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This project begins with students collaboratively creating criteria for evaluating source credibility and then using that rubric in an individual comparison of sources to show how credibility can be assessed in different contexts.
This project has students collaboratively create a source-credibility rubric and apply it in an individual comparison to demonstrate how credibility varies across contexts.


'''See details'''
'''See details'''
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In this project, students work in small groups to develop a shared rubric for evaluating source credibility and then apply that rubric in an individual comparative analysis. Students are encouraged to draw on their prior experiences with academic, popular, and digital sources as they decide which criteria matter and why. While there is no single correct definition of credibility, students must be able to clearly explain and justify the choices they make in designing and using their rubric. After completing the analysis, students compose a reflection that examines their group collaboration, rubric design, source selection, and strategies for helping an audience understand the evaluation process. In the [[First-Year Composition]] curriculum of '''Northern Illinois University (NIU)''', the reflection component constitutes 50% of the final grade for each major writing project.  
'''Comparative Source Analysis''' is a collaborative process where students use prior experience with academic, popular, and digital sources to justify their credibility rubric. The project concludes with a reflection on collaboration, rubric design, source selection, and audience awareness, which makes up 50% of the final grade in the [[First-Year Composition]] curriculum at '''Northern Illinois University (NIU)'''.
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=== '''Comparative Source Analysis Learning Objectives''' ===
=== '''Comparative Source Analysis Objectives''' ===
* Identify and apply criteria for evaluating source credibility
* Identify and apply criteria for evaluating source credibility.
* Practice collaborative decision-making in rubric development
* Practice collaborative decision-making in rubric development.
* Analyze credibility as part of the research process
* Analyze credibility as part of the research process.
* Compare how different sources establish trustworthiness
* Compare how different sources establish trustworthiness.




This project is connected to the [[ Student Learning Outcomes (SLOs)]] through:
This project is connected to the [[ Student Learning Outcomes (SLOs)]] through:
*[[SLO 1|Writing Goals and Processes]]
*[[Comparative Source Analysis - Writing Process Reflection|Writing Process Reflection]]
*[[SLO 2|Contextual Connections and Transfer]]
*[[Comparative Source Analysis - Transfer and Contextual Connections|Transfer and Contextual Connections]]
*[[SLO 3|Genre and Style Awareness]]
*[[Comparative Source Analysis - Genre and Style Awareness|Genre and Style Awareness]]
 
== Genres & Formats ==
* Comparative source analysis with reflection.
* Group rubric, individual comparison paper, and written or multimodal reflection.


= '''Rubric''' =
= '''Rubric''' =
*'''Comparative Source Analysis'''
*'''Comparative Source Analysis'''
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{| class="wikitable"
{| class="wikitable" style="width:100%; text-align:left;"
|-
|+ '''Grading Criteria: CSA'''
! Grading Criteria: CSA !! Exceptional !! Met !! Not Met
! Criterion !! Exceptional !! Met !! Not Met
|-
|-
| style="text-align:center;"|'''Introduction''' ||style="text-align:center;"| Your introduction clearly explains the importance of evaluating source credibility. ||style="text-align:center;"| Your introduction mentions source credibility. || style="text-align:center;"| Your introduction does not mention credibility.
! Introduction
| Your introduction clearly explains the importance of evaluating source credibility.
| Your introduction mentions source credibility.
| Your introduction does not mention credibility.
|-
|-
| style="text-align:center;"|'''Rubric''' || style="text-align:center;" | Your paper clearly discusses each criteria and illustrates with examples.|| style="text-align:center;"| Your paper mentions different criteria used in source evaluation.|| The paper does not include the rubric, or does so with no explanation.
! Rubric  
| Your paper clearly discusses each criterion and illustrates with examples.
| Your paper mentions different criteria used in source evaluation.
| The paper does not include the rubric or does so with no explanation.
|-
|-
| style="text-align:center;"|'''Sources''' || style="text-align:center;"| Sources clearly demonstrate range of topics and concerns regarding source credibility.|| style="text-align:center;"| At least 3 sources are used to illustrate source credibility.||style="text-align:center;"| The paper has insufficient or inappropriate sources.
! Sources  
| Sources clearly demonstrate a range of topics and concerns regarding source credibility.
| At least 3 sources are used to illustrate source credibility.
| The paper has insufficient or inappropriate sources.
|-
|-
| style="text-align:center;"|'''Process'''|| style="text-align:center;"| Discussion clearly and effectively centers on the process by which a given evaluation was made.|| style="text-align:center;"| Discussion of sources mentions processes as well as conclusions. || style="text-align:center;"| Discussion of sources does not include discussion of evaluative processes.
! Process
| Discussion clearly and effectively centers on the process by which a given evaluation was made.
| Discussion of sources mentions processes as well as conclusions.
| Discussion of sources does not include discussion of evaluative processes.
|-
|-
| style="text-align:center;"|'''Responding to Feedback''' || style="text-align:center;"| You have revised your CSA substantially and/or thoughtfully based on both your peers’ and your instructor’s feedback. || style="text-align:center;"| You have revised your CSA based on both your peers’ and your instructor’s feedback. || style="text-align:center;"| No revisions to the CSA have been made or only minor changes have been made that do not adequately respond to feedback.
! Responding to Feedback
| You have revised your CSA substantially and/or thoughtfully based on both your peers’ and your instructor’s feedback.
| You have revised your CSA based on both your peers’ and your instructor’s feedback.
| No revisions to the CSA have been made or only minor changes have been made that do not adequately respond to feedback.
|-
|-
| style="text-align:center;"|'''Meeting Requirements''' || style="text-align:center;"| You have met or exceeded all of the requirements for the narrative. || style="text-align:center;"| You have met all of the requirements for the narrative. || style="text-align:center;"| One or more of the requirements for the narrative has not been met.
|}
|}
:A copy of the Comparative Source Analysis rubric:[[File:CSA Grading Criteria.pdf|thumb]]
: A copy of '''CSA Grading rubric''':[[File:CSA Grading Criteria.pdf|thumb]]
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*'''Reflection Piece'''
*'''Reflection Piece'''
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{| class="wikitable"
{| class="wikitable" style="width:100%; text-align:left;"
|-
|+ '''Grading Criteria: CSA Reflection'''
! '''Grading Criteria: Reflection''' !! '''Exceptional''' !! '''Met''' !! '''Not Met'''
! '''Grading Criteria: Reflection''' !! '''Exceptional''' !! '''Met''' !! '''Not Met'''
|-
|-
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:Students reflect on group collaboration, rubric choices, source selection, and strategies for communicating credibility to an audience.
:Students reflect on group collaboration, rubric choices, source selection, and strategies for communicating credibility to an audience.
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=='''Weekly Structure'''==
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=== Week 1: Knowledge/Literacy === 
Overview: Focus on media literacy and knowledge, produces and values knowledge, why knowledge matters.
<div class="mw-collapsible-content">
*'''Key Sources on Knowledge/Literacy'''
{| class="wikitable"
|-
! Name !! Description
|-
| Watch: [[Media Literacy]] || This video explains what media literacy is—how to access, analyze, evaluate, and create media messages while recognizing common misconceptions about it.
|-
| Watch: [[Whose knowledge is good knowledge?]]|| In this TEDx talk, Giulia Zampini questions whose knowledge is valued and calls for more inclusive ways of recognizing expertise.
|}
*'''Alternative Materials on Knowledge/Literacy'''
Some videos and texts might be useful for your class depending on your needs.
{| class="wikitable"
|-
! Name !! Description
|-
| Read: [[The Importance of Media Literacy]] || The article explains that media literacy helps people critically evaluate media, recognize bias, and make informed decisions.
|-
| Read: [[What is Media Literacy?]] || The article defines media literacy as the ability to critically understand and evaluate media messages and their influence.
|-
| Watch: [[Media Literacy Explained]] || The video is a short, animated explainer about media literacy and why it’s important to think critically about the media we consume.
|-
| Watch: [[What Is Media Literacy?]] || The video explains that media literacy is the ability to analyze and understand media messages critically.
|-
| Read: [[Media Literacy (Explained in 3 Minutes)]] || The video explains that media literacy is the ability to analyze and evaluate media messages and recognize bias critically.
|}
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=== Week 2: Information Literacy ===
Overview: Focus on in-class library module, information literacy, research skills and takeaways, revisiting the Research Narrative.
<div class="mw-collapsible-content">
*'''Key Source on Information Literacy'''
{| class="wikitable"
|-
! Name !! Description
|-
| Watch: [[Information literacy]] || In this TEDx talk, Kevin Arms stresses the importance of information literacy to combat misinformation and evaluate sources critically.
|}
*'''Alternative Sources on Information Literacy'''
Some materials that you can use as an alternative to the main article.
{| class="wikitable"
|-
! Name !! Description
|-
| Read: [[What Is Information Literacy and Why Does It Matter?]] || The article defines information literacy as the ability to find, evaluate, and use information effectively.
|-
| Watch: [[What is Information Literacy?]] || The video explains that information literacy is the ability to evaluate and use information responsibly.
|-
| Watch: [[Information Literacy!!]] || The video explains that information literacy is the ability to judge whether information is credible.
|-
| Read: [[For Students: Information Literacy]] || The article defines information literacy as the ability to locate, evaluate, and use information effectively and ethically to solve problems and make informed decisions.
|-
|}
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=== Week 3: Rubric/Credibility ===
Overview:Focus on understanding reliable and verifiable sources, evaluating source credibility, drafting and testing a credibility rubric.
<div class="mw-collapsible-content">
*'''Key Source on Rubric/Credibility'''
{| class="wikitable"
|-
! Name !! Description
|-
| Read:[[ Reliable sources]] || This Wikipedia page explains reliable sources guideline, stressing that a source must be credible for the specific claim it supports and that reliability depends on context.
|-
| Read:[[ Verifiability]] || This Wikipedia page explains verifiability as the requirement that information be backed by reliable, published sources.
|}
* '''Alternative Sources on Rubric/Credibility'''
Some videos and texts might be useful for your class depending on your needs.
{| class="wikitable"
|-
! Name !! Description
|-
| Watch: [[Evaluating Sources for Credibility]] || This video explains how to identify credible sources through expertise, bias, peer review, and timeliness.
|-
| Watch: [[Reliable and Valid Sources]] || This video explains how to evaluate reliable sources by focusing on context, authority, and a simple checklist for assessing websites.
|-
| Watch: [[How to Validate Knowledge? Verifiability and Confirmability of Knowledge]] || This video explains how verifiability and confirmability are used to assess the reliability of empirical knowledge claims.
|-
| Read: [[Writing Resource: Evaluating Sources]] || This text provides guidelines for evaluating sources based on credibility, evidence, and relevance to research goals.
|-
|}
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=== Week 4: Analysis/Revision ===
Overview: Focus on refining the source-credibility rubric, analyzing sample CSA papers. developing a CSA outline, peer revision, ePortfolio updates.
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*'''Key Resource on Peer Revision'''
{| class="wikitable"
|-
! Name!! Description
|-
| Watch: [[Good Practices for Peer Revision]] || This short video guides students through effective peer revision by emphasizing feedback that focuses on meaning, not mechanics, using clear “what,” “why,” and “how” comments to support deeper revision.
|}
*'''Alternative Material on Peer Revision'''
Some videos and texts might be useful for your class depending on your needs.
{| class="wikitable"
|-
! Name !! Description
|-
| Read: [[Giving Feedback for Peer Review]] || A concise and comprehensive list of effective peer review strategies for students.
|}
</div>
</div>
=== Week 5: Reflection ===
Overview: Student groups meet with the instructor in conference sessions to receive feedback on the first draft of their assignment.
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=='''Students' Project Samples'''==
*[[Rhetoric & Composition I]] Samples
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**[[File:CSA_-_1.pdf|thumb]]
**[[File:CSA_-_2.pdf|thumb]]
**[[File:CSA_-_3.pdf|thumb]]
**[[File:CSA_-_4.pdf|thumb]]
**[[File:CSA_-_5.pdf|thumb]]
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Latest revision as of 11:12, 13 July 2026

This project has students collaboratively create a source-credibility rubric and apply it in an individual comparison to demonstrate how credibility varies across contexts.

See details

Comparative Source Analysis is a collaborative process where students use prior experience with academic, popular, and digital sources to justify their credibility rubric. The project concludes with a reflection on collaboration, rubric design, source selection, and audience awareness, which makes up 50% of the final grade in the First-Year Composition curriculum at Northern Illinois University (NIU).

Comparative Source Analysis Objectives

  • Identify and apply criteria for evaluating source credibility.
  • Practice collaborative decision-making in rubric development.
  • Analyze credibility as part of the research process.
  • Compare how different sources establish trustworthiness.


This project is connected to the Student Learning Outcomes (SLOs) through:

Genres & Formats

  • Comparative source analysis with reflection.
  • Group rubric, individual comparison paper, and written or multimodal reflection.

Rubric

  • Comparative Source Analysis
Grading Criteria: CSA
Criterion Exceptional Met Not Met
Introduction Your introduction clearly explains the importance of evaluating source credibility. Your introduction mentions source credibility. Your introduction does not mention credibility.
Rubric Your paper clearly discusses each criterion and illustrates with examples. Your paper mentions different criteria used in source evaluation. The paper does not include the rubric or does so with no explanation.
Sources Sources clearly demonstrate a range of topics and concerns regarding source credibility. At least 3 sources are used to illustrate source credibility. The paper has insufficient or inappropriate sources.
Process Discussion clearly and effectively centers on the process by which a given evaluation was made. Discussion of sources mentions processes as well as conclusions. Discussion of sources does not include discussion of evaluative processes.
Responding to Feedback You have revised your CSA substantially and/or thoughtfully based on both your peers’ and your instructor’s feedback. You have revised your CSA based on both your peers’ and your instructor’s feedback. No revisions to the CSA have been made or only minor changes have been made that do not adequately respond to feedback.
A copy of CSA Grading rubric:File:CSA Grading Criteria.pdf
  • Reflection Piece
Grading Criteria: CSA Reflection
Grading Criteria: Reflection Exceptional Met Not Met
Reflecting on Your Group You have clearly explained what methods your group used to successfully work together and have included things you would do differently next time based on your experience. You explain what methods your group used to successfully work together. The methods used to work together are not included or are unclear.
Reflecting on Your Rubric Choices You have clearly identified choices in your reflection that you made in your rubric that explain why you designed your criteria as you did. You have mentioned rubric choices in your reflection related to design choices. Rubric choices are not mentioned in the reflection.
Reflecting on Appealing to Your Audience You have identified specific things that you have done in your CSA to help your audience understand the process better. You have mentioned things that you have done in your CSA to help your audience. Audience reception not mentioned in the reflection.
Reflecting on Your Examples and Arrangement You clearly explain why you chose the examples you did, and clearly explain the specific order in which you discussed them. You mention the examples you chose and the way you arranged them. The arrangement of the examples is not mentioned in the reflection.
Meeting Requirements You have met or exceeded all the requirements for the reflection. You have met all the requirements for the reflection. One or more of the requirements for the reflection has not been met.
A copy of the Comparative Source Analysis Reflection rubric:File:CSA Reflection Grading Criteria.pdf

Assignment Focus

This section outlines a range of tasks an instructor may assign to support students’ development of evaluative research practices throughout the Comparative Source Analysis project.

  • Rubric Development
Students work in small groups to create a rubric that defines criteria and metrics for evaluating source credibility.
  • Group Participation and Evaluation
Students contribute to group discussion and document design; participation is assessed through individual group evaluations.
  • Source Selection
Students select multiple sources that represent a range of credibility, such as highly credible, weak, or mixed sources.
  • Comparative Analysis Paper (Individual)
In the individual paper, the shared rubric is used to compare sources, with emphasis placed on evaluative process and reasoning.
  • Reflection Piece
Students reflect on group collaboration, rubric choices, source selection, and strategies for communicating credibility to an audience.

Weekly Structure

Week 1: Knowledge/Literacy

Overview: Focus on media literacy and knowledge, produces and values knowledge, why knowledge matters.

  • Key Sources on Knowledge/Literacy
Name Description
Watch: Media Literacy This video explains what media literacy is—how to access, analyze, evaluate, and create media messages while recognizing common misconceptions about it.
Watch: Whose knowledge is good knowledge? In this TEDx talk, Giulia Zampini questions whose knowledge is valued and calls for more inclusive ways of recognizing expertise.
  • Alternative Materials on Knowledge/Literacy

Some videos and texts might be useful for your class depending on your needs.

Name Description
Read: The Importance of Media Literacy The article explains that media literacy helps people critically evaluate media, recognize bias, and make informed decisions.
Read: What is Media Literacy? The article defines media literacy as the ability to critically understand and evaluate media messages and their influence.
Watch: Media Literacy Explained The video is a short, animated explainer about media literacy and why it’s important to think critically about the media we consume.
Watch: What Is Media Literacy? The video explains that media literacy is the ability to analyze and understand media messages critically.
Read: Media Literacy (Explained in 3 Minutes) The video explains that media literacy is the ability to analyze and evaluate media messages and recognize bias critically.

Week 2: Information Literacy

Overview: Focus on in-class library module, information literacy, research skills and takeaways, revisiting the Research Narrative.

  • Key Source on Information Literacy
Name Description
Watch: Information literacy In this TEDx talk, Kevin Arms stresses the importance of information literacy to combat misinformation and evaluate sources critically.
  • Alternative Sources on Information Literacy

Some materials that you can use as an alternative to the main article.

Name Description
Read: What Is Information Literacy and Why Does It Matter? The article defines information literacy as the ability to find, evaluate, and use information effectively.
Watch: What is Information Literacy? The video explains that information literacy is the ability to evaluate and use information responsibly.
Watch: Information Literacy!! The video explains that information literacy is the ability to judge whether information is credible.
Read: For Students: Information Literacy The article defines information literacy as the ability to locate, evaluate, and use information effectively and ethically to solve problems and make informed decisions.

Week 3: Rubric/Credibility

Overview:Focus on understanding reliable and verifiable sources, evaluating source credibility, drafting and testing a credibility rubric.

  • Key Source on Rubric/Credibility
Name Description
Read:Reliable sources This Wikipedia page explains reliable sources guideline, stressing that a source must be credible for the specific claim it supports and that reliability depends on context.
Read:Verifiability This Wikipedia page explains verifiability as the requirement that information be backed by reliable, published sources.
  • Alternative Sources on Rubric/Credibility

Some videos and texts might be useful for your class depending on your needs.

Name Description
Watch: Evaluating Sources for Credibility This video explains how to identify credible sources through expertise, bias, peer review, and timeliness.
Watch: Reliable and Valid Sources This video explains how to evaluate reliable sources by focusing on context, authority, and a simple checklist for assessing websites.
Watch: How to Validate Knowledge? Verifiability and Confirmability of Knowledge This video explains how verifiability and confirmability are used to assess the reliability of empirical knowledge claims.
Read: Writing Resource: Evaluating Sources This text provides guidelines for evaluating sources based on credibility, evidence, and relevance to research goals.

Week 4: Analysis/Revision

Overview: Focus on refining the source-credibility rubric, analyzing sample CSA papers. developing a CSA outline, peer revision, ePortfolio updates.

  • Key Resource on Peer Revision
Name Description
Watch: Good Practices for Peer Revision This short video guides students through effective peer revision by emphasizing feedback that focuses on meaning, not mechanics, using clear “what,” “why,” and “how” comments to support deeper revision.
  • Alternative Material on Peer Revision

Some videos and texts might be useful for your class depending on your needs.

Name Description
Read: Giving Feedback for Peer Review A concise and comprehensive list of effective peer review strategies for students.

Week 5: Reflection

Overview: Student groups meet with the instructor in conference sessions to receive feedback on the first draft of their assignment.


Students' Project Samples

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