{"id":288,"date":"2017-04-07T00:53:55","date_gmt":"2017-04-07T00:53:55","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-fmcc-english1\/?post_type=chapter&#038;p=288"},"modified":"2017-06-01T15:05:56","modified_gmt":"2017-06-01T15:05:56","slug":"evaluating-sources","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-fmcc-english1\/chapter\/evaluating-sources\/","title":{"raw":"Evaluating Sources","rendered":"Evaluating Sources"},"content":{"raw":"Critical thinking is interwoven in all steps of the research process, and one of the earliest places you will use it is when you collect and evaluate your sources. You have already begun collecting sources for your project, and perhaps you even have a sense of which sources are going to be the most useful. The credibility of your research paper is a function of your sources. If you consult scholarly sources in your field, you will have a better understanding of your issue and provide a well-supported, respectable position. If, on the other hand, you consult only \u201csoft\u201d source material (magazines, for example), your research is going to lack the depth it needs to be convincing.\r\n\r\nThe two main questions you should ask yourself when evaluating sources are:\r\n<ul>\r\n \t<li>Is this source suitable?<\/li>\r\n \t<li>Is this source trustworthy?<\/li>\r\n<\/ul>\r\nNot every suitable source is trustworthy, and not every trustworthy source is suitable.\u00a0In Marvin's example that follows, you'll see that the online professor encourages Marvin to <em>talk\u00a0<\/em>to the right sources. Remember that Marvin already learned about the importance of <em>walking<\/em> to the right places to find good sources. Now,\u00a0Marvin needs to talk with his sources in order to become a part of the conversation on his topic. To do this,\u00a0he needs to find authors who are trustworthy <em>and<\/em> knowledgeable.\r\n<div class=\"textbox examples\">\r\n<h3>Finding Trustworthy Sources<\/h3>\r\n<p class=\"p1 hanging-indent\"><span class=\"s1\">Marvin: If I used a university or government website on bottled water quality, readers would trust me more than if I just used a bottled water company website?<\/span><\/p>\r\n<p class=\"p1 hanging-indent\"><span class=\"s1\">O-Prof: Yes. But to dig deeper into the question of trust, let\u2019s move on to a second metaphor: <i>talking<\/i>. Although the metaphor of <i>walking <\/i>is useful for understanding how to find and document sources, it can give the impression that sources are separate, inert, and neutral things, waiting to be snatched up like gold nuggets and plugged into your writing. In reality, sources are parts of overlapping knowledge networks that connect meanings and the people that make and use them. Knowledge networks are always in flux, since people are always making new meaning. Let\u2019s go back to your health and environment project. Refresh my memory. What kinds of questions do you need answers to before you can write your paper?<\/span><\/p>\r\n<p class=\"p1 hanging-indent\"><span class=\"s1\">Marvin: Well, I need to know if bottled water is truly healthier, like the beverage companies claim. Or would I be just as well off drinking tap water?<\/span><\/p>\r\n<p class=\"p1 hanging-indent\"><span class=\"s1\">O-Prof: To answer this question, you\u2019ll want to find out who\u2019s <i>talking <\/i>about these issues. As Kenneth Burke put it, you can think of sources as voices in an ongoing conversation about the world:<\/span><\/p>\r\n<p class=\"p1\" style=\"padding-left: 30px\"><span class=\"s1\">Imagine that you enter a parlor. You come late. When you arrive, others have long preceded you, and they are engaged in a heated discussion, a discussion too heated for them to pause and tell you exactly what it is about. In fact, the discussion had already begun long before any of them got there, so that no one present is qualified to retrace for you all the steps that had gone before. You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar. Someone answers; you answer him; another comes to your defense; another aligns himself against you, to either the embarrassment or gratification of your opponent, depending upon the quality of your ally\u2019s assistance. However, the discussion is interminable. The hour grows late, you must depart. And you do depart, with the discussion still vigorously in progress. (110\u2013111)<\/span><\/p>\r\n<p class=\"p1 hanging-indent\"><span class=\"s1\">The authors of texts aren\u2019t speaking aloud, of course, but they\u2019re making written statements that others can \u201clisten\u201d and \u201crespond\u201d to. Knowing which texts you can trust means understanding which authors you can trust.<\/span><\/p>\r\n<p class=\"p1 hanging-indent\"><span class=\"s1\">Marvin: How do I figure that out?<\/span><\/p>\r\n<p class=\"p1 hanging-indent\"><span class=\"s1\">O-Prof: It helps to know who the authors are. What they\u2019re saying. Where, when, and to whom they\u2019re saying it. And what their purposes are. Imagine the world as divided into many parlors like the one Kenneth Burke described. You\u2019d want to go to the parlors where people who really know something are <i>talking <\/i>about the topics you\u2019re interested in.<\/span><\/p>\r\n\r\n<\/div>\r\n<h2>Determining Suitability<\/h2>\r\nYour task as a researcher is to determine the appropriateness of the information your source\u00a0contains, for your particular research project. It is a simple question, really: will this source help me answer the research questions that I am posing in my project? Will it help me learn as much as I can about my topic? \u00a0Will it help me\u00a0write an\u00a0interesting, convincing\u00a0essay\u00a0for my readers?\r\n\r\nHere are some reasons to include information:\r\n<ul type=\"disc\">\r\n \t<li>contains facts\/opinions that you need<\/li>\r\n \t<li>contains illustrations or data you need<\/li>\r\n \t<li>contains an overview to establish the context of your paper<\/li>\r\n \t<li>was written by a well known authority or expert<\/li>\r\n \t<li>contains a point of view that illustrates something you are trying to establish<\/li>\r\n \t<li>exemplifies something<\/li>\r\n \t<li>may have a clear explanation of something<\/li>\r\n<\/ul>\r\nReasons to exclude information:\r\n<ul type=\"disc\">\r\n \t<li>it may not be from a scholarly journal<\/li>\r\n \t<li>it may be from a scholarly journal but be too difficult for you to understand<\/li>\r\n \t<li>it may be out of date<\/li>\r\n \t<li>it may not have the point of view you are researching<\/li>\r\n \t<li>it may not contain any new information.<\/li>\r\n \t<li>it may be too narrow (or too broad) in coverage<\/li>\r\n<\/ul>\r\n<h2>Determining Trustworthiness<\/h2>\r\nTo determine the trustworthiness of a source, you want to ensure that a source is current, written by an expert, accurate, and unbiased. You'll want to consider the rhetorical context of a source, including its purpose, audience, and focus.\r\n\r\nOne excellent tool to examine both the reliability and trustworthiness of a source is the C.R.A.A.P method, which stands for:\r\n<ul>\r\n \t<li>Currency: The timeliness of the information<\/li>\r\n \t<li>Relevance: The importance of the information for your needs<\/li>\r\n \t<li>Authority: The source of the information<\/li>\r\n \t<li>Accuracy: The reliability, truthfulness, and correctness of the information<\/li>\r\n \t<li>Purpose: The reason the information exists<\/li>\r\n<\/ul>","rendered":"<p>Critical thinking is interwoven in all steps of the research process, and one of the earliest places you will use it is when you collect and evaluate your sources. You have already begun collecting sources for your project, and perhaps you even have a sense of which sources are going to be the most useful. The credibility of your research paper is a function of your sources. If you consult scholarly sources in your field, you will have a better understanding of your issue and provide a well-supported, respectable position. If, on the other hand, you consult only \u201csoft\u201d source material (magazines, for example), your research is going to lack the depth it needs to be convincing.<\/p>\n<p>The two main questions you should ask yourself when evaluating sources are:<\/p>\n<ul>\n<li>Is this source suitable?<\/li>\n<li>Is this source trustworthy?<\/li>\n<\/ul>\n<p>Not every suitable source is trustworthy, and not every trustworthy source is suitable.\u00a0In Marvin&#8217;s example that follows, you&#8217;ll see that the online professor encourages Marvin to <em>talk\u00a0<\/em>to the right sources. Remember that Marvin already learned about the importance of <em>walking<\/em> to the right places to find good sources. Now,\u00a0Marvin needs to talk with his sources in order to become a part of the conversation on his topic. To do this,\u00a0he needs to find authors who are trustworthy <em>and<\/em> knowledgeable.<\/p>\n<div class=\"textbox examples\">\n<h3>Finding Trustworthy Sources<\/h3>\n<p class=\"p1 hanging-indent\"><span class=\"s1\">Marvin: If I used a university or government website on bottled water quality, readers would trust me more than if I just used a bottled water company website?<\/span><\/p>\n<p class=\"p1 hanging-indent\"><span class=\"s1\">O-Prof: Yes. But to dig deeper into the question of trust, let\u2019s move on to a second metaphor: <i>talking<\/i>. Although the metaphor of <i>walking <\/i>is useful for understanding how to find and document sources, it can give the impression that sources are separate, inert, and neutral things, waiting to be snatched up like gold nuggets and plugged into your writing. In reality, sources are parts of overlapping knowledge networks that connect meanings and the people that make and use them. Knowledge networks are always in flux, since people are always making new meaning. Let\u2019s go back to your health and environment project. Refresh my memory. What kinds of questions do you need answers to before you can write your paper?<\/span><\/p>\n<p class=\"p1 hanging-indent\"><span class=\"s1\">Marvin: Well, I need to know if bottled water is truly healthier, like the beverage companies claim. Or would I be just as well off drinking tap water?<\/span><\/p>\n<p class=\"p1 hanging-indent\"><span class=\"s1\">O-Prof: To answer this question, you\u2019ll want to find out who\u2019s <i>talking <\/i>about these issues. As Kenneth Burke put it, you can think of sources as voices in an ongoing conversation about the world:<\/span><\/p>\n<p class=\"p1\" style=\"padding-left: 30px\"><span class=\"s1\">Imagine that you enter a parlor. You come late. When you arrive, others have long preceded you, and they are engaged in a heated discussion, a discussion too heated for them to pause and tell you exactly what it is about. In fact, the discussion had already begun long before any of them got there, so that no one present is qualified to retrace for you all the steps that had gone before. You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar. Someone answers; you answer him; another comes to your defense; another aligns himself against you, to either the embarrassment or gratification of your opponent, depending upon the quality of your ally\u2019s assistance. However, the discussion is interminable. The hour grows late, you must depart. And you do depart, with the discussion still vigorously in progress. (110\u2013111)<\/span><\/p>\n<p class=\"p1 hanging-indent\"><span class=\"s1\">The authors of texts aren\u2019t speaking aloud, of course, but they\u2019re making written statements that others can \u201clisten\u201d and \u201crespond\u201d to. Knowing which texts you can trust means understanding which authors you can trust.<\/span><\/p>\n<p class=\"p1 hanging-indent\"><span class=\"s1\">Marvin: How do I figure that out?<\/span><\/p>\n<p class=\"p1 hanging-indent\"><span class=\"s1\">O-Prof: It helps to know who the authors are. What they\u2019re saying. Where, when, and to whom they\u2019re saying it. And what their purposes are. Imagine the world as divided into many parlors like the one Kenneth Burke described. You\u2019d want to go to the parlors where people who really know something are <i>talking <\/i>about the topics you\u2019re interested in.<\/span><\/p>\n<\/div>\n<h2>Determining Suitability<\/h2>\n<p>Your task as a researcher is to determine the appropriateness of the information your source\u00a0contains, for your particular research project. It is a simple question, really: will this source help me answer the research questions that I am posing in my project? Will it help me learn as much as I can about my topic? \u00a0Will it help me\u00a0write an\u00a0interesting, convincing\u00a0essay\u00a0for my readers?<\/p>\n<p>Here are some reasons to include information:<\/p>\n<ul type=\"disc\">\n<li>contains facts\/opinions that you need<\/li>\n<li>contains illustrations or data you need<\/li>\n<li>contains an overview to establish the context of your paper<\/li>\n<li>was written by a well known authority or expert<\/li>\n<li>contains a point of view that illustrates something you are trying to establish<\/li>\n<li>exemplifies something<\/li>\n<li>may have a clear explanation of something<\/li>\n<\/ul>\n<p>Reasons to exclude information:<\/p>\n<ul type=\"disc\">\n<li>it may not be from a scholarly journal<\/li>\n<li>it may be from a scholarly journal but be too difficult for you to understand<\/li>\n<li>it may be out of date<\/li>\n<li>it may not have the point of view you are researching<\/li>\n<li>it may not contain any new information.<\/li>\n<li>it may be too narrow (or too broad) in coverage<\/li>\n<\/ul>\n<h2>Determining Trustworthiness<\/h2>\n<p>To determine the trustworthiness of a source, you want to ensure that a source is current, written by an expert, accurate, and unbiased. You&#8217;ll want to consider the rhetorical context of a source, including its purpose, audience, and focus.<\/p>\n<p>One excellent tool to examine both the reliability and trustworthiness of a source is the C.R.A.A.P method, which stands for:<\/p>\n<ul>\n<li>Currency: The timeliness of the information<\/li>\n<li>Relevance: The importance of the information for your needs<\/li>\n<li>Authority: The source of the information<\/li>\n<li>Accuracy: The reliability, truthfulness, and correctness of the information<\/li>\n<li>Purpose: The reason the information exists<\/li>\n<\/ul>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-288\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>Revision and Adaptation. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Walk, Talk, Cook, Eat: A Guide to Using Sources. <strong>Authored by<\/strong>: Cynthia R. Haller. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/www.saylor.org\/site\/wp-content\/uploads\/2013\/01\/writing-spaces-readings-on-writing-vol-2.pdf\">http:\/\/www.saylor.org\/site\/wp-content\/uploads\/2013\/01\/writing-spaces-readings-on-writing-vol-2.pdf<\/a>. <strong>Project<\/strong>: Writing Spaces: Readings on Writing Vol. 2. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><li>Critical Thinking As It Applies to Source Evaluation. <strong>Authored by<\/strong>: Denise Snee, Kristen Houlton, and Nancy Heckel . <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/lgdata.s3-website-us-east-1.amazonaws.com\/docs\/679\/734444\/Snee_2012_Research_Analysis_and_Writing.pdf\">http:\/\/lgdata.s3-website-us-east-1.amazonaws.com\/docs\/679\/734444\/Snee_2012_Research_Analysis_and_Writing.pdf<\/a>. <strong>Project<\/strong>: Research, Analysis, and Writing. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><li>Evaluating Information, the CRAAP method. <strong>Provided by<\/strong>: The University of Rhode Island. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/uri.libguides.com\/start\/craap\">http:\/\/uri.libguides.com\/start\/craap<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>Assessing Usefulness. <strong>Provided by<\/strong>: Virginia Tech. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/info-skills.lib.vt.edu\/evaluating_info\/2.html\">http:\/\/info-skills.lib.vt.edu\/evaluating_info\/2.html<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":26,"menu_order":7,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Walk, Talk, Cook, Eat: A Guide to Using Sources\",\"author\":\"Cynthia R. 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