, she says the room is “chill”, “solemn” and “lonely”, all words that create an unfriendly and unwelcome feeling. She also speaks of it having a “spell” cast by Mrs. Reed’s “deceased husband,” which communicates an ominous feeling. Did we restate the question? PRACTICE – 2: ANSWER

31. Let’s review our answer: The narrator communicates her feelings about the red- room through her careful word choices. For example, she says the room is “chill”, “solemn” and “lonely”, all words that create an unfriendly and unwelcome feeling. She also speaks of it having a “spell” cast by Mrs. Reed’s “deceased husband,” which communicates an ominous feeling. Did we restate the question? Yes. PRACTICE – 2: ANSWER

32. PRACTICE - 3 “Would you like to go to school?” he asked. Again I reflected: I scarcely knew what school was: Bessie sometimes spoke of it as a place where young ladies sat in the stocks, wore backboards, and were expected to be exceedingly genteel and precise: John Reed hated his school, and abused his master; but John Reed’s tastes were no rule for mine, and if Bessie’s accounts of school-discipline were somewhat appalling, her details of certain accomplishments attained were, I thought, equally attractive. She boasted of beautiful paintings of landscapes and flowers by them executed; of songs they could sing and pieces they could play, of purses they could net, of French books they could translate; till my spirit was moved to emulation as I listened. Besides, school would be a complete change: it implied a long journey, an entire separation from this house, an entrance into a new life. “I should indeed like to go to school,” was the audible conclusion of my musings.

33. PRACTICE - 3 PROMPT: If you did not know what the word emulation meant, explain how the meaning could be determined from the passage. Again I reflected: I scarcely knew what school was: Bessie sometimes spoke of it as a place where young ladies sat in the stocks, wore backboards, and were expected to be exceedingly genteel and precise: John Reed hated his school, and abused his master; but John Reed’s tastes were no rule for mine, and if Bessie’s accounts of school- discipline were somewhat appalling, her details of certain accomplishments attained were, I thought, equally attractive. She boasted of beautiful paintings of landscapes and flowers by them executed; of songs they could sing and pieces they could play, of purses they could net, of French books they could translate; till my spirit was moved to emulation as I listened. Besides, school would be a complete change: it implied a long journey, an entire separation from this house, an entrance into a new life. “I should indeed like to go to school,” was the audible conclusion of my musings.

34. One possible answer: It would seem the word “emulation” must mean “excitement” or “ambition” when we consider the context of the passage. First, the narrator mentions negative things about school – sitting in stocks, wearing backboards. Then, she tells how she has heard of students there creating “beautiful paintings”, and about the “songs they could sing and pieces they could play”, and “the purses they could net”. These thoughts move her spirit “to emulation”, resulting in her saying “I should indeed like to go to school.” Therefore, emulation must mean to be excited or ambitious to do something. PRACTICE – 3: ANSWER

35. Let’s review our answer: It would seem the word “emulation” must mean “excitement” or “ambition” when we consider the context of the passage. First, the narrator mentions negative things about school – sitting in stocks, wearing backboards. Then, she tells how she has heard of students there creating “beautiful paintings”, and about the “songs they could sing and pieces they could play”, and “the purses they could net”. These thoughts move her spirit “to emulation”, resulting in her saying “I should indeed like to go to school.” Therefore, emulation must mean to be excited or ambitious to do something. Are we using academic language? PRACTICE – 3: ANSWER

36. Let’s review our answer: It would seem the word “emulation” must mean “excitement” or “ambition” when we consider the context of the passage. First, the narrator mentions negative things about school – sitting in stocks, wearing backboards. Then, she tells how she has heard of students there creating “beautiful paintings”, and about the “songs they could sing and pieces they could play”, and “the purses they could net”. These thoughts move her spirit “to emulation”, resulting in her saying “I should indeed like to go to school.” Therefore, emulation must mean to be excited or ambitious to do something. Are we using academic language? Yes. PRACTICE – 3: ANSWER

37. Let’s review our answer: It would seem the word “emulation” must mean “excitement” or “ambition” when we consider the context of the passage. First, the narrator mentions negative things about school – sitting in stocks, wearing backboards. Then, she tells how she has heard of students there creating “beautiful paintings”, and about the “songs they could sing and pieces they could play”, and “the purses they could net”. These thoughts move her spirit “to emulation”, resulting in her saying “I should indeed like to go to school.” Therefore, emulation must mean to be excited or ambitious to do something. Are we quoting our evidence? PRACTICE – 3: ANSWER

38. Let’s review our answer: It would seem the word “emulation” must mean “excitement” or “ambition” when we consider the context of the passage. First, the narrator mentions negative things about school – sitting in stocks, wearing backboards. Then, she tells how she has heard of students there creating “beautiful paintings”, and about the “songs they could sing and pieces they could play”, and “the purses they could net”. These thoughts move her spirit “to emulation”, resulting in her saying “I should indeed like to go to school.” Therefore, emulation must mean to be excited or ambitious to do something. Are we quoting our evidence? Yes. PRACTICE – 3: ANSWER

39. Let’s review our answer: It would seem the word “emulation” must mean “excitement” or “ambition” when we consider the context of the passage. First, the narrator mentions negative things about school – sitting in stocks, wearing backboards. Then, she tells how she has heard of students there creating “beautiful paintings”, and about the “songs they could sing and pieces they could play”, and “the purses they could net”. These thoughts move her spirit “to emulation”, resulting in her saying “I should indeed like to go to school.” Therefore, emulation must mean to be excited or ambitious to do something. Note that when we do not quote the text precisely, and instead paraphrase or rephrase, we do not use quotation marks. PRACTICE – 3: ANSWER

40. Let’s review our answer: It would seem the word “emulation” must mean “excitement” or “ambition” when we consider the context of the passage. First, the narrator mentions negative things about school – sitting in stocks, wearing backboards. Then, she tells how she has heard of students there creating “beautiful paintings”, and about the “songs they could sing and pieces they could play”, and “the purses they could net”. These thoughts move her spirit “to emulation”, resulting in her saying “I should indeed like to go to school.” Therefore, emulation must mean to be excited or ambitious to do something. Did we restate the prompt? PRACTICE – 3: ANSWER

41. Let’s review our answer: It would seem the word “emulation” must mean “excitement” or “ambition” when we consider the context of the passage. First, the narrator mentions negative things about school – sitting in stocks, wearing backboards. Then, she tells how she has heard of students there creating “beautiful paintings”, and about the “songs they could sing and pieces they could play”, and “the purses they could net”. These thoughts move her spirit “to emulation”, resulting in her saying “I should indeed like to go to school.” Therefore, emulation must mean to be excited or ambitious to do something. Did we restate the prompt? Yes. PRACTICE – 3: ANSWER

42. C iting Evidence Find “use them right now” worksheets to review, practice, and quiz these concepts at TeachersPayTeachers. Search: misterbreon evidence Copyright 2015 by Paul Breon. TPT: misterbreon. All clipart from openclipart.org. PLEASE CONTACT ME with questions, comments, suggestions, changes: misterbreon@msn.com.