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Class 10 · Language and expression

Write a one-page evidence brief

The principal has two minutes to read your idea. What do you put first?

What you will learn: Structure a brief with question, evidence, analysis and a recommendation.

Small test at the end: scroll down to the end of this page for five short questions that check what you have learnt. Tap an answer, then press Check answer. Go to the questions ↓

Jump to: Check yourself · For grown-ups · For teachers

Safety first

No names on surveys. Ask the teacher first.

Keep it safe:

  • Use anonymous data only: no names on survey sheets.
  • Ask the teacher before running any survey.

You will need

  • Paper and pencil
  • DataFrom an anonymous class survey, or the example on this page.

Time: About 1 hour.

The story

Tara has an idea: two minutes at each break for students to refill their water bottles. The principal agrees to meet her and says, "I have two minutes. Go." Tara has a whole notebook of survey results. What should she say first?

The idea

A brief leads with the recommendation, so a busy reader knows straight away what you are asking for.

Then the evidence: each claim points to where it came from, with numbers, dates and sources.

Then the analysis: what the evidence means, with any calculations, such as percentages.

Then the limitations: what the evidence cannot show. This tells readers how far to trust the recommendation.

Four stacked boxes. 1, recommendation: refill water bottles at every break. 2, evidence: 42 of 60 students skip water at school, survey, 3 November. 3, analysis: 42 of 60 is 70 per cent; main reason, no time at break. 4, limitations: one school, 60 students, one day, self-reported answers.The shape of an evidence brief1. RECOMMENDATIONRefill water bottles at every break2. EVIDENCE42 of 60 skip water at school (survey, 3 Nov)3. ANALYSIS42 of 60 = 70%; main reason: no time at break4. LIMITATIONSOne school, 60 students, one day;self-reported answers
Four stacked boxes. 1, recommendation: refill water bottles at every break. 2, evidence: 42 of 60 students skip water at school, survey, 3 November. 3, analysis: 42 of 60 is 70 per cent; main reason, no time at break. 4, limitations: one school, 60 students, one day, self-reported answers.

Worked example

A brief about drinking water at school

  1. Recommendation: "Allow two minutes at each break for refilling water bottles."
  2. Evidence: "42 of 60 students said they skip drinking water at school (anonymous survey, 3 Nov)."
  3. Analysis: 42 ÷ 60 = 70%. Most said there was no time at break.
  4. Limitations: one school, one day, and answers were self-reported.

In under a page, the principal sees what to do, why, and how sure the evidence is.

Try it

  1. Choose a question.

    Something your school could act on.

  2. Gather evidence.

    An anonymous survey or a count. Note the date and the source.

  3. Analyse.

    Totals, percentages, and the main pattern.

  4. Write the brief.

    Recommendation, evidence, analysis, limitations. One page.

  5. Check every claim.

    Does each sentence point to its evidence?

What you make (paper or offline)

Your evidence brief

The four parts of an evidence brief in order.The shape of an evidence brief1. RECOMMENDATIONRefill water bottles at every break2. EVIDENCE42 of 60 skip water at school (survey, 3 Nov)3. ANALYSIS42 of 60 = 70%; main reason: no time at break4. LIMITATIONSOne school, 60 students, one day;self-reported answers
The four parts of an evidence brief in order.

A one-page brief in four parts.

Every claim linked to its evidence.

At least two limitations.

Make it on paper. Keep it with you. Nothing to upload.

Check yourself

Five questions about what this page teaches. Choose an answer and press Check answer, or open "See the answer and why". Nothing is saved or sent: your choices stay on this screen and disappear when you leave or reload the page.

  1. Question 1 of 5What does an evidence brief lead with?

    See the answer and why
    • A. What you recommend Correct. A busy reader sees the main point first.
    • B. The limitations Not this one. Limitations come last, after the evidence.
    • C. The list of references Not this one. References support the brief. They do not lead it.
    • D. A long history of the topic Not this one. History can come later if needed, but not first.
  2. Question 2 of 5Which sentence points to its evidence?

    See the answer and why
    • A. "Many people feel this is a serious problem." Not this one. Who, how many, and how do we know?
    • B. "Water is very important for health." Not this one. True, but it does not point to evidence about this school.
    • C. "42 of 60 students said they skip water (survey, 3 Nov)." Correct. It gives numbers, a source and a date.
    • D. "Everyone knows students do not drink water." Not this one. It gives no evidence.
  3. Question 3 of 542 of 60 students skip water at school. What percentage is that?

    See the answer and why
    • A. 70% Correct. 42 ÷ 60 = 0.7 = 70%.
    • B. 60% Not this one. 60 is the total asked.
    • C. 42% Not this one. 42 is the number of students, not the percentage.
    • D. 18% Not this one. 18 is the number who do not skip water.
  4. Question 4 of 5Why include limitations in a brief?

    See the answer and why
    • A. To hide weak evidence Not this one. Limitations reveal weaknesses rather than hiding them.
    • B. So readers know how far to trust the advice Correct. Honest limits help readers judge the evidence behind the recommendation.
    • C. Because limitations replace the evidence Not this one. They come alongside the evidence.
    • D. To make the brief longer Not this one. A brief should be short. Limits are there for honesty.
  5. Question 5 of 5Which is a limitation of the drinking-water survey?

    See the answer and why
    • A. It used numbers Not this one. Numbers make the evidence clearer.
    • B. The survey had a date Not this one. A date is a strength: it shows when the data was collected.
    • C. Only 60 students in one school were asked, on one day Correct. It may not represent other days or schools.
    • D. It gave advice Not this one. Giving advice is the purpose of the brief, not a weakness.

Think back

Which part of the brief was hardest to write?

Would your recommendation change with more evidence?

Investigate further

  • Turn your brief into a one-minute talk.
  • Read a short official notice. Does it lead with the main point?

For grown-upsTap a heading to open it. The safety notes are at the top of the page.

Before you start
  • Help think of a question your school or home could act on.
Questions that help
  • "Where did that number come from?"
  • "What can this evidence not tell us?"
What's really going on

Briefs are used in government, business and science so decision-makers get the point and its basis quickly.

Anonymous surveys protect privacy and often get more honest answers.

Other ways to do it
  • Write a brief for your family about a change at home, using a count you made.

For teachersLearning aims, classroom ideas and what to look for.

Learning aims
  • Structure a brief: recommendation, evidence, analysis, limitations.
  • Link every claim to evidence and state limitations.
Subject links
  • Language: report writing.
  • Mathematics: percentages.
  • Social science: civic participation.

These links are general. They have not been checked against a specific board syllabus.

In the classroom
  • Pairs exchange briefs and highlight any claim without evidence.
What to look for
  • Recommendation first.
  • Evidence with sources and dates; honest limitations.
ProLearners Assist