K. Lynn Savage outlines three difference activities to encourage learners to cite evidence.
For advanced-level ESL learners, the anchor identifies a new element – not just discussion, but citing evidence in that discussion. It identifies three situations in which students should be able to cite evidence: (1) when probing and reflecting on ideas under discussion, (2) when responding to others’ questions and comments, observations, and ideas, and (3) when qualifying or justifying their own views.
Here are three different kinds of activities that develop those skills.
Use listening and reading passages to provide information
Before students are expected to cite evidence, they need to have information about a topic, through a listening or a reading passage, and a follow-up activity to ensure that they understood the passage. Only after the presentation and check for understanding are students ready to cite evidence in their discussions.
Example #1 (from Ventures Transitions, p. 3, Exercises 2A, 2B, 2C)
Provide practice in summarizing
Citing evidence doesn’t have to be direct quotes, and it doesn’t usually require restating all ideas. Students need to recognize key ideas and paraphrase them. After students have read a passage, have them work with a partner to practice restating the key points.
Example #2 (from Ventures Transitions pp 88-89, Exercises 2 and 3C)
Have students work collaboratively
When students are given a task to do together they have to communicate. In other words, they ask and answer questions, make observations, and share ideas. Tasks such as comparing answers to questions and matching examples with concepts result in that kind of communication.
Example #3 (from Ventures Transitions, p. 8 Exercise 2 Read and p. 9 Exercise 3A Interpret)
In summary, citing evidence requires that students work together, have information to refer to and are able to paraphrase key points in that information.