This project has students collaboratively create a source-credibility rubric and apply it in an individual comparison to demonstrate how credibility varies across contexts.
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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
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Your introduction clearly explains the importance of evaluating source credibility.
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Your introduction mentions source credibility.
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Your introduction does not mention credibility.
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| Rubric
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Your paper clearly discusses each criterion and illustrates with examples.
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Your paper mentions different criteria used in source evaluation.
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The paper does not include the rubric or does so with no explanation.
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| Sources
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Sources clearly demonstrate a range of topics and concerns regarding source credibility.
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At least 3 sources are used to illustrate source credibility.
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The paper has insufficient or inappropriate sources.
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| Process
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Discussion clearly and effectively centers on the process by which a given evaluation was made.
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Discussion of sources mentions processes as well as conclusions.
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Discussion of sources does not include discussion of evaluative processes.
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| Responding to Feedback
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You have revised your CSA substantially and/or thoughtfully based on both your peers’ and your instructor’s feedback.
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You have revised your CSA based on both your peers’ and your instructor’s feedback.
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No revisions to the CSA have been made or only minor changes have been made that do not adequately respond to feedback.
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- A copy of CSA Grading rubric:File:CSA Grading Criteria.pdf
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.
- 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.
- 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.
- Students reflect on group collaboration, rubric choices, source selection, and strategies for communicating credibility to an audience.
Weekly Structure
Week 1: Primary Research
Overview: Develop primary research tools by designing surveys and interview questions, preparing transcripts, and gathering direct quotes to support their claims.
- Key Sources on Primary Research
| Name |
Description
|
| Read: Primary Research Methods Explained |
This article introduces key types of primary research—like surveys, interviews, observations, and focus groups—offering practical guidance for collecting original data in academic and professional contexts.
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- Alternative Materials on Primary Research
Some videos and texts might be useful for your class depending on your needs.
| Name |
Description
|
| Watch: What are primary and secondary sources? |
This short video introduces primary and secondary sources by explaining their key differences and how they are identified, evaluated, and used in academic research and writing.
|
| Read: What is Primary Research and How do I get Started? |
This video compares four primary research methods—focus groups, interviews, questionnaires, and online surveys—explaining their strengths and limitations to help students choose the most effective approach for their data collection.
|
| Read: Primary Research: Definition, Types, & Examples |
This reading explains what primary research is, when it is used, and outlines common types and examples relevant to academic research.
|
| Watch: Primary vs. Secondary Sources: The Differences Explained |
This video introduces primary and secondary sources by explaining their roles in academic research, source evaluation, and argument development.
|
| Watch: Understanding Primary & Secondary Sources |
This video explains the difference between primary and secondary sources and demonstrates how each can be used to support academic research projects.
|
Overview: Discussion of Discourse Communities; Choosing a Discourse Community; Class Discourse Community; Good Collaboration Groups; Making Arguments
- Key Source on Discourse Communities
| Name |
Description
|
| Read: Discourse Communities |
This article introduces discourse communities as groups with shared goals, conventions, and communication practices — a useful concept for assignments that ask students to analyze how writing works in real-world settings.
|
- Alternative Sources on Discourse Communities
Here are some materials that you can use as an alternative to the main article.
| Name |
Description
|
| Watch: The Concept of Discourse Community Visual |
This video introduces students to discourse communities as socio-rhetorical groups defined by shared goals, genres, communication methods, and specialized language—making it an excellent primer for teaching disciplinary writing and audience awareness.
|
| Read: Discourse Communities: Overview + Objectives |
This chapter introduces discourse communities as groups defined by shared goals, communication practices, and specialized language, helping students understand how writing functions within social and rhetorical contexts.
|
| Read: Discourse Communities and Conventions |
This article introduces academic discourse communities, which are typically defined by specific fields and disciplines. It emphasizes the importance of understanding the conventions of your academic community as a key step toward success in college. Using the example of a first-year English class, it illustrates how engaging with peers, instructors, and shared writing practices forms a distinct discourse community.
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Week 3: Argument/Evidence
Overview: Finding Evidence; Incorporating Evidence; Curating Data; Responding to Different Audiences
- Key Source on Argument/Evidence
| Name |
Description
|
| Watch:Writing Claims |
This short video introduces the basics of making and evaluating claims, emphasizing how strong evidence supports persuasive, debatable statements in academic writing.
|
- Alternative Sources on Argument/Evidence
Here are alternative sources that can be used as an alternative or as complementary parts to the key source.
| Name |
Description
|
| Watch: What is an argument? |
Defines academic argument as a process of reasoning supported by evidence and critical thinking, offering practical tips to help students structure persuasive, analytical writing.
|
| Read: Argument |
This is a list of materials on academic argument.
|
| Read: Using Evidence |
This guide helps students understand how to select, integrate, and explain evidence effectively in academic writing, making it a valuable tool for building strong, well-supported arguments.
|
| Read: How to Develop an Academic Argument |
This article introduces academic argument as a process of developing a position through reasoning and evidence, guiding students to write clearly, critically, and persuasively.
|
| Read: Bring Together Evidence and Reasoning |
This article explains how to build a strong academic argument by bringing together clear claims, supporting evidence, and logical reasoning in a cohesive and persuasive way.
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Week 4: Audience
Overview: Persuade specific audiences using rhetorical appeals, Persuasion modes, argument changes depending on audience and context.
- Key Source on Writing for an Audience
| Name |
Description
|
| Read: Writing for an Audience |
This article helps writers adapt their content to different audiences by addressing tone, expectations, and background knowledge—making it a strong teaching tool for instructors introducing rhetorical awareness and a practical guide for students developing audience-focused writing.
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- Alternative Sources on Writing for an Audience