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Workshop #1: Identifying and Evaluating EvidenceBasic Information: One of the most important parts of this research project is identifying and evaluating evidence. There are two parts to this workshop: a) identifying different types of evidence, and b) identifying which side of an argument evidence supports. These two parts are explained below. Part A. Identifying Different Types of Evidence – During the Great Debate, you will want to use specific, persuasive evidence to support your arguments. The two best types of evidence to use are 1) statistics and 2) expert testimony. In addition, you will want to collect some other types of evidence as well. See the examples below. Statistics 53% of all deaths of American teenagers are caused by registered guns. When England outlawed assault rifles, its crime rate decreased 23%. Expert TestimonyRobert Thompson, a law professor at Georgetown University, argues that “the only way to stop gang violence is to pass stricter gun laws.” Other (Laws, Individual Stories, Background Information, etc.)Law: According to the 2nd Amendment, Americans have the right to bear arms. Individual Story/Anecdote: John Smith was 32 years old when his wife was robbed and murdered while sleeping in her home. Background Information: Most other countries have stricter gun laws than the United States. Imagine that you wanted to argue that PHA should get rid of its dress code. Make up 1 piece of evidence for each of the boxes below. Type of EvidenceYour ExampleStatisticExpert TestimonyOtherPart B. Identifying Which Side of an Argument Evidence Supports – Some of the evidence you find will clearly support one side more than the other. Other facts will not necessarily support one side of the debate or the other. They may simply provide background information about the policy debate. Imagine you were debating the following question: Should PHA keep student life? In the chart below, write FOR next to evidence that is for keeping student life, AGAINST for evidence that is against keeping student life, and N next to evidence that you think is neutral. EvidenceFor, Against, or Neutral? 50% of PHA students want to keep student life. 22% of PHA students want to keep student life.According to Tina Johnson, a 10th grader at PHA, the student life debate remains “the most important division at PHA today.”According to Tim Johnson, a 10th grader at PHA, student life is “the only time of the week I look forward to.”The PHA student handbook states that student life will take place on most Wednesday afternoons. Imagine you were researching whether or not PHA should allow 10th graders to have off-campus lunch privileges. Make up one piece of evidence for each of the boxes below. Type of EvidenceYour ExampleStatistic Against 10th Grade Off-Campus Lunch Neutral StatisticExpert Testimony For 10th Grade Off-Campus Lunch ................
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