Comparative Source Analysis
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.
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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 Learning 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
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Genres & Formats
- Written narrative (1 page)
- Multimedia version (audio/video)
Rubric
- Literacy Narrative
| Grading Criteria | Exceptional | Met | Not Met |
|---|---|---|---|
| Adaptation of Narrative | You have adapted your narrative to a new genre and have included new things or removed pieces of narrative to fit that genre. | You have adapted your narrative to a new genre. | The narrative is not adapted, or the adaptation includes only text. |
| Meeting Genre Goals | Your narrative fits well within the conventions of the genre as laid out in your reflection. The genre is recognizable. | Your narrative resembles the conventions of the genre as laid out in your reflection. | The narrative does not resemble the conventions of the genre as laid out in the reflection. |
| Use of Media | More than one non-written text mode is used in your narrative. Modes enhance the narrative. | At least one non-written text mode is used in your narrative. It helps to explain the narrative. | The narrative is written text alone or modes are included in ways that do not support the narrative. |
| Adapting to Your Audience | Your narrative is suitable and appealing for your chosen audience. Content has been adapted specifically to appeal to that audience. | Your narrative is suitable for your chosen audience. | The narrative does not suit the audience explained in the reflection. |
| Responding to Feedback | You have revised your narrative substantially and/or thoughtfully based on both your peers’ and your instructor’s feedback. | You have revised your narrative based on both your peers’ and your instructor’s feedback. | No revisions to the narrative have been made or only minor changes have been made that do not adequately respond to feedback. |
| Meeting Requirements | You have met or exceeded all the requirements for the narrative. | You have met all the requirements for the narrative. | One or more of the requirements for the narrative has not been met. |
- For a copy of the Literacy Narrative rubric, click here to download.
- Reflection Piece
| Grading Criteria | Exceptional | Met | Not Met |
|---|---|---|---|
| Reflecting on Your Genre Choices | You have clearly identified choices in your reflection that you made in your narrative that fit the genre you have chosen. | You have mentioned choices in your reflection related to genre conventions. | Genre conventions are not mentioned in the reflection. |
| Reflecting on Your Design Choices | You have clearly identified choices in your reflection that you made in your narrative that explain why you designed your project as you did. | You have mentioned choices in your reflection related to design choices. | Design conventions are not mentioned in the reflection. |
| Reflecting on Appealing to Your Audience | You have identified specific things in your reflection that you have done in your narrative to appeal to your audience or help them understand better. | You have mentioned things in your reflection that you have done in your remediation project to help your audience. | Audience appeal or adaptation is not mentioned in the reflection. |
| Reflecting on Your Rhetorical Purpose | You clearly explain your goal in making the narrative and explain how you met that goal. | You explain your goal in making your narrative. | The goal of the narrative is not mentioned in the reflection. |
| Responding to Feedback | You have revised your reflection substantially and/or thoughtfully based on both your peers’ and your instructor’s feedback. | You have revised your reflection based on both your peers’ and your instructor’s feedback. | No revisions to the reflection have been made or only minor changes have been made that do not adequately respond to feedback. |
| 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. |
For a copy of the Literacy Narrative Reflection rubric, click here to download
Assignment Focus
This section outlines various tasks an instructor may assign, each designed to build specific skills and insights that contribute to the development of the overall Literacy Narrative project.
- Narrative Draft
- Students may describe a “newcomer” experience—moving to a new city, joining a new team, learning an unfamiliar cultural or digital practice, etc.
- Audience/Medium Selection
- Students choose a target audience (e.g., future students, peers, family, professionals) and a medium (podcast, comic, video, etc.).
- Multimodal Remediation
- Students recreate the narrative in a new form, making rhetorical decisions based on mode, purpose, and audience.
- Reflection Piece
- Students reflect on the changes made and how those changes shape meaning.
- Downloadable Assignment Sheets
- For sample assignment sheets, click to download.
- Students' Project Samples