Writing: Identifying Analysis and Evidence
WORLD HISTORY PROJECTORIGINS/ LESSON 3.2ACTIVITYWRITING: IDENTIFYING ANALYSIS AND EVIDENCEUnless otherwise noted, this work is licensed under CC BY 4.0. Credit: “Writing: Identifying Analysis and Evidence,” OER Project, https://www.oerproject.com/1PurposeDeepen your understanding of the elements of good writing by focusing onthe Analysis and Evidence row of the OER ProjectWriting Rubric. You’ll analyze a sample student essay, which will help you become more familiar with the specific expectations for historical writing, as well as help you become a more skilled writer in general.Process1.Review the Analysis and Evidence portion of the OER Project Writing Rubric,below. These are the elements you should look for when you review the sample essay. Cite appropriate and valid evidence to support the claim, drawing information from multiple sources to defend the position and effectively refute counterclaims.Describe the relationship between the broader historical context and the topic.Use historical reasoning and thoroughly explain how the evidence supports the claim.Use discipline-specific vocabulary—such as key terms from the lesson, unit, or course—to support analysis.Demonstrate understanding of the sources, acknowledging inconsistencies or weaknesses in evidence, and fully explain the relationship between the claim and the evidence used to support it.2.As you read the sample student essay on the next page,make sure you:•Circle the major claim in the paper. •Look for source material (quotes and citations). While you do so,underlinethe analysis of the source material and highlighttext that connects sources to the thesis/major claim.
WORLD HISTORY PROJECTORIGINS/ LESSON 3.2ACTIVITYWRITING: IDENTIFYING ANALYSIS AND EVIDENCE2Essay prompt: Was farming an improvement over foraging for early humans?Student sample essay:Early humans mainly relied upon hunting and gathering to survive until the advent of agriculture. It is hypothesized that the warming trend in the climate around 14,000 years ago aided in the development of agriculture. The domestication of plants and animals to use for food led to people building settlements near the areas they cultivated these foods, beginning the first sustained agricultural settlements. The advent of farming had serious drawbacks on both human health and society that still persist today, yet the societal and technological advances it allowed made the practice increasingly more desirable to our ancestors than foraging.There were many drawbacks to the introduction of farming. In Document 7, Harari details some of the negative health impacts of farming on the human body. This evidence proves that farming was backbreaking labor and needed far more energy and time to createa viable source of food than hunting and gathering did. Political scientist James Scott says, “Early agricultural societies created the basis for systematic class distinctions that could be [passed down] between generations” (Doc 5). Scott argued that theadvent of agriculture resulted in the injustices we have today, which shows farming has not been just progress. A group of researchers in the Philippines discovered that women were more affected by farming because they had to contend with both domestic chores and work in the fields (Doc. 1). This connects back to Scott’s discussion on how farming created societal inequalities that persist today, and it seems especially true for women.However, agriculture led to a reliable food source which meant populations could grow like never before. Reilly states, “the possibility of a more creative, expressive life was available in the protected, semipermanent city” (Doc 4). Large cities needed new technologies for farming and for building structures because they had more people to feed and house. The security afforded by reliable food sources, buildings, and communities of people allowed for jobs outside of farming such as traders and craftsmen. This was an important step in the growth of collective learning, community development, and the spread of networks. While Brad deLong discussed the drawbacks of farming on human health and society, he also proposed that the growth in human population was very important (Doc 6). We would not have
WORLD HISTORY PROJECTORIGINS/ LESSON 3.2ACTIVITYWRITING: IDENTIFYING ANALYSIS AND EVIDENCE3complex societies without agriculture because human settlements required innovation, ingenuity, and structure to create and maintain. These settlements allowed for more people to invent and create. David Kaplan states “It is during the three lean months ofthe year that the San life approaches the precarious conditions that have come to be associated with the hunting and gathering way of life.” (Doc 3).The advent of farming had many impacts on all aspects of humanity, from human health to the structure of our communities, both good and bad. Though there were many negative effects from farming, society would not be where it is today without it. Humanity has witnessed great growth and success from agriculture, even while contending with the side effects.
WORLD HISTORY PROJECTORIGINS/ LESSON 3.2ACTIVITYWRITING: IDENTIFYING ANALYSIS AND EVIDENCE43.Score the essay on each row of the Analysis and Evidencerubric below,and circle the top two areason the rubric where you think the student could improve. ExemplaryProficientDevelopingNot PresentAnalysis and EvidenceCite appropriate and valid evidence to support the claim, drawing information from multiple sources to defend the position and effectively refute counterclaims.Describe the relationship between the broader historical context and the topic.Use historical reasoning and thoroughly explain how the evidence supports the claim.Use discipline-specific vocabulary—such as key terms from the lesson, unit, or course—to support analysis.Demonstrate understanding of the sources, acknowledging inconsistencies or weaknesses in evidence, and fully explain the relationship between the claim and the evidence used to support it.4.How would you coach this student on improving their use of evidence and their ability to analyze that evidence?