Ask your instructor if you aren’t sure whether a certain source would be appropriate for your paper.
Here are some examples of sources of information and tips about how to use them in gathering evidence. Depending on the context, the same item could be either a primary or a secondary source: if I am writing about people’s 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. A movie review from a magazine or a collection of essays about the film would be secondary sources. For example, if you are writing a paper about the movie “The Matrix,” the movie itself, an interview with the director, and production photos could serve as primary sources of evidence. Secondary sources present information that has already been processed or interpreted by someone else. Primary sources include original documents, photographs, interviews, and so forth. What are primary and secondary sources?Ī note on terminology: many researchers distinguish between primary and secondary sources of evidence (in this case, “primary” means “first” or “original,” not “most important”). You may wish to see whether the Writing Center has a handout regarding the specific academic field you’re working in-for example, literature, sociology, or history.
Consider what kinds of sources and evidence you have seen in course readings and lectures. Instructors in different academic fields expect different kinds of arguments and evidence-your 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. It’s 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. 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 can help you interpret your assignment. It may give you clues about what sorts of evidence you will need. If you are working on a project for a class, look carefully at the assignment prompt. What counts as evidence?īefore 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. Let’s take a look at each of these issues-understanding what counts as evidence, using evidence in your argument, and deciding whether you need more evidence. Comments like “for example?,” “proof?,” “go deeper,” or “expand” in the margins of your graded paper suggest that you may need more evidence. If your instructor has told you that you need more analysis, suggested that you’re “just listing” points or giving a “laundry list,” 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. If, for example, your philosophy professor didn’t 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.
It’s important that you use the right kind of evidence, that you use it effectively, and that you have an appropriate amount of it. Many papers that you write in college will require you to make an argument this means that you must take a position on the subject you are discussing and support that position with evidence. It will also offer links to additional resources.
It will help you decide what counts as evidence, put evidence to work in your writing, and determine whether you have enough evidence. This handout will provide a broad overview of gathering and using evidence.
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