02 Sep Anderson and Tyler’s main claim is ‘read to determine ways of thinking about the topic’ (23), which is a judgment claim.? If you do not know how to create an in-text citation and/
Use the link below and an answer the two questions below 200 words in MLA format
https://www.harvardmagazine.com/print/2752?page=all Please follow all steps thanks i need it in 4 hours
For this discussion, you will focus specifically on two concepts from the source you will use for your textual analysis: claims and evidence.
In separate paragraphs, answer the following questions.
- For the reading selection, you have chosen for this discussion, identify the various kinds of claims the author uses to support his/her overall ideas. Provide examples from the text to support your identifications. You must use in-text citations and provide the Work Cited entry. Use the academic words related to types of claims (fact, judgment, policy, and value) when you discuss them. An example of how this should be written follows.
- Anderson and Tyler's main claim is "read to determine ways of thinking about the topic" (23), which is a judgment claim.
- If you do not know how to create an in-text citation and/or Works Cited entry, go to this link. Look for the type of source you have and you will see how to do this.
- Identify and summarize the kinds of evidence used for each claim. Then, evaluate the evidence. Is this evidence convincing? What other evidence could the writer use to make a stronger claim? Provide examples from the text to support your identifications. You must use in-text citations and provide the Works Cited. Use the academic words related to types of evidence (anecdotal, testimonial, hypothetical, observational, and statistical) when discussing them. The following example uses this language and provides proper in-text citations and source integration.
- To support their judgement claim, Anderson and Tyler provide observational and statistical evidence through the use of data based on their long term study (26-27). The authors demonstrate that upward of 90% of the students who read to think increased their score on the work by two letter grades (Anderson and Tyler 27).
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