Common source evaluation tools, such as PATS and CRAAP, help students assess sources of information based on considerations specific to the source itself, such as purpose, authority, timeliness/currency, scope/relevance, and accuracy. What these tools do not consider is the source’s appropriateness within different rhetorical situations. By teaching students to consider a source’s potential appropriateness within different rhetorical contexts (in an opinion paper vs. a research paper, or as a primary vs. a secondary source) we provide students a framework for more meaningful source evaluation and a means by which to articulate how, why, and when sources are used.
1. Considering Rhetorical
Situation in Source
Evaluation
Brandy R. Horne, MLIS, Associate
Professor, Instruction/Reference
Librarian, Gregg-Graniteville Library
Amanda R. Warren, PhD, Assistant
Professor, Department of English
GLITR Conference
24 June, 2022
2. Brandy Horne Amanda Warren
Instruction/Reference Librarian
Associate Professor of Library Science Assistant Professor of English
3. As an academic librarian, my primary goal is
to help our students become
more sophisticated information consumers.
4. As a writing instructor, my primary goal is to
help our students improve their critical
thinking skills and understand their choices as
writers.
5. Common source evaluation tools, such as PATS and CRAAP
, help
students assess sources of information based on considerations
specific to the source itself, such as purpose, authority,
timeliness/currency, scope/relevance, and accuracy.
What these tools do not consider is the source’s appropriateness within
different rhetorical situations.
By teaching students to consider a source’s potential appropriateness
within different rhetorical contexts (in an opinion paper vs. a research
paper, or as a primary vs. a secondary source) we provide students a
framework for more meaningful source evaluation and a means by
which to articulate how, why, and when sources are used.
6. Rhetorical
Situation Rhetorical Situation
is the CONTEXT of any piece
of communication—the
situation you find yourself in
regarding WHY you are
saying something at all,
WHAT you have to say, and
WHO you are trying to
communicate with. Or, in
other, it is the purpose,
message, and audience for
your work. Other factors like
scope/length and time frame
may be part of a rhetorical
situation as well.
Rhetorical Situation
Writer/ Purpose
Topic/
Message
Other Considerations
Readers/
Audience
7. Purpose/Writer
This is you, and your purpose for
communication…THE WHY! The
perspective you communicate from
helps define the context of that
communication, as does your stance
on a topic (which is influenced by
your life situation and experiences
and/or your familiarity with previous
work on the topic).
Are you in a professional office setting
writing a memo?
Are you in front of the city council arguing
against a city development project?
Are you a student who has been given an
assignment?
Is that assignment a lab report, a poem
explication, or a sociology capstone project?
8. Message/Topic
This is WHAT you choose to
communicate about. Even when you
are given an assignment, a lot of the
topic or message of your writing is
left up to you.
What do you want to say? That’s the
topic or message.
9. Audience/Readers
You must know WHO your
audience is and what they expect
of you. This will help you
determine what your target
reader may already know and
what challenges you might be
facing.
10. Scope/Length, time frame can influence the
choices we make as well.
A lengthy, in-depth piece of researched
writing (like a thesis, dissertation, or
professional publication) allows for more time
to investigate and discuss the nuances of a
topic, while a 2-page overview may only
touch on surface details or provide a
summary.
11. A modification of the popular
CRAAP test created by the CSU
Chico, Meriam Library. This version
incorporates Rhetorical Situation
into the evaluation process.
12. Currency
•Does the timeliness of the information matter for your research?
•When was it published or last updated?
•Is there another source that provides more current information?
Relevance
•Does this information help you answer your research question?
•Does this information help you better understand your topic?
Authority
•Who is responsible for this information? Is it a person or an organization?
•What are their qualifications/credentials and/or affiliations?
•Are there any obvious or potential conflicts of interest?
Accuracy
•Is this a peer-reviewed article or research produced by a government agency?
•What evidence do they provide?
•Can the information be verified elsewhere?
Purpose
•Why was this source created: Inform, educate, entertain, satire, convince, market/sell, mislead, propaganda, etc…?
Rhetorical
Situation
•What is your research project?
•How would you use this in your research project?
•Would you use this as a primary, secondary, or tertiary source?
•Does it present specific perspective(s) you plan to discuss?
https://library.csuchico.edu/sites/default/files/craap-test.pdf
15. In terms of academic research, information isn’t
inherently good or bad. What’s important is
how it’s being used and presented.
While tools like CRAAPRs highlight specific
aspects of information for evaluation, a
negative evaluation in an area isn’t necessarily
a deal breaker.
Appropriateness of information depends on the
context in which it’s presented.
Evaluating Information
16. Breitbart Weekly World
News
ExxonMobil
Climate
Change
Research
Wikipedia Comments Sections
PrimaryAnalysis of
language, framing,
coverage
Humor, satire,
“fake news”
examination
Comparing
climate change
data between
different types of
sponsors
Accuracy and
timeliness of
Wikipedia articles;
Analysis of quality of
sources cited
Explore/examine the
public
perception/reaction to
something
SecondaryConservative
perspective on
current events
Climate change
data
Tertiary Encyclopedia,
Establish basic
factual information
Every Source has its Use
17. And here are
our sources
and resources:
Artman, Margaret, et al. “Not Just One Shot: Extending the
Dialogue about Information Literacy in Composition Classes.”
Composition Studies, vol. 38, no. 2, fall 2010. pp. 93-110. JSTOR,
https://www.jstor.org/stable/compstud.38.2.0093
Gilmer, Marcus. “Wikipedia Demotes Breitbart to Fake News.”
Mashable, 3 Oct. 2018. https://mashable.com/article/wikipedia-
breitbart-ban-fake-news
Hackney, Sean and Brian Newman. “Using the Rhetorical
Situation to Inform Literacy Instruction and Assessment across
the Disciplines.” The English Journal, vol. 103, no. 1, Sept. 2013.
pp. 60-65. JSTOR, https://www.jstor.org/stable/24484062
Lunsford, Andrea. “A Writer’s Choices.” Easy Writer with Exercises.
7th ed., Bedford/St. Martin’s, 2018. pp. 2-10.
Weekly World News, https://weeklyworldnews.com/. Accessed
on 17 June 2022.
“Wikipedia and Fact-Checking.” Wikipedia, 24 May 2022.
https://en.wikipedia.org/wiki/Wikipedia_and_fact-checking.
18. Brandy R. Horne, MLIS
Instruction/Reference Librarian
Associate Professor
Gregg-Graniteville Library
USC Aiken
BrandyH@usca.edu
Amanda R. Warren, PhD
Assistant Professor
Department of English
USC Aiken
AmandaW@usca.edu
Editor's Notes
My name is Brandy Horne, and I am a Instruction/Reference Librarian, and an Associate Professor of Library Science at the Gregg-Graniteville Library at the Univerity of South Carolina Aiken.
I am Amanda Warren, and I am a member of the English Department at the University of South Carolina Aiken. I am the former writing center director at USCA and my area of study and expertise are composition, creative, professional, and technical writing.
Today we are here to discuss a modifcation to the ubiquitous CRAPP test for source evaluation that includes an additional consideration… that of Rhetorical Situation.
Rhetorical Situation:
The Rhetorical Situation is the CONTEXT of any piece of communication—the situation you find yourself in regarding WHY you are saying something at all, WHAT you have to say, and WHO you are trying to communicate with. Or, in other words, it is the purpose, message, and audience for your work. Other factors like scope/length and time frame may be part of a rhetorical situation as well.
Identifying the rhetorical situation, or context, for a piece of writing, allows us to make decisions about our writing’s style, format, word choice, content, description, organization, source use, evidence…all of it. Without an understanding of these three things we, as writers, are unable to proceed.
There are certain expectations for communicating within specific purposes. Maybe those expectations have to do with formatting or organization, maybe they have to do with your goals (are you trying to prove or explain something, are you trying to entertain?), maybe they dictate the appropriateness of specific types of source material, how sources are synthesized or used, and how to appropriately document those sources…making good authorial choices means understanding expectations. And understanding those expectations means thinking deliberately about rhetorical situation.
Purpose (Writer):
This is you, and your purpose for communication…THE WHY! The perspective you communicate from (are you a member of a community, a member of a club, a businessperson, an employee, a son or daughter, a parent, a sibling, etc.?) helps define the context of that communication, as does your stance on a topic (which is influenced by your life situation and experiences and/or your familiarity with previous work on the topic).
Actively considering purpose means reflecting on WHY you are composing this particular bit of communication
Are you in a professional office setting writing a memo? Are you in front of the city council arguing against a city development project? Are you a student who has been given an assignment? Is that assignment a lab report, a poem explication, or a sociology capstone project?
Message (Topic):
This is WHAT you choose to communicate about. Even when you are given an assignment, a lot of the topic or message of your writing is left up to you. What do you want to say? That’s the topic or message.
Are you for or against increasing minimum wage nationally? Are you arguing that Wikipedia is a valid source for university level research, or are you arguing that it is a resource but not a source? Are you criticizing or defending ownership of exotic animals? Are you writing a historical novel and want it to be super accurate? Are you investigating the rhetoric of pro- and anti-vaccination websites to determine key words, arguments, source use, and argumentative appeals and come to some conclusion about that rhetoric? Are you constructing an argument about the regional variations in contemporary hip hop lyrics and sampling?
Don’t worry about starting a communication project without a solid position…remember, often we need information before deciding on a stance. And sometimes we don’t even really need a stance at all if we are focused on crafting an informational piece rather than an argumentative or analytical one.
Audience:
You must know WHO your audience is and what they expect of you. This will help you determine what your target reader may already know, and what challenges you might be facing.
Knowing your audience helps you make choices about structure, types of examples and descriptions, source selection and use, and even word choice.
A group of third graders is not the same as a group of police detectives.
A group of concerned PTA mothers is not the same as a group of teens attending a concert.
How you say something clearly, and convincingly, to a group of people will change even when your message and purpose is the same.
Other Considerations:
Scope/Length and Time Frame, as well as access to libraries and sources, can influence the choices we make as well. A lengthy, in-depth piece of researched writing (like a thesis, dissertation, or professional publication) allows for more time to investigate and discuss the nuances of a topic, while a 2-page overview may only touch on surface details or provide a summary.
Limited library or database access can also affect our potential choices.
A biased source would be perfectly acceptable in an argumentative paper; a Wikipedia entry might be fine for an informal blog post; highly partisan websites could be analyzed in a sociolinguistic context; and comment sections under news articles or Youtube videos could be used to gauge public perception or reaction to something.
Breitbart
Primary: Rhetorical Analysis, Linguistic Analysis, Directly Quoted Material from Interviews, Chatboard comment analysis. Can be used as a primary source (providing examples/analysis) for sociology, psychology, philosophy, linguistics, communications, composition, political science, history, economics, library science.
Secondary: Of dubious/limited use in criticism, analysis, due to strong bias. Awareness of bias is crucial.
Tertiary: Not a reputable source of information (Gilmer).
Weekly World News (“The World’s Only Reliable News”)
Primary: Rhetorical Analysis, Linguistic Analysis, Informational Essays/Articles. Can be used as a primary source for sociology, psychology, linguistics, communications, composition, history, library science.
Secondary: Of dubious/limited use in criticism/analysis due to semi-satirical nature of publication. (Exception: They are the definitive authority on Bat Boy).
Tertiary: No.
ExxonMobil Climate Change Research:
Wikipedia
Primary: Rhetorical Analysis, Linguistic Analysis. Images, charts, and visuals. Can be used as a primary source for sociology, psychology, philosophy, linguistics, education, art, art history, architecture, English, computer science, communication, composition, history, library science. Secondary: Can be used as a resource for locating secondary sources.
Tertiary: Provides overviews of limited use in academic settings. Provides accurate basic definitions of terms. (“Wikipedia and Fact-Checking”)
YouTube Comment Sections
Primary: Rhetorical Analysis, Linguistic Analysis. Can be used as a primary source for sociology, psychology, philosophy, linguistics, education, communication, composition, history, library science.
Secondary: Not a reliable source.
Tertiary: Not a reliable source.