Session 07  ·  Student Handout  ·  Phase 2 · Information & Ideas

Command of Evidence — Textual

Evidence questions don't ask "what is true?" — they ask "what proves THIS specific claim?" The difference between topic-relevant and claim-relevant evidence is the entire skill.

Most Common I&I Trap Information & Ideas Session 07 · Phase 2
01 The 3-Step Evidence Method
The Core Principle
Every evidence question gives you a specific claim and asks which quotation, finding, or statement best supports (or weakens) it. The trap is choosing an answer that is about the same topic as the claim but doesn't actually prove the claim. Isolating the exact claim before reading choices is the only reliable protection.
Step 1
Isolate the Claim
Identify exactly what statement is being made. Underline it. Reduce it to its core: "The claim is that ___."
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Step 2
Define What Proof Looks Like
Ask: "What kind of statement would directly prove this claim?" Formulate your own answer before reading the choices.
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Step 3
Test Each Choice
For each choice: does this directly prove the isolated claim, or is it merely related to the same topic? Eliminate topic-relevant but claim-irrelevant answers.
Claim Isolation Template
"The claim is that [subject] [does / causes / produces / is associated with] [specific outcome]."
Write this sentence in your margin before reading the choices. The correct evidence will contain a direct measurable or logical connection between the subject and that specific outcome — not just information about the subject in general.
02 Topic-Relevant vs. Claim-Relevant Evidence

This distinction is the heart of the entire session. Most wrong answers on evidence questions are about the same topic as the claim — they just don't prove it.

The ClaimTopic-Relevant (Wrong — doesn't prove it)Claim-Relevant (Correct — directly proves it)
"Urban green spaces reduce stress in city residents." Many cities invest heavily in park maintenance.
Stress is a major health risk in urban areas.		 City residents who visit parks weekly show measurably lower cortisol than those who don't.
"Bilingualism strengthens executive function in children." Children in bilingual households speak two languages fluently.
Executive function is important for academic success.		 Bilingual children scored significantly higher than monolingual peers on standardized executive function tests.
"Early childhood education reduces long-term poverty rates." Government spending on early education has increased.
Poverty is linked to poor educational outcomes.		 Adults who attended high-quality preschool programs earned 25% more and had lower poverty rates by age 40.
The Proof Test — Apply to Every Choice
After reading each choice, ask: "If this statement is true, does it directly prove the claim?" Not "is it about the same topic?" — but "does it prove THIS specific claim?" If you have to add steps or background knowledge to connect it to the claim, it's topic-relevant but not claim-relevant.
03 The 4 Evidence Answer Types
Type 1 — Correct
Direct Evidence
Directly measures or demonstrates the claim. Contains a clear causal or correlational link between the subject and the claimed outcome, with specific data, results, or examples.
"Students who slept 9+ hours scored 15% higher on memory consolidation tests than those who slept fewer than 7."
Type 2 — Wrong (Most Common Trap)
Topic-Relevant Only
About the same subject but doesn't prove the specific claim. It might tell you something true about the topic — but not the outcome being claimed.
"Most high school students report feeling tired during morning classes." (True, but doesn't prove sleep causes better memory scores.)
Type 3 — Wrong (Partial Trap)
Half-Right Evidence
Mentions the right subject and the right outcome, but gets the direction or specifics wrong. Often gets the numbers, population, or relationship slightly off.
"Teenagers who slept more reported feeling better" — supports wellbeing, not memory consolidation specifically.
Type 4 — Weaken Sub-type
Weakening Evidence
Some questions ask which choice WEAKENS or CHALLENGES the claim. Correct answer must directly contradict the claimed relationship — not just be unrelated or about a different topic.
"A large study found no significant difference in memory scores between students sleeping 7 vs. 9 hours."
04 Worked Examples
Worked Example 1 Support question · Social Science
Social Science
A sociologist argues that access to quality early childhood education meaningfully reduces long-term economic inequality. Which finding, if true, would most directly support this claim?
Step 1 — Isolated Claim: "Early childhood education reduces long-term economic inequality."
Step 2 — What proof looks like: A finding showing that people who had early childhood education ended up with better economic outcomes (less inequality) — with a direct, measurable link.
Which choice best supports the claim?
AGovernment spending on early childhood education programs has increased significantly over the past two decades.— Topic-relevant. More spending doesn't prove it reduces inequality.
BChildren who attended high-quality preschool programs earned, on average, 25% more by age 40 and had significantly lower poverty rates than comparable peers who did not.✓ Direct evidence — links early education → measurably better economic outcomes.
CEconomic inequality has been growing in many countries since the 1980s.— Topic-relevant. About inequality, but doesn't connect it to early education at all.
DEducation at all levels has been shown to improve individual outcomes across many dimensions.— Too broad. "All levels" and "many dimensions" don't prove early childhood education reduces economic inequality specifically.

Key: B is the only choice with a direct, measurable link between the subject (early education) and the specific claimed outcome (reduced economic inequality). A and C are about the topic but prove nothing about the claim. D is too broad — "all levels" includes things other than early childhood education.

Worked Example 2 Weaken question · Natural Science
Natural Science
A researcher claims that reducing screen time before bed significantly improves sleep quality in adolescents. Which finding, if true, would most directly WEAKEN this claim?
Step 1 — Isolated Claim: "Reducing screen time before bed improves sleep quality in adolescents."
Step 2 — What weakening looks like: A finding showing that reducing screen time does NOT improve sleep quality — or that something else explains the improvement (not the screen time reduction).
Which choice most directly weakens the claim?
AAdolescents who use their phones before bed report enjoying their evening routines.— Topic-relevant but doesn't address sleep quality outcomes.
BSleep quality is influenced by many factors beyond screen exposure, including diet and exercise.— Close, but this only says other factors matter — it doesn't directly contradict the claim that screen time also matters.
CA controlled study found no statistically significant difference in sleep quality between adolescents who reduced screen time and those who did not.✓ Directly weakens — same population, same outcome, opposite result. No difference means no effect.
DScreen time before bed has increased significantly among teenagers over the past decade.— Topic-relevant (about screen time) but says nothing about its effect on sleep quality.

Key for weaken questions: The correct answer must directly contradict the claimed relationship — not just be about a related topic. B is tempting because it says other factors matter, but it doesn't say screen time has NO effect. C directly refutes the claim with the same study population and outcome measure.

Session 7 — The Three Rules
Ready to practice?

14 questions across science, social science, and history. Guided practice includes close-but-wrong feedback explaining exactly why each wrong choice fails. Timed section includes 2 "weaken this claim" questions.

Open Session 7 Exercises →