An example makes a point clear, and evidence makes it trustworthy. An explanation with only one of the two feels either vague or unsupported.
This lesson is part of the SPM subjects and learning resources section and follows connecting a term with an example and its evidence.
How are the two roles different?
An example answers the reader’s question, “What would this look like?” Evidence answers a different question: “How do you know?”
An example can be invented for practice, such as a school situation. Evidence cannot be invented, because it must point to a real source in your studied materials.
| Example | Evidence | |
|---|---|---|
| Question answered | What does it look like? | How do you know? |
| Source | A situation that fits the point | Textbook, class discussion or approved material |
| Risk if missing | The point stays abstract | The point is only your opinion |
Worked example: label each sentence
This is an original paragraph for practice, about why careful planning matters for a class project. Read it, then see the labels.
- Careful planning helps a group finish a project on time.
- For example, a group that lists tasks and dates on the first day can see which task is falling behind.
- The class discussion on shared responsibility made the same point: tasks work best when each person knows what they own.
- So planning turns a shared goal into clear individual duties.
Labels: sentence 1 is the point, sentence 2 is the example, sentence 3 is the evidence because it names a source the class studied, and sentence 4 is the link that closes the paragraph.
Repair an example-only paragraph
Here is a weaker version: “Careful planning helps a group. For example, a group lists tasks on day one. Another example is a group that shares a calendar.”
The paragraph has a point and two examples, but no evidence. Two examples do not double the support, because they answer the same question.
Repair: keep the first example, replace the second with a sentence of evidence from your notes, and add a closing link. The repaired paragraph has the four labels shown above.
A common mistake: calling an example evidence
A student might label “a group that lists tasks on day one” as evidence. It is an example, because it describes a situation and does not name a studied source.
Try this test. If another believable situation could take its place, the sentence is an example. If it must point to one particular source in your materials, it is evidence.
Check yourself
Label each sentence as point, example or evidence. (a) Checking a source helps prevent mistakes. (b) A student compares a message with the official school notice before replying. (c) The textbook section on careful sharing says claims should be checked first.
Answer
(a) is the point, because it states the claim in general terms.
(b) is an example, because it describes a situation that shows the point.
(c) is evidence, because it names a source in the studied materials.
What to study next
Use the structured-answer self-review tool to label the sentences of one of your own paragraphs, then rewrite the weakest one. If terms still feel unclear, go back to connecting a term with an example and its evidence.
If you want a teacher to go through your paragraphs with you, see online one-to-one Manahij Islamiah tuition. Assessment arrangements remain with your school.