Today you will turn your growing collection of facts, stories, and quotes into a clear, organised evidence log that truly supports your thesis on a global issue. You will review each entry for credibility, relevance, and connection to your main reasons and SDG links. Then you will group, rate, and annotate your evidence so it is ready to use in strong body paragraphs. By the end of the lesson, your evidence log will act as a neat toolkit for drafting your opinion editorial.
🎯 Learning Goals
By the end of the lesson, you will be able to:
- Organise an evidence log by grouping entries under the main reasons and SDG links in your thesis plan.
- Evaluate each piece of evidence using criteria for relevance, credibility, and strength, and record a brief note or rating.
- Select and prioritise at least six pieces of evidence that you will use first when drafting your opinion editorial.
🧩 Key Ideas & Terms
- Relevance – how closely a piece of evidence connects to your thesis and reasons.
- Strength of evidence – how powerful, clear, and persuasive a piece of evidence is.
- Evidence log – a table or list where you record evidence, source, type, and notes.
- Rating scale – a simple system (for example, 1–3 stars) used to judge quality or usefulness.
- Annotation – a short written note that explains or comments on information.
- Redundancy – repeated information that does not add anything new.
- Balance – having a fair mixture of evidence types and viewpoints.
- Trimming – removing weaker or unnecessary evidence from your log.
- Prioritising – deciding which pieces of evidence are most important to use first.
- Paragraph plan – a simple outline showing which reasons and evidence belong in each body paragraph.
🔄 Quick Recall / Prior Knowledge
Use your understanding from Days 2 and 3 to warm up before improving your evidence log.
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Write your latest thesis statement and your main reasons underneath it.
Show Answer
Your thesis should clearly name the issue, target group, and action or stance; your reasons should each focus on one clear aspect that supports this claim.
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Open your evidence log from Day 3. How many pieces of evidence have you collected so far?
Show Answer
Most learners will have at least six entries. If you have fewer, you can still work today but may decide to add more evidence later.
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Name one criterion from the CARE test you can use to judge whether a source is credible.
Show Answer
You might say Creator (who made it), Accuracy (how they support their ideas), Recent (how up to date it is), or Evidence of bias (how one-sided the language is).
📖 Explore the Lesson
Follow each checkpoint carefully. You are not collecting new evidence today; you are organising and judging what you already have.
Checkpoint 1: Tidying Your Evidence Log
Mini-goal: Review and tidy your evidence log so it is clear and easy to read.
Just like a cluttered desk makes it hard to work, a messy evidence log makes it hard to see what you really have. Your first task is to tidy your log. This does not mean throwing everything away; it means making everything easy to see and understand. Look at each entry and check whether all four parts are complete: the evidence, type, source, and a short note explaining how it supports your thesis.
If you see entries like “some students miss school” with no source or explanation, slow down and fix them. You may need to write a fuller sentence, add where the information came from, or decide that the evidence is too weak to keep. Make sure all handwriting or typing is clear and that similar pieces of evidence are written in similar ways so your eye can scan quickly.
Next, look for repeated or almost identical entries. It is normal to find two pieces of evidence that say nearly the same thing, especially if they came from similar sources. Decide whether you need both. Sometimes one includes stronger numbers or clearer details. Circle the stronger one and put a small question mark beside the weaker one for later trimming.
Taking time to tidy your log may feel slow, but it saves time later when you are drafting paragraphs. Instead of wasting energy searching for a half-remembered number, you will know exactly where each strong piece of evidence lives.
Mini-summary: Tidying your evidence log means completing missing details, clearing messy entries, and spotting repeated information so your evidence is easier to use.
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How many entries in your log needed extra information like a source or explanation?
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Your answer might be “two” or “several,” but the important part is that you now know which ones and have worked to improve them.
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Did you find any repeated or very similar pieces of evidence?
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If you found duplicates, you should keep the clearer or more detailed version and mark the weaker one to remove or ignore later.
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What small change did you make that already makes your evidence log easier to read?
Show Answer
Examples: rewriting short phrases into full sentences, adding missing sources, or re-copying messy entries more neatly in a new table.
Checkpoint 2: Rating Evidence for Relevance and Strength
Mini-goal: Use a simple rating scale to judge how relevant and strong each piece of evidence is.
Not every piece of evidence in your log will be equally useful when you begin drafting. Some will be clear, direct, and powerful; others will be interesting but not closely related to your thesis. To make smart choices later, you need a quick way to rate each entry.
Create a new column in your evidence log called “Rating.” Use a 1–3 scale, where 1 means “weak or not very relevant,” 2 means “quite helpful,” and 3 means “very strong and clearly relevant.” Next, read each piece of evidence and ask two questions: “How clearly does this support my thesis or one reason?” and “How credible and specific is this information?” Then give it a rating number.
For example, a vague line such as “Many students struggle” without a clear source might earn a 1. A statistic from a reliable report that directly links to your thesis could earn a 3. A local story that clearly illustrates one reason might earn a 2 or 3, depending on how well it is told and supported.
You might also want to add a symbol for type of strength. Some learners use a small star for emotional impact (strong anecdote) and a circle for logical impact (strong data). The goal is not to make art; the goal is to see at a glance which evidence will do the most work in your editorial.
Mini-summary: Rating each piece of evidence helps you see which entries are weak, which are useful, and which are strong enough to lead your argument.
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After rating, how many pieces of evidence scored 3 in your log?
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Ideally, you should have at least three to six “3s” across your reasons. If you have very few, you may need to search for stronger evidence later.
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What is one example of a piece of evidence that you rated as 1? Why?
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Maybe it was too vague, too old, lacked a clear source, or did not strongly connect to your thesis, even if it seemed interesting.
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Which feels more powerful for your topic right now—numbers or stories—and how do your ratings show that?
Show Answer
Your answer might say that most of your “3s” are statistics or that your strongest entries are stories that make readers imagine the problem clearly.
Checkpoint 3: Grouping Evidence Under Each Reason
Mini-goal: Organise your evidence log to show clearly which evidence supports each main reason.
Now that you have rated your evidence, it is time to organise it more deeply. Your thesis is supported by two or three main reasons. Each reason deserves its own small collection of evidence that fits tightly around it. If evidence is scattered without labels, it will be hard to turn it into paragraphs later.
In your notebook or on a fresh page, create three sections labelled “Reason 1,” “Reason 2,” and “Reason 3” (or however many reasons you plan to use). Under each label, list the evidence entries from your log that belong there, including their rating. You do not need to copy all details again—just enough to recognise them: a short version of the evidence, type, and rating.
Check whether each group has a balance of types. For example, under Reason 1, you might have one statistic and one story; under Reason 2, one expert opinion and one comparison; under Reason 3, one local example and one SDG-based fact. It is fine if the balance is not perfect, but you want to avoid relying on only one type, such as three similar stories with no data.
If you find pieces of evidence that do not clearly fit any reason, place them in a small “maybe” box below your list. You may later decide to drop them, use them in an introduction or conclusion, or adjust your reasons slightly. For now, avoid forcing them into places where they do not belong.
Mini-summary: Grouping evidence under each main reason shows you where your argument is strong, where it is thin, and where you may need to add or remove examples.
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Which reason currently has the most high-rated evidence?
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That reason may become your strongest body paragraph and could be placed first or last, depending on how you want to shape your editorial.
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Which reason has the least or weakest evidence?
Show Answer
If a reason has mostly “1s” or no entries at all, you might decide to strengthen it with new research or replace it with a better-supported idea.
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Did any piece of evidence end up in your “maybe” box? Why did it not fit a reason yet?
Show Answer
Perhaps it relates to a different issue, comes from a weak source, or repeats what another, stronger piece already shows more clearly.
Checkpoint 4: Checking for Balance and Bias
Mini-goal: Examine your evidence set for balance and possible bias.
Even if each individual piece of evidence seems strong, your total collection can still feel unbalanced. For example, you might use only voices from one region, one gender, or one type of school. Readers might then doubt whether your editorial respects the whole picture. Today you will briefly step back and look at your evidence as a set.
Look at your grouped evidence and ask: “Whose voices are we hearing?” Are they mostly from urban areas, official reports, or adults in authority? Are there any viewpoints from young people, rural communities, or minority groups? While you cannot include every voice in one editorial, you can look for a fairer range of perspectives that still support your thesis.
Then think about bias. Do your sources all come from one organisation that might have a particular aim, such as fundraising or promoting one policy? That does not mean you must avoid them, but you should be aware of this and, if possible, support key ideas with a second independent source.
Make short notes beside any entries where you suspect strong bias or missing perspectives. You might write “strong but from charity website—add another source” or “only urban example—find rural voice later.” These notes will guide you if you return to research later or if your teacher invites you to deepen your evidence in future lessons.
Mini-summary: Checking for balance and bias helps you create an evidence set that feels fair and thoughtful, not one-sided or narrow, even while it strongly supports your thesis.
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Do your pieces of evidence mostly focus on one place or group? If so, which?
Show Answer
You might notice that almost all your evidence comes from your own country, from urban schools, or from one organisation’s materials.
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How could you improve balance in your evidence without filling your log with too many entries?
Show Answer
You could add one strong example from a different region, include a quote from a person directly affected, or find a second data source to support key numbers.
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Did you identify any evidence you will now use more carefully because of possible bias?
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A good answer names one entry and explains that you will still use it, but maybe pair it with another source or avoid presenting it as the only proof.
Checkpoint 5: Annotating Your Best Evidence
Mini-goal: Add short annotations to your strongest evidence to prepare for drafting.
By now, you have rated, grouped, and examined your evidence. It is time to give extra attention to the pieces that will do the most work in your editorial. Annotation means writing a short comment beside each important piece, explaining exactly how you will use it.
Choose at least six entries that you rated as 3 or that you circled earlier as “strongest.” For each one, add an annotation in your log. Answer questions like: “Which paragraph will use this?” “Will I quote it directly or paraphrase it?” “What point will I make immediately after this evidence to explain it?” These notes turn your evidence log into a plan, not just a storehouse.
For example, next to a statistic about drop-out rates, you might write: “Use in Reason 1 paragraph; show that transport is a major barrier; follow with a sentence linking to SDG 10.” Next to an anecdote about a learner, you might note: “Use at the beginning of Reason 2 as a story hook; then move to expert quote.”
Annotating takes time, but it will make drafting much smoother. When you sit down to write body paragraphs later, you will know not only which evidence to use, but also why and how to use it.
Mini-summary: Annotating key evidence entries turns your evidence log into a practical plan by showing where each piece will go and what job it will do in your editorial.
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How many pieces of evidence did you choose as your “key six” for annotation?
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Most learners will choose six to eight, enough to build at least two strong body paragraphs and a possible counterargument.
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For one statistic you annotated, what job will it do in your editorial?
Show Answer
Example: “It will prove that many rural learners miss school due to distance, which supports my claim that free transport is needed.”
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For one anecdote you annotated, what feeling or image do you hope it creates in readers’ minds?
Show Answer
You might say you want readers to imagine the fear, effort, or unfairness that the learner faces, so they care more about your suggested action.
Checkpoint 6: Prioritising Evidence for Drafting
Mini-goal: Decide which evidence you will definitely use first when drafting your editorial.
The final step is to choose your “first choice” pieces of evidence—the ones you are almost sure you will include in your first draft. Think of them as the front row of your argument. They should be clearly relevant, credible, and easy to explain.
On a clean page, draw a simple paragraph plan. For each body paragraph (Reason 1, Reason 2, maybe Reason 3 or counterargument), write the main point at the top. Then list two or three pieces of evidence underneath, starting with your strongest ones. Use arrows or numbers to show the order in which you might present them. Consider mixing types of evidence, such as starting with a story and then adding a statistic or expert quote.
Place a small star or highlight next to evidence that you will definitely use. You may still have spare pieces in your log that you could use later if needed, but your starred set is your priority. If you find that one paragraph still feels thin, you can note “research more” beside it to remind yourself to strengthen it in the future.
Once you have finished, read across your whole plan. Ask yourself: “If I only used these starred pieces of evidence, would my editorial still be strong?” If the answer is yes, then you are ready to move on to drafting in the next teaching sequence or writing time.
Mini-summary: Prioritising evidence means choosing a small, powerful set that will lead your argument and organising it clearly under each planned body paragraph.
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How many starred pieces of evidence did you choose in total?
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Many learners will select around six to ten strong pieces; this is often enough for two or three body paragraphs plus a counterargument.
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Which body paragraph still needs more or stronger evidence, if any?
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You might identify one reason that feels weaker and write a note to look for another statistic, story, or expert opinion later.
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In one sentence, how would you describe the overall strength of your evidence set now?
Show Answer
A thoughtful answer might say, “My evidence now feels organised, mostly credible, and clearly linked to my thesis and SDG connections.”
💡 Example in Action
Look at these sample entries and mini-plans based on a thesis about educational inequality. Use them as models for your own log.
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Worked Example 1: Evidence Log Entry
Evidence: “In Region Z, 35% of rural learners drop out before finishing lower secondary school.”
Type: Statistic
Source: Education Ministry report, 2022
How it supports my thesis: ?
Rating (1–3): ?Show Answer
How it supports my thesis: “Shows that many rural learners are leaving school early, supporting my claim that free transport and support programmes are needed to reduce inequality.” Rating: 3 – strongly supports the thesis and comes from a credible, recent report.
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Worked Example 2: Grouping Under a Reason
Thesis focus: transport and safety for rural learners.
Reason 1: “Long, unsafe journeys make learners miss school.”
Evidence group:- Drop-out statistic from Region Z (rating 3)
- Short story about a learner walking alone before sunrise (rating 3)
- Quote from a teacher about tired students arriving late (rating 2)
Show Answer
It mixes statistics, an anecdote, and an expert-style quote, all connected to the same reason. Together they show the size of the problem and its human impact, making the argument more convincing.
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Worked Example 3: CARE Check Note
Evidence: “A charity blog says 90% of rural schools have no trained teachers.”
CARE note: ?Show Answer
Sample CARE note: “Creator: charity organisation – may be raising funds. Accuracy: no clear link to original data; need to verify. Recent: published 2017 – may be old. Bias: language is very emotional. Use carefully or replace with official data.”
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Worked Example 4: Annotation Beside Key Evidence
Evidence: “Our school counsellor reports that students from the poorest families are twice as likely to be frequently absent.”
Annotation: ?Show Answer
Sample annotation: “Use in Reason 2 paragraph on cost barriers; quote counsellor as expert; follow with explanation that this absence makes it hard to achieve SDG 10.”
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Worked Example 5: Paragraph Plan Using Evidence
Paragraph: Reason 2 – “School costs keep low-income learners out of class.”
Evidence plan:- Anecdote about learner who cannot pay exam fees (rating 3).
- Statistic on how many learners are out of school due to fees (rating 3).
- Quote from community leader calling for fee reforms (rating 2).
Show Answer
It already orders the evidence from emotional story to broader statistic to expert support. When drafting, the writer only needs to add linking sentences and explanations, not decide which evidence to use from scratch.
📝 Try It Out
Use these tasks to organise and evaluate your own evidence log. Work in your notebook, then check the suggested answers for guidance.
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Rewrite one messy entry from your log so that it clearly shows the evidence, type, source, and how it supports your thesis.
Show Answer
Your revised entry should be in complete sentences or clear phrases, with no missing parts. It should be easy for another person to understand what it means and why it matters.
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Use the 1–3 rating scale to rate at least six pieces of evidence in your log.
Show Answer
You should end with a mix of 1s, 2s, and 3s, showing that you can judge which evidence is weak, medium, or strong instead of treating everything as equal.
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Draw three boxes labelled with your main reasons and place each evidence entry under the reason it supports best.
Show Answer
By the end, each box should contain at least two pieces of evidence. Any entries that do not fit can be placed in a separate “maybe” or “extra” box.
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Choose one piece of evidence and write a short CARE note evaluating its creator, accuracy, recency, and possible bias.
Show Answer
Your note should mention at least two CARE points, such as “created by a known group,” “uses clear data from 2022,” or “language seems emotional and one-sided.”
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Add an annotation beside one statistic, explaining how and where you plan to use it in your editorial.
Show Answer
Your annotation might say: “Use in first body paragraph to show size of problem; then explain link to SDG 10 and my call for scholarships.”
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Add an annotation beside one anecdote or story, describing the feeling or image you want it to create.
Show Answer
You might write that the story should make readers imagine a dangerous journey, a crowded classroom, or the feeling of being left out of digital learning.
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Select two pieces of evidence and write one sentence each that links them directly to SDG 10 or SDG 16.
Show Answer
Each sentence should mention the SDG name or number and explain how the evidence shows progress or problems related to that goal.
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Create a simple paragraph plan for one body paragraph, listing the order in which you will present at least two pieces of evidence.
Show Answer
Your plan might say: “First: anecdote; then: statistic; finally: expert opinion,” with a short note explaining how you will connect them.
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Circle your three strongest pieces of evidence and write a short sentence explaining why each is strong.
Show Answer
You might say they are strong because they are recent, come from credible sources, directly match your thesis, and are easy to explain in your own words.
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Choose one piece of evidence to remove or move to your “maybe” box and explain why you made that decision.
Show Answer
A good explanation might say that it is too old, too vague, from a less reliable source, or no longer fits your narrowed thesis or reasons.
✅ Check Yourself
Use these items to check your understanding of organising and evaluating evidence for your editorial.
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Multiple-choice: What is the main purpose of an evidence log?
a) To collect every interesting fact you find, even if unrelated.
b) To store and organise evidence, sources, and notes that support your thesis.
c) To replace your thesis statement.
d) To hide which sources you used.Show Answer
The correct answer is b).
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Short answer: What does a rating of “3” on a 1–3 scale usually mean for a piece of evidence?
Show Answer
It usually means the evidence is very strong and clearly relevant, with good credibility and a clear connection to your thesis.
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Multiple-choice: Which entry belongs in the “How it supports my thesis” column?
a) “I like this quote.”
b) “Shows that many rural learners miss school because they cannot pay transport costs, which supports my claim about free buses.”
c) “Found this on a website.”
d) “This statistic is big.”Show Answer
The best answer is b).
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Short answer: Why should you group evidence under each main reason instead of keeping it in one long list?
Show Answer
Grouping shows which evidence supports which reason, making it easier to plan clear body paragraphs and see where your argument is strong or weak.
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Multiple-choice: What is redundant evidence?
a) Evidence that is extremely strong.
b) Evidence that repeats what another piece already shows without adding anything new.
c) Evidence that is completely false.
d) Evidence that is based on numbers.Show Answer
Redundant evidence is b).
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Short answer: Give one reason you might decide to remove a piece of evidence from your log.
Show Answer
You might remove it because it is weak, off-topic, from a questionable source, repeated, or no longer fits your revised thesis and reasons.
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Multiple-choice: Which question best helps you check for bias in a source?
a) “Is this source easy to read?”
b) “Does this source ignore important facts and use very emotional language to push one view?”
c) “Are there pictures on the page?”
d) “Is the title long?”Show Answer
The correct answer is b).
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Short answer: Why is it helpful to annotate your strongest evidence entries?
Show Answer
Annotations remind you where and how you plan to use each piece, so drafting paragraphs later becomes faster and more focused.
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Multiple-choice: Which paragraph plan shows a good mix of evidence types?
a) Three similar personal stories about the same friend.
b) One statistic, one short story, and one expert quote.
c) Three random facts with no explanation.
d) Only your own opinion repeated three times.Show Answer
The best combination is b).
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Short answer: Write one sentence linking a piece of evidence to SDG 10 or SDG 16.
Show Answer
Sample: “This data about unequal access to secondary school shows that our community is still far from achieving SDG 10 on reduced inequalities.”
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Multiple-choice: What does it mean to prioritise evidence?
a) To use every piece you find.
b) To pick the weakest evidence first.
c) To decide which pieces are most important and use them before others.
d) To arrange evidence in alphabetical order.Show Answer
To prioritise evidence means c).
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Short answer: How can checking for balance improve your evidence set?
Show Answer
It helps you avoid using only one type of source or one narrow viewpoint, making your editorial feel fairer, more thoughtful, and more persuasive.
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Multiple-choice: Which evidence is most likely to get a rating of “3”?
a) “Many students have problems.” – no source given.
b) “I feel sad when I see inequality.” – personal feeling only.
c) “A 2022 UN report shows that 25% of children in poor households do not complete primary school.”
d) “My neighbour told me a story, but I forget the details.”Show Answer
The strongest choice is c).
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Short answer: Write one question you can ask yourself to see if a piece of evidence really matches a reason.
Show Answer
You might ask, “Does this evidence clearly prove or illustrate the point in my topic sentence for this paragraph?”
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Reflection check: In one or two sentences, explain how organising and evaluating your evidence log today will help you when you start drafting your editorial.
Show Answer
Sample answer: “Now that my evidence is rated, grouped, and annotated, I can draft paragraphs without wasting time searching for ideas. I know which facts and stories are strongest for supporting my thesis on global inequality.”
🚀 Go Further
Use these extension activities if you want to deepen your evidence work or if you finish early. Teachers may adapt them for group tasks.
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Swap evidence logs with a partner and choose one strong and one weak piece of evidence from their log. Explain your choices kindly.
Show Answer
Teacher guidance: Model respectful language for peer feedback, such as “This is strong because…” and “This could be stronger if…”. Encourage learners to refer to the rating criteria.
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Turn one of your evidence groups (for a reason) into a detailed paragraph outline that includes transitions and SDG references.
Show Answer
Teacher guidance: Invite learners to add linking phrases like “for example,” “as a result,” and “this shows that,” and to mark where they will mention SDG 10 or SDG 16.
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Choose one piece of evidence and search for a second, independent source that gives similar information to strengthen credibility.
Show Answer
Teacher guidance: Use this to demonstrate cross-checking: comparing two sources and discussing what to do if they disagree.
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Create a small “evidence poster” that presents one reason, two pieces of evidence, and one SDG link in a clear, visual way.
Show Answer
Teacher guidance: Display posters around the classroom to support visual learners and keep the global goals visible during writing lessons.
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Start a personal “evidence habits” list in your notebook, writing three good habits you want to keep whenever you research global issues in the future.
Show Answer
Teacher guidance: Encourage habits like checking source credibility, noting dates, recording full sources, and linking local examples to global goals.
🔗 My Reflection
Notebook task: In 7–9 sentences, reflect on your evidence log and how it has changed over this week.
- What does your evidence log look like now compared with when you first started it?
- Which piece of evidence are you most excited to use in your editorial, and why?
- How has learning to judge credibility, relevance, and balance changed the way you see information about global issues?
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