📖 Three Types of Evidence, One Recognition Move

Part of Evidence Moves (Metaphor, Expert Citation, Statistics) · Section 1 of 6

IntroductionUnit: Writing — Persuasive StructureGCSE

This introduction covers 📖 Three Types of Evidence, One Recognition Move within Evidence Moves (Metaphor, Expert Citation, Statistics) for GCSE English Language. Revise Evidence Moves (Metaphor, Expert Citation, Statistics) in Writing — Persuasive Structure for GCSE English Language with 10 exam-style questions and 5 flashcards. This topic shows up very often in GCSE exams, so students should be able to explain it clearly, not just recognise the term. It is section 1 of 6 in this topic. Use this introduction to connect the idea to the wider topic before moving on to questions and flashcards.

📖 Three Types of Evidence, One Recognition Move

A student in a magazine competition wrote: “Processed food is slowly killing us. Scientists say it is bad. The figures are shocking.” They lost to a student who wrote: “Processed food, argues Professor Helen Farrow of UCL, is now the single largest factor in avoidable early death in the UK — a truth the industry has spent forty years and £2.3 billion burying.”

Same claim. Completely different persuasive force. The difference is not confidence — it is evidence type. AQA Q5 rewards writers who know which kind of evidence to use and what to do with it.

Practice questions for Evidence Moves (Metaphor, Expert Citation, Statistics)

Which of these sentences is an example of a metaphor used as persuasive evidence?

  • A. According to Save the Children, one million children in the UK go to school hungry every day.
  • B. Professor Adeyemi of Edinburgh University states that screen time over three hours impairs sleep.
  • C. Seventy-two per cent of teenagers report feeling anxious about their futures.
  • D. Our high streets are not declining — they are haemorrhaging, and no plaster will stop that blood.
1 markfoundation

A writer includes: 'As Dr Priya Mehta of Imperial College London argues, the long-term effects of poor school lunches are indistinguishable from those of childhood poverty itself.' What type of evidence is this, and what is its main persuasive function?

  • A. An expert citation — it borrows institutional authority to make the writer's view feel part of established professional consensus.
  • B. A statistic — it provides a specific measurable claim the reader can check.
  • C. A metaphor — it compares poor lunches to poverty to make the reader feel shocked.
  • D. An anecdote — it tells the story of one person's experience to create sympathy.
1 markfoundation

Quick recall flashcards

What are the three evidence moves in persuasive writing, and what does each one do?
<strong>Metaphor</strong> &mdash; makes an abstract idea vivid and physical; sneaks an argument past the reader&rsquo;s critical defences by making them see the comparison before they can object to it.<br><br><strong>Expert citation</strong> &mdash; borrows authority from a named, credible source; positions the writer&rsquo;s view as part of established consensus rather than personal opinion.<br><br><strong>Statistics</strong> &mdash; grounds the argument in measurable scale; converts individual sympathy into a sense of systemic, universal pattern.<br><br><strong>Key rule:</strong> all three require a <em>function sentence</em> after them &mdash; the sentence explaining what the evidence achieves is where the marks live.
What is the difference between naming an evidence type and explaining its function?
<strong>Naming (L2):</strong> &ldquo;The writer uses a statistic to support their argument.&rdquo; This tells the examiner what the evidence is. It does not earn analysis marks.<br><br><strong>Explaining the function (L4):</strong> &ldquo;The writer deploys &lsquo;one in three&rsquo; immediately after an anecdote, perhaps to shift the reader from individual sympathy to systemic anger.&rdquo; This explains what the evidence achieves beyond simple proof &mdash; that is where AO2 and AO5 marks live.<br><br><em>Rule:</em> always ask &ldquo;why this type of evidence here, rather than a plain statement?&rdquo; The answer to that question is the function.

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