Examine sources for: (i) credibility, bias, and accuracy; and (ii) faulty reasoning such as post hoc-ad hoc, circular reasoning, red herring, and assumptions

Standards Alignment

• TEKS.110.38.11G primary
  examine sources for: (i) credibility, bias, and accuracy; and (ii) faulty reasoning such as post hoc-ad hoc, circular reasoning, red herring, and assumptions;
• TEKS.110.38.11H primary
  display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism; and
• TEKS.110.38.11I primary
  use an appropriate mode of delivery, whether written, oral, or multimodal, to present results. Source: The provisions of this §110.38 adopted to be effective November 12, 2017, 42 TexReg 6148; amended to be effective August 1, 2019, 44 TexReg 3835.

Lesson Overview

This Grade 11 English Language Arts and Reading lesson focuses on teaching students how to critically examine sources for credibility, bias, and accuracy, as well as identify common faulty reasoning such as post hoc-ad hoc, circular reasoning, red herring, and assumptions. Students will also learn to ethically use and cite sources and present their findings effectively through written, oral, or multimodal formats. The lesson supports inquiry and research skills by engaging students in recursive inquiry processes using multiple texts.

Learning Objectives

• Identify and evaluate the credibility, bias, and accuracy of various sources.
• Recognize and explain examples of faulty reasoning including post hoc-ad hoc, circular reasoning, red herring, and assumptions in texts.
• Demonstrate ethical use of source materials by correctly displaying academic citations for paraphrased and quoted text to avoid plagiarism.
• Present research findings using an appropriate mode of delivery: written, oral, or multimodal.
• Apply critical thinking skills to analyze multiple texts during inquiry and research processes.

Success Criteria

• Students can distinguish credible sources from biased or inaccurate ones.
• Students can identify and explain examples of faulty reasoning in texts.
• Students correctly cite sources in their writing or presentations to avoid plagiarism.
• Students effectively communicate their research results using a chosen mode of delivery.
• Students actively participate in discussions and activities demonstrating understanding of source evaluation and reasoning errors.

Prerequisite Knowledge

Students should have basic skills in reading comprehension, note-taking, and writing. Familiarity with academic research processes and citation formats is helpful but will be reinforced during the lesson.

Key Vocabulary

• Credibility
• Bias
• Accuracy
• Post hoc-ad hoc
• Circular reasoning
• Red herring
• Assumptions
• Academic citation
• Plagiarism
• Multimodal presentation

Materials and Resources

• Sample texts or articles exhibiting various levels of credibility and bias
• Examples of texts containing faulty reasoning (post hoc-ad hoc, circular reasoning, red herring, assumptions)
• Citation guides or handouts
• Devices or tools for oral or multimodal presentations (e.g., computers, projectors)
• Graphic organizers for source evaluation

Teacher Preparation

• Select and prepare sample texts that illustrate credible and biased sources.
• Prepare examples of faulty reasoning for class analysis.
• Prepare citation examples and guidelines to share with students.
• Arrange technology for student presentations.
• Develop guiding questions to prompt critical thinking during discussions.

Detailed Lesson Notes

Understanding Source Credibility, Bias, and Accuracy

Credibility refers to how trustworthy and reliable a source is. Factors influencing credibility include the author's expertise, the source's reputation, and the evidence provided. Bias occurs when a source presents information in a way that favors a particular perspective or agenda, potentially distorting facts. Accuracy means the information is correct, supported by evidence, and free from errors. Teachers should explain these concepts with examples, such as comparing a peer-reviewed article to an opinion blog post. Students learn to ask questions like: Who is the author? What is their purpose? Is the information supported by evidence?

Identifying Faulty Reasoning in Texts

Faulty reasoning weakens arguments and can mislead readers. Key types include: Post hoc-ad hoc: Assuming that because one event follows another, the first caused the second without proof. Circular reasoning: When the conclusion is included in the premise, offering no real evidence. Red herring: Introducing irrelevant information to distract from the main argument. Assumptions: Taking something for granted without evidence. Teachers should provide clear definitions and examples, then guide students to spot these errors in sample texts. Understanding these fallacies helps students critically evaluate arguments and avoid using flawed reasoning themselves.

Ethical Use of Sources and Academic Citations

Using sources ethically means giving proper credit to original authors to avoid plagiarism. Academic citations include details like author, title, publication, and date, and are required for both paraphrased and quoted material. Teachers should review citation formats and demonstrate how to integrate citations smoothly into writing or presentations. Emphasize the importance of honesty and respect for intellectual property. Students practice creating citations for example texts and learn to use citation tools or guides.

Presenting Research Results Effectively

Students should be able to communicate their findings clearly using written, oral, or multimodal formats. Written presentations include essays or reports; oral presentations involve speeches or discussions; multimodal presentations combine text, visuals, audio, or digital media. Teachers should model each mode and provide rubrics or checklists for effective delivery. Encourage students to choose the mode that best suits their topic and audience. Practice sessions with peer feedback help build confidence and skills.

Integrating Inquiry and Recursive Research Processes

Inquiry involves asking questions, gathering information, analyzing sources, and drawing conclusions. Recursive research means revisiting and refining questions and sources as understanding deepens. Teachers should scaffold this process by guiding students through cycles of reading, discussing, and revising their work. Emphasize critical thinking at each step, especially evaluating source credibility and reasoning. Use graphic organizers to track sources and reasoning errors. This approach supports sustained engagement and deeper learning.

Worked Examples

Classroom Activity

Work collaboratively to analyze texts, discuss reasoning errors, and record findings.

Guided Practice

Independent Practice

1. Foundational: What three qualities should you check to determine if a source is reliable?
2. Developing: Explain what 'red herring' means in faulty reasoning and give an example.
3. Application: You read an article that claims eating a certain food causes happiness because people who eat it report feeling happy. Identify any faulty reasoning and explain.
4. Analysis: Analyze a provided text excerpt and identify any bias or assumptions that affect its credibility.
5. Challenge: Create a short oral or written presentation evaluating a source's credibility, bias, accuracy, and any faulty reasoning, including proper citations for your information.

Independent Practice Teacher Answer Key

1. 1. Credibility, bias, and accuracy.
2. 2. A red herring is when irrelevant information is introduced to distract from the main argument. For example, changing the topic during a debate to avoid answering a question.
3. 3. This may be post hoc-ad hoc reasoning if it assumes eating the food causes happiness without proving causation. It could also involve assumptions if it ignores other factors affecting happiness.
4. 4. Students should identify language that favors one perspective without balanced evidence and note any claims made without support, explaining how these reduce credibility.
5. 5. Students produce a coherent presentation that clearly explains their evaluation with examples, identifies any reasoning errors, and includes accurate citations for all referenced materials.

Guiding Questions

• What makes a source credible or biased?
• How can faulty reasoning affect an argument?
• Why is it important to cite sources?
• How can you present your research effectively?
• What strategies help you evaluate multiple texts?

Common Misconceptions

• All sources found online are credible and accurate.
• Bias always means the information is false.
• Citing sources is only necessary for direct quotes, not paraphrased ideas.
• Faulty reasoning is always obvious and easy to spot.
• Presenting research orally is less important than writing it down.

Differentiation

Assessment

• Identify examples of faulty reasoning in a short text.
• Create citations for paraphrased and quoted material in a practice exercise.
• Participate in group discussions analyzing source credibility.
• List three ways to evaluate a source's credibility.
• Explain one type of faulty reasoning and why it weakens an argument.
• Describe how to avoid plagiarism when using sources.
• Write an essay evaluating the credibility, bias, and accuracy of multiple sources on a research topic, including citations.
• Prepare and deliver a multimodal presentation summarizing source evaluations and reasoning analysis.

Answer Guide

• What three qualities should you check to determine if a source is reliable?
  Answer: Credibility, bias, and accuracy.
• Explain what 'red herring' means in faulty reasoning and give an example.
  Answer: A red herring is when irrelevant information is introduced to distract from the main argument, such as changing the topic during a debate to avoid answering a question.
• Identify the faulty reasoning in an argument that assumes one event caused another just because it happened first.
  Answer: This is post hoc-ad hoc reasoning, assuming causation based only on sequence without evidence.
• Why is it important to cite paraphrased information as well as direct quotes?
  Answer: Because paraphrased ideas still come from someone else's work and must be credited to avoid plagiarism.
• What is circular reasoning?
  Answer: Circular reasoning is when the conclusion is included in the premise, so the argument doesn't provide real evidence.

Real-Life Application

Encourage students to discuss with family members how they evaluate information sources in daily life, such as news or advertisements, and share examples in class.

Homework or Home Connection

• Encourage students to discuss with family members how they evaluate information sources in daily life, such as news or advertisements, and share examples in class.

Lesson Summary

In this lesson, students learn to critically evaluate sources by examining their credibility, bias, and accuracy, and to identify common faulty reasoning patterns that weaken arguments. They practice ethical use of sources through proper citation and develop skills to present their research findings effectively in various formats. These skills support informed inquiry and research, enabling students to think critically and communicate responsibly.

Teacher Notes

Use the exact standards alignment and retrieved-source provenance stored with this enrichment.

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