Using and Evaluating Textual Evidence
Cite specific textual evidence to support analysis of what a text says explicitly and what can be inferred, distinguishing between strong and weak evidence and explaining how the evidence supports a point
Suggested ages 11–14
Evidence of understanding
- Identify a relevant quotation to support an inference about a character's feelings
- Explain why one piece of evidence is stronger than another for supporting a claim
- Use embedded quotations in a written response to back up an analytical point
Assessment prompt
When Using and Evaluating Textual Evidence makes a point about a text in class or in writing, do they back it up with a specific quote or reference — and can they explain whether that evidence strongly supports their point or only weakly?
Standards alignment
RI.6.1
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects · 6
RI.7.1
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects · 7
RI.8.1
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects · 8
RL.6.1
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects · 6
RL.7.1
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects · 7
RL.8.1
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects · 8
Make inferences and refer to evidence
The national curriculum in England: Key stages 1 and 2 framework document · Key Stage 3