Key Takeaways
- Evaluate sources using the CRAAP test: Currency, Relevance, Authority, Accuracy, Purpose.
- Primary sources provide firsthand evidence; secondary sources analyze or interpret primary sources.
- Credible sources include peer-reviewed journals, government publications, and established news outlets.
- Recognize bias indicators: loaded language, one-sided arguments, lack of citations.
- Proper source integration includes introducing quotes, providing context, and explaining relevance.
Last updated: January 2026
Research and Source Evaluation
Quick Answer: The Praxis Core Writing exam tests your ability to evaluate source credibility, integrate evidence, and understand research concepts. Use the CRAAP test (Currency, Relevance, Authority, Accuracy, Purpose) to assess sources, and always introduce and explain quotations in your writing.
Research skills are tested in both the selected-response questions and the essay portions of the Writing subtest. You need to understand how to evaluate sources and integrate evidence effectively.
Types of Sources
Primary vs. Secondary Sources
| Source Type | Definition | Examples |
|---|---|---|
| Primary | Original, firsthand evidence | Diaries, speeches, research studies, original documents, interviews |
| Secondary | Analysis or interpretation of primary sources | Textbooks, review articles, biographies, documentaries |
| Tertiary | Compilations of primary and secondary sources | Encyclopedias, dictionaries, databases |
Source Credibility Hierarchy
| More Credible | Less Credible |
|---|---|
| Peer-reviewed academic journals | Personal blogs |
| Government publications (.gov) | Wikipedia (as sole source) |
| Established news organizations | Anonymous websites |
| Academic books from university presses | Self-published materials |
| Expert interviews | Social media posts |
| Research institutions (.edu) | Commercial sites selling products |
The CRAAP Test for Evaluating Sources
Currency
| Question | What to Consider |
|---|---|
| When was it published/updated? | Recent publication for current topics |
| Are links functional? | Broken links suggest outdated content |
| Is the information current for your topic? | Historical topics may allow older sources |
Relevance
| Question | What to Consider |
|---|---|
| Does it relate to your topic? | Information should directly support your argument |
| Who is the intended audience? | Academic vs. general audience affects depth |
| Is the information at an appropriate level? | Neither too basic nor too advanced |
Authority
| Question | What to Consider |
|---|---|
| Who is the author/publisher? | Look for credentials and expertise |
| What are the author's qualifications? | Relevant education, experience, affiliations |
| Is contact information provided? | Legitimate sources provide ways to verify |
| What does the URL tell you? | .edu, .gov, .org vs. .com |
Accuracy
| Question | What to Consider |
|---|---|
| Is the information supported by evidence? | Claims should have citations |
| Can you verify the information elsewhere? | Cross-check with other credible sources |
| Has it been peer-reviewed? | Scholarly review adds credibility |
| Are there spelling/grammar errors? | Errors suggest lack of editorial oversight |
Purpose
| Question | What to Consider |
|---|---|
| Why does this source exist? | Inform, persuade, sell, entertain |
| Is the information fact, opinion, or propaganda? | Distinguish between types |
| Is the point of view objective or biased? | Look for balanced presentation |
| Are there political, cultural, or institutional biases? | Consider the source's agenda |
Recognizing Bias
Types of Bias
| Bias Type | Description | Example |
|---|---|---|
| Confirmation bias | Seeking information that confirms existing beliefs | Only citing studies that support one position |
| Selection bias | Cherry-picking evidence | Highlighting positive results, hiding negative ones |
| Omission | Leaving out important information | Discussing only benefits, not risks |
| Loaded language | Using emotional or slanted words | "Radical policy" vs. "innovative policy" |
| Source bias | Citing only like-minded sources | Academic paper citing only sources that agree |
Red Flags for Biased Sources
- Extreme or sensational claims without evidence
- Personal attacks instead of logical arguments
- Lack of citations or unverifiable claims
- Heavy use of emotional language
- Significant information omitted
- Only one perspective presented
- Author has financial interest in the topic
Integrating Sources in Writing
The Quote Sandwich Method
| Layer | Purpose | Example |
|---|---|---|
| Introduction | Introduce the source/context | According to education researcher Dr. Smith, |
| Quote | Present the evidence | "students learn best through active engagement" (Smith, 2024, p. 45). |
| Analysis | Explain significance | This suggests that classroom activities should prioritize participation over passive listening. |
Signal Phrases for Introducing Sources
| Purpose | Signal Phrases |
|---|---|
| Neutral | states, notes, observes, writes, reports |
| Agreement | argues, asserts, claims, maintains, emphasizes |
| Disagreement | disputes, challenges, questions, rejects, denies |
| Analysis | analyzes, examines, explores, investigates |
| Conclusion | concludes, determines, finds, discovers |
Paraphrasing vs. Quoting
| Approach | When to Use | Tips |
|---|---|---|
| Direct quote | Exact wording is important; language is memorable | Keep quotes brief; integrate smoothly |
| Paraphrase | Ideas matter more than exact words | Completely reword; maintain meaning |
| Summary | Need to condense large amounts of information | Capture main points only |
Citation Basics
While the Praxis Core doesn't test specific citation formats extensively, you should understand basic concepts:
What Requires Citation
| Requires Citation | Does Not Require Citation |
|---|---|
| Direct quotes | Common knowledge (Earth orbits the Sun) |
| Paraphrased ideas | Your own original ideas |
| Statistics and data | Generally accepted facts |
| Specific facts not commonly known | Your own experiences |
| Images, charts, graphs | Common sayings |
Avoiding Plagiarism
| Practice | Description |
|---|---|
| Cite all sources | Any borrowed idea or language needs attribution |
| Use quotation marks | Exact language requires quotes |
| Paraphrase properly | Change both words and structure |
| Keep track of sources | Document as you research |
| When in doubt, cite | Better to over-cite than plagiarize |
Test Your Knowledge
A student is researching the effects of climate change on agriculture. Which source would be MOST appropriate for an academic paper?
A
B
C
D
Test Your Knowledge
Which of the following would be a PRIMARY source for a paper about the American Civil Rights Movement?
A
B
C
D
Test Your Knowledge
A source claims that "a new study proves that all standardized testing is harmful to students." What concern about this claim should a careful researcher have?
A
B
C
D