How Authors Use Reasons & Evidence to Support Their Points...

Section 1

Why Do We Study How Authors Make Their Points?

Every day, you read articles, reports, and textbook passages that try to teach you something or convince you of an idea. Have you ever stopped and asked, "Wait — how do I know this is actually true?" That question is the starting point for everything in this lesson. Readers who can spot an author's reasons and evidence become better thinkers, and people have been working on this skill for thousands of years.

About 350 B.C.

The Greek philosopher Aristotle wrote about how speakers and writers should use logic (good reasons) and proof (solid evidence) to persuade people. His ideas are still used today!

1440s

The printing press was invented, and suddenly books and pamphlets were everywhere. Readers had to learn to figure out which writers gave real evidence and which ones just made things up.

1900s

Schools started teaching "critical reading" — the habit of asking why an author says something and what proof they give. Newspapers, magazines, and later TV made this skill more important than ever.

2010

The Common Core State Standards were created. They said that by 5th grade, students should be able to explain how an author uses reasons and evidence to support particular points in a text.

Today

We now live in the age of the internet. Millions of articles, blog posts, and social media messages compete for your attention. Being able to check the evidence behind a claim is one of the most important skills you can have.

So here is the big question this lesson answers: When you read an informational text, how do you figure out what the author's point is, what reasons they give, and whether the evidence actually supports those reasons? Let's find out!

Section 2

Core Ideas You Need to Know

Before we jump in, let's lock down four key vocabulary words. Think of them as building blocks — once you know them, everything else in this lesson will make sense.

Point (or Claim)

The main idea the author wants you to believe or understand. It is usually a single, clear statement. Example: "Bees are important for growing food."

Reason

A logical explanation that tells why the point is true. A reason answers the question "Why?" Example: "Bees carry pollen from flower to flower, which helps plants make fruit."

Evidence

The facts, data, examples, or quotes that prove a reason is true. Evidence answers the question "How do you know?" Example: "Scientists found that one-third of the food we eat depends on bee pollination."

Supports

When a reason or piece of evidence connects logically to the point and makes it stronger, we say it "supports" the point. If the evidence doesn't match, it does not support the point.

✦ KEY TAKEAWAY

Think of it like a table. The point is the tabletop — the big idea the author holds up. The reasons are the legs that hold the table up. And the evidence is the glue and screws that keep each leg strong. If the legs are wobbly or missing glue, the table falls down — and the author's point falls down, too!

Section 3

See It: The Point–Reason–Evidence Diagram

The picture below shows how a point, reasons, and evidence are connected. Start at the top with the author's point. Below it are reasons (the "why"), and below each reason is evidence (the "proof"). Notice how everything builds upward to support the point.

Figure 1 — The Point–Reason–Evidence tree. Everything builds upward.

Look at the diagram above. The author's point sits at the top like a roof. The two reasons hold it up like walls. And the evidence at the bottom is the foundation that keeps the walls standing. When you read an informational text, your job is to figure out which part is the point, which parts are reasons, and which parts are evidence. Then you can decide: Does the evidence really support the point?

Section 4

How to Find the Point, Reasons, and Evidence

Here is a step-by-step method you can use every time you read an informational text. Think of it as a detective checklist — you're looking for clues!

Step-by-Step Method

Step 1 — Find the PointAsk: What is the author trying to convince me of, or what big idea do they want me to understand? Look at the title, the first paragraph, and the last paragraph. The point is often stated in one clear sentence.

Step 2 — Find the ReasonsAsk: Why does the author think this point is true? Reasons usually start with words like "because," "since," "one reason is," or "first." Each body paragraph often gives one reason.

Step 3 — Find the EvidenceAsk: What facts, numbers, examples, or expert quotes does the author give to prove each reason? Look for specific details — not just opinions.

Step 4 — Check the ConnectionAsk: Does the evidence actually support the reason? Does the reason actually support the point? If something doesn't connect, the author's argument is weak.

Let's look at signal words — special words and phrases that tell you whether you are reading a point, a reason, or a piece of evidence.

What You're Looking For	Signal Words & Phrases	Example
Point / Claim	"I believe…," "The most important…," title of the article, topic sentence	"Recycling should be required in every school."
Reason	"Because…," "One reason is…," "First…," "This is important because…"	"One reason is that recycling reduces trash in landfills."
Evidence	"According to…," "Studies show…," "For example…," "In fact…," numbers & data	"According to the EPA, recycling saves 1.6 million tons of waste each year."

✦ KEY TAKEAWAY

Think of reading an informational text like being a judge in a courtroom. The author is the lawyer making a case. The point is the lawyer's big argument. The reasons are the explanations the lawyer gives to the jury. And the evidence is the proof — photos, fingerprints, and witnesses — that the lawyer shows to back everything up. Your job as the judge is to decide: Is this evidence strong enough?

Section 5

Types of Evidence Authors Use

Not all evidence is the same. Some kinds of evidence are very strong, and some are weaker. Knowing the difference helps you decide if an author really proved their point. Let's explore the most common types.

Figure 2 — Five types of evidence, ranked from strongest to weakest.

When you're reading, statistics and expert quotes are usually the strongest evidence because they come from research and people who are trained in the subject. Facts are also strong — they can be proven. Examples can be helpful, but one example doesn't prove something is always true. And personal opinions are the weakest type of evidence because they don't prove anything — they only tell you how one person feels.

Good authors mix different types of evidence together. If you see an article that uses a statistic and an expert quote and a real-world example, that's usually a very strong argument!

Section 6

Worked Example: Let's Practice Together

Read the short passage below. Then we'll walk through it step by step to find the point, reasons, and evidence.

📖 Sample Passage — "Why Schools Need Recess"

Recess is one of the most important parts of the school day. One reason is that physical activity helps students focus. According to a study by the American Academy of Pediatrics, children who have at least 20 minutes of recess each day score higher on tests of attention. Another reason is that recess helps students make friends and learn social skills. For example, at Lincoln Elementary, students who played group games at recess reported feeling happier and more included. Schools that want their students to succeed should protect recess time.

Walking Through the Passage

Step 1 — Find the PointAsk: What is the author trying to convince me of? The very first sentence says, "Recess is one of the most important parts of the school day." The last sentence also says schools "should protect recess time." That's the point!

POINT: Recess is one of the most important parts of the school day.

Step 2 — Find the ReasonsNow ask: Why does the author think this? The passage says "One reason is…" and "Another reason is…" Those signal words make the two reasons easy to spot.

REASON 1: Physical activity helps students focus. REASON 2: Recess helps students make friends and learn social skills.

Step 3 — Find the EvidenceNow ask: What proof does the author give? For Reason 1, the passage cites a study: "According to a study by the American Academy of Pediatrics, children who have at least 20 minutes of recess score higher on tests of attention." For Reason 2, the passage gives an example from a real school.

EVIDENCE A: A study by the American Academy of Pediatrics shows 20 minutes of recess improves attention scores. (Expert study / statistic) EVIDENCE B: At Lincoln Elementary, students in group games felt happier and more included. (Real-world example)

Step 4 — Check the ConnectionDoes Evidence A support Reason 1? Yes! The study is about attention and focus, which matches the reason. Does Evidence B support Reason 2? Yes! The example is about friendship and feeling included, which matches the reason about social skills. Both reasons connect back to the point that recess is important. The author's argument is well-supported.

Section 7

What Makes Evidence Strong or Weak?

Not every piece of evidence is created equal. Sometimes an author says something that sounds convincing but doesn't really prove the point. Here's a comparison to help you tell the difference.

Strong Evidence	Weak Evidence
Comes from a trusted source (scientists, research groups, government data)	Comes from an unknown or unnamed source ("Some people say…")
Uses specific numbers or data ("87% of students…")	Uses vague language ("a lot of students…")
Directly connects to the author's reason	Is interesting but doesn't match the reason (off-topic)
Can be checked — you could look it up	Cannot be checked — it's just an opinion or a feeling
Includes multiple types (fact + statistic + example)	Relies on only one personal story or opinion

✦ KEY TAKEAWAY

Imagine you're baking cookies. Strong evidence is like following a recipe from a famous chef — it's tested, specific, and reliable. Weak evidence is like someone saying, "Throw in some flour — I think it'll work." Maybe it will, but you can't trust it the same way. When you read, always ask: Could I check this information? Does it connect to the point?

Section 8

Going Deeper: From Reading to Writing

Everything you've learned in this lesson doesn't just make you a better reader — it also makes you a better writer. When you write your own informational or opinion essays, you need to do exactly what good authors do: state your point, give reasons, and back them up with evidence.

Skill You're Learning Now	How It Helps You as a Writer
Finding the author's point	You learn to write a clear thesis statement at the beginning of your own essays.
Identifying reasons	You learn to organize your essay into paragraphs that each give one logical reason.
Spotting evidence	You learn to include facts, data, and examples in your own writing to prove your ideas.
Checking connections	You learn to make sure every paragraph connects back to your main point so your essay makes sense.

In 6th grade and beyond, you'll start learning about even more ways authors build arguments — like addressing the opposite side's point of view (called a counterargument) and explaining why their side is still stronger. For now, mastering point → reason → evidence is the foundation for all of that future work. You're building a skill that will help you all the way through school and into adult life!

Section 9

Practice Problems

Try these five problems on your own. Click Show Answer when you're ready to check your thinking. Good luck — you've got this!

PROBLEM 1 — CONCEPTUAL

What is the difference between a reason and a piece of evidence?

PROBLEM 2 — BASIC IDENTIFICATION

Read this sentence: "According to NASA, the average temperature on Mars is −80°F." Is this sentence a point, a reason, or a piece of evidence? How do you know?

PROBLEM 3 — INTERMEDIATE

Read this passage: "Students should read for at least 20 minutes every night. Reading builds vocabulary, which helps students do better on tests. A report from the National Reading Panel found that students who read daily knew 50% more words than students who did not." Identify the point, the reason, and the evidence in this passage.

PROBLEM 4 — APPLIED

Read this passage: "Our town should build a new community garden. Gardens teach people how to grow their own food. My neighbor says gardens are pretty. Last year, a community garden in Springfield helped 200 families save money on groceries." This passage has one strong piece of evidence and one weak piece of evidence. Which is which, and why?

PROBLEM 5 — CHALLENGE

Imagine you are writing a paragraph about this point: "Schools should serve healthier lunches." Write one reason and one piece of evidence that would support this point. Then explain what type of evidence you chose (statistic, expert quote, fact, or example) and why it makes your argument strong.

Summary

Putting It All Together

In this lesson, you learned how to break apart an informational text and understand how the author built their argument. Every strong informational text has three layers: the point (the main idea the author wants you to understand or believe), the reasons (the logical explanations for why the point is true), and the evidence (the specific facts, statistics, expert quotes, and examples that prove the reasons). You practiced using a four-step method — find the point, find the reasons, find the evidence, and check the connection — to take apart real passages like a detective.

You also learned that not all evidence is equally strong. Statistics, expert quotes, and checkable facts are the strongest types of evidence, while personal opinions are the weakest. Strong evidence connects directly to the author's reason, and strong reasons connect directly to the author's point. When everything links together, the argument is solid. When a link is missing, the argument falls apart. Best of all, this reading skill is also a writing skill — now you know how to build your own powerful paragraphs with clear points, strong reasons, and convincing evidence!