Using data as evidence

Welcome to Using Data as Evidence!

In Unit 2 Section B, you aren't just writing a general essay about how people talk; you are building an academic argument. To make that argument convincing, you need "proof." In English Language, that proof is called data. This chapter will show you how to take the interesting things you found in the Section A texts and use them as powerful evidence to support your points in the Section B essay.

Don't worry if the word "data" sounds a bit scientific! In this subject, data simply means the specific words, sounds, or patterns you find in the texts you are studying. Think of yourself as a language detective: Section A is where you find the clues, and Section B is where you present those clues to the jury to prove your case.

1. What is "Evidence" in Unit 2?

In this specific part of your exam, your evidence comes from the social aspects of language. The syllabus asks you to look at how people use language to:

• Express their identity (who they are).
• Build and keep relationships.
• Show they belong to a social group.
• Claim power and status.
• Use language for play and pleasure.

When you write your Section B essay, you must refer back to the data you analyzed in Section A. If you make a claim—for example, "People in power often use formal language to stay in control"—you need to point to a specific example from the data to prove it.

Key Takeaway: Evidence is the bridge between your "big ideas" about society and the "small details" found in the texts.

2. The Toolkit: Using the Six Language Levels

To use data effectively, you need to describe it using the right "labels." These are the six language levels. Using these ensures your evidence is precise and academic.

Lexis and Semantics (Words and Meanings)

Instead of saying "the writer uses a lot of slang," you might say: "The data shows a high frequency of informal lexis, such as [word], which suggests a shared group identity."

Grammar (Sentence Structure)

Look at how sentences are built. Does a person in power use imperatives (command words)? For example: "The use of the imperative 'Listen' functions as an assertion of status."

Pragmatics (Context and Hidden Meaning)

This is about what is implied. Does the data show people sharing "inside jokes"? This is evidence of group membership because they assume the other person already knows the context.

Phonetics and Phonology (Sounds)

If you are looking at a transcript of speech, look for repeated sounds or emphasis. These can be evidence of someone being playful or trying to persuade an audience.

Discourse (The Whole Text)

How is the conversation or text organized? For example, if one person does all the talking, that discourse pattern is evidence of a power imbalance.

Graphology (Visuals)

If the data is a digital text (like a blog or a forum), the use of bold fonts, emojis, or layout choices acts as evidence for how the group communicates visually.

3. How to "Quote" Data in an Academic Essay

When you bring data into your essay, you should do more than just "drop" a quote in. Follow the Point-Evidence-Analysis approach, but keep it focused on social groups.

Step 1: The Point - State a claim about language and society.
Example: "Members of specialized social groups often use technical language to mark their expertise."

Step 2: The Evidence - Give a specific example from the data.
Example: "For instance, in Text A, the speaker uses the specialized lexis 'bandwidth' and 'latency'."

Step 3: The Analysis - Explain how the evidence proves the point.
Example: "By using these terms, the speaker claims status within the group, as this language creates a barrier for those who do not belong to the technical community."

Quick Tip: Use "hedging" language to sound more academic. Instead of saying "This proves," try saying "This suggests," "This could indicate," or "This appears to represent."

4. Connecting Data to Social Factors

The exam wants to see you connect the "micro" (small details of language) to the "macro" (big social issues). Here is a simple guide on how to link them:

Power and Status: If the data shows someone interrupting others or using very formal grammar, use that as evidence of asserting power.

Identity: If the data shows someone using a specific dialect or "street" slang, use that as evidence of constructing a personal identity or showing loyalty to a region.

Relationship Building: If the data shows people using nicknames or "politeness strategies" (like saying "please" or "would you mind"), use that as evidence of maintaining rapport.

5. Common Mistakes to Avoid

The "Shopping List" Mistake: Don't just list every linguistic feature you found in Section A. Only use the ones that help you answer the essay question in Section B.

The "Vague Claim" Mistake: Avoid saying "The text is very friendly." Instead, use data: "The writer uses first-person plural pronouns ('we', 'us') to create a sense of group rapport and inclusivity."

Ignoring Context: Always remember the audience, purpose, genre, and mode. If the data is from a text message, it will look different than data from a formal interview. Explain why the context makes the language look that way.

Summary Checklist

• Have I used specific examples (data) from the Section A texts?
• Have I labeled my evidence using accurate linguistic terminology (the six levels)?
• Have I explained how the data relates to identity, power, or group membership?
• Is my evidence woven into a clear, academic argument?

For more on how to organize these points, see the chapter on "Building an Academic Argument."