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7 Steps for How to Write an Evaluation Essay (Example & Template)

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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In this ultimate guide, I will explain to you exactly how to write an evaluation essay.

1. What is an Evaluation Essay?

An evaluation essay should provide a critical analysis of something.

You’re literally ‘evaluating’ the thing you’re looking up.

Here’s a couple of quick definitions of what we mean by ‘evaluate’:

• Merriam-Webster defines evaluation as: “to determine the significance, worth, or condition of usually by careful appraisal and study”
• Collins Dictionary says: “If you evaluate something or someone, you consider them in order to make a judgment about them, for example about how good or bad they are.”

Here’s some synonyms for ‘evaluate’:

So, we could say that an evaluation essay should carefully examine the ‘thing’ and provide an overall judgement of it.

Here’s some common things you may be asked to write an evaluation essay on:

This is by no means an exhaustive list. Really, you can evaluate just about anything!

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2. How to write an Evaluation Essay

There are two secrets to writing a strong evaluation essay. The first is to aim for objective analysis before forming an opinion. The second is to use an evaluation criteria.

Aim to Appear Objective before giving an Evaluation Argument

Your evaluation will eventually need an argument.

The evaluation argument will show your reader what you have decided is the final value of the ‘thing’ you’re evaluating.

But in order to convince your reader that your evaluative argument is sound, you need to do some leg work.

The aim will be to show that you have provided a balanced and fair assessment before coming to your conclusion.

In order to appear balanced you should:

• Discuss both the pros and cons of the thing
• Discuss both the strengths and weaknesses of the thing
• Look at the thing from multiple different perspectives
• Be both positive and critical. Don’t make it look like you’re biased towards one perspective.

In other words, give every perspective a fair hearing.

You don’t want to sound like a propagandist. You want to be seen as a fair and balanced adjudicator.

Use an Evaluation Criteria

One way to appear balanced is to use an evaluation criteria.

An evaluation criteria helps to show that you have assessed the ‘thing’ based on an objective measure.

Here’s some examples of evaluation criteria:

• Strength under pressure
• Longevity (ability to survive for a long time)
• Ease of use
• Ability to get the job done
• Friendliness
• Punctuality
• Ability to predict my needs
• Calmness under pressure
• Attentiveness

A Bed and Breakfast

• Breakfast options
• Taste of food
• Comfort of bed
• Local attractions
• Service from owner
• Cleanliness

We can use evaluation criteria to frame out ability to conduct the analysis fairly.

This is especially true for if you have to evaluate multiple different ‘things’. For example, if you’re evaluating three novels, you want to be able to show that you applied the same ‘test’ on all three books!

This will show that you gave each ‘thing’ a fair chance and looked at the same elements for each.

3. How to come up with an Evaluation Argument

After you have:

• Looked at both good and bad elements of the ‘thing’, and
• Used an evaluation criteria

You’ll then need to develop an evaluative argument. This argument shows your own overall perspective on the ‘thing’.

Remember, you will need to show your final evaluative argument is backed by objective analysis. You need to do it in order!

Analyze first. Evaluate second.

Here’s an example.

Let’s say you’re evaluating the quality of a meal.

You might say:

• A strength of the meal was its presentation. It was well presented and looked enticing to eat.
• A weakness of the meal was that it was overcooked. This decreased its flavor.
• The meal was given a low rating on ‘cost’ because it was more expensive than the other comparative meals on the menu.
• The meal was given a high rating on ‘creativity’. It was a meal that involved a thoughtful and inventive mix of ingredients.

Now that you’ve looked at some pros and cons and measured the meal based on a few criteria points (like cost and creativity), you’ll be able to come up with a final argument:

• Overall, the meal was good enough for a middle-tier restaurant but would not be considered a high-class meal. There is a lot of room for improvement if the chef wants to win any local cooking awards.

Evaluative terms that you might want to use for this final evaluation argument might include:

• All things considered
• With all key points in mind

4. Evaluation Essay Outline (with Examples)

Okay, so now you know what to do, let’s have a go at creating an outline for your evaluation essay!

Here’s what I recommend:

4.1 How to Write your Introduction

In the introduction, feel free to use my 5-Step INTRO method . It’ll be an introduction just like any other essay introduction .

And yes, feel free to explain what the final evaluation will be.

So, here it is laid out nice and simple.

Write one sentence for each point to make a 5-sentence introduction:

• Interest: Make a statement about the ‘thing’ you’re evaluating that you think will be of interest to the reader. Make it a catchy, engaging point that draws the reader in!
• Notify: Notify the reader of any background info on the thing you’re evaluating. This is your chance to show your depth of knowledge. What is a historical fact about the ‘thing’?
• Translate: Re-state the essay question. For an evaluative essay, you can re-state it something like: “This essay evaluates the book/ product/ article/ etc. by looking at its strengths and weaknesses and compares it against a marking criteria”.
• Report: Say what your final evaluation will be. For example you can say “While there are some weaknesses in this book, overall this evaluative essay will show that it helps progress knowledge about Dinosaurs.”
• Outline: Simply give a clear overview of what will be discussed. For example, you can say: “Firstly, the essay will evaluate the product based on an objective criteria. This criteria will include its value for money, fit for purpose and ease of use. Next, the essay will show the main strengths and weaknesses of the product. Lastly, the essay will provide a final evaluative statement about the product’s overall value and worth.”

If you want more depth on how to use the INTRO method, you’ll need to go and check out our blog post on writing quality introductions.

4.2 Example Introduction

This example introduction is for the essay question: Write an Evaluation Essay on Facebook’s Impact on Society.

“Facebook is the third most visited website in the world. It was founded in 2004 by Mark Zuckerberg in his college dorm. This essay evaluates the impact of Facebook on society and makes an objective judgement on its value. The essay will argue that Facebook has changed the world both for the better and worse. Firstly, it will give an overview of what Facebook is and its history. Then, it will examine Facebook on the criteria of: impact on social interactions, impact on the media landscape, and impact on politics.”

You’ll notice that each sentence in this introduction follows my 5-Step INTRO formula to create a clear, coherent 5-Step introduction.

4.3 How to Write your Body Paragraphs

The first body paragraph should give an overview of the ‘thing’ being evaluated.

Then, you should evaluate the pros and cons of the ‘thing’ being evaluated based upon the criteria you have developed for evaluating it.

Let’s take a look below.

4.4 First Body Paragraph: Overview of your Subject

This first paragraph should provide objective overview of your subject’s properties and history. You should not be doing any evaluating just yet.

The goal for this first paragraph is to ensure your reader knows what it is you’re evaluating. Secondarily, it should show your marker that you have developed some good knowledge about it.

If you need to use more than one paragraph to give an overview of the subject, that’s fine.

Similarly, if your essay word length needs to be quite long, feel free to spend several paragraphs exploring the subject’s background and objective details to show off your depth of knowledge for the marker.

4.5 First Body Paragraph Example

Sticking with the essay question: Write an Evaluation Essay on Facebook’s Impact on Society , this might be your paragraph:

“Facebook has been one of the most successful websites of all time. It is the website that dominated the ‘Web 2.0’ revolution, which was characterized by user two-way interaction with the web. Facebook allowed users to create their own personal profiles and invite their friends to follow along. Since 2004, Facebook has attracted more than one billion people to create profiles in order to share their opinions and keep in touch with their friends.”

Notice here that I haven’t yet made any evaluations of Facebook’s merits?

This first paragraph (or, if need be, several of them) should be all about showing the reader exactly what your subject is – no more, no less.

4.6 Evaluation Paragraphs: Second, Third, Forth and Fifth Body Paragraphs

Once you’re confident your reader will know what the subject that you’re evaluating is, you’ll need to move on to the actual evaluation.

For this step, you’ll need to dig up that evaluation criteria we talked about in Point 2.

For example, let’s say you’re evaluating a President of the United States.

Your evaluation criteria might be:

• Impact on world history
• Ability to pass legislation
• Popularity with voters
• Morals and ethics
• Ability to change lives for the better

Really, you could make up any evaluation criteria you want!

Once you’ve made up the evaluation criteria, you’ve got your evaluation paragraph ideas!

Simply turn each point in your evaluation criteria into a full paragraph.

How do you do this?

Well, start with a topic sentence.

For the criteria point ‘Impact on world history’ you can say something like: “Barack Obama’s impact on world history is mixed.”

This topic sentence will show that you’ll evaluate both pros and cons of Obama’s impact on world history in the paragraph.

Then, follow it up with explanations.

“While Obama campaigned to withdraw troops from Iraq and Afghanistan, he was unable to completely achieve this objective. This is an obvious negative for his impact on the world. However, as the first black man to lead the most powerful nation on earth, he will forever be remembered as a living milestone for civil rights and progress.”

Keep going, turning each evaluation criteria into a full paragraph.

4.7 Evaluation Paragraph Example

Let’s go back to our essay question: Write an Evaluation Essay on Facebook’s Impact on Society .

I’ve decided to use the evaluation criteria below:

• impact on social interactions;
• impact on the media landscape;
• impact on politics

Naturally, I’m going to write one paragraph for each point.

If you’re expected to write a longer piece, you could write two paragraphs on each point (one for pros and one for cons).

Here’s what my first evaluation paragraph might look like:

“Facebook has had a profound impact on social interactions. It has helped people to stay in touch with one another from long distances and after they have left school and college. This is obviously a great positive. However, it can also be seen as having a negative impact. For example, people may be less likely to interact face-to-face because they are ‘hanging out’ online instead. This can have negative impact on genuine one-to-one relationships.”

You might notice that this paragraph has a topic sentence, explanations and examples. It follows my perfect paragraph formula which you’re more than welcome to check out!

4.8 How to write your Conclusion

To conclude, you’ll need to come up with one final evaluative argument.

This evaluation argument provides an overall assessment. You can start with “Overall, Facebook has been…” and continue by saying that (all things considered) he was a good or bad president!

Remember, you can only come up with an overall evaluation after you’ve looked at the subject’s pros and cons based upon your evaluation criteria.

In the example below, I’m going to use my 5 C’s conclusion paragraph method . This will make sure my conclusion covers all the things a good conclusion should cover!

Like the INTRO method, the 5 C’s conclusion method should have one sentence for each point to create a 5 sentence conclusion paragraph.

The 5 C’s conclusion method is:

• Close the loop: Return to a statement you made in the introduction.
• Conclude: Show what your final position is.
• Clarify: Clarify how your final position is relevant to the Essay Question.
• Concern: Explain who should be concerned by your findings.
• Consequences: End by noting in one final, engaging sentence why this topic is of such importance. The ‘concern’ and ‘consequences’ sentences can be combined

4.9 Concluding Argument Example Paragraph

Here’s a possible concluding argument for our essay question: Write an Evaluation Essay on Facebook’s Impact on Society .

“The introduction of this essay highlighted that Facebook has had a profound impact on society. This evaluation essay has shown that this impact has been both positive and negative. Thus, it is too soon to say whether Facebook has been an overall positive or negative for society. However, people should pay close attention to this issue because it is possible that Facebook is contributing to the undermining of truth in media and positive interpersonal relationships.”

Note here that I’ve followed the 5 C’s conclusion method for my concluding evaluative argument paragraph.

5. Evaluation Essay Example Template

Below is a template you can use for your evaluation essay , based upon the advice I gave in Section 4:

6. 23+ Good Evaluation Essay Topics

Okay now that you know how to write an evaluation essay, let’s look at a few examples.

For each example I’m going to give you an evaluation essay title idea, plus a list of criteria you might want to use in your evaluation essay.

6.1 Evaluation of Impact

• Evaluate the impact of global warming on the great barrier reef. Recommended evaluation criteria: Level of bleaching; Impact on tourism; Economic impact; Impact on lifestyles; Impact on sealife
• Evaluate the impact of the Global Financial Crisis on poverty. Recommended evaluation criteria: Impact on jobs; Impact on childhood poverty; Impact on mental health rates; Impact on economic growth; Impact on the wealthy; Global impact
• Evaluate the impact of having children on your lifestyle. Recommended evaluation criteria: Impact on spare time; Impact on finances; Impact on happiness; Impact on sense of wellbeing
• Evaluate the impact of the internet on the world. Recommended evaluation criteria: Impact on connectedness; Impact on dating; Impact on business integration; Impact on globalization; Impact on media
• Evaluate the impact of public transportation on cities. Recommended evaluation criteria: Impact on cost of living; Impact on congestion; Impact on quality of life; Impact on health; Impact on economy
• Evaluate the impact of universal healthcare on quality of life. Recommended evaluation criteria: Impact on reducing disease rates; Impact on the poorest in society; Impact on life expectancy; Impact on happiness
• Evaluate the impact of getting a college degree on a person’s life. Recommended evaluation criteria: Impact on debt levels; Impact on career prospects; Impact on life perspectives; Impact on relationships

6.2 Evaluation of a Scholarly Text or Theory

• Evaluate a Textbook. Recommended evaluation criteria: clarity of explanations; relevance to a course; value for money; practical advice; depth and detail; breadth of information
• Evaluate a Lecture Series, Podcast or Guest Lecture. Recommended evaluation criteria: clarity of speaker; engagement of attendees; appropriateness of content; value for monet
• Evaluate a journal article. Recommended evaluation criteria: length; clarity; quality of methodology; quality of literature review ; relevance of findings for real life
• Evaluate a Famous Scientists. Recommended evaluation criteria: contribution to scientific knowledge; impact on health and prosperity of humankind; controversies and disagreements with other scientists.
• Evaluate a Theory. Recommended evaluation criteria: contribution to knowledge; reliability or accuracy; impact on the lives of ordinary people; controversies and contradictions with other theories.

6.3 Evaluation of Art and Literature

• Evaluate a Novel. Recommended evaluation criteria: plot complexity; moral or social value of the message; character development; relevance to modern life
• Evaluate a Play. Recommended evaluation criteria: plot complexity; quality of acting; moral or social value of the message; character development; relevance to modern life
• Evaluate a Film. Recommended evaluation criteria: plot complexity; quality of acting; moral or social value of the message; character development; relevance to modern life
• Evaluate an Artwork. Recommended evaluation criteria: impact on art theory; moral or social message; complexity or quality of composition

6.4 Evaluation of a Product or Service

• Evaluate a Hotel or Bed and Breakfast. Recommended evaluation criteria: quality of service; flexibility of check-in and check-out times; cleanliness; location; value for money; wi-fi strength; noise levels at night; quality of meals; value for money
• Evaluate a Restaurant. Recommended evaluation criteria: quality of service; menu choices; cleanliness; atmosphere; taste; value for money.
• Evaluate a Car. Recommended evaluation criteria: fuel efficiency; value for money; build quality; likelihood to break down; comfort.
• Evaluate a House. Recommended evaluation criteria: value for money; build quality; roominess; location; access to public transport; quality of neighbourhood
• Evaluate a Doctor. Recommended evaluation criteria: Quality of service; knowledge; quality of equipment; reputation; value for money.
• Evaluate a Course. Recommended evaluation criteria: value for money; practical advice; quality of teaching; quality of resources provided.

7. Concluding Advice

Evaluation essays are common in high school, college and university.

The trick for getting good marks in an evaluation essay is to show you have looked at both the pros and cons before making a final evaluation analysis statement.

You don’t want to look biased.

That’s why it’s a good idea to use an objective evaluation criteria, and to be generous in looking at both positives and negatives of your subject.

Read Also: 39 Better Ways to Write ‘In Conclusion’ in an Essay

I recommend you use the evaluation template provided in this post to write your evaluation essay. However, if your teacher has given you a template, of course use theirs instead! You always want to follow your teacher’s advice because they’re the person who will be marking your work.

Good luck with your evaluation essay!

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 101 Hidden Talents Examples
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2 thoughts on “7 Steps for How to Write an Evaluation Essay (Example & Template)”

What an amazing article. I am returning to studying after several years and was struggling with how to present an evaluative essay. This article has simplified the process and provided me with the confidence to tackle my subject (theoretical approaches to development and management of teams).

I just wanted to ask whether the evaluation criteria has to be supported by evidence or can it just be a list of criteria that you think of yourself to objectively measure?

Many many thanks for writing this!

Usually we would want to see evidence, but ask your teacher for what they’re looking for as they may allow you, depending on the situation.

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What is Source Evaluation?

Source evaluation is the process of critically evaluating information in relation to a given purpose in order to determine if it is appropriate for the intended use.

Why Evaluate Sources?

        •  Instructors expect students to use scholarly sources: using better sources often results in better grades!

        •  Information can be out-of-date, inaccurate, and even purposely misleading (such as propaganda) 

        •  Some forms of information, such as websites, allow anyone to contribute content or exist only to sell products or ads by generating traffic

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• The CRAAPP Test
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All information, especially online content, needs critical scrutiny. Use the CRAAPP test to evaluate and determine the credibility and reliability of a source:

Use the chart below to apply the CRAAPP test to websites and other information sources:

This video tutorial explains how to differentiate between popular and scholarly sources and demonstrates how to use them correctly in your research and course assignments. Need help searching for and identifying peer-reviewed journal articles? Go to the  How to Find Scholarly, Peer-Reviewed Journal Articles guide

Use the chart below to differentiate between scholarly/academic, trade/professional, and popular mainstream sources:

When conducting research, the ability to distinguish between primary, secondary and tertiary sources is a very useful skill:

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Applying the CRAAP Test & Evaluating Sources

Published on August 27, 2021 by Tegan George . Revised on May 31, 2023.

The CRAAP test is a method to evaluate the credibility of a source you are using.

When conducting research, it’s important to use credible sources . They ensure the trustworthiness of your argument and strengthen your conclusions.

There are a lot of sources out there, and it can be hard to determine whether they are sufficiently credible, but doing so is an important information literacy skill. To help, librarians at California State University developed the CRAAP test in 2004.

• Currency : Is the source up to date?
• Relevance : Is the source relevant to your research?
• Authority : Where is the source published? Who is the author? Are they considered reputable and trustworthy in their field?
• Accuracy : Is the source supported by evidence? Are the claims cited correctly?
• Purpose : What was the motive behind publishing this source?

Here are some examples using different sources.

Table of contents

Journal articles, news articles, web sources, other interesting articles, frequently asked questions about the craap test.

While books are often considered among the most reliable sources, it is still important to pay attention to the author, publisher, and motive behind the publication.

Some books are commercially-motivated or sponsored, which affects their credibility. As a general rule, academic publishers and university presses are often considered credible.

When evaluating a book, ask yourself:

• When was the book published? Is this the most current book available on the topic that I’m studying?
• Is there more than one edition of this book? Publishing multiple editions is a signal that the author is motivated to keep the information current.
• Who is the author? Are they a trusted expert in their field?
• Who is the publisher? It should be clear what criteria the publishing house follows for editing, fact-checking, and publishing.
• Is the purpose behind publishing the book clear? The main purpose should be to educate the reader, not to try to convince them to buy or believe something.

Academic journals are one of the best resources you can turn to during your research process. They are often peer reviewed , which means they have undergone a rigorous editing process prior to publication.

When evaluating a journal article, ask yourself:

• Does the journal have a peer review process? Who participates on each review panel should be readily available within each article.
• What else has the author published, and how many times has it been cited? A quick Google Scholar search will show you if the author has published other articles or been cited by other scholars. The function called “Cited By” can show you where the author has been cited. A high number of “Cited By” results can often be a measurement of credibility.
• Is the journal indexed in academic databases? Has it had to retract many articles?

You can find high-quality journals via Google Scholar or your institution’s library. Your library also may have access to journals behind paywalls.

A few examples of databases where you can find well-regarded academic journals are: JSTOR , EBSCO , Sage Publications , PubMed , and Project Muse .

News articles can be tricky to evaluate. Many news sources are eminently reliable, with long histories of fact-based and trustworthy journalism.

Others, however, can be heavily biased or targeted at a specific audience. Some are poorly-written or researched, while some are mere “clickbait” or satire, designed to mislead or entertain an audience.

In the age of “fake news” , it’s more important than ever to carefully evaluate news articles, especially those found online. News sources are often best used to situate your argument or ground your research, with more academic sources making up the “meat” of your analysis.

When evaluating a news source, ask yourself:

• Who published the article? Is it a reputable and established news source? Reputable news sources commit to fact-checking their content, issuing corrections and withdrawals if necessary, and only associating with credible journalists.
• Who is the author? Are they a credible journalist? Credible journalists commit to reporting factual information in an unbiased manner, and prescribe to a code of ethics shared within the profession.
• Is the article fact-based and impartial? The article shouldn’t favor one side of the story or one point of view, but present all sides fairly.
• Does the article link back to, credit, or refer to credible primary sources? Links in news articles can often be a great place to find valuable primary source material.

Note that letters to the editor and other types of opinion pieces (often called op-eds) are opinion-based by nature, and usually not credible.

While very common, websites are often among the most challenging to evaluate for credibility.

They are not subject to the peer-review or rigorous editing process that academic journals or books go through, and websites like Wikipedia can be altered by anyone at any time.

While you will undoubtedly use websites in your research, exercise caution here.

A good first step is to take a look at the URL.

• Educational resources end in .edu , and are largely considered the most trustworthy in academic settings.
• Government-affiliated websites end in .gov , and are often considered credible.
• Non-profit or advocacy websites end in .org . These are often considered credible, but be sure that the information provided is unbiased.
• Websites with some sort of commercial aspect end in .com . While these can be credible, exercise caution here.

Be on the lookout for native advertising on web sources, a sales tactic that has grown tremendously in the last few years. Native ads are designed to look and feel just like the rest of the content on the site.

This tricks even the most savvy of visitors into thinking they are reading a credible source, when in fact they are consuming advertising. The rise of native advertising as a source of revenue for news sources is also troubling, and diminishes their credibility.

When analyzing web sources, ask yourself:

• When was the web page published and last updated? If you are studying a topic that is frequently changing, such as cutting-edge research or current events, make sure that the information is up to date. If your subject is not as time-sensitive, such as history, the publication date may not matter as much. However, you should still ensure that the website is updated regularly. A website that is out-of-date is often not credible.
• Are the links on the webpage still working? What kinds of sources do they lead to? Are those sources credible?
• Is the layout professional? A website with a lot of ads or sponsored content could signify that it is not credible. Flashy fonts, pop-ups, and a distracting layout can also be a sign that the content is not credible.
• Who is the author of the material? Are they considered an expert in their field? There should be an “About” page denoting the author’s credentials and establishing their expertise in the field. Anonymous content is generally not considered credible.
• What is the author’s motivation for publishing this material? Try to stick with sources published for educational purposes. Sources attempting to sell you something or convince you of a particular point of view or course of action are not considered credible.

If you want to know more about ChatGPT, AI tools , citation , and plagiarism , make sure to check out some of our other articles with explanations and examples.

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The CRAAP test is an acronym to help you evaluate the credibility of a source you are considering using. It is an important component of information literacy .

The CRAAP test has five main components:

• Currency: Is the source up to date?
• Relevance: Is the source relevant to your research?
• Authority: Where is the source published? Who is the author? Are they considered reputable and trustworthy in their field?
• Accuracy: Is the source supported by evidence? Are the claims cited correctly?
• Purpose: What was the motive behind publishing this source?

A credible source should pass the CRAAP test  and follow these guidelines:

• The information should be up to date and current.
• The author and publication should be a trusted authority on the subject you are researching.
• The sources the author cited should be easy to find, clear, and unbiased.
• For a web source, the URL and layout should signify that it is trustworthy.

Peer review is a process of evaluating submissions to an academic journal. Utilizing rigorous criteria, a panel of reviewers in the same subject area decide whether to accept each submission for publication. For this reason, academic journals are often considered among the most credible sources you can use in a research project– provided that the journal itself is trustworthy and well-regarded.

Academic dishonesty refers to deceitful or misleading behavior in an academic setting. Academic dishonesty can occur intentionally or unintentionally, and varies in severity.

It can encompass paying for a pre-written essay, cheating on an exam, or committing plagiarism . It can also include helping others cheat, copying a friend’s homework answers, or even pretending to be sick to miss an exam.

Academic dishonesty doesn’t just occur in a classroom setting, but also in research and other academic-adjacent fields.

To determine if a source is primary or secondary, ask yourself:

• Was the source created by someone directly involved in the events you’re studying (primary), or by another researcher (secondary)?
• Does the source provide original information (primary), or does it summarize information from other sources (secondary)?
• Are you directly analyzing the source itself (primary), or only using it for background information (secondary)?

Some types of source are nearly always primary: works of art and literature, raw statistical data, official documents and records, and personal communications (e.g. letters, interviews ). If you use one of these in your research, it is probably a primary source.

Primary sources are often considered the most credible in terms of providing evidence for your argument, as they give you direct evidence of what you are researching. However, it’s up to you to ensure the information they provide is reliable and accurate.

Always make sure to properly cite your sources to avoid plagiarism .

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• Common Grammar Mistakes
• Writing Concisely
• Avoiding Plagiarism
• Footnotes or Endnotes?
• Further Readings
• Generative AI and Writing
• USC Libraries Tutorials and Other Guides
• Bibliography

Importance of Evaluating Sources

Evaluating the authority, usefulness, and reliability of resources is a crucial step in conducting a review of the literature that effectively covers pertinent research and, thereby, demonstrates to the reader that you know what you're talking about. The process of evaluating scholarly materials also enhances your general skills and ability to:

• Seek out alternative points of view and differing perspectives,
• Identify possible bias in the work of others,
• Distinguish between fact, fiction, and opinion,
• Develop and strengthen your ability to distinguish between relevant and non-relevant content,
• Draw cogent, well thought out conclusions, and
• Synthesize information, extracting meaning through a deliberate process of interpretation and analysis.

Black, Thomas R. Evaluating Social Science Research: An Introduction . London: Sage, 1993.

Strategies for Critically Evaluating Sources

The act of thinking critically about the validity and reliability of a research resource generally involves asking yourself a series of questions about the quality of both the item and the content of that item.

Evaluating the Source

Inquiring about the Author What are the author's credentials, such as, institutional affiliation [where he or she works], educational background, past writings, or experience? Is the book or article written on a topic in the author's area of expertise? Has your instructor mentioned this author? Have you seen the author's name cited in other sources or bibliographies? Is the author associated with a reputable institution or organization? What are the basic values or goals of that organization or institution? Inquiring about the Date of Publication When was the source published? Is the source current or out-of-date for your topic? Inquiring about the Edition or Revision Is this a first edition of this publication or not? Further editions usually indicate a source has been revised and updated to reflect changes in knowledge, to include prior omissions, and to better harmonize the contents with the intended needs of its readers. If you are using a web source, do the pages indicate last revision dates? Inquiring about the Publisher Note the publisher. If the source is published by a university press, it is likely to be scholarly. Although the fact that a publisher is reputable does not necessarily guarantee quality, it does show that the publisher has a high regard for the source being published [their reputation as an academic publisher relies on it]. Inquiring about the Title of Journal Is this a scholarly or a popular journal? This distinction is important because it indicates different levels of complexity in conveying ideas and the intended readership.

Evaluating the Content

Intended Audience What type of audience is the author addressing? Is the publication aimed at a specialized or a general audience? Is this source too elementary, too technical, too advanced, or just right for your needs? Objectivity Is the information covered considered to be fact, opinion, or propaganda? It is not always easy to separate fact from opinion. Facts can usually be verified; opinions, though they may be based on factual information, evolve from the interpretation of facts. Does the information appear to be valid and well-researched, or is it questionable and unsupported by evidence? Note errors or omissions. Are the ideas and arguments advanced more or less in line with other works you have read on the same topic? Coverage Does the work update or clarify prior knowledge, substantiate other materials you have read, or add new information? Does it extensively or only marginally cover your topic? Does it provide a balanced perspective? If the item in question does not meet this criteria, you should review enough sources to obtain a variety of viewpoints. Writing Style Is the publication organized logically? Are the main points clearly presented? Do you find the text easy to read, or is it stilted or choppy? Is the author's argument repetitive? Evaluative Reviews In the case of books, locate critical reviews of the work in a database such as ProQuest Multiple . Is the review positive? Is the book under review considered a valuable contribution to the field? Do reviewers agree on the value or attributes of the book or are there strong differences of opinion? Does the reviewer mention other books that might be better? If so, locate these sources for more information on your topic.

Brand-Gruwela, Saskia and Marc Stadtlerb. “Solving Information-based Problems: Evaluating Sources and Information.” Learning and Instruction 2 (April 2011): 175-179; Barzilaia, Sarit and Anat Zohara. “Epistemic Thinking in Action: Evaluating and Integrating Online Sources.” Cognition and Instruction 30 (2012): 39-85; Critical Thinking. Academic Skills Centre. University of Canberra; Evaluating Sources. Lakeland Library Research Guides. Lakeland Community College; Evaluating Sources. Writing@CSU. Colorado State University; Evaluating Print Sources. The Writing Center. University of North Carolina; Evaluation During Reading. The Writing Lab and The OWL. Purdue University; Walraven, Amber, Saskia Brand-Gruwel, and Henny P.A. Boshuizen. “How Students Evaluate Information and Sources When Searching the World Wide Web for Information.” Computers and Education 52 (January 2009): 234–246

Strategies for Critically Evaluating Web Content

Web Content Requires Additional Methods of Evaluation

A report from the Stanford University Graduate School of Education found that students evaluating information that flows across social media channels or retrieved from online search engines like Google or Bing, have difficulty distinguishing advertisements from news articles or how to identity where the content came from. In general, the principles that guide your evaluation of print materials are the same that apply to evaluating online resources. However, unlike print materials that have certain features that help determine their scholarly integrity, the interactive and multimedia dynamics of online sources requires additional attention to the content in order to obtain confidence that what you are viewing is valid and credible.

Additional things to look for when considering using an online resource:

• Source of the content is stated -- determine whether the content is original or borrowed, quoted, or imported from elsewhere. Note that content imported from another source via RSS feed can be difficult to identify, as this material can be incorporated into other content on the page without being appropriately labeled.
• Don't be fooled by an attractive, professional-looking presentation -- just because a site looks professional doesn't mean that it is. However, poorly organized web page designs or poorly written content is easy to recognize and can be a signal that you should carefully scrutinize the site's content.
• Site is currently being maintained -- check for last posting dates or last revised dates. Most scholarly websites show a date when the content was last posted or revised. Note that, if no date is indicated, this does not mean its content is invalid. However, it may indicate that the content is out-of-date and does not reflect current information about the topic.
• Links are relevant and appropriate, and are in working order -- a site with a lot of broken links is an indication of neglect and out-of-date content.
• Clearly states authorship -- if a site is produced anonymously, you cannot verify the legitimacy of its creator. Note that an author of a site can be either be a person or an organization.
• The site includes contact information -- if you have questions about the site, contact information is an important indicator that the site is well-maintained.
• Domain location in the site address (URL) is relevant to the focus of the material [e.g., .edu for educational or research materials; .org for non-profit organizations; .gov for government sites; .com for business sites]. Note that the domain is not necessarily a primary indicator of site content. For example, some authors post their content on blog or wiki platforms hosted by companies with .com addresses. Also note that the tilde (~) in the URL usually indicates a personal page.

Evaluating Internet Information. Online Library Learning Center. University of Georgia; Evaluating Internet Sources: A Library Resource Guide. Olsen Library. Northern Michigan University; Evaluating Sources. Writing@CSU. Colorado State University; Evaluating Web Sites. Teaching and Learning Services, University of Maryland Libraries; Ostenson, Jonathan. “Skeptics on the Internet: Teaching Students to Read Critically.” The English Journal 98 (May, 2009): 54-59; Stanford History Education Group. "Evaluating Information: The Cornerstone of Civic Online Reasoning." Stanford, CA: Graduate School of Education, 2016; Writing from Sources: Evaluating Web Sources. The Reading/Writing Center. Hunter College.

Detecting Bias

Bias, whether done intentionally or not, occurs when a statement reflects a partiality, preference, or prejudice for or against an object, person, place, or idea. Listed below are problems to look for when determining if the source is biased.

• Availability Bias -- this is a tendency for people to overestimate probabilities of events related to memorable or dramatic occurrences [e.g., after 9/11, people took vacation by traveling by car rather than airplane even though, statistically, car travel is much more dangerous]. This form of bias in a research study can take the form of an example used to support author’s argument or the design a case study focused around a particular event. Unless the purpose of the study is to illuminate new understanding around a memorable or dramatic occurrence, be critical of studies that use this type of measurement to examine a research problem. A seemingly mundane or uneventful occurrence can be just as valid in developing solutions to a problem or advancing new knowledge.
• Distortion or Stretching of the Facts -- this refers to the act of making issues, problems, or arguments appear more extreme by using misinformation or exaggerated and/or imprecise language to describe research outcomes [e.g., “Everyone agreed the policy was a complete disaster.” Who's everyone? How was data gathered to come to this conclusion? And, how does one specifically define something as a "disaster"? Is there sufficient evidence to support such a broad statement?]. Look for declarative statements that lack appropriate reference to supporting evidence or are follow up with detailed analysis.
• Flawed Research Design -- bias can enter the narrative as a result of a poorly designed study; this may include a claim or generalization about the findings based upon too small a sample, manipulating statistics, omitting contrary conclusions from other studies, or failing to recognize negative results [results that do not support the hypothesis].
• Lack of Citations -- it is acceptable to issue a broad declarative statement if it is clearly supported and linked to evidence from your study [e.g., "Testimony during Congressional hearings shows that the Department of Education is reluctant to act so teachers must do so"]. This problem refers to statements or information presented as fact that does not include proper citation to a source or to sources that support the researcher's position, or that are not statements explicitly framed as the author's opinion.
• Misquoting a Source -- this is when an author rewords, paraphrases, or manipulates a statement, the information about a source is incomplete, or a quote is presented in such a way that it misleads or conveys a false impression. This is important when paraphrasing another author. If you cannot adequate summarize a specific statement, finding, or recommendation, use a direct quote to avoid any ambiguity.
• Persuasive or Inflammatory Language -- using words and phrases intended to elicit a positive or negative response from the reader or that leads the reader to arrive at a specific conclusion [e.g., referring to one group in an armed conflict as “terrorists” and the other group as “peace-loving”].
• Selective Facts -- taking information out of context or selectively choosing information that only supports the argument while omitting the overall context or vital supporting evidence.
• Measurement Error: this results from problems with the process by which data was gathered, such as, the use of leading questions that influence the response rate or that are biased toward what respondents believe is socially desirable because most people want to present themselves favorably. The only way to assess bias in these cases is to have access to the survey instrument used to gather data.
• Sample Size: increasing the number of a sample, for example the number of people interviewed, does not necessarily decrease bias, but look to see if the sample used is representative of the population under study to ensure that any generalizations or conclusions from the interpretation of the data is valid.
• Undercoverage: this refers to the method of data gathering that is a result of non-response to a survey because some subjects do not have the opportunity to participate. In looking at data, be sure to understand the percentage of non-responses to a survey or groups of people who were not included.
• Voluntary Response: this bias occurs when respondents to a survey are self-selected, resulting in an overrepresentation of individuals who have strong opinions [e.g., data from a radio call-in show]. Be an especially critical reader of web-based surveys about controversial topics if the author(s) have not indicated how they interpreted thew data from voluntary surveys.

NOTE:   The act of determining bias in scholarly research is also an act of constant self-reflection. Everyone has biases. Therefore, it is important that you minimize the influence of your own biases by approaching the assessment of another person's research introspectively and with a degree of self-awareness.

ANOTHER NOTE:   The idea of bias often carries negative connotations, even though the meaning of the term is not defined in that context. Be sure when you are evaluating a source that you do not automatically reject it as invalid if you detect bias. One way to do this is to substitute the idea of bias with the idea of perspective. Ask yourself, what type of perspective does this source bring to the investigation of the research problem? As Lesh points out, the goal of research is to engage with multiple sources for the purpose of acquiring multiple perspectives about the topic. As long as the source is rooted in fact-based evidence, you should not reject it as being biased, but rather, consider it as a potential source of perspective about the research problem.

"Availability Bias, Source Bias, and Publication Bias in Meta-Analysis." In Methods of Meta-Analysis: Correcting Error and Bias in Research Findings. 3rd Edition. (London: SAGE Publications, 2015), pp. 513-551; "Bias." In Key Concepts in Social Research . Geoff Payne and Judy Payne. (London: SAGE Publications, 2004), pp. 28-31; Evaluating Sources. Lakeland Library Research Guides. Lakeland Community College; Fischer, Fritz. "Teaching Trump in the History Classroom." Journal of American History 108 (March 2022): 772-778; Lesh, Bruce A. “Why Won’t You Just Tell Us the Answer?” Teaching Historical Thinking in Grades 7-12 . Portland, ME: Stenhouse Publishers, 2017; Podsakoff, Philip M. et al. “Common Method Biases in Behavioral Research: A Critical Review of the Literature and Recommended Remedies.” Journal of Applied Psychology 88 (October 2003): 879-903; Stereotypes and Biased Language. The Writing Lab and The OWL. Purdue University ; Bias in Survey Sampling. Stat Trek Online Tutorials; What is Availability Bias? InnovateUs.net.

Writing Tip

The CRAPP Test

This stands for Currency, Relevance, Accuracy, Authority, and Purpose. It is an apronym developed within the field of librarianship as short-hand for remembering the essential actions associated with effectively assessing the usefulness of a source in relation to the research problem you are investigating. Each word relates to a set of questions you should ask yourself when determining the validity of a source. These are:

• When was the information published or posted online?
• Has the information been revised or updated?
• Does your topic require current information, or will older sources also support your study?
• Are the links functional?
• Does the information relate to your topic or address your research question(s)?
• Who is the intended audience?
• Is the information at an appropriate level (i.e., not too elementary or advanced for your needs)?
• Have you looked at a variety of sources before determining this is one you will use?
• Would you be comfortable citing this source in your research paper?
• Who is the author, publisher, source, or sponsor?
• What are the author's credentials or organizational affiliations?
• Is there evidence of the author's qualifications to write about the topic?
• Is there contact information, such as a publisher or email address?
• Des the URL reveal anything about the author or source [e.g., .com .edu .gov .org .net, etc.]?
• Where does the information come from?
• Is the information supported by evidence?
• Has the information been reviewed by an editor or peer reviewed?
• Can you verify any of the information in another source or from personal knowledge?
• Does the language or narrative tone appear objective and unbiased?
• Are there spelling, grammar, or typographical errors?
• What is the purpose of the information, i.e., is it to inform, teach, sell, entertain, or persuade?
• Do the author(s) explain why the information has been studied?
• Is the information fact, opinion, or propaganda?
• Does the point of view appear objective and impartial?
• Are there political, ideological, cultural, religious, institutional, or personal biases?

As described above, a thorough evaluation of sources can encompass more than this basic model. Nevertheless, if you remember anything about how to evaluate a source as you conduct a literature review, remember this approach. The CCRAP Test applied to any source produced in any format [e.g., text, online, statistical, multimedia].

CRAPP Test.net; Evaluating Information: Applying the CRAPP Tes t, Meriam Library. California State University, Chico; Esparrago-Kalidas, Adeva Jane. "The Effectiveness of CRAAP Test in Evaluating Credibility of Sources." International Journal of TESOL & Education 1 (2021): 1-14;  Liu, Grace. "Moving Up the Ladder of Source Assessment: Expanding the CRAAP Test with Critical Thinking and Metacognition." College & Research Libraries News 82 (2021): 75; Muis, Krista Renee, Courtney A. Denton, and Adam Dubé. "Identifying CRAAP on the Internet: A Source Evaluation Intervention." Advances in Social Sciences Research Journal 9 (July 2022): 239-265.

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Use credible research sources to strengthen your arguments.

Sometimes your instructor will require you to incorporate certain types of resources into your research, but for other assignments, you will be looking for sources on your own.

The Internet and the library both contain information on virtually any topic, but it’s important to make sure that you use credible, current sources. Inaccurate, questionable, or out-of-date sources can undermine your ideas and cause the reader to question your authority on your topic. Relevant and informed sources can help you to support and prove your thesis and persuade your audience, so evaluating and selecting sources carefully is an important part of writing a strong, convincing paper.

When searching the library catalogue, an electronic database (such as LexisNexus or Academic Search Premier), or an Internet search engine (such as Google), you’ll probably be surprised at how many resources you find. This is particularly true when conducting an Internet search. As you conduct these initial searches, use the following guidelines to determine whether each source is credible, relevant, and appropriate for your project:

• Author: Who is the author of your source? If you can’t tell who wrote an article, essay, or study, you might want to reconsider using this source. If the material is credible, the author will generally want to be associated with it, so lack of an author can indicate that the source is questionable or unreliable.   
• Date: When was the source published or updated? Most books and articles display this prominently, but you may have to look harder for the date on a website or web article. Avoid using sources if you cannot establish a date, since the information may be old or irrelevant.

Your instructor may require you to use a certain number of sources published within the last year, but even if this isn’t the case, try to use as many current (within the last six months to a year) as possible. Certain topics will change significantly in a short period of time, and you want to make sure that your information is current and informed.

In certain circumstances, older sources may be acceptable. For example, if you are comparing how attitudes towards travel have changed since 9/11, it would be useful to find information both prior to and following 9/11. Remember that even if an older article would be useful, always make sure that you can establish when the source was written and/or published.

• Credentials: What are the author’s credentials? Does the article list any degrees, professional affiliations, or describe any experience the author has with the subject? If you’re conducting research on alternative treatments for migraines, for example, you might look to see if the author is a doctor, dietician, alternative health practitioner, or someone with advanced scientific knowledge of migraines and medicine.

Other experience might also make an author credible: if she or he once suffered from migraines but changed this with a combination of diet and exercise, then this author may also have credible knowledge about this topic. Personal experience can make an author less objective, however. While this may not disqualify the source, it’s important to be informed about any biases the author might have.

• Publication Information: How and where was the source published or made available to the public? Often your instructor will require that you use the online library databases to search for magazine, newspaper, and/or journal articles. Many of these can be accessed online, so you’ll be able to read and print the entire article without even leaving your computer.

Although articles in newspapers and popular magazines can help with introductory research, since they help you to learn the basics of a topic, you will probably want to use scholarly resources for more advanced research. Peer-reviewed periodicals are often excellent resources, since each article will have been evaluated and reviewed by independent experts in the field prior to publication. Here are some characteristics of peer-reviewed periodicals:

• The author is a scholar or researcher in the field
• The author cites his or her sources in footnotes or a bibliography
• The journal is published or sponsored by a professional organization (such as the American Medical Association or American Bar Association)
• The journal is published by an academic institution (such as the University of Maryland) or research institution (such as the National Institutes of Health)
• There is very little, if any, advertising
• The title contains the words Journal, Quarterly, or Review 

If you are using a source accessed via the Internet (rather than through an electronic database), you should determine the credibility of the sponsoring organization by considering the following:

• What is the website's URL? Pay particular attention to the last part of the domain name (for example, the edu in the URL www.umgc.edu). A .edu indicates that the website’s sponsoring organization is an accredited college or university, while a .org usually indicates that the sponsor is a nonprofit organization. A .com or .net may indicate that the sponsor is for profit.
• Is there an About page or a link to more information about the sponsoring organization? Organizations may have a mission statement that reveals a particular bias or stance.
• While none of these may necessarily disqualify or qualify a source, they can help you determine if the website has any biases on either side of an issue or topic.
• UMGC Library:  Identify Scholarly Journals
• University of Maryland Libraries:  Checklist to Evaluating Web Sites

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• Library Home
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Writing a Research Paper

• Evaluate Sources

Library Research Guide

• Choose Your Topic
• Organize Your Information
• Draft Your Paper
• Revise, Review, Refine

How Will This Help Me?

Evaluating your sources will help you:

• Determine the credibility of information
• Rule out questionable information
• Check for bias in your sources

In general, websites are hosted in domains that tell you what type of site it is.

• .com = commercial
• .net = network provider
• .org = organization
• .edu = education
• .mil = military
• .gov = U.S. government

Commercial sites want to persuade you to buy something, and organizations may want to persuade you to see an issue from a particular viewpoint. 

Useful information can be found on all kinds of sites, but you must consider carefully whether the source is useful for your purpose and for your audience.

Content Farms

Content farms are websites that exist to host ads. They post about popular web searches to try to drive traffic to their sites. They are rarely good sources for research.

• Web’s “Content Farms” Grow Audiences For Ads This article by Zoe Chace at National Public Radio describes the ways How To sites try to drive more traffic to their sites to see the ads they host.

Fact Checking

Fact checking can help you verify the reliability of a source. The following sites may not have all the answers, but they can help you look into the sources for statements made in U.S. politics.

• FactCheck.org This site monitors the accuracy of statements made in speeches, debates, interviews, and more and links to sources so readers can see the information for themselves. The site is a project of the Annenberg Public Policy Center of the University of Pennsylvania.
• PolitiFact This resource evaluates the accuracy of statements made by elected officials, lobbyists, and special interest groups and provides sources for their evaluations. PolitiFact is currently run by the nonprofit Poynter Institute for Media Studies.

Evaluate Sources With the Big 5 Criteria

The Big 5 Criteria can help you evaluate your sources for credibility:

• Currency: Check the publication date and determine whether it is sufficiently current for your topic.
• Coverage (relevance): Consider whether the source is relevant to your research and whether it covers the topic adequately for your needs.
• Authority: Discover the credentials of the authors of the source and determine their level of expertise and knowledge about the subject.
• Accuracy: Consider whether the source presents accurate information and whether you can verify that information. 
• Objectivity (purpose): Think about the author's purpose in creating the source and consider how that affects its usefulness to your research. 

Evaluate Sources With the CRAAP Test

Another way to evaluate your sources is the CRAAP Test, which means evaluating the following qualities of your sources:

This video (2:17) from Western Libraries explains the CRAAP Test. 

Video transcript

Evaluating Sources ( Western Libraries ) CC BY-NC-ND 3.0

Evaluate Websites

Evaluating websites follows the same process as for other sources, but finding the information you need to make an assessment can be more challenging with websites. The following guidelines can help you decide if a website is a good choice for a source for your paper. 

• Currency . A useful site is updated regularly and lets visitors know when content was published on the site. Can you tell when the site was last updated? Can you see when the content you need was added? Does the site show signs of not being maintained (broken links, out-of-date information, etc.)?
• Relevance . Think about the target audience for the site. Is it appropriate for you or your paper's audience?
• Authority . Look for an About Us link or something similar to learn about the site's creator. The more you know about the credentials and mission of a site's creators, as well as their sources of information, the better idea you will have about the site's quality. 
• Accuracy. Does the site present references or links to the sources of information it presents? Can you locate these sources so that you can read and interpret the information yourself?
• Purpose. Consider the reason why the site was created. Can you detect any bias? Does the site use emotional language? Is the site trying to persuade you about something? 

Identify Political Perspective

News outlets, think tanks, organizations, and individual authors can present information from a particular political perspective. Consider this fact to help determine whether sources are useful for your paper. 

Check a news outlet's website, usually under About Us or Contact Us , for information about their reporters and authors. For example, USA Today has the USA Today Reporter Index , and the LA Times has an Editorial & Newsroom Contacts . Reading a profile or bio for a reporter or looking at other articles by the author may tell you whether that person favors a particular viewpoint. 

If a particular organization is mentioned in an article, learn more about the organization to identify potential biases. Think tanks and other associations usually exist for a reason. Searching news articles about the organization can help you determine their political leaning. 

Bias is not always bad, but you must be aware of it. Knowing the perspective of a source helps contextualize the information presented. 

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Research Paper: A step-by-step guide: 7. Evaluating Sources

• 1. Getting Started
• 2. Topic Ideas
• 3. Thesis Statement & Outline
• 4. Appropriate Sources
• 5. Search Techniques
• 6. Taking Notes & Documenting Sources
• 7. Evaluating Sources
• 8. Citations & Plagiarism
• 9. Writing Your Research Paper

Evaluation Criteria

It's very important to evaluate the materials you find to make sure they are appropriate for a research paper.  It's not enough that the information is relevant; it must also be credible.  You will want to find more than enough resources, so that you can pick and choose the best for your paper.   Here are some helpful criteria you can apply to the information you find:

C urrency :

• When was the information published?
• Is the source out-of-date for the topic? 
• Are there new discoveries or important events since the publication date?

R elevancy:

• How is the information related to your argument? 
• Is the information too advanced or too simple? 
• Is the audience focus appropriate for a research paper? 
• Are there better sources elsewhere?

A uthority :

• Who is the author? 
• What is the author's credential in the related field? 
• Is the publisher well-known in the field? 
• Did the information go through the peer-review process or some kind of fact-checking?

A ccuracy :

• Can the information be verified? 
• Are sources cited? 
• Is the information factual or opinion based?
• Is the information biased? 
• Is the information free of grammatical or spelling errors?
• What is the motive of providing the information: to inform? to sell? to persuade? to entertain?
• Does the author or publisher make their intentions clear? Who is the intended audience?

Evaluating Web Sources

Most web pages are not fact-checked or anything like that, so it's especially important to evaluate information you find on the web.  Many articles on websites are fine for information, and many others are distorted or made up.  Check out our media evaluation guide for tips on evaluating what you see on social media, news sites, blogs, and so on.

This three-part video series, in which university students, historians, and pro fact-checkers go head-to-head in checking out online information, is also helpful.

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Evaluating Sources: General Guidelines

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Once you have an idea of the types of sources you need for your research, you can spend time evaluating individual sources. If a bibliographic citation seems promising, it’s a good idea to spend a bit more time with the source before you determine its credibility. Below are some questions to ask and things to consider as you read through a source. 

Find Out What You Can about the Author

One of the first steps in evaluating a source is to locate more information about the author. Sometimes simply typing an author’s name into a search engine will give you an initial springboard for information. Finding the author’s educational background and areas of expertise will help determine whether the author has experience in what they’re writing about. You should also examine whether the author has other publications and if they are with well-known publishers or organizations.

Read the Introduction / Preface

Begin by reading the Introduction or the Preface—What does the author want to accomplish? Browse through the Table of Contents and the Index. This will give you an overview of the source. Is your topic covered in enough depth to be helpful? If you don't find your topic discussed, try searching for some synonyms in the Index.

If your source does not contain any of these elements, consider reading the first few paragraphs of the source and determining whether it includes enough information on your topic for it to be relevant.

Determine the Intended Audience

Consider the tone, style, vocabulary, level of information, and assumptions the author makes about the reader. Are they appropriate for your needs? Remember that scholarly sources often have a very particular audience in mind, and popular sources are written for a more general audience. However, some scholarly sources may be too dense for your particular research needs, so you may need to turn to sources with a more general audience in mind.

Determine whether the Information is Fact, Opinion, or Propaganda

Information can usually be divided into three categories: fact, opinion, and propaganda. Facts are objective, while opinions and propaganda are subjective. A fact is something that is known to be true. An opinion gives the thoughts of a particular individual or group. Propaganda is the (usually biased) spreading of information for a specific person, group, event, or cause. Propaganda often relies on slogans or emotionally-charged images to influence an audience. It can also involve the selective reporting of true information in order to deceive an audience.

• Fact: The Purdue OWL was launched in 1994.
• Opinion: The Purdue OWL is the best website for writing help.
• Propaganda: Some students have gone on to lives of crime after using sites that compete with the Purdue OWL. The Purdue OWL is clearly the only safe choice for student writers.

The last example above uses facts in a bad-faith way to take advantage of the audience's fear. Even if the individual claim is true, the way it is presented helps the author tell a much larger lie. In this case, the lie is that there is a link between the websites students visit for writing help and their later susceptibility to criminal lifstyles. Of course, there is no such link. Thus, when examining sources for possible propaganda, be aware that sometimes groups may deploy pieces of true information in deceptive ways.

Note also that the difference between an opinion and propaganda is that propaganda usually has a specific agenda attached—that is, the information in the propaganda is being spread for a certain reason or to accomplish a certain goal. If the source appears to represent an opinion, does the author offer legitimate reasons for adopting that stance? If the opinion feels one-sided, does the author acknowledge opposing viewpoints? An opinion-based source is not necessarily unreliable, but it’s important to know whether the author recognizes that their opinion is not the only opinion.

Identify the Language Used

Is the language objective or emotional? Objective language sticks to the facts, but emotional language relies on garnering an emotional response from the reader. Objective language is more commonly found in fact-based sources, while emotional language is more likely to be found in opinion-based sources and propaganda.

Evaluate the Evidence Listed

If you’re just starting your research, you might look for sources that include more general information. However, the deeper you get into your topic, the more comprehensive your research will need to be.

If you’re reading an opinion-based source, ask yourself whether there’s enough evidence to back up the opinions. If you’re reading a fact-based source, be sure that it doesn’t oversimplify the topic.

The more familiar you become with your topic, the easier it will be for you to evaluate the evidence in your sources.

Cross-Check the Information

When you verify the information in one source with information you find in another source, this is called cross-referencing or cross-checking. If the author lists specific dates or facts, can you find that same information somewhere else? Having information listed in more than one place increases its credibility.

Check the Timeliness of the Source

How timely is the source? Is the source twenty years out of date? Some information becomes dated when new research is available, but other older sources of information can still be useful and reliable fifty or a hundred years later. For example, if you are researching a scientific topic, you will want to be sure you have the most up-to-date information. However, if you are examining an historical event, you may want to find primary documents from the time of the event, thus requiring older sources.

Examine the List of References

Check for a list of references or other citations that look as if they will lead you to related material that would be good sources. If a source has a list of references, it often means that the source is well-researched and thorough.

As you continue to encounter more sources, evaluating them for credibility will become easier.

Evaluating Sources for Research

Lesson plan, grade levels.

• Students will gain skills evaluating the reliability of various types of resources.
• Students will gain confidence explaining the reasoning behind their evaluation of any given source.
• Students will learn what information is important to look for when evaluating a source.

Total Estimated Class Time

A single class period (approx. 45 mins.)

Sequence of Activities

Warm-up activity  (10–15 mins.).

Students independently respond to a  Do Now prompt, such as one of the following, written on the board (or on a worksheet if needed):

1. Can you tell the difference between reliable and unreliable sources? Organize the sources below into two columns, one for reliable sources and the other for unreliable sources. If you finish early, choose one of the sources and explain how you organized it by writing down your thought process.

•   a history textbook published in 1960
•  a website that has plenty of articles but no authors listed
•   Entertainment Weekly magazine
•  a peer-reviewed journal published by a university
• an electronic version of Hamlet  that clearly displays its printed source material and the name of its editor
• a copy of the Declaration of Independence published by the National Archives

2. Write down your answers to the following questions about conducting research:

• What are the resources you use when conducting research for an essay or class project?
• How do you know when you’ve found a source that you can use in an essay or project for school?

3. Reflect on your past experiences with research:

• Draw a picture of how conducting research for a school project makes you feel.
• In one sentence, explain why conducting research for school makes you feel this way.

After providing the students suitable time to reflect and write down their answers, the teacher should have students share what they wrote with a partner or partners sitting nearby. (Tip: If students are shy or hesitant to share, select a neutral criterion for who goes first—for example, tell them the person born later in the year or the person whose first name begins earlier in the alphabet should share first.)

Following this turn-and-talk, the teacher should call on a few students to share their answers with the class.

“I Do” Activity (10–15 mins.)

After briefly explaining to students the importance of differentiating between reliable and unreliable sources during the research process, the teacher should hand out the checklist and source #1 worksheet.

If it is possible to do so, the teacher should project the images of the source and checklist onto the board so that students can watch the process of annotating a source.

The teacher should go through the checklist, explaining each step to the students and answering questions as needed. Students should annotate and mark their checklists and source worksheets with the teacher, highlighting or circling parts of the source or writing down clarifying definitions as needed.

Once the checklist is complete, the teacher can tally up the checks and show how these checks can help to determine the reliability of a source.

The teacher should model how students ought to respond to the question at the bottom. If needed, the teacher can provide sentence starters, vocabulary words for students to use, or both.

“We Do” Activity (10 mins.)

Students are either paired up or put into groups.

Students are provided the source #2 worksheet.

In their pairs or groups, the students determine the reliability of source #2 using the checklist. Students should also work together to answer the questions on the source #2 worksheets.

The teacher should walk around the classroom, helping and encouraging students as needed.

If students finish early, they can look back at their answers from the Do Now and discuss with their partner or group whether or not their answers have changed and why.

Final Reflection and Class Discussion (5–10 mins.)

The teacher should call on a few groups to share whether they felt source #2 was reliable and to explain their reasoning (they can use their answer to question #2 from the source #2 worksheet to help with this).

If there is time, the teacher could ask students to look back at their answers from the Do Now and call on students to share and explain whether or not their answers have changed. Alternatively, the teacher could ask students how they feel about finding resources for future research projects: Do they feel more confident after today’s class? Do they still have questions? Do they have more questions?

Homework: “You Do” Activity

For homework, the students should complete the source #3 worksheet using the checklist.

Possible Follow-Up Activities

The teacher can provide another source and checklist worksheet for a Do Now or class activity if students need extra practice.

If a research paper assignment follows this activity, the teacher should have students complete a checklist for each source they plan to cite in their essay. This can be used as a checkpoint assignment for the teacher to check in with students and make sure they are making progress with their research papers.

Possible Alterations

Teachers are encouraged to use or create different sources for the three source worksheets. Teachers should select or create sources that fit with the skills and content they’d like their students to learn from this lesson.

The sources below are organized in the following manner: the first source is a website that is very reliable; the second source is a website that is not very reliable; the third source is a website that is in the middle of the spectrum, leaning more toward being unreliable. The third source was purposefully chosen to be a bit more difficult so that students’ mastery of the skill of evaluating sources could be effectively assessed. An answer key is provided for each worksheet.

Lesson Materials

Checklist for Evaluating Sources

Sentence Starters

Source 1 Worksheet

Source 2 Worksheet

Source 3 Worksheet

Source 1 Worksheet Answer Key

Source 2 Worksheet Answer Key

Source 3 Worksheet Answer Key

Surprised by the Odd Method -- Weighting of Questions 20 February 2019 AT 06:02 PM

This checklist guides students into asking many useful questions about sources, but I'm surprised at how it prompts them to consider the results of those questions.

Even though evaluating sources is more an art than a science, I'd hope that anything seeking to quantify its answers would do so in a more rigorous way (in spite of the necessary wiggle room of the "most likely reliable" categorization).

For example, the list features four main questions regarding publishers (or sponsoring organizations): 1. Can you find the publisher's name? 2. Is the publisher reputable? 3. Does the publisher apply some means of quality control? 4. Does the publisher list contact information?

Although being able to find the name is a necessary precursor to determining reputability, do the two questions truly merit the same weight? Fifty percent of the publisher's credibility is invested in simply providing a name and contact information (or 40%, if we add the "mission" question to this group)? My goodness.

The situation is worse for questions asked about an author, even though each individual question is not without value.

Perhaps that's an issue of quantitative thinking, but perhaps a more humanities-friendly way of looking at it is to consider a question like "Does the author demonstrate sufficient credentials?" to be analogous to a topic sentence, from which would ensue a series of questions designed to support this main question.

That kind of deductive organization or hierarchy of questions is one aspect I thought the checklist was offering at one point, but I was dismayed to find it untrue: Three questions appear (in formatting) to be subordinated to another, as might seem appropriate, given the nature of their respective (and intertwined) topics. Yet each counts, like all the others, for 1/18 of the total. Note that if a source attempts to provide information objectively, it merits a check, and it then receives earns another one for refraining from offering up opinions.

Here's another angle on these issues: It's fairly easy to locate thousands or millions of sources online missing three key criteria but fulfilling nearly all of the others:

-- author lacks credentials in the field -- the publisher is not reputable -- there is little or no review process

A source like this could miss on two others and still be deemed "most likely reliable." Again, my goodness.

Although the list remains riddled with similar shortcomings, as I noted, there are many useful categories of analysis here; they're bolstered by the solid lesson plan and some good aspects of the examples. It just seems that these better features would shine through more clearly with much better algorithm design.

Does it undermine my point to acknowledge that a credentialed author created this checklist and the MLA chose to post it? I'll pause to contemplate that . . . .

Your e-mail address will not be published

Caitlin Duffy 25 February 2019 AT 03:02 PM

Thanks for your response to this lesson plan.

I think that the mechanics of the point accrual are, by their nature, limited. Knowing that it was impossible to perfectly quantify the work of determining reliability, I purposefully included the "most likely reliable" label.

My hope for this lesson is that it would be the start of larger conversations in the classroom, especially if some sources don't make sense where they land. Whenever I teach my students about determining a source's reliability, I try to emphasize the fact that this work is never black and white. Many students find the lack of a clear answer challenging, so providing them with some sort of quantity-based method to at least frame their thinking is a great starting point.

Surprised by . . . 26 February 2019 AT 01:02 PM

Thank you very much for the reply. I hope I was at least somewhat clear in acknowledging that any type of guidance will be imperfect and that quantitative measures would be inherently limited.

Indeed, prior to reading your reply, I'd have seen value in "providing [students] with some sort of quantity-based method to at least frame their thinking." After reading it, I continue to have respect for your attention to your students' needs.

My key point remains, though: There are innumerable options for "some sort of quantity-based method." Given the opportunity, one would -- I'd expect -- select a sort that better reflects the kind of thinking students should engage in.

Susan McLauchlin 21 February 2019 AT 11:02 AM

It would be nice, since you are encouraging teachers to use different sources, to make the worksheets editable so that we can easily do that. Thank you.

Samuel Clark 16 March 2019 AT 04:03 AM

Dear Caitlin,

Thanks a lot for this resource. I plan to use it with my undergraduates. I have one qualm, however, with the question, "Does the work avoid offering an opinion or attempts to persuade?" Given that the intention of academic argument is to persuade one's audience, perhaps this could be reworded along these lines (?): "Does the work avoid offering an unsupported opinion or manipulative or biased attempts to persuade?"

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Evaluating Sources: The CRAAP Test

• CRAAP Test Alternatives
• Evaluating Books
• Evaluating Journal Articles
• Evaluating Websites
• Evaluating Images
• How to Avoid Fake News This link opens in a new window

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What is the CRAAP Test?

CRAAP is an acronym for Currency, Relevance, Authority, Accuracy, and Purpose. Use the CRAAP Test to evaluate your sources.

Currency : the timeliness of the information

• When was the information published or posted?
• Has the information been revised or updated?
• Is the information current or out-of date for your topic?
• Are the links functional?   

Relevance : the importance of the information for your needs

• Does the information relate to your topic or answer your question?
• Who is the intended audience?
• Is the information at an appropriate level (i.e. not too elementary or advanced for your needs)?
• Have you looked at a variety of sources before determining this is one you will use?
• Would you be comfortable using this source for a research paper?

Authority : the source of the information

• Who is the author/publisher/source/sponsor?
• Are the author's credentials or organizational affiliations given?
• What are the author's credentials or organizational affiliations given?
• What are the author's qualifications to write on the topic?
• Is there contact information, such as a publisher or e-mail address?
• .com (commercial), .edu (educational), .gov (U.S. government)
• .org (nonprofit organization), or
• .net (network)

Accuracy : the reliability, truthfulness, and correctness of the content

• Where does the information come from?
• Is the information supported by evidence?
• Has the information been reviewed or refereed?
• Can you verify any of the information in another source or from personal knowledge?
• Does the language or tone seem biased and free of emotion?
• Are there spelling, grammar, or other typographical errors?

Purpose : the reason the information exists

• What is the purpose of the information? to inform? teach? sell? entertain? persuade?
• Do the authors/sponsors make their intentions or purpose clear?
• Is the information fact? opinion? propaganda?
• Does the point of view appear objective and impartial?
• Are there political, ideological, cultural, religious, institutional, or personal biases?

Evaluation Materials

• CRAAP Test: Slide Presentation
• CRAAP Evaluation Checklist
• Evaluating Sources Checklist
• Next: CRAAP Test Alternatives >>
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• URL: https://researchguides.ben.edu/source-evaluation

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Source Evaluation

• Source Evaluation of Online Information - SIFT
• Source Evaluation of Scholarly Material
• Avoiding Fake News

Why SIFT Instead of the CRAAP Test?

Credit: Wayne State University Library's SIFT libguide

SIFT is an additional set of skills to build on “checklist” approaches to evaluating online content.

Some checklist questions you might ask yourself when initially arriving at a webpage:

• Does this webpage look professional?
• Are there spelling errors?
• Is it a .com or a .org?
• Is there scientific language?
• Does it use footnotes?

In today’s world, asking yourself these kinds of questions is no longer enough. Why?

• Anyone can easily design a professional looking webpage and use spellcheck
• .com or .org does not always reflect the credibility of the content
• Scientific language does not always reflect expertise or agenda of the content
• The inclusion of footnotes does not always reflect credibility of the content

Reputable Fact Checking Sites

• PolitiFact.com Checks statements made by members of Congress, the White House, lobbyists, and interest groups. Won a Pulitzer Prize in 2009 for its coverage of the 2008 presidential election. Receives revenues from online advertising and grants.
• AP Fact Check
• Media Bias/Fact Check
• All Sides Media Bias Rating
• Know Your Meme

Information here comes from Mike Caulfied's Sift: The Four Moves  (CC By 4.0) and  Library 160: Introduction to College-Level Research   by Iowa State University Library Instruction Services. 

"SIFT  is an evaluation strategy developed by digital literacy expert Michael Caulfield (Washington State University Vancouver) to help you judge whether or online content can be trusted for credible and reliable information."

Credit: Wayne State University Library's SIFT libguide 

The SIFT method is a series of four moves that help you develop better judgement about information you find online. 

Using SIFT won't make you an expert on a topic and it won't necessarily help you resolve complex questions, but if you use the four SIFT steps before you engage with an online source, you will apply your attention and time more productively and accurately. In the end, it will help you avoid errors that a lot of people make online.

Credit:  Sift: The Four Moves (CC By)

Stop! Just stop! Especially if the source evokes a strong emotion, surprises you, or creates a desire to share the information. 

STOP  reminds you of two things.

First, when you first hit a page or post and start to read it — STOP. Ask yourself whether you know the website or source of the information, and what the reputation of both the claim and the website is. If you don’t have that information, use the other moves to get a sense of what you’re looking at. Don’t read it or share media until you know what it is.

Second, after you begin to use the other moves it can be easy to go down a rabbit hole, going off on tangents only distantly related to your original task. If you feel yourself getting overwhelmed in your fact-checking efforts, STOP and take a second to remember your purpose. If you just want to repost, read an interesting story, or get a high-level explanation of a concept, it’s probably good enough to find out whether the publication is reputable. If you are doing deep research of your own, you may want to chase down individual claims in a newspaper article and independently verify them.

Please keep in mind that both sorts of investigations are equally useful. Quick and shallow investigations will form most of what we do on the web. We get quicker with the simple stuff in part so we can spend more time on the stuff that matters to us.

Investigate the Source

The key idea here is to know what you're reading before you read it. Does the source or sharing source have enough credibility on its own?

This doesn't mean you have to do a Pulitzer prize-winning investigation into a source before you engage with it. But if you're reading a piece on economics by a Nobel prize-winning economist, you should know that before you read it. Conversely, if you're watching a video on the many benefits of milk consumption that was put out by the dairy industry, you probably want to know that as well.

This doesn't mean the Nobel economist will always be right and that the dairy industry can't ever be trusted. But knowing the expertise and agenda of the source is crucial to your interpretation of what they say. Taking sixty seconds to figure out where it is from before reading will help you decide if it is worth your time, and if it is, help you to better understand its significance and trustworthiness.

Find Better Coverage

Finding better coverage may mean finding a better source, several better sources, or even finding the original source. If something is true, there are likely better sources.

Sometimes you don’t care about the particular article or video that reaches you. You care about the  claim  the article is making. You want to know if it is true or false. You want to know if it represents a consensus viewpoint, or if it is the subject of much disagreement.

In this case, your best strategy may be to ignore the source that reached you, and look for trusted reporting or analysis on the claim. If you get an article that says koalas have just been declared extinct from the Save the Koalas Foundation, your best bet might not be to investigate the source, but to go out and find the  best  source you can on this topic, or, just as importantly, to scan multiple sources and see what the expert consensus seems to be. In these cases we encourage you to “find other coverage” that better suits your needs — more trusted, more in-depth, or maybe just more varied. In lesson two we’ll show you some techniques to do this sort of thing very quickly.

Do you have to agree with the consensus once you find it? Absolutely not! But understanding the context and history of a claim will help you better evaluate it and form a starting point for future investigation.

Trace It Back

Trace claims, quotes, and media back to the original context. Much of what we find on the internet has been stripped of context. Maybe there’s a video of a fight between two people with Person A as the aggressor. But what happened before that? What was clipped out of the video and what stayed in? Maybe there’s a picture that seems real but the caption could be misleading. Maybe a claim is made about a new medical treatment based on a research finding — but you’re not certain if the cited research paper really said that.

In these cases we’ll have you trace the claim, quote, or media back to the source, so you can see it in it’s original context and get a sense if the version you saw was accurately presented.

Stop - Think About This

• You bring expectations to your research, and it might be limiting your scope. 
• If the information confirms or denies what you already believe, you may be having an emotional response to the material. Use this reaction as a reminder to stop and check yourself. 
• Verifying the truth of a source and one with a different perspective (even if it upsets you) can strengthen your argument
• Stopping can also be a reminder to stay and task and to stop going down research rabbit holes.

Investigate the Source - Think About This

• Don't stay within the source or website.
• What do other sources say about the reputation of the source or author?
• What do author sources say is the purpose of this source?
• What does the author's credentials or social media history tell you?

Find Better Coverage - Think About This

• Has the topic been covered elsewhere?
• Other sources may be more detailed, recent, or authoritative.
• Library databases such as SmartSearch are good places to look when looking for better coverage of a topic.

Trace It Back - Think About This

• Check the date! When was the information first created?
• Click through and find out if there is false framing of the issue. In other words, read the whole article or post and look for relevant terms and supporting text.
• You may need to go back to steps I (Investigate the Source) and F (Find Better Coverage).
• Next: Source Evaluation of Scholarly Material >>
• Last Updated: Aug 17, 2021 4:44 PM
• URL: https://ferris.libguides.com/topic/source-evaluation

Ferris Library for Information, Technology, and Education

Essay Papers Writing Online

A comprehensive guide to writing an evaluation essay – tips, examples, and techniques.

Welcome to the ultimate guide on writing an evaluation essay! Evaluating a subject, be it a book, movie, restaurant, or a piece of art, requires critical thinking and analysis. In this comprehensive guide, you will learn valuable tips and examples to help you master the art of evaluation essays. Whether you are a student working on an assignment or a writer looking to sharpen your skills, this guide will provide you with the tools you need to craft insightful and compelling evaluations.

Writing an evaluation essay involves assessing the quality, value, or significance of a particular subject based on specific criteria. It requires careful evaluation, evidence-based analysis, and a clear presentation of your findings. In this guide, we will walk you through the essential steps of writing an effective evaluation essay, from choosing a topic and developing a thesis to organizing your arguments and refining your writing. By following our tips and studying the examples provided, you will be well-equipped to write a standout evaluation essay that engages and persuades your readers.

The Art of Writing an Evaluation Essay

Writing an evaluation essay requires a careful analysis and critique of a subject or a topic. To master this art, you need to develop a critical mindset and attention to detail. Here are some key steps to help you craft a compelling evaluation essay:

By following these steps and honing your critical thinking skills, you can master the art of writing an evaluation essay and create a compelling and insightful piece of writing.

Understanding the Evaluation Essay

An evaluation essay is a type of writing that assesses and critiques a particular subject, such as a movie, book, restaurant, or product. It requires the writer to analyze the subject and provide a judgment based on defined criteria. The purpose of an evaluation essay is to evaluate the subject’s quality and effectiveness, and to present a clear and coherent argument for the writer’s assessment.

When writing an evaluation essay, it is important to have a clear understanding of the subject being evaluated and to establish specific criteria for evaluation. These criteria can vary depending on the subject and the writer’s perspective, but they should be logical, relevant, and objective. The evaluation essay should also include evidence and examples to support the writer’s judgment and provide a well-rounded assessment of the subject.

Overall, the evaluation essay requires critical thinking, analysis, and effective communication skills. It is an opportunity for the writer to express their opinion and evaluation of a subject in a structured and persuasive manner.

Choosing a Topic for Evaluation Essay

When selecting a topic for your evaluation essay, it’s important to choose something that you have a genuine interest in and can thoroughly analyze. Here are some tips to help you pick the perfect topic:

• Choose a subject that you are knowledgeable about or have personal experience with.
• Select a topic that is relevant and timely to your audience.
• Pick a topic that can be evaluated objectively based on criteria.
• Consider choosing a controversial topic to spark debate and discussion.
• Ensure that there is enough information available for research and analysis.

By following these guidelines, you can find a topic that will allow you to write a compelling and insightful evaluation essay.

Structuring Your Evaluation Essay

When writing an evaluation essay, it is important to follow a clear structure to effectively communicate your assessment of the subject matter. Here are the key components of structuring your evaluation essay:

• Introduction: Start your essay with an engaging introduction that provides context for the topic and clearly states your evaluation criteria.
• Thesis Statement: Develop a strong thesis statement that presents your overall evaluation and main points.
• Criteria: Identify the specific criteria you will use to evaluate the subject. These criteria should be relevant to the topic and provide a framework for your assessment.
• Evidence: Support your evaluation with concrete examples, evidence, or data. Use specific details to illustrate your points and clarify your assessment.
• Analysis: Analyze the strengths and weaknesses of the subject based on your criteria. Provide a balanced assessment that considers both positive and negative aspects.
• Conclusion: Summarize your evaluation and reiterate your main points. Offer a final evaluation that reflects your overall assessment of the subject.

By structuring your evaluation essay in a clear and logical manner, you can effectively convey your assessment to your audience and support your evaluation with strong evidence and analysis.

Tips for Writing a Successful Evaluation Essay

1. Choose a topic that you are familiar with and passionate about. This will make the writing process more enjoyable and engaging for you.

2. Clearly define the criteria that you will use to evaluate the subject. Make sure your criteria are specific, measurable, and relevant to the topic.

3. Provide evidence and examples to support your evaluation. Use facts, data, and examples to back up your claims and make your argument more convincing.

4. Use a clear and logical structure for your essay. Start with an introduction that provides context and introduces the topic. Then, develop your evaluation in the body paragraphs, and conclude with a summary of your main points.

5. Be objective in your evaluation. While it’s important to express your opinion, make sure to support it with evidence and consider different perspectives.

6. Edit and revise your essay carefully. Check for spelling and grammar errors, ensure that your arguments are well-supported, and make sure your writing is clear and concise.

Examples of Evaluation Essay

1. Movie Evaluation: “The Shawshank Redemption” is a classic film that touches on themes of hope, redemption, and friendship. The storyline, acting, and cinematography all contribute to the emotional impact of the movie. However, some critics argue that the pacing of the film is slow in certain parts, affecting the overall viewing experience.

2. Restaurant Evaluation: XYZ Restaurant offers a diverse menu, with options ranging from traditional dishes to modern fusion cuisine. The ambiance is cozy and inviting, creating a pleasant dining experience. However, some customers have complained about the slow service and inconsistent quality of food.

3. Book Evaluation: “To Kill a Mockingbird” by Harper Lee is a timeless classic that explores themes of racism, justice, and morality. The author’s evocative writing style and vivid characterizations make the book a compelling read. However, some critics argue that the novel oversimplifies complex issues and lacks nuance in its portrayal of race relations.

Revision and Proofreading

Once you have completed your evaluation essay, it is crucial to revise and proofread it thoroughly to ensure that it is polished and error-free. Follow these steps to refine your essay:

• Check for coherence and structure: Make sure that your essay flows logically from one point to the next. Check for transitions between paragraphs and ensure that your arguments are presented in a clear and organized manner.
• Verify the accuracy of your evidence: Double-check all the facts, statistics, and examples you have used in your essay to ensure their accuracy. Make sure that your evidence supports your evaluation effectively.
• Evaluate the clarity of your thesis statement: Your thesis statement should clearly state your evaluation and the criteria you are using. Make sure it is concise and specific.
• Scan for grammar and spelling errors: Proofread your essay carefully to catch any grammar or spelling mistakes. Use a grammar checker or have someone else read your essay to identify any errors you may have missed.
• Check the formatting and citation style: Ensure that your essay follows the required formatting guidelines and that your citations are properly formatted according to the citation style specified in the assignment instructions.
• Seek feedback: Ask a friend, family member, or teacher to read your essay and provide feedback. Consider their suggestions and make revisions accordingly.

By revising and proofreading your evaluation essay, you can ensure that it is well-written, coherent, and error-free, enhancing its overall quality and effectiveness.

Final Thoughts on Evaluation Essays

Writing an evaluation essay can be a challenging but rewarding endeavor. It allows you to critically assess a topic or subject and provide your own unique perspective on it. Remember to choose a topic that you are passionate about or have expertise in, as this will make the writing process more enjoyable and insightful.

When crafting your evaluation essay, be sure to provide a clear evaluation criteria and support your claims with evidence and examples. Use a balanced approach, acknowledging both the strengths and weaknesses of the subject you are evaluating. Additionally, make sure to structure your essay in a logical and organized manner, with a clear introduction, body, and conclusion.

Overall, evaluation essays offer a valuable opportunity to develop your critical thinking and analytical skills. By following the tips and examples outlined in this guide, you can create a compelling and thought-provoking evaluation essay that engages readers and sparks meaningful discussions.

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• Harold L. Drimmer Library Research Guides
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• Source Evaluation & Annotated Bibliographies

Source Evaluation & Annotated Bibliographies: EXAMPLES

• CURRENCY of a Source
• RELEVANCE of a Source
• AUTHORITY of a Source
• ACCURACY of a Source
• PURPOSE of a Source
• Citation Style & Plagiarism This link opens in a new window
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Student Examples in MLA Version 8

• Student Examples - MLA version 8 Two examples from ENG 101 and 102 students at WCC.

This example uses the MLA format  for the book citation. NOTE: Standard MLA practice requires double spacing within citations.

Tolkien, J.R. R. “Beowulf: The Monsters and the Critics.”  The Monsters and the Critics and Other Essays . Ed. Christopher Tolkien. London: George Allen and Unwin. 1983. 24-59. Print.

In this essay, Tolkien criticizes scholars for treating  Beowulf  solely as an artifact that provides historic evidence about the Anglo-Saxon period, rather than reading it as a great work of literature. Although he agrees that it has historical value, he argues that  Beowulf's  literary qualities are more important. He complains that even those few scholars who do read  Beowulf as a poem are wrong when they criticize it for being unstructured and for emphasizing mythic elements like dragons. Tolkien proves that the poem is thematically and structurally unified and that, in reading it, “we are in the presence of a mind lofty and thoughtful.” Tolkien wrote this essay for an audience of literary scholars of his own day. Thus, it can be difficult for modern readers who may not be familiar with the critical tradition. In addition, Tolkien's diction is formal and at times quite dense. Nevertheless, the essay is a masterful defense of one of England's most beloved works. Tolkien persuasively convinces the reader to take myths and folk-tales seriously, showing that these potent expressions of man's imagination are full of rich meaning. Indeed, his analysis of  Beowulf  sheds a great deal of light on Tolkien's own imagination, which is expressed most fully in his tales about Middle-earth.

Example From: Miller, Don, and Fran Hooker. "Annotated Bibliographies - Webster University Library." Annotated Bibliographies . Webster University Library, 2006. Web. 22 Oct. 2015.

More Examples

OWL Example MLA Annotated Bib (Book Entry)

UNC Writing Center  

Even More Examples

Kate Chopin’s Unconventional Perspective on Marriage

            The topic I have decided to explore is marriage in three of Kate Chopin’s short stories: The Storm, Desiree’s Baby and In Sabine. My working thesis is focused on the issues in marriage and the different outcomes because of submission, suppression and marital rebellion. As I explored various authors that we have studied in this class, the decision to choose Chopin was quite an uncomplicated one.  At the time of Chopin’s coming of age as a writer, women of the late nineteenth century had no individual identity and their sole purpose in life was limited to a domestic role. Chopin chose to write against the oppression of women in a very controversial nature, focusing on themes such as social conflict, complexities of relationships between sexes, racial relationships, class structure and social codes. In my readings I found that her personal life was just as ambitious and provocative as her writing career, and is probably the reason for her exciting likeness of adultery and sexuality in her stories.  Thus far, I have obtained endless peer-reviewed critiques and articles on ‘The Storm’ and ‘Desiree’s Baby” which have been helpful. The story ‘In Sabine’, has far less and almost no reliable literary critiques, however I plan on using the Elements of Fiction of help identify the necessary elements for the purpose of my thesis.

Gibert, Teresa. "Textual, Contextual and Critical Surprises in "Desiree's Baby"" Connotations 14.1-3 (2004): 38. Literature Resource Center. Web. 17 Oct. 2015.

            In this literary article Gibert brings awareness to the effects of racism on an unfulfilled marriage. Gilbert has written critiques of several of Chopin's stories and has a great understanding of her writing style. This article summarizes and reflects on key themes such as marriage, racism and the significance of human identity. Gibert speaks to the elements of surprise which enhances the story through rhetorical strategies such as suspense, appearance vs. reality, fairytale vs. realist and a surprise ending or epiphany. These strategies were helpful in allowing me identify the underlying issue of marriage in this story. I will use the article to discuss how racism plays a role in a marriage.

"Kate Chopin." Feminist Writers. Ed. Pamela Kester-Shelton. Detroit: St. James, 1996. N. pag. Literature Resource Center. Web. 17 Oct. 2015.

            This publication offers a brief yet detailed description of Chopin's early life before writing. Unlike many other biographies, it also includes information about the affair she had with a married man after her husband's death. I will use this data as evidential information to support my thesis. I will also use this information to conclude Chopin's personal reasons for portraying marriage, adultery, sex and human identity the way that she does. These themes were all issues that played extensive roles in the author’s life experience. Being widowed at very young age with five children to care for, presumably left her with very few happy and rewarding tales of marriage, leaving her to only speak about marriage in a grim manner that lacked meaning.

"Overview: "The Storm"" Short Stories for Students. Ed. Ira Mark Milne. Vol. 26. Detroit: Gale, 2008. N. pag. Literature Resource Center. Web. 17 Oct. 2015.

            Milne's detailed overview of Chopin's 'The Storm' offers essential analysis of the story as it pertains to marriage and sexuality. This resource will also assist in supporting one of my points of discontentment in marriage that we see in the three stories being compared. I will use this overview to highlight rebellion in a marriage and the role of adultery, and how Chopin, ‘portrays it as a healthy affirmation of what it mean to be human.’  It is important to note that the story does contain explicit description of what occurs on bed , and in a Victorian era, this was unacceptable to readers of that time. Chopin wrote this story in 1898 and made no attempt to publish it, probably because she knew it was have disapproving consequences. 

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