Evidence Based Reasoning is an inclusive phrase for all thinking regarding the use of proof to substantiate, confirm, verify, or corroborate a claim (premise/thesis/conjecture/proposition).
Ideas are the basis of academic discourse and human interaction. Reasoning, here meant as thinking, is used as an umbrella term for all cognitive work necessary for collecting and processing information connected to ideas and academic discourse. Reasoning is necessary for all discourse and argumentation (written and oral) to occur. Within the framework of Argumentation, thinkers must include: 1) a Claim (also known as Thesis, Conjecture, or Premise, depending on the discipline involved), as well as, 2) Evidence (facts: quotes from text, observations of phenomena, low-inference descriptors of aural and visual experiences), and, 3) Reasoning, which may be an explanation of/for the Evidence as well as how the Evidence relates to the Claim. The Reasoning in the Argumentation framework is the “because” behind the Evidence.
EBR is required in ALL grades Kindergarten to 12.
EBR is inclusive of ALL contents: Science, Math, ELA, Social Studies/History, Technology, the Arts, World Languages.
In addition to the above stated definition, standards, and target audience, it is important to note the following from the CCSS ELA Appendix A (page 25): “The value of effective argument extends well beyond the classroom or workplace, however. As Richard Fulkerson (1996) puts it in Teaching the Argument in Writing, the proper context for thinking about argument is one ‘in which the goal is not victory but a good decision, one in which all arguers are at risk of needing to alter their views, one in which a participant takes seriously and fairly the views different from his or her own’ (pp. 16–17). Such capacities are broadly important for the literate, educated person living in the diverse, information-rich environment of the twenty-first century.”