RESEARCH PROJECT: SOURCE ANALYSIS "the importance of lowering the divorce rate to keep families together." Purpose The purpose of this assignment is to both find sources that help you answer your research questions and explore the different types of sources that are out there. In addition, you will analyze these sources to make sure they are appropriate sources for your Research Project. Approach You should have four sources to help you learn more about your social issue. At least two of these sources will need to be scholarly. (Our class reading and in-class work discussed scholarly versus popular sources, as well as authoritative.) There are FOUR STEPS for each Source Analysis: 1. SCHOLARY, AUTHORITATIVE, OR POPULAR SOURCE: Indicate if your source is a Scholarly, Authoritative, or Popular Source and explain how you know. 2. SOURCE CITATION: Provide a breakdown of the citation, as shown below, and then put the parts together into a full citation. (If you use a CLC database, the citation is provided, but you still will need to show that you know what each part of the citation is.) ◦ Author(s): ◦ Title of the Source: ◦ Title of the Publication (title of the journal, website, book, etc.): ◦ Other Contributors (e.g. editor, narrator, director, etc.): ◦ Version/Edition/Volume: ◦ Number (if part of a sequence): ◦ Publisher (company or group responsible for publishing the source): ◦ Publication Date: ◦ Location (URL, page numbers, etc.): ◦ Full Source Citation: Now, provide the full source citation. 3. SOURCE SUMMARY (one or two paragraphs): The first sentence of the summary should include the type of source (may include publication), the author(s) of the source, and the thesis or main point of the source. In the rest of the summary, you should include the supporting points for the author’s thesis (main point). What evidence does the author use to prove their main point? How is logos, pathos, and ethos used by the author? Your summary should show that you have a strong understanding of your source.

4. SOURCE EVALUATION For the evaluation, be sure to reference the CRAP ranking sheet. You will need to address the following: CURRENCY (rank from the CRAP ranking sheet 3-0): ◦ When was the source written? ◦ Is there a copyright date or date of publication? ◦ Is it current enough for your work? RELIABILITY (rank from the CRAP ranking sheet 3-0): ◦ Where did the author get the information? ◦ Does the author provide sources for information either in the text or in a list at the end? ◦ Is the information accurate and error free? ◦ Can the information be corroborated with another source? AUTHORITY OR AUTHOR/ORGANIZATION (rank from the CRAP ranking sheet 3-0): ◦ Who is responsible for the information? Are they reliable? ◦ Is there a person or organization listed as the author? ◦ Look up (or Google) the author to learn more about them. ◦ Can you figure out what makes the author an expert or valued opinion (credentials – education, career field, college/university faculty in the field, experience)? ◦ If no person(s) is the author, is this organization credible? PURPOSE/POINT OF VIEW (rank from the CRAP ranking sheet 3-0): ◦ Does the information seem fairly represented or is it biased? ◦ Scan the contents – Why was it written? (e.g. information, advice, advocacy, propaganda, opinion, entertainment, sales, or another reason) ◦ Be able to spot point of view – Is the source or site fair? Is it affiliated with an organization that has a particular point of view? ◦ Is the source balanced or biased? Does that matter for your purposes? FINAL CRAP RANKING: Provide the total crap ranking number here. (If the ranking falls lower than 10, you must justify why you will use the source.) Submitting Your Source Analyses Create one Microsoft Word document for the two source analyses due. For example, create one Word document and include both Source Analysis #1 and Source Analysis #2 in the Word document. For Source Analysis #3 and Source Analysis #4, you will include both of them in one Word document. These documents are submitted in Canvas. Scroll down for an example of a Source Analysis

Student Name Course Number Assignment Title Date SAMPLE SOURCE ANALYSIS SOURCE #1 1. SCHOLARLY SOURCE — This source is peer reviewed, well sourced (list of references), and the authors are experts. 2. SOURCE CITATION: ◦ Author(s): Dennis A. Johnson, Ed.D. and John Acquaviva, Ph.D. ◦ Title of the Source: “Point/Counterpoint: Paying College Athletes.” ◦ Title of the Publication (journal, website, book, etc.): The Sports Journal ◦ Other Contributors (e.g. editor, narrator, director, etc.): n/a ◦ Version/Edition/Volume: volume 16 ◦ Number (if part of a sequence): number 5 ◦ Publisher (company or group responsible for publishing the source): n/a ◦ Publication Date: 2015 ◦ Location (specific location of the information – URL, page numbers, etc.): http://thesportjournal.org/article/pointcounterpoint-paying-college-athletes/ Full Source Citation: Johnson, Dennis A. Ed.D. and John Acquaviva, Ph.D. “Point/Counterpoint: Paying College Athletes.” The Sports Journal, vol. 16, no. 5, 2015. http://thesportjournal.org/article/pointcounterpoint-paying-college-athletes/ 3. SOURCE SUMMARY: In the The Sports Journal article “Point/Counterpoint: Paying College Athletes,” authors Dennis A. Johnson and John Acquaviva, both professors of Sport Sciences at Wingate University, discuss the pros and cons of paying college athletes to play. The article begins by describing how the NCAA became a league and provides history from the mid-1900s when colleges recruited players that were not students to pay to play. Next, Acquaviva presents multiple reasons as to why college athletes should not be paid based on numerous main points: education is money, there are problems with payment, universities offer more than an education, the athletic department has its role, and, athletes know the deal that they are going into. Johnson provides reasons as to why colleges should be paying college athletes to play. The author describes four main points to the argument: athletic scholarships provide a “free education” is not correct, athletes don’t know the “real” deal, the university offers more than education – it’s possible – but not probable, and revenue sharing proposals from TV. In these points, numerous solutions are offered as to how the players can be compensated for their play. Some examples of the proposals are to increase scholarships to $2,000 more in order to provide living-expense money and another one is to pay each player $300 per game.

4. SOURCE EVALUATION: Currency (2): The article was written in 2015, which makes this a fairly current source for my research, but this debate seems to change often right now about college athletes getting paid. This is a little dated for such a current topic, which is why I gave the source a “2” for Currency. Reliability (2): The article includes a “References” page at the end of the article with nine sources listed. Within the article, the two authors cite the research they found. Three of these sources are from 2011 & 2012, which dates the information, but six others are from 2014 and early 2015. Some of the information that I found in this source is similar to my Sports Illustrated article by Deborah Krause. Authority of Author/Organization (3): The authors are Dennis A. Johnson and John Acquaviva, both professors of Sport Sciences at Wingate University. These authors have also written three other articles together for this journal related to the topic of paying college athletes. Johnson has been at the university teaching in this field for 11 years, while John Acquaviva has been teaching in this field for 15 years with four of the last years at Wingate University. The two authors presented at two conferences on this subject in 2013 and 2014. Purpose/Point of View (3): This article was written for information about the paying college athlete debate and showing the pros and cons of this topic. The publication is a peer-reviewed journal and not affiliated with any “sides” of the debate. The information is presented fairly by the professors. FINAL CRAP RANKING: 10 RUBRICS FOR SOURCE ANALYSIS FOR FAMILY AND DIVORCE ESSAY

Rhetorical Analysis Essay- PSA Rubrics