1. What are the main purposes writers use evidence to strengthen their arguments?

2. How does the Declaration of Independence use a list of King George's offenses to illustrate and amplify its central claim?

3. What is the difference between using evidence to illustrate a point and using evidence to amplify a point?

1. What is mood and how does it relate to pathos in an argument?

2. How does the formal, academic language in the Declaration of Independence's opening establish an appropriate mood for its audience and purpose?

3. How does Josephine Baker's use of personal experience and direct address create a different mood than the Declaration, and why is this mood effective for her rhetorical situation?

1. Why must writers consider their audience when selecting evidence, and what makes evidence valid for a particular audience?

2. How do broadly accepted claims like 'all men are created equal' strengthen the reasoning behind an argument?

3. How can a writer maintain credibility when presenting evidence, and what types of evidence might weaken credibility?

1. What two problems limited the early COVID-19 vaccine studies, and how do these problems relate to the concept of sufficient evidence?

1. What factors determine whether evidence has high quality, and how should writers evaluate the authority of their sources?

2. Why would Greta Thunberg's use of anecdotal evidence from a friend be less effective than her use of data from the Intergovernmental Panel on Climate Change?

3. How does the timeliness of evidence affect its quality, and when might older sources be more appropriate than newer ones?

1. How does the purpose of an argument affect the quantity of evidence a writer needs to include?

2. Why might a skeptical audience require more evidence than a sympathetic audience to accept a claim?