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Gathering Supporting Details and Evidence_Argumentative


What information will support my main idea?

What information have you discovered that supports your position on this issue?  How do you think about the information that undermines your position?

Review your notes and find compelling quotes, facts, statistics, interviews, “artifacts”, and personal stories that support your main idea. Keep track of those that undermine your position, as you will also need to think about how to respond to counterclaims and conflicting evidence.


Time To Complete 

1-4 hours

Common Core Standards 

  • CCRA.R.1
  • CCRA.W.8

I Can Statements 

  • I can
    • support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. (6-8.WHST.1b)
    • quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (6-8.WHST.8)
    • draw evidence from informational texts to support analysis, reflection, and research. (6-8.WHST.9)
  • I will know that my supporting details and evidence are of high quality when they:
    • Demonstrate my understanding of my topic
    • Support my claim and analysis
    • Are accurate and drawn from credible sources
    • Are properly cited to demonstrate the credibility and authority of the source
    • Include paraphrases, direct quotations, and indirect quotations

Suggestions for Assessing Student Readiness to Move Forward:

  • Confer with students, asking probing questions about the details and evidence they are using to support their main idea to gauge how well they meet the quality criteria.
  • Confer with students asking them to explain their evaluative process for distinguishing relevant from irrelevant information and asking them to show specific examples drawn from their research.
  • Ask students to self-evaluate their work after completing one of the activities below.
  • Ask students to show the evidence they have gathered in organized notes/note cards, graphic organizer, draft body paragraph(s), or suitable pre-writing activity to gauge how well it meets the quality criteria.


Possible Activities 
  1. Model your own research question development, including several extra questions that are off-task. Ask the student to help identify which information would support your position and which would be extraneous.

  2. Revisit the questioning protocol used earlier, this time adding a reflective element. Challenge students to explain how they will use the information.

  3. Use activities to help students develop their writing by adding vivid, descriptive language: http://wr.english.fsu.edu/First-Year-Composition/The-Inkwell/Details-and-Descriptions

  4. Help students sort relevant details from irrelevant details by using the ”So What?“ test: http://www.learnnc.org/lp/pages/3172?ref=search


Downloadable Resources 
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