Evaluate Evidence and Support Conclusions

The key idea

I can choose reliable evidence, explain what it suggests, and write a conclusion that follows from it.

What is it for?

Learn to choose useful evidence, explain its value, and draw conclusions that the evidence supports.

What you need to know

Choose evidence that directly supports your main point.
Use facts, numbers, examples, expert opinions, or personal experience.
Explain how each piece of evidence supports your argument.
Use careful words when the evidence does not give complete certainty.
Write a conclusion that matches the evidence you have presented.

1. Choose the right kind of evidence

Evidence gives support to your main point. Different kinds of evidence serve different purposes.

Facts and numbers can show patterns. Examples make an idea easier to understand. Expert opinions can add knowledge. Personal experience can show what happened to one person.

Use facts when you can check the information.
Use numbers when they come from a clear source.
Use examples to explain an idea in everyday life.
Use expert opinions when the expert knows the subject.
Use personal experience carefully because one person's experience is limited.

In a fictional survey, 18 of 24 students preferred later classes.

The numbers show the choices of this group.

For example, one student missed the first bus twice last week.

This example shows one possible problem.

2. Introduce evidence clearly

Readers need to know where your evidence comes from. Introduce it with a useful phrase.

Name the source when you have one. Label invented information as fictional. Never present made-up numbers as real research.

Use According to ... before information from a source.
Use For instance, ... before a specific example.
Use In a fictional survey, ... before invented numbers.
Use This shows that ... to explain a clear result.
Use This suggests that ... when the result is less certain.

According to the school report, late arrivals increased in winter.

The sentence names the source.

For instance, a student may miss breakfast after an early bus.

The example explains one possible effect.

3. Explain what the evidence supports

Evidence does not explain itself. Add a sentence that connects it to your main point.

First, state the evidence. Then explain why it matters. Do not claim more than the evidence can show.

Ask yourself what the evidence tells the reader.
Connect the evidence directly to your main point.
Use because to explain a reason.
Use as a result to explain an effect.
Mention limits when the evidence covers only a small group.

In a fictional class, 12 of 15 students felt tired at eight.

The number describes one class, not every student.

This suggests that an early start may affect students' energy.

The conclusion stays within the evidence.

4. Use careful language

Evidence does not always give a complete answer. Choose words that match how strong it is.

Words such as suggests, indicates, and may show some support. Avoid always and proves when the evidence has limits.

Use suggests when the evidence points towards an idea.
Use indicates when the evidence gives a clear sign.
Use may when something is possible but not certain.
Use tends to for a pattern that happens often.
Use in many cases when the result does not apply to everyone.

The results suggest that later classes may reduce tiredness.

Suggest and may avoid a claim of certainty.

In many cases, extra sleep can improve concentration.

The sentence does not claim this happens every time.

5. Draw a supported conclusion

Your conclusion should follow from the evidence you gave. It should not introduce a new claim without support.

Use therefore or it follows that to connect your evidence to your final point. Use this suggests that when the evidence gives a possible answer.

Return to the main point.
Bring together the most useful evidence.
Explain what the evidence supports.
Avoid claims that are stronger than your evidence.
Do not add new numbers or sources in the conclusion.

The class survey showed less tiredness after later lessons. Therefore, a later start may help some students.

The conclusion matches the limited evidence.

It follows that the school should test a later start before making a final decision.

The suggestion is reasonable and cautious.

How to do it, step by step

State your main point clearly.
Introduce your first piece of evidence and name its source.
Explain how the evidence supports your point.
Add another kind of evidence and explain its value.
Write a conclusion that follows from the evidence.

Formulas and key language

Use it for	Example	Another example
According to + source, + information	According to the school report, late arrivals increased in winter.	According to the class record, attendance improved in May.
In a fictional survey, + number or result	In a fictional survey, 18 of 24 students preferred later classes.	In a fictional survey, 14 of 20 workers wanted longer breaks.
For instance, + specific example	For instance, one student missed the first bus twice last week.	For instance, a worker may lose time on a crowded bus.
This shows that + clear result	This shows that several students arrived after the first lesson began.	This shows that the new timetable reduced waiting time.
This suggests that + possible conclusion	This suggests that later classes may reduce morning tiredness.	This suggests that the new timetable could help some families.
The evidence indicates that + supported idea	The evidence indicates that many students need more time in the morning.	The evidence indicates that bus delays affect several workers.
The results may + base verb	The results may reflect a change in students' sleep habits.	The results may explain the lower number of late arrivals.
Therefore, + conclusion	Therefore, the school should consider a later start.	Therefore, the manager should review the break schedule.
It follows that + supported conclusion	It follows that the school needs more information before changing its timetable.	It follows that the team should check the figures again.

UK / US: Both British and American English use these evidence phrases. Spelling may differ, as in analyse (UK) and analyze (US).

Level up: Replace basic words (good, very, nice) with stronger ones. See our A2 to B2 upgrades page.

Model text

Should Schools Start Later?

Main point

Schools should consider starting later because some students struggle with early mornings. A later start may help them arrive ready to learn.

The writer gives a clear point and a careful claim.

Number evidence

In a fictional survey, 18 of 24 students said they felt tired during first lessons. This result suggests that morning lessons can be difficult for some students. However, the survey covers only one class, so it cannot represent every student.

The writer uses invented numbers and explains their limits.

Example evidence

For instance, one fictional student takes two buses to reach school. When the first bus arrives late, the student misses the start of the lesson. This example shows how an early timetable can create problems for some families.

The example shows a possible problem in daily life.

Personal experience

A fictional teacher also reports that tired students sometimes need extra time to finish morning tasks. This experience supports the argument, but it does not prove that every student has the same problem.

The writer uses experience without treating it as universal proof.

Conclusion

Taken together, these examples suggest that a later start may benefit some students. Therefore, the school should test a new timetable and compare attendance, energy, and classwork before making a permanent change.

The conclusion follows from the evidence and suggests a sensible next step.

Common mistakes

✗ This proves that all students need more sleep.

✓ This suggests that some students need more sleep.

Limited evidence cannot prove a claim about every student.

✗ Students always feel tired in the morning.

✓ Students often feel tired in the morning.

Always is too strong when experiences differ.

✗ In a fictional survey 18 students preferred later classes.

✓ In a fictional survey, 18 students preferred later classes.

Use a comma after this opening phrase.

✗ The example shows students are tired, because one student was late.

✓ The example suggests students may be tired because one student was late.

One late student does not prove that all students are tired.

✗ Therefore, later starts will help every student.

✓ Therefore, later starts may help some students.

The conclusion must match the strength of the evidence.

✗ The survey had 24 students, it supports a later start.

✓ The survey had 24 students, so it supports a later start.

Use so to connect the result with its possible effect.

Plan it, then check it

Plan

Write your main point in one sentence.
Choose two kinds of evidence that support your point.
Decide what each piece of evidence can and cannot show.
Plan a conclusion that matches the evidence.

Check

Does each piece of evidence support my main point?
Have I explained why each piece of evidence matters?
Have I named real sources or labelled invented details?
Have I avoided words such as always and proves when they are too strong?
Does my conclusion follow from the evidence I presented?

Practice

EXERCISE:

Choose strong evidence

Choose the best answer for each item.

1.Which evidence best supports a claim about students' sleep?

The survey asks directly about the subject.

2.Which sentence makes a careful claim?

Suggests allows for limits in the evidence.

3.Which example best supports a claim about bus delays?

The diary records delays directly.

4.Which phrase introduces information from a named report?

According to introduces information from a source.

5.A survey covers one small class. Which conclusion is safest?

The conclusion stays within the survey's limits.

6.Which sentence connects evidence to a reasonable conclusion?

The suggestion is cautious and can be tested.

Now write

Your task

Write 110-150 words arguing that students should start school later. Use at least two kinds of made-up evidence. You can use fictional survey numbers and a fictional student's experience. Label all invented details clearly. Explain how each piece of evidence supports your point. Use careful words, such as suggests, may, or in many cases. Finish with a conclusion that follows from your evidence. You may use this fictional starting point: A class survey includes 30 students. Twenty say they feel tired during the first lesson. One fictional student takes two buses and often arrives just before class begins.

Target: 110-150 words

Word bank

evidencefictional surveypersonal experienceaccording tofor instancesuggests thatindicates thatmay helpin many casesas a resultthereforeattendanceconcentrationlater startreasonable conclusion

Sentence starters

Schools should consider a later start because ...
In a fictional survey, ...
For instance, one fictional student ...
This evidence suggests that ...
Although the results are limited, ...
Therefore, the school should ...

Use made-up details. Do not include private information about real students.

Instant feedback on your own text is part of Premium.

Check your writing

Have I chosen evidence that supports my main point?
Have I used at least two kinds of evidence?
Have I explained what each piece of evidence shows?
Have I used careful words instead of claims that are too strong?
Does my conclusion follow from the evidence I gave?

← Build an Argument with a Counter-Argument Compare Options and Make a Recommendation →