research sources worksheet

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Research Worksheets and Handouts

• Getting Started
• Evaluating Sources
• General Research

Getting Started Having trouble getting your research rolling? These handouts and worksheets can get you past that initial hurdle.

Topic Identification worksheet (pdf) This graphic organizer will help you understand your assignment, identify and focus your topic, create a search strategy and find sources in 6 easy steps! For more information about research topics, visit www.codlrc.org/research101/topics

Developing Your Research Question (pdf) An infographic of journalistic questions that can help you brainstorm potential research questions.

Finding Evidence worksheet (pdf) Before you start your research, consider what evidence you’ll need to support your claims and think about how to find it.

Subject vs. Keyword Searching (pdf) Learn how to use keyword searching and subject searching together to find what you're looking for in the Library catalog and article databases.

Boolean Logic, Truncation, and Nesting (pdf) An introduction to advanced search techniques you can use to help you find information efficiently and effectively.

Advanced Research Search Strategies and Techniques (pdf) A quick reference for the types of advanced searching techniques you can use in databases, the Library catalog and in search engines.

Tips for Evaluating Information (pdf) Whether a resource is print or electronic, text-based or image-based, researchers must carefully evaluate the quality of the source and the information found within. When evaluating the quality of resources, here are some things to consider.

CRAAP Test (pdf) Do your sources pass the CRAAP Test? Use this guide to help you consider whether a source is appropriate for your research needs.

Source Evaluation Worksheet (pdf) Use this form to help you determine if a source is appropriate for your research. For more information about evaluating sources, visit www.codlrc.org/evaluating/sources

Research Article Anatomy (pdf) Reading research gets easier once you understand and recognize the pieces and purposes of research studies, from abstract to references.

Reading (and Understanding) Research (pdf) Adapted from How to Read and Understand a Scientific Paper: A Guide for Non-Scientists by J. Raff.

Introduction to College Research (pdf) Helpful resources for every stage of the research process.

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APA Style Guide

• APA Publication Manual
• Citing Sources
• General Format
• Brief Guide to Bias-Free and Inclusive Language
• In-Text Citations
• DOI and URL
• Online Sources
• Campus Help

Citation Worksheets for 7th ed.

Worksheets to help you navigate citing some of the more common types of sources.

• APA Worksheets All-In-One All of the APA worksheets in one easy handout.
• APA In-text Citations Covers how to format an APA in-text citation, and how to cite more than one author.
• APA Document Formatting Covers setting up a title page and references page..
• APA Reference Page: Books Covers how to cite books on your reference page.
• APA Reference Page: Journal Articles Covers how to cite journal articles on your reference page.
• APA Reference Page: Web Pages Covers how to cite web pages on your reference page.
• APA Reference Page: Goverment Documents Covers how to cite government documents on your reference page.
• << Previous: References
• Next: Online Sources >>
• Last Updated: Aug 16, 2024 2:13 PM
• URL: https://libguides.southflorida.edu/writing/apa

Evaluating Sources for Research

Lesson plan, grade levels.

• Students will gain skills evaluating the reliability of various types of resources.
• Students will gain confidence explaining the reasoning behind their evaluation of any given source.
• Students will learn what information is important to look for when evaluating a source.

Total Estimated Class Time

A single class period (approx. 45 mins.)

Sequence of Activities

Warm-up activity  (10–15 mins.).

Students independently respond to a  Do Now prompt, such as one of the following, written on the board (or on a worksheet if needed):

1. Can you tell the difference between reliable and unreliable sources? Organize the sources below into two columns, one for reliable sources and the other for unreliable sources. If you finish early, choose one of the sources and explain how you organized it by writing down your thought process.

•   a history textbook published in 1960
•  a website that has plenty of articles but no authors listed
•   Entertainment Weekly magazine
•  a peer-reviewed journal published by a university
• an electronic version of Hamlet  that clearly displays its printed source material and the name of its editor
• a copy of the Declaration of Independence published by the National Archives

2. Write down your answers to the following questions about conducting research:

• What are the resources you use when conducting research for an essay or class project?
• How do you know when you’ve found a source that you can use in an essay or project for school?

3. Reflect on your past experiences with research:

• Draw a picture of how conducting research for a school project makes you feel.
• In one sentence, explain why conducting research for school makes you feel this way.

After providing the students suitable time to reflect and write down their answers, the teacher should have students share what they wrote with a partner or partners sitting nearby. (Tip: If students are shy or hesitant to share, select a neutral criterion for who goes first—for example, tell them the person born later in the year or the person whose first name begins earlier in the alphabet should share first.)

Following this turn-and-talk, the teacher should call on a few students to share their answers with the class.

“I Do” Activity (10–15 mins.)

After briefly explaining to students the importance of differentiating between reliable and unreliable sources during the research process, the teacher should hand out the checklist and source #1 worksheet.

If it is possible to do so, the teacher should project the images of the source and checklist onto the board so that students can watch the process of annotating a source.

The teacher should go through the checklist, explaining each step to the students and answering questions as needed. Students should annotate and mark their checklists and source worksheets with the teacher, highlighting or circling parts of the source or writing down clarifying definitions as needed.

Once the checklist is complete, the teacher can tally up the checks and show how these checks can help to determine the reliability of a source.

The teacher should model how students ought to respond to the question at the bottom. If needed, the teacher can provide sentence starters, vocabulary words for students to use, or both.

“We Do” Activity (10 mins.)

Students are either paired up or put into groups.

Students are provided the source #2 worksheet.

In their pairs or groups, the students determine the reliability of source #2 using the checklist. Students should also work together to answer the questions on the source #2 worksheets.

The teacher should walk around the classroom, helping and encouraging students as needed.

If students finish early, they can look back at their answers from the Do Now and discuss with their partner or group whether or not their answers have changed and why.

Final Reflection and Class Discussion (5–10 mins.)

The teacher should call on a few groups to share whether they felt source #2 was reliable and to explain their reasoning (they can use their answer to question #2 from the source #2 worksheet to help with this).

If there is time, the teacher could ask students to look back at their answers from the Do Now and call on students to share and explain whether or not their answers have changed. Alternatively, the teacher could ask students how they feel about finding resources for future research projects: Do they feel more confident after today’s class? Do they still have questions? Do they have more questions?

Homework: “You Do” Activity

For homework, the students should complete the source #3 worksheet using the checklist.

Possible Follow-Up Activities

The teacher can provide another source and checklist worksheet for a Do Now or class activity if students need extra practice.

If a research paper assignment follows this activity, the teacher should have students complete a checklist for each source they plan to cite in their essay. This can be used as a checkpoint assignment for the teacher to check in with students and make sure they are making progress with their research papers.

Possible Alterations

Teachers are encouraged to use or create different sources for the three source worksheets. Teachers should select or create sources that fit with the skills and content they’d like their students to learn from this lesson.

The sources below are organized in the following manner: the first source is a website that is very reliable; the second source is a website that is not very reliable; the third source is a website that is in the middle of the spectrum, leaning more toward being unreliable. The third source was purposefully chosen to be a bit more difficult so that students’ mastery of the skill of evaluating sources could be effectively assessed. An answer key is provided for each worksheet.

Lesson Materials

Checklist for Evaluating Sources

Sentence Starters

Source 1 Worksheet

Source 2 Worksheet

Source 3 Worksheet

Source 1 Worksheet Answer Key

Source 2 Worksheet Answer Key

Source 3 Worksheet Answer Key

Surprised by the Odd Method -- Weighting of Questions 20 February 2019 AT 06:02 PM

This checklist guides students into asking many useful questions about sources, but I'm surprised at how it prompts them to consider the results of those questions.

Even though evaluating sources is more an art than a science, I'd hope that anything seeking to quantify its answers would do so in a more rigorous way (in spite of the necessary wiggle room of the "most likely reliable" categorization).

For example, the list features four main questions regarding publishers (or sponsoring organizations): 1. Can you find the publisher's name? 2. Is the publisher reputable? 3. Does the publisher apply some means of quality control? 4. Does the publisher list contact information?

Although being able to find the name is a necessary precursor to determining reputability, do the two questions truly merit the same weight? Fifty percent of the publisher's credibility is invested in simply providing a name and contact information (or 40%, if we add the "mission" question to this group)? My goodness.

The situation is worse for questions asked about an author, even though each individual question is not without value.

Perhaps that's an issue of quantitative thinking, but perhaps a more humanities-friendly way of looking at it is to consider a question like "Does the author demonstrate sufficient credentials?" to be analogous to a topic sentence, from which would ensue a series of questions designed to support this main question.

That kind of deductive organization or hierarchy of questions is one aspect I thought the checklist was offering at one point, but I was dismayed to find it untrue: Three questions appear (in formatting) to be subordinated to another, as might seem appropriate, given the nature of their respective (and intertwined) topics. Yet each counts, like all the others, for 1/18 of the total. Note that if a source attempts to provide information objectively, it merits a check, and it then receives earns another one for refraining from offering up opinions.

Here's another angle on these issues: It's fairly easy to locate thousands or millions of sources online missing three key criteria but fulfilling nearly all of the others:

-- author lacks credentials in the field -- the publisher is not reputable -- there is little or no review process

A source like this could miss on two others and still be deemed "most likely reliable." Again, my goodness.

Although the list remains riddled with similar shortcomings, as I noted, there are many useful categories of analysis here; they're bolstered by the solid lesson plan and some good aspects of the examples. It just seems that these better features would shine through more clearly with much better algorithm design.

Does it undermine my point to acknowledge that a credentialed author created this checklist and the MLA chose to post it? I'll pause to contemplate that . . . .

Your e-mail address will not be published

Caitlin Duffy 25 February 2019 AT 03:02 PM

Thanks for your response to this lesson plan.

I think that the mechanics of the point accrual are, by their nature, limited. Knowing that it was impossible to perfectly quantify the work of determining reliability, I purposefully included the "most likely reliable" label.

My hope for this lesson is that it would be the start of larger conversations in the classroom, especially if some sources don't make sense where they land. Whenever I teach my students about determining a source's reliability, I try to emphasize the fact that this work is never black and white. Many students find the lack of a clear answer challenging, so providing them with some sort of quantity-based method to at least frame their thinking is a great starting point.

Surprised by . . . 26 February 2019 AT 01:02 PM

Thank you very much for the reply. I hope I was at least somewhat clear in acknowledging that any type of guidance will be imperfect and that quantitative measures would be inherently limited.

Indeed, prior to reading your reply, I'd have seen value in "providing [students] with some sort of quantity-based method to at least frame their thinking." After reading it, I continue to have respect for your attention to your students' needs.

My key point remains, though: There are innumerable options for "some sort of quantity-based method." Given the opportunity, one would -- I'd expect -- select a sort that better reflects the kind of thinking students should engage in.

Susan McLauchlin 21 February 2019 AT 11:02 AM

It would be nice, since you are encouraging teachers to use different sources, to make the worksheets editable so that we can easily do that. Thank you.

Samuel Clark 16 March 2019 AT 04:03 AM

Dear Caitlin,

Thanks a lot for this resource. I plan to use it with my undergraduates. I have one qualm, however, with the question, "Does the work avoid offering an opinion or attempts to persuade?" Given that the intention of academic argument is to persuade one's audience, perhaps this could be reworded along these lines (?): "Does the work avoid offering an unsupported opinion or manipulative or biased attempts to persuade?"

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• Research Guides
• UCBA Library

English Composition

• Reading & Evaluating Sources
• Developing a Research Question
• Choosing Keywords
• Searching for Sources
• Identifying Types of Sources
• Recast/Remix/Multimodal Assignment
• Citing Sources
• Contact Guide Owners

Introduction to Evaluation

There isn't a checklist that determines if information is credible, trustworthy, or even appropriate for your research. Start with asking questions to determine how well a source fits your needs. Remember that the information needs to be situated in the context of your inquiry research question. 

Reminder:  Always review the assignment for any source requirements.

• How will you use this source in your research assignment?
• What value does this source add to your research assignment?
• Does the information relate to your research question and/or answer some aspect of it?

Evaluating Sources for Credibility

The Evaluating Sources for Credibility video (3:22 minutes) introduces the concept of evaluating information to determine a source's credibility.

• Watch Evaluating Sources for Credibility video
• Download Evaluate Sources Worksheet (PDF link)
• Complete worksheet once you have found a potential source for your research assignment
• Evaluating Sources Worksheet Use this worksheet to analyze the credibility of a potential source.

• Evaluating Sources for Credibility (Video) This video (3:22 minutes) introduces the concept of evaluating information to determine a source's credibility.

Reading Scholarly Journal Articles

Scholarly (also called academic) articles are very different from news, magazine, and trade articles. The Anatomy of a Scholarly Article video (3:12 minutes) provides strategies for reading scholary articles. The Reading Scholarly Articles handouts (Word file links) illustrate the structure of a scholarly article within different disciplines. If you decide the article you've found is relevant to your research question then carefully read each section of the article and take notes.

• Anatomy of a Scholarly Article (Video) This video (3:12 minutes) provides strategies for reading scholary articles.
• Reading Scholarly Articles in Humanities Handout Sample scholarly journal article in the Humanities that highlights important characteristics.
• Reading Scholarly Articles in Sciences Handout Sample scholarly journal article in the Sciences that highlights important characteristics.
• Reading Scholarly Articles in Social Sciences Handout Sample scholarly journal article in the Social Sciences that highlights important characteristics.
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• Next: Recast/Remix/Multimodal Assignment >>
• Last Updated: Aug 26, 2024 3:40 PM
• URL: https://guides.libraries.uc.edu/engl-comp

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Evaluating Sources: Worksheets

• Introduction
• Evaluate Sources - SIFT Method
• Evaluate Sources - CRAAP
• What are scholarly sources?
• Video Tutorials
• Mass Media Images

Worksheets & Handouts

• CRAAP Test Worksheet
• CRAAP Test Scorecard
• Who? What? When? Where? Why? How?
• << Previous: Mass Media Images
• Last Updated: Aug 24, 2023 9:59 AM
• URL: https://libguides.uwf.edu/evaluatingsources

• Library Research Tutorial
• Lesson 1: The Library Research Process
• Scholarly vs. Popular Sources
• Primary vs. Secondary Sources

Source Evaluation

• Topic Exploration
• Topic Worksheet
• Journal Articles
• Books & Media
• Subject Databases
• Refine Searches
• Synthesis Grid
• Avoiding Plagiarism
• Citing Sources
• Librarian Research Help
• Library Research Tutorial Quiz

Source Evaluation Worksheet

Source evaluation worksheet example.

Here is an example of a filled out source evaluation worksheet to help evaluate the sources you find.

Blank Source Evaluation Worksheet

Save a copy of this blank  Source Evaluation Worksheet  document to your device to use when selecting and evaluating sources.

• << Previous: Lesson 3: Evaluate Sources for Credibility
• Next: Lesson 4: Prepare for Research >>
• Last Updated: Aug 6, 2024 12:47 PM
• URL: https://libguides.xavier.edu/Library_Research_Tutorial

Citing Sources Worksheets

Books In-Text Citation (APA)

Quoting Books In-Text (APA)

Citing Websites In-Text (APA)

True or False Citing Sources

Print Books (MLA)

Print Books, 2+ Authors (MLA)

Print Encyclopedias (MLA)

Anthologies (MLA)

Print Periodicals (MLA)

Websites (MLA)

Print Periodical on Web (MLA)

Print Books (APA)

Web Sites (APA)

Sources Tracker

Citing Sources Organizer

All about these 15 worksheets.

Properly citing sources is an essential skill for students engaged in research and academic writing. This series of 15 worksheets has been thoughtfully crafted to guide students through the process of citing sources accurately and adhering to citation style guidelines. Each worksheet focuses on a specific aspect of source citation, providing clear examples and practice exercises to reinforce students’ understanding.

These worksheets cover various common sources, including books, websites, encyclopedias, anthologies, and periodicals, using both MLA and APA citation styles. Students will learn the intricacies of in-text citations, quoting, and referencing, ensuring that their work reflects intellectual honesty and integrity. By engaging with these worksheets, students will develop the necessary skills to attribute ideas and information to their original sources effectively. Through these worksheets, students will:

• Practice incorporating author names and publication years within their writing to properly attribute information;
• Learn how to correctly quote from books within their writing while maintaining proper APA in-text citation;
• Attribute web sources within their written work;
• Hone their knowledge and comprehension of proper citation practices;
• Create proper MLA-style citations for print books, including author names, book titles, publication information, and page numbers;
• Properly format citations for collaborative works;
• Cite print encyclopedia entries in MLA style and explore MLA-style citations for works within anthologies, such as essays or short stories, and print periodicals, such as magazines or journals;
• And organize their sources and track essential information for future reference.

By engaging with these Citing Sources worksheets, students will develop the necessary skills to accurately attribute information, avoid plagiarism, and demonstrate their engagement with relevant sources. Through practice exercises and clear examples, students will gain confidence in citing various types of sources, ensuring academic integrity and effective communication of their research.

Why Do You Want To Cite Sources?

Citing sources is important in writing for several reasons:

Acknowledging Sources

Citing sources is a way of acknowledging the contributions of other authors and researchers whose work has informed and influenced your own writing. It shows respect for the intellectual property of others and helps to establish your credibility as a writer.

Avoiding Plagiarism

Plagiarism is the act of using someone else’s work or ideas without proper attribution. It is a serious academic offense that can result in penalties such as a failing grade or even expulsion from school. Proper citation helps to avoid plagiarism by clearly indicating when you are using someone else’s ideas or words.

Demonstrating Research

Citing sources demonstrates that you have conducted research on the topic and have engaged with a variety of sources to develop your argument or analysis. This helps to establish the validity and reliability of your work and can enhance your credibility as a writer.

Providing Context

Citing sources provides context for your writing by giving readers a sense of the broader conversation or debate surrounding the topic. It allows readers to follow your line of reasoning and to evaluate your argument in light of other perspectives and opinions.

Encouraging Further Research

Citing sources also encourages further research and exploration of the topic by providing readers with a starting point for their own investigation. It demonstrates that your work is part of a larger academic conversation and can inspire others to continue the discussion.

Overall, citing sources is an essential aspect of academic writing that supports intellectual honesty, encourages engagement with a range of perspectives, and helps to establish the credibility of your work.

How Do You Cite Sources in APA Format?

The American Psychological Association (APA) format is a widely used citation style for academic writing in the social sciences. Here are some general guidelines for citing sources in APA format:

In-text Citations

• For a direct quote, include the author’s last name, publication year, and the page number(s) in parentheses. For example: (Smith, 2020, p. 45).
• For a paraphrase or summary, include the author’s last name and publication year. For example: (Smith, 2020).
• For multiple authors, use an ampersand (&) between the last two authors’ names. For example: (Smith & Johnson, 2020).
• For three or more authors, list the first author’s last name followed by “et al.” For example: (Smith et al., 2020).

Reference List

• Start the reference list on a new page at the end of your paper.
• Title the page “References” (centered, bold, and without quotation marks).
• List your sources alphabetically by the author’s last name.
• Use a hanging indent for each reference (first line flush left, subsequent lines indented).

Here are examples of common reference types:

Books: Author, A. A. (Year of publication). Title of work: Capitalize the first letter of the first word and any subtitles. Publisher.

Example: Smith, J. D. (2020). The art of citation: A comprehensive guide. Academic Press.

Journal Articles: Author, A. A. (Year of publication). Title of article: Capitalize the first letter of the first word and any subtitles. Title of Journal, volume number(issue number), page range. DOI or URL (if available)

Example: Johnson, M. K., & Smith, R. L. (2021). The impact of social media on mental health. Journal of Psychological Studies, 15(2), 45-60. https://doi.org/10.1111/jps.12345

Websites: Author, A. A. (Year, Month Day of publication). Title of webpage: Capitalize the first letter of the first word and any subtitles. Website name. URL

Example: Green, L. (2021, April 30). The role of technology in modern education. Tech Today. https://www.techtoday.com/role-technology-education

These are general guidelines for citing sources in APA format. Be sure to consult the APA Publication Manual or an online guide for specific rules and examples, as there may be variations for different source types or situations.

How Do You Cite Sources In MLA Format?

The Modern Language Association (MLA) format is a commonly used citation style for academic writing in the humanities. Here are some general guidelines for citing sources in MLA format:

• For a direct quote, include the author’s last name and the page number(s) in parentheses. For example: (Smith 45).
• For a paraphrase or summary, include the author’s last name and the page number(s). For example: (Smith 45).
• For multiple authors, list both authors’ last names separated by “and”. For example: (Smith and Johnson 78).
• For three or more authors, list the first author’s last name followed by “et al.” For example: (Smith et al. 112).

Works Cited List

• Start the Works Cited list on a new page at the end of your paper.
• Title the page “Works Cited” (centered, without bold, italics, or quotation marks).
• Use a hanging indent for each entry (first line flush left, subsequent lines indented).

Books: Author’s Last Name, First Name. Title of the Book: Capitalize the First Letter of the First Word and Any Subtitles. Publisher, Year of Publication.

Example: Smith, John D. The Art of Citation: A Comprehensive Guide. Academic Press, 2020.

Journal Articles: Author’s Last Name, First Name. “Title of Article: Capitalize the First Letter of the First Word and Any Subtitles.” Title of Journal, volume number, issue number, Year of Publication, page range.

Example: Johnson, Mary K., and Robert L. Smith. “The Impact of Social Media on Mental Health.” Journal of Psychological Studies, vol. 15, no. 2, 2021, pp. 45-60.

Websites: Author’s Last Name, First Name (if available). “Title of Webpage: Capitalize the First Letter of the First Word and Any Subtitles.” Website Name, Date of Publication (if available), URL.

Example: Green, Laura. “The Role of Technology in Modern Education.” Tech Today, 30 April 2021, www.techtoday.com/role-technology-education.

These are general guidelines for citing sources in MLA format. Be sure to consult the MLA Handbook or an online guide for specific rules and examples, as there may be variations for different source types or situations.

 Today's Hours

• Centre College Grace Doherty Library
• ACTIVE Library Website

Information Literacy Instruction

• Exercises to Build Research Skills
• Formulate a research topic
• Find Information
• Evaluate Information
• Use Information
• Chicago/Turabian
• Citation Tools

Exercises Overview

Library instruction exercises.

The exercises below are designed for students learning to do research. They can be done in class or assigned as homework. They are in Word format so instructors who wish to use them can easily edit or adapt them. When appropriate, they contain an answer key, so instructors should look at the full handout and remove the answer key before sharing with students.

If you would like a librarian to come to your class to lead these exercises or if you would like an exercise customized for your subject area, contact your Library Liaison!

• Formulate a topic
• Find information
• Evaluate information
• Incorporate information
• Cite information
• Writing assignment formats
• Triangulating your research This exercise guides students with a broad topic to identify search terms and narrow their topic, arriving at a research question.
• Formulating a Research Question from a Broad Topic Students often begin their research (and writing) with a very broad topic. This means they waste a lot of time looking for resources that they will never use. Before they begin to research, it is ideal to have a focused question. This 10 minute assignment teaches them how to turn a very broad topic into a focused research question.
• Identifying and Refining a Research Topic Using Concept Maps This exercise is designed to help students think of words and concepts and see how they are related. They create a concept map of their topic, which may help them see ways to narrow their topic and arrive at a research question.
• Identifying and Refining a Research Topic Using Journalistic Questions Journalistic questions are a set of questions you can use to define your topic more clearly. This exercise will help student ask questions about their topic. Having specific questions to answer makes researching the topic easier when you get to that stage.
• Defining Search Terms Students will often try one or two search terms when using a database and assume there’s no information on their topic if it doesn’t work the first time. This exercise gets them thinking about synonyms and related words. This 15 minute exercise may seem simple, but I can almost guarantee that the next time they sit down at a database they will try multiple searches before giving up.
• Identifying Keywords In this exercise, students will practice identifying keywords that might be used to research their topic. The exercise has three parts. First, they will identify the keywords from sample research questions. Then they will brainstorm synonyms for those keywords, demonstrating the need to search using more than just one keyword. Finally, they will complete the exercise for their own research question.
• Information Source Comparison This activity helps students explore the strengths and weakness of Google, Google Scholar, Academic Search Complete and topic specific databases as information sources.
• Understanding Boolean Operators: AND, OR, NOT In order to apply your keywords to an effective search, you must be able to employ Boolean logic. Those operators are AND OR & NOT. The object of this exercise is to practice your use of those operators by looking at an everyday experience : Ordering food from a fast food restaurant.
• Creating Keyword Searches Using Boolean Operators In this exercise, students will practice selecting search terms and combining them using boolean operators in order to create an effective search.
• Popular, Trade or Peer Reviewed? Great hands-on exercise to teach students about the differences among the 3 types of publications. Students can read the differences in the provided example, but real learning takes place when they have to sift through the actual publications and write down differences. Can be tailored to use any three sources appropriate for your discipline.
• Analyze 4 types of sources This assignment does two things: 1) it makes students find 4 different types of sources rather than just search the Web; 2) it teaches students how to evaluate ALL information and compare and contrast different types of sources.
• Pin the News Source on the Fake News Continuum This activity asks students to research a variety of news sources and place them on a continuum to define their reliability.
• Evaluating Sources Process Cards This is a group activity in which students are given cards with a variety of sources on them. They evaluate the sources based on criteria such as "authority," "ease of creation," "time to creation" etc.
• Evaluating sources writing assignment Requires the student to answer a series of questions about a source they have found. These questions are also a good basis for writing the annotation for an annotated bibliography exercise.
• Article Analysis - upper level This exercise requires students to evaluate a scholarly article for not only its relevance to their research topic but also for its potential to help them find more sources via citation mining and keyword generation.
• Evaluating Web Resources Students choose one of three websites to evaluate. After evaluating the website they must make a judgment on whether it is good or bad for academic research and explain their decision. This assignment can be tailored to use websites related to your subject area. Just ask!

Introductory level - avoid plagiarism by properly using quotes, paraphrases and summaries.

• Evaluating quotes and paraphrases (100/200 level) Students are given a sample citation and 7 easy uses. They judge if the use is appropriate or plagiarism.
• Evaluating quotes, summaries and paraphrases Students are given a sample text and 4 summaries. They judge if the summary is legitimate or plagiarism.
• Quotes, Summaries and Paraphrases from the Purdue Owl This PDF from the Purdue Owl explains what each of these are, how to use them and concludes with a hands on exercise that requires students to summarize and paraphrase several sample original texts.
• Write your own quote, summary, paraphrase Given a single sample text, students are asked to write their own quote, summary, paraphrase for the instructor's evaluation. Can be tailored for any class.

Introductory level - how to integrate quotes, paraphrases and summaries

• Integrating quotes Given a single sample paragraph, students are asked to identify several key methods quotes are integrated into the paragraph.
• Analyzing how to integrate quotes and summaries This exercise has students analyze how and why scholarly authors have integrated quotes and summaries in order to help them learn smooth methods to use quotes and summaries in their own research.
• Analyzing supporting evidence An exercise that asks students to analyze how and why evidence is used in an existing scholarly article.

Introductory level - learning how and why to use sources

• Un-research Project This exercise helps students focus on why they choose sources to support their research.
• Is your paper well supported with evidence A quick, easy and visual exercise to help students determine if their paper arguments are well supported with evidence.

Upper level - synthesizing information

• Updating a literature review This exercise is appropriate to introduce the concept of a literature review and how to synthesize information in one.
• Mini-literature review assignment An introduction to literature reviews. Scaffolded instruction for how to approach your first literature review.
• Synthesis Matrix A beginner's matrix to help students begin thinking about synthesizing their sources.
• Advanced Synthesis Matrix A source synthesis matrix for advanced level writing assignments.

Create a list of sources with improper citations. Have the students attempt to locate the sources.  This should demonstrate to students how citations are used to track down sources and how frustrating it can be for their teachers and fellow researchers when they don’t provide adequate citations. Examples to use here could include books with multiple editions or books with very generic titles.

Breaking citations down: Develop a list of citations. Break these citations down (components: author, date, publisher, title, etc). Type or write them down on larger pieces of construction paper, cardboard, etc. You can utilize a variety of colors, shapes, sizes. Have students work as groups to assemble the parts (you can use pin boards, a wall and tape, magnetic boards, etc). This can easily be turned into a competitive game.

Selecting an Effective Writing Assignment Format

In addition to the standard essay, report or full research paper formats, several other formats exist that might give students a different slant on the course material or allow them to use slightly different writing skills. Here are some suggestions:

Journals. In-class journal entries can spark discussions and reveal gaps in students’ understanding of the material. Having students write an in-class entry summarizing the material covered that day can aid the learning process and also reveal concepts that require more elaboration. Out-of-class entries involve short summaries or analyses of texts, or are a testing ground for ideas for student papers and reports.

Letters. Students can define and defend a position on an issue in a letter written to someone in authority. They can also explain a concept or a process to someone in need of that particular information. They can write a letter to a friend explaining their concerns about an upcoming paper assignment or explaining their ideas for an upcoming paper assignment. If you wish to add a creative element to the writing assignment, you might have students adopt the persona of an important person discussed in your course (e.g., an historical figure) and write a letter explaining his/her actions, process, or theory to an interested person (e.g., “pretend that you are John Wilkes Booth and write a letter to the Congress justifying your assassination of Abraham Lincoln,” or “pretend you are Henry VIII writing to Thomas More explaining your break from the Catholic Church”).

Editorials . Students can define and defend a position on a controversial issue in the format of an editorial for the campus or local newspaper or for a national journal.

Cases . Students might create a case study particular to the course’s subject matter.

Position Papers . These projects ask students to research a topic from a variety of viewpoints, and then use that research to support their own perspective. Students can define and defend a position, perhaps as a preliminary step in the creation of a formal research paper or essay.

Imitation of a Text . Students can create a new document “in the style of” a particular writer (e.g., “Create a government document the way Woody Allen might write it” or “Write your own ‘Modest Proposal’ about a modern issue”).

Instruction Manuals . Students write a step-by-step explanation of a process.

Dialogues . Students create a dialogue between two major figures studied in which they not only reveal those people’s theories or thoughts but also explore areas of possible disagreement (e.g., “Write a dialogue between Claude Monet and Jackson Pollock about the nature and uses of art”).

Collaborative projects . Students work together to create such works as reports, questions, and critiques.

Summary papers These assignments ask students to summarize a key concept from the course, or a reading or set of readings.

Compare/contrast papers Students are asked to compare/contrast theoretical positions from key scholars, reading, methods, or procedures for completing a task, etc.

Reading responses Students are asked to respond to specific questions about course readings. These can take place in reading journals that you occasionally collect, or reading responses on a discussion forum (on Moodle or elsewhere).

Position response papers Students are provided with a position that they must then defend or refute using course concepts and outside research.

Disciplinary problem papers These projects ask students to make an argument for the best solution to a disciplinary problem.

Data analysis papers Students are provided with raw data (or asked to collect raw data themselves) that they must then analyze using a particular methodology from the course.

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• Last Updated: Nov 15, 2023 2:28 PM
• Subjects: For Faculty/Staff , Library Orientation
• URL: https://library.centre.edu/ILI

Free Printable Citing Sources worksheets

Citing Sources: Discover a collection of free printable Reading & Writing worksheets to help students develop essential skills in citing sources accurately and effectively. Ideal for teachers and learners alike.

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Citing Sources worksheets are an essential tool for teachers to help students develop strong research strategies and enhance their reading and writing skills. These worksheets provide a structured framework for students to learn how to properly cite various types of sources, such as books, articles, and websites, in their writing assignments. By incorporating Citing Sources worksheets into their lesson plans, teachers can ensure that students understand the importance of giving credit to the original authors and avoiding plagiarism. Moreover, these worksheets can be tailored to suit different grade levels, making them a versatile resource for teaching research strategies and promoting academic integrity in the classroom.

Quizizz, a popular online platform for creating and sharing interactive quizzes, can be an excellent complement to Citing Sources worksheets and other reading and writing resources for teachers. With Quizizz, educators can design engaging quizzes that test students' understanding of research strategies, citation formats, and other essential aspects of reading and writing. Additionally, Quizizz offers a vast library of pre-made quizzes and resources, including those specifically designed for different grade levels, allowing teachers to easily find and customize content that aligns with their curriculum. By integrating Quizizz into their teaching methods, educators can create a dynamic and interactive learning environment that reinforces the skills taught through Citing Sources worksheets and other reading and writing materials.

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Printable Research Writing Worksheets

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• Research Guides

Research @ Reynolds Libraries

Handouts & worksheets - complete list.

• Overview / Table of Contents
• Learning Outcomes
• Library Terminology This link opens in a new window
• 1 a. Find topic ideas & overviews
• 1 b. Refine a topic
• 2 a. The Information Cycle
• 2 b. Comparison of information sources
• 2 c. Scholarly vs. popular articles
• 3 a. Search the library catalog
• 3 b. Locate print books by call number
• 3 c. Request a print book
• 3 d. Find & use eBooks
• 3 e. Obtain books from other libraries
• 4 a. Library databases
• 4 b. Online search strategies
• 4 c. Locate full-text articles
• 4 d. Off-campus access
• 5 a. Internet, open web & deep web
• 5 c. Open web search engines
• 6 a. Evaluating the credibility of sources
• 6 b. Wikipedia
• 7 a. Avoid plagiarism
• 7 b. Interpret citations
• 5 b. Library databases vs. the open web
• 7 c. Cite sources

Need research help? Ask me!

EMAIL: [email protected]

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Info To Go:

• Info To Go Handout
• Info To Go Worksheet

Module 1 - Topics:

• Topic Ideas Handout
• Topic Ideas Worksheet
• Refine a Topic Handout
• Refine a Topic Worksheet

Module 2 - Types of Information:

• Types of Sources Handout
• Types of Sources Worksheet
• Scholarly Journals vs. Popular Magazines Handout
• Scholarly Journals vs. Popular Magazines Worksheet

Module 3 - Find books:

• Library Catalog Handout
• Library Catalog Worksheet
• Call Numbers Handout
• Call Numbers Worksheet
• LC Classification
• Obtain Books Handout
• Obtain Books Worksheet

Module 4 - Find articles: 

• Search Strategies Handout
• Search Strategies Worksheet
• Find Full Text Articles Handout
• Find Full Text Articles Worksheet
• Off-Campus Access Handout
• Off-Campus Access Worksheet

Module 5 - Use Open Web sources:

• Library Databases vs. the Open Web Handout
• Library Databases vs. the Open Web Google Worksheet

Module 6 - Evaluate sources:

• Evaluate Information Sources Handout
• Evaluate Information Sources Worksheet

Module 7 - Cite sources:

• Avoid Plagiarism Handout
• Avoid  Plagiarism Worksheet
• Interpret Citations Handout
• Interpret Citations Worksheet
• Cite Sources - MLA - Handout
• Cite Sources - MLA - Worksheet
• Cite Sources - APA - Handout
• Cite Sources - APA - Worksheet
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• Last Updated: Jul 1, 2024 3:51 PM
• Web address for this page:: https://libguides.reynolds.edu/research

• Research Guides
• Vanderbilt University Libraries
• Central Library

HART 2720: Modern Architecture - Worsnick

Evaluating sources.

• Getting Started With Research
• Finding Books & Articles
• Architecture Resources
• Citing What You Find

Peer Review in 3 Minutes

Scholarly vs. Popular Periodicals

• Tools for Evaluating Sources
• BEAM or How to Use the Sources I Find
• Popular vs. Scholarly Checklist

Using the CRAP Test

Finding information & sources generally isn't a problem for students - finding quality, reliable sources tends to be more of a challenge. 

It's important for you to take the time to evaluate the sources you discover in the course of your research.

The C.R.A.P. Test is one way of evaluating information, by focusing on the Currency, Relevance, Authority & Purpose or Point-of-View. 

• CRAP Test Tool for evaluating sources

You've done your search in a database and found a list of articles.  Or you have some book titles to consider.  You now have to decide whether or not these potential sources help you accomplish your purpose.  One way to do that is to see how you might use those sources in your research paper.

The BEAM model below might be helpful. As you examine your results ask yourself, does this source fall into one (or more) of the categories below?

More Details

Background Sources

• Rely on them for information accepted as unquestionable fact
• Provide general information to explain a topic
• Sources to consider: books, encyclopedias (either general or subject-specific), articles.

Exhibit Sources

• Materials a writer is interpreting or analyzing
• Used to provide an example of or give evidence for a claim
• Sources to consider: Depending on your topic and discipline, scholarly books or articles, a film,  novel, a data set, an interview, experimental results, a  diary, letters, a work of art, etc.

Argument Sources

• Information from other authors you are agreeing with, disagreeing with, or building upon
• Citing them puts your research in the context of other scholarship on that topic--brings you into the conversation
• You use your exhibit sources as examples of why you agree with, disagree with, or want to add more to what was claimed in your argument sources
• Sources to consider: articles, books.

Method Sources

• Materials an author follows to determine how they are doing their research
• Sources to consider: Course readings, books, articles, Can include research procedures, theories

Graphic and List: Created by Pam Morgan, Central Library, August 2016

Adapted from: http://libguides.heidelberg.edu/eval/beam#s-lg-box-2260491

Additional Sources:

Woodward, Kristin M. and Ganski, Kate L., “BEAM Lesson Plan” (2013). UWM Libraries Instructional Materials. Paper 1. http://dc.uwm.edu/lib_staff_files/1

Rubick. Kate. 2014. "Flashlight: Using Bizup's BEAM to Illuminate the Rhetoric of Research." Presentation at Library Instruction West 2014.

Rumble, Juliet, Carter. Toni and Noe, Nancy.  2015. "Teaching Students the 'How' and 'Why' of Source Evaluation: Pedagogies that Empower Communities of Learning and Scholarship." Presentation at 2015 LOEX Conference.

BEAM originally developed by Joseph Bizup.

Bizup, Joseph. "BEAM: A Rhetorical Vocabulary for Teaching Research-Based Writing."  Rhetoric Review  27, no. 1 (2008): 72-86. doi:10.1080/07350190701738858

An important step in evaluating a resource is determining if it is considered scholarly.  This distinction will need to be made for books, as well as articles. 

• << Previous: Citing What You Find
• Last Updated: Aug 28, 2024 5:04 PM
• URL: https://researchguides.library.vanderbilt.edu/ModernArchitecture-Worsnick

Educator Resources

Document Analysis

Document analysis is the first step in working with primary sources. Teach your students to think through primary source documents for contextual understanding and to extract information to make informed judgments.

Use these worksheets — for photos, written documents, artifacts, posters, maps, cartoons, videos, and sound recordings — to teach your students the process of document analysis.

Follow this progression:

Don’t stop with document analysis though. Analysis is just the foundation. Move on to activities in which students use the primary sources as historical evidence, like on DocsTeach.org .

• Meet the document.
• Observe its parts.
• Try to make sense of it.
• Use it as historical evidence.
• Once students have become familiar with using the worksheets, direct them to analyze documents as a class or in groups without the worksheets, vocalizing the four steps as they go.
• Eventually, students will internalize the procedure and be able to go through these four steps on their own every time they encounter a primary source document. Remind students to practice this same careful analysis with every primary source they see.

Worksheets for Novice or Younger Students, or Those Learning English

• Written Document
• Artifact or Object
• Sound Recording

See these Worksheets in Spanish language

Worksheets for Intermediate or Secondary Students

Worksheet for understanding perspective in primary sources - for all students and document types.

This tool helps students identify perspective in primary sources and understand how backgrounds, beliefs, and experiences shape point of view.

• Understanding Perspective in Primary Sources

Former Worksheets

These worksheets were revised in February, 2017. Please let us know if you have feedback. If you prefer the previous version of the worksheets, you can download them below .

• Motion Picture

Evaluating Sources

• Evaluate Source - SIFT

Short Videos to Help You to Critically Evaluate Sources

• Evaluating Sources - Worksheet
• In-Class Exercise

• Evaluate Sources Using CRAAP Test
• Evaluating Sources for Credibility
• Format Matters
• Credibility is contextual

The CRAAP test is one technique to help you in evaluating sources and determining whether you should use them in your research assignments.

CRAAP stands for: C urrency, R elevance, A uthority, A ccuracy, P urpose

The short video below walks you though the parts of the CRAAP test and provides you with examples of criteria for each part of the CRAAP test.

The short video below helps you determine whether a source is credible (i.e., high quality, trustworthy, and believable) and touches on criteria that are not readily apparent in the CRAAP test.

Using credible sources is key to your success on academic research project because high quality sources make your project high quality!

Sources of information come in many different formats - from books, newspapers, academic articles to blogs, tweets, and memes. These sources differ in terms of the process of how they are created. This process can impact whether and how you might use a source in your academic research project.

The short video below helps you better understand these processes and explores when using different formats of information might be appropriate.

This short video guides you in finding credible sources for research projects, and explains why some sources are more credible than others.

• << Previous: Evaluate Source - SIFT
• Next: Evaluating Sources - Worksheet >>
• Last updated: Aug 29, 2022 11:07 AM
• URL: https://libguides.asu.edu/evaluate

The ASU Library acknowledges the twenty-three Native Nations that have inhabited this land for centuries. Arizona State University's four campuses are located in the Salt River Valley on ancestral territories of Indigenous peoples, including the Akimel O’odham (Pima) and Pee Posh (Maricopa) Indian Communities, whose care and keeping of these lands allows us to be here today. ASU Library acknowledges the sovereignty of these nations and seeks to foster an environment of success and possibility for Native American students and patrons. We are advocates for the incorporation of Indigenous knowledge systems and research methodologies within contemporary library practice. ASU Library welcomes members of the Akimel O’odham and Pee Posh, and all Native nations to the Library.

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Fabric and Textiles Online research worksheet

Subject: Design, engineering and technology

Age range: 14-16

Resource type: Worksheet/Activity

Last updated

27 August 2024

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Needing a textiles task for a casual lesson, end of term filler or homework task? This Fabric & Textiles Online worksheet provides students with a range of questions and is divided into 3 components. The first part asks students to research types of textiles and fibres; the second part has students researching fabric types and their properties; and the third part examines apparel, clothing, customs and traditions related to cloth, how status impacts what people wear, colour significance and fashion. Students are provided with a list of recommended websites to help them get started with their research but are also required to locate appropriate sources to help them find answers to the remaining questions.

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