Evidence-finding – whether visual of verbal -- is a seeking process that implies research. This stage requires knowledge of how to conduct and follow through on catalog, database, and internet searches.
The ability to perceive - seeing what is relevant even though it may not seem so at first - is a skill that can improve if cultivated and may need to be taught and learned. We’ve labeled critical perception “identification” and consider it an intermediate stage that follows the search to find information but precedes the organization of evidence.
The identification of evidence leads to a complex series of actions: Potentially significant information must be gathered, organized, and vetted. This is a crucial stage that students often miss or undervalue. Visual and verbal evidence should be evaluated, organized and placed within a hierarchy that completes the description of the topic.
Searches broadly to locate sources that contain information relevant to the thesis.
Identifies evidence accurately and thoroughly - whether verbal or visual.
Evaluates, organizes, and assembles visual and verbal evidence into a hierarchy that explains their relative significance.
Students having trouble? Try these resources:
- Evaluating Print Sources (UNC)
- Gathering Evidence (UNC)
- Teaching Research (Dartmouth)
- Considering Structure (Dartmouth)
- Finding Sources (Dartmouth)
- Summarizing your Sources (Dartmouth)
- Categorize your Sources (Dartmouth)
- Paragraphs (UNC)
- Writing Effective Paragraphs (Richmond)
- Outlines (UNC)
- Creating Outlines (Richmond)
- Reverse Outlines (UNC)