Skip to main content
Humanities LibreTexts

7.10: Evaluating and Processing Your Sources

  • Page ID
  • \( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

    \( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)

    \( \newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\)

    ( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\)

    \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)

    \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\)

    \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)

    \( \newcommand{\Span}{\mathrm{span}}\)

    \( \newcommand{\id}{\mathrm{id}}\)

    \( \newcommand{\Span}{\mathrm{span}}\)

    \( \newcommand{\kernel}{\mathrm{null}\,}\)

    \( \newcommand{\range}{\mathrm{range}\,}\)

    \( \newcommand{\RealPart}{\mathrm{Re}}\)

    \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)

    \( \newcommand{\Argument}{\mathrm{Arg}}\)

    \( \newcommand{\norm}[1]{\| #1 \|}\)

    \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)

    \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\AA}{\unicode[.8,0]{x212B}}\)

    \( \newcommand{\vectorA}[1]{\vec{#1}}      % arrow\)

    \( \newcommand{\vectorAt}[1]{\vec{\text{#1}}}      % arrow\)

    \( \newcommand{\vectorB}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

    \( \newcommand{\vectorC}[1]{\textbf{#1}} \)

    \( \newcommand{\vectorD}[1]{\overrightarrow{#1}} \)

    \( \newcommand{\vectorDt}[1]{\overrightarrow{\text{#1}}} \)

    \( \newcommand{\vectE}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{\mathbf {#1}}}} \)

    \( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

    \( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)

    Determining Whether a Source Is Relevant

    At this point in your research process, you may have identified dozens of potential sources. It is easy for writers to get so caught up in checking out books and printing out articles that they forget to ask themselves how they will use these resources in their research. Now is a good time to get a little ruthless. Reading and taking notes takes time and energy, so you will want to focus on the most relevant sources.

    You may benefit from seeking out sources that are current, or up to date. Depending on your topic, sources may become outdated relatively soon after publication, or they may remain useful for years. For instance, online social networking sites have evolved rapidly over the past few years. An article published in 2002 about this topic will not provide current information. On the other hand, a research paper on elementary education practices might refer to studies published decades ago by influential child psychologists. When using websites for research, look on the webpage to see when the site was last updated. Many non-functioning links are a sign that a website is not regularly updated. Do not be afraid to ask your instructor, tutors, and librarians for suggestions if you find that many of your most relevant sources are not especially reliable, or that your most reliable sources are not relevant.

    To weed through your collection of books and articles, skim their contents. Read quickly with your research questions and subtopics in mind. The following tips explain how to skim to get a quick sense of what topics are covered. If a book or article is not especially relevant, put it aside. You can always come back to it later if you need to.

    Tips for Skimming Books

    1. Read the book cover and table of contents for a broad overview of the topics covered.
    2. Use the index to locate more specific topics and see how thoroughly they are covered.
    3. Flip through the book and look for subtitles or key terms that correspond to your research.

    Tips for Skimming Articles

    1. Journal articles often begin with an abstract or summary of the contents. Read it to determine the article’s relevance to your research.
    2. Skim the introduction and conclusion for summary material.
    3. Skim through subheadings and text features such as sidebars.
    4. Look for keywords related to your topic.

    Determining Whether a Source Is Reliable

    All information sources are not created equal. Sources can vary greatly in terms of how carefully they are researched, written, edited, and reviewed for accuracy. Common sense will help you identify obviously questionable sources, such as tabloids that feature tales of alien abductions, or personal websites with glaring typos. Sometimes, however, a source’s reliability—or lack of it—is not so obvious. To evaluate your research sources, you will use critical thinking skills consciously and deliberately.

    Sources you encounter will be written for distinct purposes and with particular audiences in mind, which may account for differences such as the following:

    • How thoroughly writers cover a given topic
    • How carefully writers research and document facts
    • How editors review the work
    • What biases or agendas affect the content

    A journal article written for an academic audience for the purpose of expanding scholarship in a given field will take an approach quite different from a magazine feature written to inform a general audience. Textbooks, hard news articles, and websites approach a subject from different angles as well. To some extent, the type of source provides clues about its overall depth and reliability. Use the following descriptions of types of sources to help you determine the quality of your sources.

    • High Quality Sources provide the most in-depth information. They are written and reviewed by subject-matter experts. Examples: books published by University presses and articles in scholarly journals, such as Mosaic: A Journal for the Interdisciplinary Study of Literature; trade books and magazines geared toward an educated general audience, such as Smithsonian Magazine; government documents; documents by reputable organizations, such as universities and research institutes.
    • Varied Quality Sources are often useful; however, they do not cover subjects in as much depth as high-quality sources, and they are not always rigorously researched and reviewed. Some, such as popular magazine articles or company brochures, may be written to market a product or a cause. Textbooks and reference books are usually reliable, but they may not cover a topic in great depth. Use them with caution. Examples: news stories and feature articles (print or online) from reputable newspapers, magazines, or organizations, such as The New York Times or the Public Broadcasting Service; popular magazine articles, which may or may not be carefully researched and fact checked; documents by businesses and nonprofit organizations.
    • Questionable Sources are often written primarily to attract a large readership or to present the author’s opinions, and they are not subject to careful review. Generally, avoid using these as final sources. If you want to use a source that fits into this category, then carefully evaluate it using criteria below. Examples: loosely regulated or unregulated media content, such as Internet discussion boards, blogs, free online encyclopedias, talk shows, television news shows with obvious political biases, personal websites, and chat rooms.

    Even when you are using a type of source that is generally reliable, you will still need to evaluate the author’s credibility and the publication itself on an individual basis. To examine the author’s credibility—that is, how much you can believe of what the author has to say—examine his or her credentials. What career experience or academic study shows that the author has the expertise to write about this topic? Keep in mind that expertise in one field is no guarantee of expertise in another, unrelated area. For instance, an author may have an advanced degree in physiology, but this credential is not a valid qualification for writing about psychology. Check credentials carefully.

    Just as important as the author’s credibility is the publication’s overall reputability. Reputability refers to a source’s standing and reputation as a respectable, reliable source of information. An established and well-known newspaper, such as The New York Times or The Wall Street Journal, is more reputable than a college newspaper put out by comparatively inexperienced students. A website that is maintained by a well-known, respected organization and regularly updated is more reputable than one created by an unknown author or group.

    Whenever you consult a source, always think carefully about the author’s or authors’ purpose in presenting the information. Few sources present facts completely objectively. In some cases, the source’s content and tone are significantly influenced by biases or hidden agendas. Bias refers to favoritism or prejudice toward a particular person or group. For instance, an author may be biased against a certain political party and present information in a way that subtly—or not so subtly—makes that organization look bad. Bias can lead an author to present facts selectively, edit quotations to misrepresent someone’s words, and distort information. Hidden agendas are goals that are not immediately obvious but influence how an author presents the facts. For instance, an article about the role of beef in a healthy diet would be questionable if it were written by a representative of the beef industry—or by the president of an animalrights organization. In both cases, the author would likely have a hidden agenda.

    As Jorge conducted his research, he read several research studies in which scientists found significant benefits to following a low-carbohydrate diet. He also noticed that many studies were sponsored by a foundation associated with the author of a popular series of low-carbohydrate diet books. Jorge read these studies with a critical eye, knowing that a hidden agenda might be shaping the researchers’ conclusions.

    In sum, to evaluate a source, you should consider not only how current the source is but also criteria such as the type of source, its intended purpose and audience, the author’s (or authors’) qualifications, the publication’s reputation, any indications of bias or hidden agendas, and the overall professionalism of the source’s language, ideas, and design. You should consider these criteria as well as your overall impressions of sources’ quality. Read carefully, and notice how well authors present and support their statements. Stay actively engaged—do not simply accept sources’ words as truth.

    Writing at Work

    The critical thinking skills you use to evaluate research sources as a student are equally valuable when you conduct research on the job. If you follow certain periodicals or websites, you have probably identified publications that consistently provide reliable information. Reading blogs and online discussion groups is a great way to identify new trends and hot topics in a particular field, but these sources should not be your final sources if you’re doing substantial research.

    Exercise 12

    Choose a source you found that you think is relevant but you’re unsure if it’s reliable. Answer the following questions about the source:

    1. Can you establish that the author is credible and the publication is reputable?
    2. Does the author support ideas with specific facts and details that are carefully documented? Is the source of the author’s information clear? When you use secondary sources, look for sources that are not too removed from primary research.
    3. Does the author leave out any information that you would expect to see in a discussion of this topic?
    4. Does the source include any factual errors or instances of faulty logic?
    5. Do the author’s conclusions logically follow from the evidence that is presented? Can you see how the author gets to one point from another?
    6. Is the writing clear and free from errors, clichés, and empty buzzwords?
    7. Is the tone objective, balanced, and reasonable? Does the source convey any biases? Be on the lookout for extreme, emotionally-charged language.
    8. Based on what you know about the author, is he or she likely to have any hidden agendas?
    9. Is the source’s design professional? Are graphics informative, useful, and easy to understand? If the source is a website, is it well-organized, easy to navigate, and free of clutter like flashing ads and unnecessary sound effects?
    10. Is the source contradicted by information you found in other sources? If so, it is possible that your sources are presenting similar information but taking different perspectives, which requires you to think carefully about which sources you find more convincing and why. Be suspicious, however, of any source that presents facts you cannot confirm elsewhere.

    Keeping Track of Sources

    As you determine which sources you will rely on most, it is important to establish a system for keeping track of your sources and taking notes. There are several ways to go about it, and no one system is necessarily superior. Here’s what matters: you keep materials in order; record bibliographical information you will need later; and take detailed, organized notes.

    Think ahead to a moment a few weeks from now, when you’ve written your research paper and are almost ready to submit it for a grade. There is just one task left—writing your list of sources. As you begin typing your list, you realize you need to include the publication information for a book you cited frequently. Unfortunately, you already returned it to the library several days ago. You do not remember the URLs for some of the websites you used or the dates you accessed them—information that also must be included in your bibliography. With a sinking feeling, you realize that finding this information and preparing your bibliography will require hours of work.

    This stressful scenario can be avoided. Taking time to organize source information now will ensure that you are not scrambling to find it at the last minute. Throughout your research, record bibliographical information for each source as soon as you begin using it. You may use pen-and-paper methods, such as a notebook or note cards, or maintain an electronic list. (If you prefer the latter option, many office software packages include separate programs for recording bibliographic information.) The following table shows the specific details you should record for commonly used source types. Use these details to develop a working bibliography—a preliminary list of sources that you will later use to develop the references section of your paper. It will save you time later on to record, from the start, all information you will need about your sources to create a Works Cited page. The following lists what you should record for some common types of sources. Your research may involve other types of sources not listed below. For more information on formatting citations, consult the APA website at or the APA Guide or MLA Guide on the Purdue University Online Writing Lab website at

    • Book: the author(s), title, subtitle, publisher, city of publication, and year of publication.
    • Work (e.g., article) in an anthology (i.e., book): the work’s author(s), title, and subtitle; the book’s title, subtitle, editor(s); any edition and volume numbers of the book; the book’s publisher, city of publication, and year of publication; the pages on which the work appears in the book.
    • Periodical: the author(s), title of the article, title of the publication, date of publication, volume and issue number, and range of page numbers of the article.
    • Online source: the author(s); the title of the work or web page; the title of the website; the organization that sponsors the website; the database name; the date of publication or date of last update; the date you accessed the source.
    • Interview: the name of the person interviewed; the method of communication (e.g., in-person, video chat, email, or phone call); the date of the interview.

    As you conduct research, you may wish to record additional details, such as a book’s call number, the contact information for a person you interviewed, or the URL of an online source. That will make it easier for you to quickly locate the source again. You may also wish to assign each source a code (e.g., a number, letter, symbol, or color) to use when taking notes.

    Taking Notes Efficiently

    Writers sometimes get caught up in taking extensive notes, so much so that they lose sight of how their sources help them to answer their research questions. The challenge is to stay focused and organized as you gather information from sources. Before you begin taking notes, take a moment to step back and remind yourself of your goal as a researcher: to find information that will help you answer your research questions. That goal will determine what information you record and how you organize it. When you write your paper, you will present your conclusions about the topic supported by research. Therefore, you do not need to write down every detail of your sources; some of the information in relevant sources will be irrelevant to your research questions.

    There are several formats you can use to take notes. No technique is necessarily better than the others—it is more important to choose a format you are comfortable using. Choose a note-taking method from among those listed below that works best for you, and use it as you gather sources. Using the techniques discussed in this section will prepare you for the next step in writing your research paper: organizing and synthesizing the information you find.

    Use index cards. This traditional format involves writing each note on a separate index card. It takes more time than copying and pasting into an electronic document, which encourages you to be selective in choosing which ideas to record. Recording notes on separate cards makes it easy to later organize your notes according to major topics. Some writers color-code their cards to make them still more organized.

    Maintain a research notebook. Instead of using index cards or electronic note cards, you may wish to keep a notebook or electronic folder, allotting a few pages (or one file) for each of your sources. This method makes it easy to create a separate column or section of the document where you add your responses to the information you encounter in your research.

    Annotate your sources. This method involves making handwritten notes in the margins of sources that you have printed or photocopied. If using electronic sources, you can make comments within the source document. For example, you might add comment boxes to a PDF version of an article. This method works best for experienced researchers who have already thought a great deal about the topic because it can be difficult to organize your notes later when starting your draft.

    Use note-taking software. There are many options for taking and organizing notes electronically. These include word-processing software that you can use offline on a computer. They also include tools like Diigo, Evernote, and Mindomo, available on the Web for free or reduced prices if you will use the tool for educational purposes. Although you may need to set aside time to learn how to use them, digital tools offer you possibilities that handwritten note cards do not, such as searching your notes, copying and pasting your notes into your paper, and saving and sharing your notes online.

    Whether you use old-fashioned index cards or organize your notes digitally, you should keep all your notes in one place, and use topic headings to group related details. Doing so will help you identify connections among different sources. It will also help you make connections between your notes and the research questions and subtopics you identified earlier. Throughout the process of taking notes, be scrupulous about making sure you have correctly attributed each idea or piece of information to its source. Always include source information or use a code system (e.g., numbers, letters, symbols, or colors) so you know exactly which claims or evidence came from which sources.

    Effective researchers make choices about which types of notes are most appropriate for their purpose. Your notes may fall into three categories:

    Summary notes sum up the main ideas in a source in a few sentences or a short paragraph. A summary is considerably shorter than the original text and captures only the major ideas. Use summary notes when you do not need to record specific details but you intend to refer to broad concepts the author discusses.

    Paraphrased notes restate a fact or idea from a source using your own words and sentence structure.

    Direct quotations use the exact wording used by the original source and enclose the quoted material in quotation marks. It is a good strategy to copy direct quotations when an author expresses an idea in an especially lively or memorable way. However, do not rely exclusively on direct quotations in your note taking.

    Summarizing and paraphrasing as you take notes is usually a better strategy than copying direct quotations because it forces you to think through the claims and evidence in your source and to understand it well enough to restate it. In short, these methods of note-taking help you to stay engaged with your topic instead of simply copying and pasting text from sources. Using them will help you when you draft your paper.

    Paraphrase ideas carefully, and check your paraphrased notes against the original text to make sure you have restated the author’s ideas accurately.

    Use quotation marks to set off any words for phrases taken directly from the source. With direct quotations, again, make sure your notes accurately reflect the content of the original text: check that quoted material is copied verbatim. If you omit words from a quotation, use ellipses to show the omission, and make sure the omission does not change the author’s meaning. If you add your own responses and ideas to your notes, mark them as such so that your own thinking about the topic stands out from ideas you summarized or paraphrased.

    Exercise 13

    Review your research, then set a timer for ten minutes and freewrite about your topic, using your questions and thesis to guide your writing. Complete this exercise without looking over your notes or sources. Base your writing on the overall impressions and concepts you have absorbed while conducting research. If additional, related questions come to mind, jot them down.

    This page titled 7.10: Evaluating and Processing Your Sources is shared under a CC BY-NC-SA license and was authored, remixed, and/or curated by Kathryn Crowther, Lauren Curtright, Nancy Gilbert, Barbara Hall, Tracienne Ravita, and Kirk Swenson (GALILEO Open Learning Materials) via source content that was edited to the style and standards of the LibreTexts platform; a detailed edit history is available upon request.