4.1.5: Evaluate
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- 328980
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Evaluate sources for accuracy and usability.
When you use researched sources, you want it to be reliable, relevant, up-to-date, and trustworthy. Databases provide these kinds sources, but sometimes you will need to search online. Using old sources or misinformation in a research paper shows carelessness. Taking the time to ensure your source’s credibility is a good habit that shows you care about your writing and your reader.
Evaluate online sources
Method 1: The CRAAP test.
Use the CRAAP test to determine if a source is credible. The CRAAP test was originated by Sarah Blakeslee and other librarians of the University of California at Chico's Museum in 2004. Since then, educators and students have used it to determine credibility of thousands of sources.
CRAAP stands for currency, relevance, authority, accuracy, and purpose.
Currency: Information should be relatively recent and up-to-date.
- Determine if you need recent information or if older information will work. For example, a paper on The French Revolution, older sources might be appropriate.
- Find the date it was published. Most often, you’ll need information posted in the last ten years. You will want more current sources if your topic is technology, medical research, or other fast-growing industry.
- Look for updates or revisions. Updates might indicate that they are providing the latest information.
- Check to see if it is being kept up and all the links work. Be suspicious of links that are broken or trigger your security software.
Relevance: Information should fit your needs.
- Make sure the website or information relates to your topic and research question. Don’t get distracted or overwhelmed by finding information outside your needs.
- Determine who the information is for. Is it a broad audience? A specific group?
- Check to see if the information is accessible to you. Is it at your reading and comprehension level? Start with general information before going to specialized or academic sources.
- Confirm you need this information. Do you have sources on this information already? Does this one say anything new?
- Verify that this information is appropriate for your project and that you can cite it. If you can’t find important information like who published it, don’t use it.
Authority: Use information from credible sources.
- Determine the author, publisher, poster, or sponsor. Beware of people who spout opinions and websites that sell something. Authors are usually found at the top by the article title or bottom underneath the article. Use the ABOUT link if you can’t find an author.
- Find the credentials of the author or the affiliation of the information provider. Make sure they have the authority to write about the information presented. You might have to conduct a short search to find out who the provider is.
- Verify that there is contact information. Credible sources should be available to help or answer questions. Be suspicious of websites that want to avoid contact.
- Check the URL. How does it end? Look for .gov or .edu. Organizations (.org), aren’t necessarily reliable. Some organizations are biased or from unfavorable groups.
Accuracy: Sources should be reliable, truthful, and unbiased.
- Determine where the provider got their information. Did they copy it from somewhere else? Where did they get it? You may find yourself in a rabbit hole of borrowed information.
- Check to see if the information is supported. Look for footnotes, bibliographies, citations, research, or surveys. Credible sources are transparent in where and how information was found.
- Verify the information from personal knowledge or other sources. Multiple sources should say the same things.
- Check the language used. What is the tone of the source? Does it rely too much on pathos? Is the language objective, formal, or conversational? Are there grammar or usage errors?
Purpose: The reason the information is published or posted.
- Determine the objective of the information. What is the reason it is there? To sell something? To entertain? Inform? Teach? Persuade?
- Check for transparency. Is it clear why the sponsor/author is putting it there? Can you determine who the provider of the information is? What are they trying to accomplish?
- Decide what kind of information is there. Is it slanted? Propaganda? Is it objective and factual? Or is it someone’s opinion?
- Confirm that the provider has no ulterior motives. Are there any beliefs or ideologies associated with the website? Is it politically biased? Is it meant for a particular group? Who is that group?
More information can be found in this video from the library at the University of Michigan Flint. CRAAP test video
Use the CRAAP test to determine if this site is credible. Website for evaluation Would you use it for a research paper?
Method 2: Lateral reading.
Lateral reading is the method fact checkers use to determine whether a source is credible or not. Creators can make websites look authentic, and it can be difficult to determine using a method like CRAAP. Lateral reading is a useful way to check for fake sites, misinformation, or biased groups. Instead of examining the website, lateral reading has you go outside the website to find other references or articles to determine credibility. You are basically researching that source.
- Start by opening a new tab.
- Do a search on the article title or sponsor of the website. You can usually find it in the URL.
- Scan the hits you receive. You should get results like a Wikipedia entry, websites on similar topics, blogs, or videos.
- Sometimes you can determine credibility just from the headlines in these hits. Sometimes you need to do a little more work.
- Open any of the articles that came up in your search. Look for something that talks about your source.
- Be careful here. Sometimes you will find other people discussing the same topic or ideas. They may be just as or more biased that your first article. However, this may be useful. If these websites are suspicious, then your article is likely questionable too.
- If you need more assurance, open another tab with the relevant Wikipedia entry.
- You could skim what is written, but it may be faster to scroll to the bibliography. The sources there may reveal potential problems within the article titles.
- If you still aren’t sure, open a new tab and conduct a new search with another part of the website. If you searched the name of the website, search the article, sponsor, or author this time.
- If you want to double check, open a new tab and consult a fact checker like Politico or Snopes.
- Try searching the article title, topic, sponsor, or similar groups. You might get a different but similar article to the one you are researching. Your search results should show how reliable similar topics or sponsors are.
- Though lateral reading seems like a lot of steps, the fact is, you probably won’t need to use all of them. However, keep searching until you are positive; some websites are very deceptive! You do not want your argument supported by false information.
Go to this website: dhmo.org. Use the CRAAP test to determine if this is a good source for a research paper. What is your conclusion? Should you use this site for a paper? Why or Why not? Next, read laterally for the same purpose. What did you find out? Which method was more efficient for this site?
Read credible sources.
Actively read sources and annotate.
Once you have acquired some sources (more than your required amount), you can start reading and taking notes.
Skim your source first.
Look for words related to your topic. Then determine if it is worthwhile to read closely.
Summarize.
Summarizing ensures you understand the information. It is difficult to sum up what you don’t understand. Break your sounce into sections before you start. You will find it easier to deal with the information in smaller chunks. This is especially helpful for more challenging sources like scholarly articles.
Annotate.
Write comments, questions, or related ideas in the margins. Be consistent in how you comment so they are more meaningful.
Some things you might annotate:
- Key topics and ideas
- Statistics or studies
- Vocabulary you may want to look up.
- Charts, graphs, or illustrations
- Quotes you may want to include.
- Anything in bold or in a sidebar
Avoid over-highlighting.
You don’t want an entire text covered in color. Use other methods like circling, underlining, or mind mapping. Refer to the link on annotation from the University at North Carolina Chapel Hill.
Taking notes.
Once you have thoroughly read the sources, it is time to take notes.
Keep all of your notes in one place. Each note should have the works cited information and whether it is a summary, quotation, or paraphrase (see below). You can write your notes by hand on note cards or keep each note on a Google or PowerPoint slide. The advantage of using note cards is that you can physically move your cards as you organize.
Recording what kind of source you have saves aggravation later. Writing down the type of note will take a little time, but it could save you time later. If you are working and forget whether you copied it word for word or not, you will need to re-read your source to find out. This could take hours! Having it written in your notes streamlines the process.
Summaries.
A summary is a broad overview of evidence. In your own words, you describe a lot of details in a few sentences. You can summarize studies, experiments, legal documents, or other large chunks of information. Remember to document every summary. Do not forget to check for and include the page numbers.
Paraphrases.
A paraphrase restates a short piece of information into a similar sized section. Like a summary, you use original words, phrases, and organization. Paraphrased information is written into the text of your paper and cited. Always compare it to the original to be sure it is not too close to the original.
Paraphrases can be tricky. You need to say what the original source says without repeating any part of that source. The best way to do this is to read the information several times, put the source to the side, and write what you remember. Once you’re finished, check that your paraphrase doesn’t repeat any of the original.
If you need to use exact words from the source, surround them with quotation marks so your reader knows where they are from. Sometimes you will encounter industry jargon or technical terms that have no synonyms. This is called shared language. Since there is no way to re-phrase them, it is acceptable to use those terms.
You must cite every bit of information that you learned from a source - no matter how small. Anything you did not know before you started researching this project must be cited!
Quotations.
A quotation is a sentence or two written word for word from the source. Do not overuse quotations. Your argument should not be one quotation after another. So not let your sources speak for you. They are there to back up your ideas.
You may add quotations when the wording is profound, expertly stated, or is from an expert in the field. Keep long quotations to a minimum. Paraphrase if you are using the quotation for added information that you can explain yourself. Or, paraphrase most of the information and quote the most important part. Set the quoted part off with double quotation marks. Balance the number of quotations with the number of paraphrases.
Avoid dropped quotes. Quotations should begin with an introductory phrase called a signal phrase*. Once you have added your quotation, explain how the quotation supports your claim. If you do not introduce your quotation with a signal phrase, it is called a dropped quote. Do not leave your reader to figure out why you added that specific quotation. Your reader can only read your words, not your mind.
Some example signal phrases:
- In her award winning book, Research is Fun, Dr. Anita License claims, “....”
- Carl Crabapple states in his article called “Plagiarism from Paraphrases is a Problem,” that “...”
Keep in mind that the signal phrase is there to help your reader find the information on the works cited page. The words in your signal phrase should match the first words of your works cited entry.
- If your source has an author, use that in your signal phrase.
- If there is no author, use the title of the article, book, or web page.
- Do not use the provider as in, “The New York Times article says…”
- Do not be vague such as, “The author of this article argues…”
Use a verb that indicates what the author of the source is doing. You don’t have to use “states” or “says” every time you add a quotation. This link is a list of verbs you could use.
Most students know the importance of evaluating and critically reading their sources. They want to do a good job, but they end up getting behind and needing to hurry. It’s easy to procrastinate when you need to read sources and take notes. It takes energy! That is why it is better to start early, schedule time to work, and do a small amount at a time. Dividing a large task into smaller parts always makes it more manageable. When tasks are more manageable, you can take your time, pay attention to details, and do the best job possible.
"Signal Phrases." Berkshire Community College Learning Center, pdf., https://www.berkshirecc.edu/academics/academic-support/writing-
center/resources/signal_phrases.pdf
Verbs for "Signal and Lead-In Phrases." Quoting, Paraphrasing and Summarizing. OWL at Purdue, Purdue University, purdueowl.edu.
"Successful vs Unsuccessful Paraphrases." Avoiding Plagiarism, Quoting and Parphrasing. pdf, https://education.tiu.edu.iq/biology/wp-
content/uploads/2019/12/Avoiding-Plagiarism_-Quoting-and-Paraphrasing.pdf
Works Cited
"Annotating Texts." Tips and Tools, The Learning Center at the University of North Carolina Chapel Hill, Chapel Hill, NC,
learningcenter.unc.edu, https://learningcenter.unc.edu/tips-and-tools/annotating-texts/
Lasky, Jack. "CRAAP Test." Research Starters, Ebsc.com, 2024, https://www.ebsco.com/research-starters/social-sciences-and-
Zapato, Lyle. "Help Save the Endangered Pacific Northwest Tree Octopus from Extinction." Zapatopi.net, https://zapatopi.net/treeoctopus/