thesis of secondary source

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Primary vs Secondary

• Original Documents at Kemp Library

A primary source is an original work created during or around the event being studied. A primary source is not interpretive. It will not examine events as they happen (For example a primary source from the French Revolution might tell you about the events of the day that Marie Antoinette was killed, but it won't talk about the socio-economic impact of her death.)

Examples of Primary Sources:

• Government Documents (such as a piece of legislation)
• Newspaper Articles
• Photographs

The Kemp Library at East Stroudsburg University is a selective depository for United States government documents.

Please visit this guide  for extensive information regarding using Government Documents at ESU.

A secondary source interprets primary sources and the original historical event. It specifically examines events for some sort of (often scholarly) purpose. Secondary sources are usually created much later than the original event in question.

Examples of Secondary Sources:

• Documentaries
• Journal Articles

The library keeps back issues on microfilm for

• The New York Times
• Philadelphia Inquirer
• Pocono Record
• Times Educational and Literary Supplements
• Wall Street Journal

We also have periodicals like The New Yorker, The New Republic , and The Nation . Also take a look at some of our newspaper/periodical indexes and collections in our reference section and online. We have several copies of original writings in the collection as well.

Alternative Press Index:  This resource is a bibliographic print index containing citations of journal , newspaper and magazine articles from hundreds of international alternative, radical, and left periodicals. Born of the New Left, this resource was launched in 1969 to provide access to the emerging theories and practices of radical social change.

Underground Newspaper Microfilm Collection : The radical movements of the 1960s spawned a multitude of underground newspapers. The causes they espoused or opposed were as diverse as the issues they confronted. It was the era of the Vietnam War, of opposition to corporate America and its power, of questioning and rejecting traditional values. Access to more than 550 underground newspapers dating from 1963 to 1985.

Primary vs Secondary Visual

Primary Vs Secondary Sources

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How to Read a Secondary Source

Reading secondary historical sources is a skill which may be acquired and must be practiced. Reading academic material well is an active process that can be far removed from the kind of pleasure reading most of us are used to. Sure, history may sometimes be dry, but you'll find success reading even the most difficult material if you can master these skills. The key here is taking the time and energy to engage the material – to think through it and to connect it to other material you have covered.

How to Read a Book

• Read the title. Define every word in the title; look up any unknown words. Think about what the title promises for the book.
• Look at the table of contents. This is your "menu" for the book. What can you tell about its contents and structure from the TOC?
• Read the book from the outside in. Read the foreword and introduction (if an article, read the first paragraph or two). Read the conclusion or epilogue if there is one (if an article, read the last one or two paragraphs). After all this, ask yourself what the author's thesis might be. How has the argument been structured? This will be a key to your understanding of the rest of the argument.
• Read chapters from the outside in. Quickly read the first and last paragraph of each chapter. After doing this and taking the step outlined above, you should have a good idea of the book's major themes and arguments.

You are now finally ready to read in earnest.

Don't read a history book as if you were reading a novel for light pleasure reading. Read through the chapters actively, taking cues as to which paragraphs are most important from their topic sentences. (Good topic sentences tell you what the paragraph is about.) Not every sentence and paragraph is as important as every other. It is up to you to judge, based on what you know so far about the book's themes and arguments. If you can, underline (don't highlight), passages that seem to be especially relevant. Feel free to make notes in the margins.

Take notes. Record your thoughts about the reading rather than simply the details and contents of the text. What surprised you? What seemed particularly insightful? What seems suspect? What reinforces or counters points made in other readings? This kind of note taking will keep your reading active, and actually will help you remember the contents of the text.

"S.T.A.M.P." it!

A technique for reading a book which complements the steps above is to answer a series of questions about your reading.

• How has the author structured her work?
• How would you briefly outline it?
• Why might she have employed this structure?
• What historical argument does the structure employ?
• After identifying the thesis, ask yourself in what ways the structure of the work enhances or detracts from the thesis.
• How does the author set about to make her or his case?
• What about the structure of the work makes it convincing?

A thesis is the controlling argument of a work of history.

Often, the most difficult task when reading a secondary source is to identify the author's thesis. In a well-written essay, the thesis is usually clearly stated near the beginning of the piece. In a long article or book, the thesis is usually diffuse. There may in fact be more than one. As you read, constantly ask yourself, "how could I sum up what this author is saying in one or two sentences?" This is a difficult task; even if you never feel you have succeeded, simply constantly trying to answer this question will advance your understanding of the work.

A thesis is not just a statement of opinion, or a belief, or a thought. It is an argument. Because it is an argument, it is subject to evaluation and analysis.

• Is it a good argument?
• How is the big argument (the thesis) structured into little arguments?
• Are these little arguments constructed well?
• Is the reasoning valid?
• Does the evidence support the conclusions?
• Has the author used invalid or incorrect logic?
• Is she relying on incorrect premises?
• What broad, unexamined assumptions seem to underlay the author's argument?
• Are these correct?

Note here that none of these questions ask if you like the argument or its conclusion. This part of the evaluation process asks you not for your opinion, but to evaluate the logic of the argument. There are two kinds of logic you must consider:

• Internal Logic is the way authors make their cases, given the initial assumptions, concerns, and definitions set forth in the essay or book. In other words, assuming that their concern is a sound one, does the argument make sense?
• Holistic Logic regards the piece as a whole. Are the initial assumptions correct? Is the author asking the proper questions? Has the author framed the problem correctly?

Why might the author have written this work?

This is a difficult question, and often requires outside information, such as information on how other historians were writing about the topic. Don't let the absence of that information keep you from using your historical imagination. Even if you don't have the information you wish you had, you can still ask yourself, "Why would the author argue this?" Many times, arguments in older works of history seem ludicrous or silly to us today. When we learn more about the context in which those arguments were made, however, they start to make more sense. Things like political events and movements, an author's ideological bents or biases, or an author's relationship to existing political and cultural institutions often have an impact on the way history is written. On the other hand, the struggle to achieve complete objectivity also affects the ways people have written history. It is only appropriate, then, that such considerations should inform your reading.

Read the footnotes , especially when you come across a particularly interesting or controversial passage. Make sure you can answer the following questions:

• What primary sources has the historian used to support her argument?
• Has she used them well?
• What pitfalls may befall the historians who uses these sources?
• How does her use of these kinds of sources influence the kinds of arguments she can make?
• What other sources might she have employed?

This page was adapted from the website by Patrick Rael, " Reading, Writing, and Researching for History: A Guide for College Students, "(Brunswick, ME: Bowdoin College, 2004).

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• Knowledge Base

Methodology

• What is Secondary Research? | Definition, Types, & Examples

What is Secondary Research? | Definition, Types, & Examples

Published on January 20, 2023 by Tegan George . Revised on January 12, 2024.

Secondary research is a research method that uses data that was collected by someone else. In other words, whenever you conduct research using data that already exists, you are conducting secondary research. On the other hand, any type of research that you undertake yourself is called primary research .

Secondary research can be qualitative or quantitative in nature. It often uses data gathered from published peer-reviewed papers, meta-analyses, or government or private sector databases and datasets.

Table of contents

When to use secondary research, types of secondary research, examples of secondary research, advantages and disadvantages of secondary research, other interesting articles, frequently asked questions.

Secondary research is a very common research method, used in lieu of collecting your own primary data. It is often used in research designs or as a way to start your research process if you plan to conduct primary research later on.

Since it is often inexpensive or free to access, secondary research is a low-stakes way to determine if further primary research is needed, as gaps in secondary research are a strong indication that primary research is necessary. For this reason, while secondary research can theoretically be exploratory or explanatory in nature, it is usually explanatory: aiming to explain the causes and consequences of a well-defined problem.

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Secondary research can take many forms, but the most common types are:

Statistical analysis

Literature reviews, case studies, content analysis.

There is ample data available online from a variety of sources, often in the form of datasets. These datasets are often open-source or downloadable at a low cost, and are ideal for conducting statistical analyses such as hypothesis testing or regression analysis .

Credible sources for existing data include:

• The government
• Government agencies
• Non-governmental organizations
• Educational institutions
• Businesses or consultancies
• Libraries or archives
• Newspapers, academic journals, or magazines

A literature review is a survey of preexisting scholarly sources on your topic. It provides an overview of current knowledge, allowing you to identify relevant themes, debates, and gaps in the research you analyze. You can later apply these to your own work, or use them as a jumping-off point to conduct primary research of your own.

Structured much like a regular academic paper (with a clear introduction, body, and conclusion), a literature review is a great way to evaluate the current state of research and demonstrate your knowledge of the scholarly debates around your topic.

A case study is a detailed study of a specific subject. It is usually qualitative in nature and can focus on  a person, group, place, event, organization, or phenomenon. A case study is a great way to utilize existing research to gain concrete, contextual, and in-depth knowledge about your real-world subject.

You can choose to focus on just one complex case, exploring a single subject in great detail, or examine multiple cases if you’d prefer to compare different aspects of your topic. Preexisting interviews , observational studies , or other sources of primary data make for great case studies.

Content analysis is a research method that studies patterns in recorded communication by utilizing existing texts. It can be either quantitative or qualitative in nature, depending on whether you choose to analyze countable or measurable patterns, or more interpretive ones. Content analysis is popular in communication studies, but it is also widely used in historical analysis, anthropology, and psychology to make more semantic qualitative inferences.

Secondary research is a broad research approach that can be pursued any way you’d like. Here are a few examples of different ways you can use secondary research to explore your research topic .

Secondary research is a very common research approach, but has distinct advantages and disadvantages.

Advantages of secondary research

Advantages include:

• Secondary data is very easy to source and readily available .
• It is also often free or accessible through your educational institution’s library or network, making it much cheaper to conduct than primary research .
• As you are relying on research that already exists, conducting secondary research is much less time consuming than primary research. Since your timeline is so much shorter, your research can be ready to publish sooner.
• Using data from others allows you to show reproducibility and replicability , bolstering prior research and situating your own work within your field.

Disadvantages of secondary research

Disadvantages include:

• Ease of access does not signify credibility . It’s important to be aware that secondary research is not always reliable , and can often be out of date. It’s critical to analyze any data you’re thinking of using prior to getting started, using a method like the CRAAP test .
• Secondary research often relies on primary research already conducted. If this original research is biased in any way, those research biases could creep into the secondary results.

Many researchers using the same secondary research to form similar conclusions can also take away from the uniqueness and reliability of your research. Many datasets become “kitchen-sink” models, where too many variables are added in an attempt to draw increasingly niche conclusions from overused data . Data cleansing may be necessary to test the quality of the research.

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If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

• Normal distribution
• Degrees of freedom
• Null hypothesis
• Discourse analysis
• Control groups
• Mixed methods research
• Non-probability sampling
• Quantitative research
• Inclusion and exclusion criteria

Research bias

• Rosenthal effect
• Implicit bias
• Cognitive bias
• Selection bias
• Negativity bias
• Status quo bias

A systematic review is secondary research because it uses existing research. You don’t collect new data yourself.

The research methods you use depend on the type of data you need to answer your research question .

• If you want to measure something or test a hypothesis , use quantitative methods . If you want to explore ideas, thoughts and meanings, use qualitative methods .
• If you want to analyze a large amount of readily-available data, use secondary data. If you want data specific to your purposes with control over how it is generated, collect primary data.
• If you want to establish cause-and-effect relationships between variables , use experimental methods. If you want to understand the characteristics of a research subject, use descriptive methods.

Quantitative research deals with numbers and statistics, while qualitative research deals with words and meanings.

Quantitative methods allow you to systematically measure variables and test hypotheses . Qualitative methods allow you to explore concepts and experiences in more detail.

Sources in this article

We strongly encourage students to use sources in their work. You can cite our article (APA Style) or take a deep dive into the articles below.

George, T. (2024, January 12). What is Secondary Research? | Definition, Types, & Examples. Scribbr. Retrieved April 2, 2024, from https://www.scribbr.com/methodology/secondary-research/

Largan, C., & Morris, T. M. (2019). Qualitative Secondary Research: A Step-By-Step Guide (1st ed.). SAGE Publications Ltd.

Peloquin, D., DiMaio, M., Bierer, B., & Barnes, M. (2020). Disruptive and avoidable: GDPR challenges to secondary research uses of data. European Journal of Human Genetics , 28 (6), 697–705. https://doi.org/10.1038/s41431-020-0596-x

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Library Guides

Dissertations 4: methodology: methods.

• Introduction & Philosophy
• Methodology

Primary & Secondary Sources, Primary & Secondary Data

When describing your research methods, you can start by stating what kind of secondary and, if applicable, primary sources you used in your research. Explain why you chose such sources, how well they served your research, and identify possible issues encountered using these sources.  

Definitions  

There is some confusion on the use of the terms primary and secondary sources, and primary and secondary data. The confusion is also due to disciplinary differences (Lombard 2010). Whilst you are advised to consult the research methods literature in your field, we can generalise as follows:  

Secondary sources 

Secondary sources normally include the literature (books and articles) with the experts' findings, analysis and discussions on a certain topic (Cottrell, 2014, p123). Secondary sources often interpret primary sources.  

Primary sources 

Primary sources are "first-hand" information such as raw data, statistics, interviews, surveys, law statutes and law cases. Even literary texts, pictures and films can be primary sources if they are the object of research (rather than, for example, documentaries reporting on something else, in which case they would be secondary sources). The distinction between primary and secondary sources sometimes lies on the use you make of them (Cottrell, 2014, p123). 

Primary data 

Primary data are data (primary sources) you directly obtained through your empirical work (Saunders, Lewis and Thornhill 2015, p316). 

Secondary data 

Secondary data are data (primary sources) that were originally collected by someone else (Saunders, Lewis and Thornhill 2015, p316).   

Comparison between primary and secondary data   

Use  

Virtually all research will use secondary sources, at least as background information. 

Often, especially at the postgraduate level, it will also use primary sources - secondary and/or primary data. The engagement with primary sources is generally appreciated, as less reliant on others' interpretations, and closer to 'facts'. 

The use of primary data, as opposed to secondary data, demonstrates the researcher's effort to do empirical work and find evidence to answer her specific research question and fulfill her specific research objectives. Thus, primary data contribute to the originality of the research.    

Ultimately, you should state in this section of the methodology: 

What sources and data you are using and why (how are they going to help you answer the research question and/or test the hypothesis. 

If using primary data, why you employed certain strategies to collect them. 

What the advantages and disadvantages of your strategies to collect the data (also refer to the research in you field and research methods literature). 

Quantitative, Qualitative & Mixed Methods

The methodology chapter should reference your use of quantitative research, qualitative research and/or mixed methods. The following is a description of each along with their advantages and disadvantages. 

Quantitative research 

Quantitative research uses numerical data (quantities) deriving, for example, from experiments, closed questions in surveys, questionnaires, structured interviews or published data sets (Cottrell, 2014, p93). It normally processes and analyses this data using quantitative analysis techniques like tables, graphs and statistics to explore, present and examine relationships and trends within the data (Saunders, Lewis and Thornhill, 2015, p496). 

Qualitative research  

Qualitative research is generally undertaken to study human behaviour and psyche. It uses methods like in-depth case studies, open-ended survey questions, unstructured interviews, focus groups, or unstructured observations (Cottrell, 2014, p93). The nature of the data is subjective, and also the analysis of the researcher involves a degree of subjective interpretation. Subjectivity can be controlled for in the research design, or has to be acknowledged as a feature of the research. Subject-specific books on (qualitative) research methods offer guidance on such research designs.  

Mixed methods 

Mixed-method approaches combine both qualitative and quantitative methods, and therefore combine the strengths of both types of research. Mixed methods have gained popularity in recent years.  

When undertaking mixed-methods research you can collect the qualitative and quantitative data either concurrently or sequentially. If sequentially, you can for example, start with a few semi-structured interviews, providing qualitative insights, and then design a questionnaire to obtain quantitative evidence that your qualitative findings can also apply to a wider population (Specht, 2019, p138). 

Ultimately, your methodology chapter should state: 

Whether you used quantitative research, qualitative research or mixed methods. 

Why you chose such methods (and refer to research method sources). 

Why you rejected other methods. 

How well the method served your research. 

The problems or limitations you encountered. 

Doug Specht, Senior Lecturer at the Westminster School of Media and Communication, explains mixed methods research in the following video:

LinkedIn Learning Video on Academic Research Foundations: Quantitative

The video covers the characteristics of quantitative research, and explains how to approach different parts of the research process, such as creating a solid research question and developing a literature review. He goes over the elements of a study, explains how to collect and analyze data, and shows how to present your data in written and numeric form.

Link to quantitative research video

Some Types of Methods

There are several methods you can use to get primary data. To reiterate, the choice of the methods should depend on your research question/hypothesis. 

Whatever methods you will use, you will need to consider: 

why did you choose one technique over another? What were the advantages and disadvantages of the technique you chose? 

what was the size of your sample? Who made up your sample? How did you select your sample population? Why did you choose that particular sampling strategy?) 

ethical considerations (see also tab...)  

safety considerations  

validity  

feasibility  

recording  

procedure of the research (see box procedural method...).  

Check Stella Cottrell's book  Dissertations and Project Reports: A Step by Step Guide  for some succinct yet comprehensive information on most methods (the following account draws mostly on her work). Check a research methods book in your discipline for more specific guidance.  

Experiments 

Experiments are useful to investigate cause and effect, when the variables can be tightly controlled. They can test a theory or hypothesis in controlled conditions. Experiments do not prove or disprove an hypothesis, instead they support or not support an hypothesis. When using the empirical and inductive method it is not possible to achieve conclusive results. The results may only be valid until falsified by other experiments and observations. 

For more information on Scientific Method, click here . 

Observations 

Observational methods are useful for in-depth analyses of behaviours in people, animals, organisations, events or phenomena. They can test a theory or products in real life or simulated settings. They generally a qualitative research method.  

Questionnaires and surveys 

Questionnaires and surveys are useful to gain opinions, attitudes, preferences, understandings on certain matters. They can provide quantitative data that can be collated systematically; qualitative data, if they include opportunities for open-ended responses; or both qualitative and quantitative elements. 

Interviews  

Interviews are useful to gain rich, qualitative information about individuals' experiences, attitudes or perspectives. With interviews you can follow up immediately on responses for clarification or further details. There are three main types of interviews: structured (following a strict pattern of questions, which expect short answers), semi-structured (following a list of questions, with the opportunity to follow up the answers with improvised questions), and unstructured (following a short list of broad questions, where the respondent can lead more the conversation) (Specht, 2019, p142). 

This short video on qualitative interviews discusses best practices and covers qualitative interview design, preparation and data collection methods. 

Focus groups   

In this case, a group of people (normally, 4-12) is gathered for an interview where the interviewer asks questions to such group of participants. Group interactions and discussions can be highly productive, but the researcher has to beware of the group effect, whereby certain participants and views dominate the interview (Saunders, Lewis and Thornhill 2015, p419). The researcher can try to minimise this by encouraging involvement of all participants and promoting a multiplicity of views. 

This video focuses on strategies for conducting research using focus groups.  

Check out the guidance on online focus groups by Aliaksandr Herasimenka, which is attached at the bottom of this text box. 

Case study 

Case studies are often a convenient way to narrow the focus of your research by studying how a theory or literature fares with regard to a specific person, group, organisation, event or other type of entity or phenomenon you identify. Case studies can be researched using other methods, including those described in this section. Case studies give in-depth insights on the particular reality that has been examined, but may not be representative of what happens in general, they may not be generalisable, and may not be relevant to other contexts. These limitations have to be acknowledged by the researcher.     

Content analysis 

Content analysis consists in the study of words or images within a text. In its broad definition, texts include books, articles, essays, historical documents, speeches, conversations, advertising, interviews, social media posts, films, theatre, paintings or other visuals. Content analysis can be quantitative (e.g. word frequency) or qualitative (e.g. analysing intention and implications of the communication). It can detect propaganda, identify intentions of writers, and can see differences in types of communication (Specht, 2019, p146). Check this page on collecting, cleaning and visualising Twitter data.

Extra links and resources:  

Research Methods  

A clear and comprehensive overview of research methods by Emerald Publishing. It includes: crowdsourcing as a research tool; mixed methods research; case study; discourse analysis; ground theory; repertory grid; ethnographic method and participant observation; interviews; focus group; action research; analysis of qualitative data; survey design; questionnaires; statistics; experiments; empirical research; literature review; secondary data and archival materials; data collection. 

Doing your dissertation during the COVID-19 pandemic  

Resources providing guidance on doing dissertation research during the pandemic: Online research methods; Secondary data sources; Webinars, conferences and podcasts; 

• Virtual Focus Groups Guidance on managing virtual focus groups

5 Minute Methods Videos

The following are a series of useful videos that introduce research methods in five minutes. These resources have been produced by lecturers and students with the University of Westminster's School of Media and Communication. 

Case Study Research

Research Ethics

Quantitative Content Analysis 

Sequential Analysis 

Qualitative Content Analysis 

Thematic Analysis 

Social Media Research 

Mixed Method Research 

Procedural Method

In this part, provide an accurate, detailed account of the methods and procedures that were used in the study or the experiment (if applicable!). 

Include specifics about participants, sample, materials, design and methods. 

If the research involves human subjects, then include a detailed description of who and how many participated along with how the participants were selected.  

Describe all materials used for the study, including equipment, written materials and testing instruments. 

Identify the study's design and any variables or controls employed. 

Write out the steps in the order that they were completed. 

Indicate what participants were asked to do, how measurements were taken and any calculations made to raw data collected. 

Specify statistical techniques applied to the data to reach your conclusions. 

Provide evidence that you incorporated rigor into your research. This is the quality of being thorough and accurate and considers the logic behind your research design. 

Highlight any drawbacks that may have limited your ability to conduct your research thoroughly. 

You have to provide details to allow others to replicate the experiment and/or verify the data, to test the validity of the research. 

Bibliography

Cottrell, S. (2014). Dissertations and project reports: a step by step guide. Hampshire, England: Palgrave Macmillan.

Lombard, E. (2010). Primary and secondary sources.  The Journal of Academic Librarianship , 36(3), 250-253

Saunders, M.N.K., Lewis, P. and Thornhill, A. (2015).  Research Methods for Business Students.  New York: Pearson Education. 

Specht, D. (2019).  The Media And Communications Study Skills Student Guide . London: University of Westminster Press.  

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• What are Primary and Secondary Sources?
• Using Summary
• Make Your Sources Speak

What Are Primary and Secondary Sources?

A primary source is a source that you are analyzing as the writer. In other words, there is no mediary between you and the text; you are the one doing the analysis.

Some examples of primary sources:

A secondary source , then, is a source that has also done analysis of the same (or a similar) topic. You will then use this source to discuss how it relates to your argument about the primary source. A secondary source is a mediary between you and the primary source. Secondary sources can also help your credibility as a writer; when you use them in your writing, it shows that you have done research on the topic, and can enter into the conversation on the topic with other writers.

Some examples of secondary sources:

Summary: When and How Do I Use It?

  One of the important distinctions to make when coming to terms with a text is knowing when to summarize it, when to paraphrase it, and when to quote it. Here’s what Joseph Harris, author of the textbook Rewriting: How to Do Things with Texts ,  has to say:

  “Summarize when what you have to say about a text is routine and quote when it is more contentious” (21).

In other words, quote when you need to rely on the voice of the writer, when you need the language of the text to help you make a point. Otherwise, try to use paraphrase or summary, so that your ideas are still the main focus.

 Summarizing a text can distract your reader from your argument, especially if you rely on lengthy summaries to capture a source in a nutshell. However, it can also prove an effective rhetorical tool: you just need to know when to use it.

You can use summary in the following ways:  

         - When the source offers important background about your ideas

       - When you need to provide your readers with an overview of a source’s entire argument before analyzing certain ideas from it

       - When the source either supports your thesis, or when it offers a position you want to argue against or analyze more in-depth

Here is a sample summary. What do you notice about it?

Ryuko Kubota argues in “Ideologies of English in Japan” that the debate over English’s place in the Japanese language disappeared with the militaristic rule of the 1930s and 1940s, when Japan rejected and/or suppressed the learning of English and other languages in favor of heavy nationalism. However, he adds that the debate returned during America’s occupation of Japan and has periodically been a topic for debate since.  Japanese politicians have always seen English as an important tool for Japan’s success as an industrial nation on a global scale. However, instead of molding itself to the English of the Western world, Japan has integrated English to fit its ideologies, to serve its own needs; indeed, to become part of the Japanese language.

1. This is a succinct summary; the entire summary is only three sentences.

2. The final sentence of the paragraph is the writer's attempt to make a connection between the article and her own ideas for her paper. This is an important step in using summary; it's important to always show the reader how/why the summary is important/relevant.

Paraphrasing: When/How/Why Should I Do It?

Paraphrasing gives you the room to condense a text’s ideas into your own words.  You can use this, for example, to rewrite a definition, to emphasize important points, or to clarify ideas that might be hard for the reader to understand if you quote the original text.

When you paraphrase, remember that you still need to cite the source in-text!

Depending on your field and the style guide your field follows, you may be required to paraphrase more than quote or summarize. Make sure you are familiar with the writing conventions for your field. APA, for example, draws much more on paraphrase than MLA.

Example of a Paraphrase

Let’s look at an example of a paraphrase.  Note that here the author of this paraphrase has used the author’s name first as an attributive tag – she is letting the reader know who wrote this.  She then goes on to put the writer’s ideas into her own words, but acknowledges directly where the ideas came from by using the in-text citation at the end of the second sentence.

    - This is a paraphrase for MLA; in APA, the year would come after Honna's name in parentheses.

In source-based or synthesis writing, we try to not only express our ideas using our own voice, but to also express our ideas through the voices of those we are citing. In their book Wriiting Analytically , Rosenwasser and Stephen offer six strategies to use in researched writing to make our sources speak, to make them come alive.

Here are some typical problems we encounter when using primary and secondary sources:

     - Leaving quotations and paraphrases to speak for themselves

     - Not differentiating your own voice from the voices of your sources (ventriloquizing)

     - Resorting to overly agreeing and disagreeing as your only means of responding to a source (other than summary)

Primary and secondary sources are nothing to fear. Many times we either leave sources to speak for themselves or ignore them altogether because we are afraid of losing our own voices. These strategies, listed below, are designed to help us know when and how to use quotes, and how not to become lost in the process.

Strategy 1: Make Your Sources Speak

v Quote, paraphrase, or summarize in order to analyze , as opposed to in place of analyzing.  Don’t assume that the meaning of your source material is self-evident.  Instead, explain to your readers what the quote, paraphrase, or summary means.  For example, what aspects do you find interesting or strange?  And relate these aspects to your overall thesis.   Your focus here in analysis should be on how the source leads you to your conclusion – beware of generalizing or putting two quotes next to each other without explaining the connection.

Using Strategy #1 : How are you using your sources?  Are you taking the time to develop points from your sources, or are you just using evidence – and is it clear why you are using it?  Highlight/bracket analysis, mark in a different color where analysis is not present immediately following source.  

Strategy 2: Use Your Sources to Ask Questions, Not Just to Provide Answers

v Use your selections from your sources as a means to raise issues and questions; avoid the temptation to use selections that provide answers without any commentary or further elaboration.  If you feel stuck with this, consider the source alongside other contexts (other sources, for example) and compare and contrast them to see if there are aspects of your topic that your source does not adequately address.

Using Strategy #2: Again, ask: how are you using your sources as question generators?  What how/why questions do your sources generate?  Look over the evidence you’ve used, and jot down the how/why questions you think your evidence creates.  Next, go through your paper.  Do you see yourself addressing these questions?  Mark your analysis appropriately so you can see how you’re addressing these questions (or not).  

Strategy 3: Put Your Sources in Conversation with One Another

v This is an extension of strategy 2.  Rather than limiting yourself to the only conversationalist with each source, aim for conversation among them.  Although it is not wrong to agree or disagree with your sources, it is wrong to see these as your only possible moves.  You should also understand that although it is sometimes useful and perhaps even necessary to agree or disagree, these judgments should 1) always be qualified and 2) occur only in certain contexts .  Instead of looking just at how you agree or disagree, try to imagine what these critics might say to one another.  Looking at sources in this way may prove useful as you explore your topics further in depth.

Using Strategy #3:

    This is a way for your sources to address one another directly, while also giving you more room to expand on your ideas through a slightly different form of analysis.  For example: what might the person you interviewed think about the secondary sources you found?  Would they agree with the claims you see your sources making, or would they disagree?  Why – what about their interview suggests this?  Make a list of possible dialogues your sources could have with one another.  

Strategy 4: Find Your Own Role in the Conversation

v Even though it’s important to not be the only person in the essay agreeing and disagreeing with the texts, it is important that you establish what you think and feel about each source.  After all, something compelled you to choose it, right?  In general, you have two options when you are in agreement with a source.  You can apply it in another context to qualify or expand its implications, or you can seek out other perspectives in order to break the hold it has on you.  In the first option, to do this, instead of focusing on the most important point, choose a lesser yet equally interesting point and work on developing that idea to see if it holds relevance to your topic.  The second option can also hold new perspectives if you allow yourself to be open to the possibilities of other perspectives that may or may not agree with your original source.

Using Strategy #4: While it’s important that you create a distinct voice for all the different kinds of sources you’ve used (interview, fieldwork, scholarly journals/books, etc.), it’s perhaps even more important that you have a clear role in this conversation that is your research essay.  Look over your paper: is it clear what you think?  Is it clear what is your voice, and what are the ideas/opinions of your sources? (Hint: your voice should still be clear in the midst of your sources, if you are taking the time to analyze them and develop your analysis as fully as possible.)  Highlight places where you voice – what you think – is clear.  Highlight in a different color places where your voice is unclear, or needs to be expressed more fully.

Strategy 5: Supply Ongoing Analysis of Sources (Don’t Wait Until the End)

v Instead of summarizing everything first and then leaving your analysis until the end, analyze as you quote or paraphrase a source .  This will help yield good conversation, by integrating your analysis of your sources into your presentation of them.

Using Strateg y #5:

Are your sources presented throughout the paper with careful analysis attending to each one?  Or are you presenting all your sources first, and analyzing them later?  Look through your paper, and mark places where you see yourself not analyzing your sources as you go.  Also: are there places where you see too much analysis, and not enough evidence?  Be sure to mark those places as well.  

Strategy 6: Attend Carefully to the Language of Your Sources by Quoting or Paraphrasing Them

v Rather than generalizing broadly about the ideas in your sources, you should spell out what you think is significant about their key words.  Quote sources if the actual language they use is important to your point; this practice will help you to present the view of your source fairly and accurately.  Your analysis will also benefit from the way the source represents its position (which may or may not be your position) with carefully chosen words and phrases.  Take advantage of this, and use the exact language to discuss the relevance (or not) of the quote to the issue you’re using it for.

Using Strategy #6: When paraphrasing or quoting a source, it’s important that you use the language of the source to help explain it – it keeps the reader in the moment with you, and helps him/her understand the key terms of that source – why you chose, why these words are so important, etc.  Look over your evidence, both quoted and paraphrased: are you using the language of the quote to help explain it?  Or is your analysis removed from the “moment of the source” (i.e. the language which the source uses to illustrate its point)?  Mark places where you think it’s important to use the language of the source to help analyze and develop the evidence more completely.  

• Strategies for Using Quotes
• Floating Quotations
• How to Integrate Quotations

Attributed Quotations

Integrated Quotations

Strategies for Using Quotations In-Text

Acknowledge sources in your text, not just in citations:  

      “According to Lewis” or “Whitney argues.”

Use a set-up phrase, and splice the most important part of quotations in with your own words:

     According to Paul McCartney, “All you need is love.”

  Or phrase it with a set-up:

     Patrick Henry’s famous phrase is one of the first American schoolchildren memorize:

     “Give me liberty, or give me death.”

Anytime you use a quote, cite your source after the quotation:  

     Maxine Greene might attribute this resistance to “vaguely perceived expectations; they

     allow themselves to be programmed by organizations and official schedules or forms” (43).

Use ellipses to shorten quotations:

      “The album ‘OK Computer’ …pictured the onslaught of the information age and a young

        person’s panicky embrace of it” (Ross 85) .

Use square brackets to alter or add information within a quotation:  

      Popular music has always “[challenged] the mores of the older generation,” according to

      Nick Hornby.

Acc ording to Janet Gardner in her book Writing About Literature , there are three ways that we tend to use quotes:

Gardner advocates that we stay away from “floating quotations,” use at least an “attributed quotation,” and use “integrated quotations” as much as possible.

You will recognize a floating quotation when it looks as though the writer has simply lifted the passage from the original text, put quotations around it, and (maybe) identified the source.

Doing this can create confusion for the reader, who is left to guess the context and the reason for the quote.

This type of quoting reads awkward and choppy because there is no transition between your words and the language of the text you are quoting.

Example of a Floating Quotation; text taken from All She was Worth , by Miyuki Miyabe    

  Both Honma and Kyoko were rejected and looked down upon by Jun and Chizuko’s family when entering into marriage with their respective partners. “About her cousin – Jun’s father – and his family: what snobs they were, with fixed ideas on education and jobs” ( Miyabe 17).This passage shows that Honma and Kyoko were both being judged by their future in-laws by superficial stipulations.

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Citations: Secondary Sources

Nontraditional sources: secondary sources video.

• Nontraditional Sources: Secondary Sources (video transcript)

Basics of Secondary Sources

Secondary sources often are defined in contrast to primary sources. In a primary source, an author shares his or her original research—whether it be case study findings, experiment results, interview materials, or clinical observations. However, in a secondary source, an author focuses on presenting other scholars’ research, such as in a literature review.

When trying to distinguish between a primary and secondary source, it is important to ask yourself:

• Who originally made the discoveries or brought the conclusions in this document to light?
• Did the author conduct the study his or herself?
• Or is the author recounting the work of other authors? 

For further guidance on determining the difference between primary and secondary sources, see Walden Library’s “Evaluating Resources: Primary & Secondary Sources” page .

Citing a Source Within a Source

Secondary sources refer to sources that report on the content of other published sources.

Citing a source within a source (citing a secondary source) is generally acceptable within academic writing as long as these citations are kept to a minimum. You should use a secondary source only if you are unable to find or retrieve the original source of information. However, if you need to cite a source within a source, follow the guidelines from APA 7, Section 8.6.

For example, imagine that you found a quotation from Culver that you wish to use in your text; however, you found this information in Jones and were unable to locate Culver’s original source. For this reference, Culver would be the primary source, and Jones would be the secondary source. You will name the primary source in your text, but the reference and citations will credit the secondary source:

According to Culver (2006, as cited in Jones, 2009), learning APA "can be tough, but like any skill, it just takes practice" (p. 23). In addition, the mastery of APA increases an author's chance of scoring well on an assignment (Culver, 2006, as cited in Jones, 2009).

Corresponding Reference List Entry

Cite just the secondary source in your reference list.

Jones, J. (2009). Scholarly writing tips . Minneapolis, MN: Publishing House.

Secondary source citations are not just for direct quotations. For instance, when referencing Rogers's adult learning theory, if you did not find the information in Rogers, your citations for the material should be in secondary source format.

Note : When citing primary material, the original publication date is usually unneeded. Following the primary author's name with the year in parentheses, like Culver (2006), indicates that you are directly citing the original source. To avoid confusion, just include the year of the secondary source in your text, like Culver (as cited in Jones, 2009).

Related Resource

Knowledge Check: Secondary Sources

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Primary, Secondary, and Tertiary Sources: A Quick Guide: Secondary Sources

• Primary Sources
• Secondary Sources
• Tertiary Sources

What is a Secondary Source?

Secondary sources are books, periodicals, web sites, etc. that people write using the information from primary sources. They are not written by eyewitnesses to events, for instance, but use eyewitness accounts, photographs, diaries and other primary sources to reconstruct events or to support a writer's thesis about the events and their meaning. Many books you find in the Cornell Library Catalog are secondary sources.

Reference Help

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Research Basics

• What Is Research?
• Types of Research
• Secondary Research | Literature Review
• Developing Your Topic
• Primary vs. Secondary Sources
• Evaluating Sources
• Responsible Conduct of Research
• Additional Help

What Is a Primary or Secondary Source?

At its simplest, a primary source is an account of something that happened by the people who were there, such as participants or witnesses. A secondary source is an account of something that happened by people who were NOT there, often framed as a review, summary, or analysis. Technically, a secondary source is a review or analysis of primary sources—there’s also what’s called a tertiary source, that analyzes secondary sources, and so on.

What Does That Mean to Me As a Student or Researcher at Illinois Tech?

The most common type of primary source used at Illinois Tech is the research paper written by the researcher(s) who actually carried out the work. These papers are typically published as articles in peer-reviewed journals but could also be in the form of a thesis or dissertation, research report, case study, clinical trial, etc. In addition to written reports, various ancillary materials can be primary sources. These include data, surveys, questionnaires, interviews, computer code, images, and other supporting materials that were generated or collected as part of the work.

Secondary sources may be published in peer-reviewed journals as well but most often occur in popular media, like websites, blogs, newspapers, etc. Secondary sources in peer-reviewed journals are easy to identify because they use the word “review” in the title or abstract and don’t present any new research. Also considered as secondary sources are any ancillary materials that were re-used or repurposed from other research.

Interestingly, primary source research papers almost always include a review of prior research as part of the introduction or as a “literature review” section. The primary source material only includes those parts that talk about the new research: the methodology, results, discussion of results, conclusions, or other similar sections.

Why Is It Important to Use Primary Sources?

Simply put, people make mistakes. There’s an old party game called Telephone where a phrase is whispered from one person to the next around the room and at the end of the game, everybody is amused at how the phrase or its meaning has changed. Using secondary, tertiary, or other sources is like playing Telephone with your research. Reviews and other secondary accounts are summaries, so even at their best they omit parts of the original research and lack the detail and nuance of the original paper. At worst, a review author could entirely misunderstand or misrepresent the original research.

Does That Mean I Should Only Use Primary Sources?

No, not at all. For older, well-established research that’s had ample time to be reviewed and consolidated into the general knowledge of the field, there’s no need to go back to primary source material unless you’re challenging the conventional interpretation.

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• Primary vs. Secondary Sources | Difference & Examples

Primary vs. Secondary Sources | Difference & Examples

Published on 4 September 2022 by Raimo Streefkerk . Revised on 15 May 2023.

When you do research, you have to gather information and evidence from a variety of sources.

Primary sources provide raw information and first-hand evidence. Examples include interview transcripts, statistical data, and works of art. A primary source gives you direct access to the subject of your research.

Secondary sources provide second-hand information and commentary from other researchers. Examples include journal articles, reviews, and academic books . A secondary source describes, interprets, or synthesises primary sources.

Primary sources are more credible as evidence, but good research uses both primary and secondary sources.

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Table of contents

What is a primary source, what is a secondary source, primary and secondary source examples, how to tell if a source is primary or secondary, primary vs secondary sources: which is better, frequently asked questions about primary and secondary sources.

A primary source is anything that gives you direct evidence about the people, events, or phenomena that you are researching. Primary sources will usually be the main objects of your analysis.

If you are researching the past, you cannot directly access it yourself, so you need primary sources that were produced at the time by participants or witnesses (e.g. letters, photographs, newspapers ).

If you are researching something current, your primary sources can either be qualitative or quantitative data that you collect yourself (e.g. through interviews, surveys, experiments) or sources produced by people directly involved in the topic (e.g. official documents or media texts).

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A secondary source is anything that describes, interprets, evaluates, or analyses information from primary sources. Common examples include:

• Books , articles and documentaries that synthesise information on a topic
• Synopses and descriptions of artistic works
• Encyclopaedias and textbooks that summarize information and ideas
• Reviews and essays that evaluate or interpret something

When you cite a secondary source, it’s usually not to analyse it directly. Instead, you’ll probably test its arguments against new evidence or use its ideas to help formulate your own.

Examples of sources that can be primary or secondary

A secondary source can become a primary source depending on your research question . If the person, context, or technique that produced the source is the main focus of your research, it becomes a primary source.

To determine if something can be used as a primary or secondary source in your research, there are some simple questions you can ask yourself:

• Does this source come from someone directly involved in the events I’m studying (primary) or from another researcher (secondary)?
• Am I interested in analysing the source itself (primary) or only using it for background information (secondary)?
• Does the source provide original information (primary) or does it comment upon information from other sources (secondary)?

Most research uses both primary and secondary sources. They complement each other to help you build a convincing argument. Primary sources are more credible as evidence, but secondary sources show how your work relates to existing research.

What do you use primary sources for?

Primary sources are the foundation of original research. They allow you to:

• Make new discoveries
• Provide credible evidence for your arguments
• Give authoritative information about your topic

If you don’t use any primary sources, your research may be considered unoriginal or unreliable.

What do you use secondary sources for?

Secondary sources are good for gaining a full overview of your topic and understanding how other researchers have approached it. They often synthesise a large number of primary sources that would be difficult and time-consuming to gather by yourself. They allow you to:

• Gain background information on the topic
• Support or contrast your arguments with other researchers’ ideas
• Gather information from primary sources that you can’t access directly (e.g. private letters or physical documents located elsewhere)

When you conduct a literature review , you can consult secondary sources to gain a thorough overview of your topic. If you want to mention a paper or study that you find cited in a secondary source, seek out the original source and cite it directly.

Remember that all primary and secondary sources must be cited to avoid plagiarism . You can use Scribbr’s free citation generator to do so!

Common examples of primary sources include interview transcripts , photographs, novels, paintings, films, historical documents, and official statistics.

Anything you directly analyze or use as first-hand evidence can be a primary source, including qualitative or quantitative data that you collected yourself.

Common examples of secondary sources include academic books, journal articles , reviews, essays , and textbooks.

Anything that summarizes, evaluates or interprets primary sources can be a secondary source. If a source gives you an overview of background information or presents another researcher’s ideas on your topic, it is probably a secondary source.

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 sources 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 .

A fictional movie is usually a primary source. A documentary can be either primary or secondary depending on the context.

If you are directly analysing some aspect of the movie itself – for example, the cinematography, narrative techniques, or social context – the movie is a primary source.

If you use the movie for background information or analysis about your topic – for example, to learn about a historical event or a scientific discovery – the movie is a secondary source.

Whether it’s primary or secondary, always properly cite the movie in the citation style you are using. Learn how to create an MLA movie citation or an APA movie citation .

Articles in newspapers and magazines can be primary or secondary depending on the focus of your research.

In historical studies, old articles are used as primary sources that give direct evidence about the time period. In social and communication studies, articles are used as primary sources to analyse language and social relations (for example, by conducting content analysis or discourse analysis ).

If you are not analysing the article itself, but only using it for background information or facts about your topic, then the article is a secondary source.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the ‘Cite this Scribbr article’ button to automatically add the citation to our free Reference Generator.

Streefkerk, R. (2023, May 15). Primary vs. Secondary Sources | Difference & Examples. Scribbr. Retrieved 2 April 2024, from https://www.scribbr.co.uk/working-sources/primary-vs-secondary-sources/

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Finding Sources

Primary and secondary sources.

Knowing the difference between primary and secondary sources will help you determine what types of sources you may need to include in your research essay. In general, primary sources are original works (original historical documents, art works, interviews, etc.), while secondary sources contain others’ insights and writings about those primary works (scholar articles about historical documents, art works, interviews, etc.).

While many scholarly sources are secondary sources, you will sometimes be asked to find primary sources in your research. For this reason, you should understand the differences between primary, secondary, and tertiary sources.

• Primary sources allow researchers to get as close as possible to original ideas, events, and empirical research as possible. Such sources may include creative works, first hand or contemporary accounts of events, and the publication of the results of empirical observations or research. These include diaries, interviews, speeches, photographs, etc.
• Secondary sources analyze, review, or summarize information in primary resources or other secondary resources. Even sources presenting facts or descriptions about events are secondary unless they are based on direct participation or observation. These include biographies, journal articles, books, and dissertations.
• Tertiary sources provide overviews of topics by synthesizing information gathered from other resources. Tertiary resources often provide data in a convenient form or provide information with context by which to interpret it. These are often grouped together with secondary sources. They include encyclopedias and dictionaries.

Analyze your topic/working thesis to determine the types of sources that can help with support.  For example, if your topic deals with Van Gogh’s use of pale green and what it connotes in his later paintings, you will need to couple evidence from primary sources (images of the paintings themselves) with secondary sources (other scholars’ views, discussions, and logical arguments about the same topic).  If your working thesis deals with the benefits of regular exercise for older adults in their 70s-90s, you may couple evidence from primary sources (uninterpreted data from research studies, interviews with older adults or experts in the field) with secondary sources (interpretations of research studies).  In some cases, you may find that your research is mostly from secondary sources and that’s fine, depending on your topic and working thesis.  Just make sure to consider, consciously, the types of sources that can best be used to support your own ideas.

The following video provides a clear overview of primary and secondary sources.

• Primary and Secondary Sources. Revision and adaptation of the page What Are Scholarly Articles? at https://courses.lumenlearning.com/wm-englishcomposition1/chapter/text-intermediate-research-strategies/which is a revision and adaptation of the sources listed below. Authored by : Susan Oaks. Provided by : Empire State College, SUNY OER Services. Project : College Writing. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• What Are Scholarly Articles?. Provided by : Lumen Learning. Project : English Composition I. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Primary, secondary, and tertiary sources. Provided by : Virginia Tech University Libraries. Located at : http://www.lib.vt.edu/help/research/primary-secondary-tertiary.html . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Secondary Sources in their Natural Habitat. Authored by : Amy Guptill. Provided by : SUNY. Located at : http://pressbooks.opensuny.org/writing-in-college-from-competence-to-excellence/chapter/4/ . Project : Writing in College. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Walk, Talk, Cook, Eat: A Guide to Using Sources. Authored by : Cynthia R. Haller. Provided by : Saylor. Located at : . Project : Writing Spaces: Readings on Writing Vol. 2. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Scholarly Sources. Provided by : Boundless. Located at : https://www.boundless.com/writing/textbooks/boundless-writing-textbook/the-research-process-2/understanding-the-academic-context-of-your-topic-261/understanding-the-academic-context-of-your-topic-34-1667 . Project : Boundless Writing. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• image of open book. Authored by : Hermann. Provided by : Pixabay. Located at : https://pixabay.com/en/book-open-pages-library-books-408302 . License : CC0: No Rights Reserved
• video Understanding Primary & Secondary Sources. Provided by : Imagine Easy Solutions. Located at : https://www.youtube.com/watch?v=pmno-Yfetd8 . License : Other . License Terms : Standard YouTube License

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Primary, Secondary, and Tertiary Sources

Search catalog, what are the differences.

Sources of information or evidence are often categorized as primary, secondary, or tertiary material. These classifications are based on the originality of the material and the proximity of the source or origin. This informs the reader as to whether the author is reporting information that is first hand or is conveying the experiences and opinions of others which is considered second hand. Determining if a source is primary, secondary or tertiary can be tricky. Below you will find a description of the three categories of information and examples to help you make a determination.

Primary Sources

These sources are records of events or evidence as they are first described or actually happened without any interpretation or commentary. It is information that is shown for the first time or original materials on which other research is based.  Primary sources display original thinking, report on new discoveries, or share fresh information.

Secondary Sources

These sources offer an analysis or restatement of primary sources. They often try to describe or explain primary sources. They tend to be works which summarize, interpret, reorganize, or otherwise provide an added value to a primary source.

Tertiary Sources

These are sources that index, abstract, organize, compile, or digest other sources. Some reference materials and textbooks are considered tertiary sources when their chief purpose is to list, summarize or simply repackage ideas or other information. Tertiary sources are usually not credited to a particular author.

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Library Research for Undergraduate History Students: An Introduction

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What are Secondary Sources?

How do i find secondary sources, sources from other subject areas.

• Primary Sources
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Secondary sources   are the published work of scholars specializing in the topic. Secondary sources include scholarly books, articles, and essays (both analyses by contemporary scholars as well as older analyses), surveys, criticism, comparative studies, reference sources, and works on theory and methodology; this is also termed the secondary literature . Eventually you will need to decide which interpretation makes the most sense to you and seems consistent with your primary sources, or if you wish to offer a new interpretation. 

When we talk about secondary sources, most of the time we are referring to published scholarship on a subject, rather than supplemental material (bibliographies, encyclopedias, handbooks, etc.). Secondary literature is published in both book form and as articles in periodicals, either in print or digital format. (Digital format includes both reproduction of print material online and original e-text.) This scholarship is analytical and interpretive. It may synthesize the work of other historians to present a totally new interpretation. More likely, it offers a new reading of previously analyzed sources or presents an analysis of previously unknown sources.

Hence, you use secondary sources to identify the main currents of thought on your topic . Which historians have taken up this topic and what were their main arguments? How has our understanding of the subject changed with shifts in the predominant methodologies and theoretical perspectives in the historical profession?

To identify secondary literature, you can search the  online library catalog  to find books or search  article databases and online bibliographies  to find journal articles, book chapters, dissertations and more. Some useful article databases for history are:

• L'Année philologique This link opens in a new window Online searchable database comprised of the print index begun in 1928 by Jules Marouzeau. Vols. 20- of the original print index are currently, with earler vols. to be digitized in the future. Indexes periodical articles as well as articles in collections and conference papers in classics and classical studies. Covers Greek and Latin linguistics and literature and Greek and Roman archaeology, history, mythology, religion, epigraphy, numismatics and palaeography: all aspects of the ancient Mediterranean world.
• Brepolis Medieval and Early Modern Bibliographies This link opens in a new window The Brepolis Medieval and Early Modern Bibliographies are multidisciplinary bibliographies of Europe, North Africa and the Near East (300-1500), founded in 1967 with the aim of providing a comprehensive, current bibliography of articles in journals and miscellany volumes (conference proceedings, essay collections or Festschriften) worldwide. The bibliographies comprise 365,000 articles, all of which are fully classified by date, subject and location, and provide full bibliographical records.
• Historical Abstracts with Full Text This link opens in a new window Covers the history of the world (excluding the United States and Canada) from 1450 to the present, including world history, military history, women's history, history of education, and more. Provides indexing of more than 1,700 academic historical journals in over 40 languages back to 1955. more... less... Alternate Access Link
• America: History & Life with Full Text This link opens in a new window Index of literature covering the history and culture of the United States and Canada, from prehistory to the present. The database indexes journals from 1964 to present and includes citations and links to book and media reviews. more... less... Alternate Access Link
• Hispanic American Periodicals Index (HAPI) This link opens in a new window Contains citations to articles in more than 400 scholarly journals published in Latin America or treating Latin American and U.S. Hispanic topics.
• Bibliography of Asian Studies This link opens in a new window This on-line version of the Bibliography of Asian Studies (BAS) contains 787,165 records on all subjects (especially in the humanities and the social sciences) pertaining to East, Southeast, and South Asia published worldwide from 1971 to the present... In addition to entries compiled since 1997, the online BAS includes the full data of all of the printed volumes of the BAS issued from the 1971 up to the 1991 volumes (published in 1997)... Through the 1991 printed volume, the BAS included citations to Western-language periodical articles, monographs, chapters in edited volumes, conference proceedings, anthologies, and Festschriften, etc. Monographs published since 1992, however, have not been added to the database, and users seeking such monographs are urged to consult other general resources and databases such as WorldCat.. more... less... Alternate Access Link
• American Bibliography of Slavic and East European Studies This link opens in a new window Covers North American scholarship on East-Central Europe, Russia, and the former Soviet Union. Contains bibliographic records for journal articles, books and book chapters, book reviews, dissertations, online resources, and selected government publications. more... less... Alternate Access Link

Additional suggestions can be found in the research guides created for history classes and special topics .

You can also consult book-length bibliographies , either general overviews such as the American Historical Association Guide to Historical Literature, or specialized bibliographies such as  The Harvard Guide to African-American History .

You can use the article databases listed above to look for review essays (also called review articles ) in which a historian who specializes in the subject analyzes recent scholarship; you may find helpful overviews that appear as chapters in collections, journal articles, or even monographs by using the keyword historiography or historiographic ; you can read about the topic in a subject encyclopedia and look at the bibliography at the end of the entry; and you can find a major work of scholarship on the topic and follow up on the sources used by the author ( footnote tracking ).

Most of the time you will find the secondary literature you need by using the online catalog, the appropriate article databases, subject encyclopedias or bibliographies, and by consulting your instructor.

Most academic research today is at least somewhat interdisciplinary . For historians, theories and methods are sometimes borrowed from other disciplines such as philosophy, literary criticism, and anthropology.

Furthermore, the publications compiled in the service of other disciplines very often serve as valuable source material for historians .

Check these links for helpful introductions to research resources for related disciplines:

African American Research Center

Online Resources for Religious Studies

Philosophy Library Resource Guide

Social Sciences, Health, and Education Library (SSHEL) :

• American Indian Studies
• Anthropology
• Asian American Studies
• Biomedical Sciences
• Community/Public Health
• Gender & Women's Studies
• Geography & Geographic Information Science
• Library & Information Science
• Political Science
• Recreation, Sport & Tourism
• Social Work

International and Area Studies Library

Literatures and Languages Library (includes Classics Collection)

Map Library

Music and Performing Arts Library

Ricker Architecture and Art Library

Funk (ACES) Library

• Agricultural, Consumer and Environmental Sciences (ACES)
• City Planning and Landscape Architecture
• Prairie Research Institute
• Agricultural Communications Documentation Center
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• Research and Course Guides
• An Initial Introduction to Theology & Religion Resources
• Primary/Secondary Sources

An Initial Introduction to Theology & Religion Resources: Primary/Secondary Sources

• Getting Started
• Backgrounds
• Finding Books
• Finding Articles
• Bible Resources
• Citing Sources

The Didache

Treatise from late first century or early 2nd century

First line : " Teaching of the Lord to the Gentiles (or Nations) by the Twelve Apostles "

Oldest surviving written catechism;

• Christian ethics

• Rituals such as baptism and Eucharist

• Church organization

Church Fathers : Some considered it as part of the New Testament; others rejected it as non-canonical.

Types of Sources

Defining primary and secondary sources.

Libraries and archives hold objects, like documents and books, which help us  find out what happened in the past. One way to organize these objects is to divide them into primary and secondary sources. What makes an object a primary source or a secondary source often depends on how you use it.

Primary and secondary sources, when used together, help us to understand people, ideas and events from the past.

Primary Sources

People use original, first-hand accounts as building blocks to create stories from the past. These accounts are called primary sources, because they are the first evidence of something happening, or being thought or said.

Primary sources are created at the time of an event, or very soon after something has happened. These sources are often rare or one-of-a-kind. However, some primary sources can also exist in many copies, if they were popular and widely available at the time that they were created.

All of the following can be primary sources:

• Photographs
• Video and film
• Sound recordings
• Published first-hand accounts, or stories

Secondary Sources

Second-hand, published accounts are called secondary sources. They are called secondary sources because they are created after primary sources and they often use or talk about primary sources. Secondary sources can give additional opinions (sometimes called bias) on a past event or on a primary source. Secondary sources often have many copies, found in libraries, schools or homes.

All of the following can be secondary sources, if they tell of an event that happened a while ago:

• History textbooks
• Biographies
• Published stories
• Movies of historical events
• Music recordings

When Is a Primary Source Not a Primary Source?

You may have noticed that some things are on both the lists of primary and secondary sources. This isn't a mistake. The difference between a primary and secondary source is often determined by how they were originally created and how you use them.

Here's an example: a painting or a photograph is often considered a primary source, because paintings and photographs can illustrate past events as they happened and people as they were at a particular time. However, not all artworks and photographs are considered primary sources. Read on!

C.W. Jefferys was a talented artist who painted many scenes from Canada's past. His paintings and drawings show the War of 1812, the Rebellions of 1837-38 and many of Canada's explorers from the 1600s and 1700s. But C.W. Jefferys lived from 1869-1951, so he never saw the subjects of these paintings! Instead, he did a lot of research using primary sources to create his illustrations. Some people would argue that his illustrations are not primary sources. Although they illustrate past events, they were created long after the events they show, and they tell you more about C.W. Jefferys' own ideas and research.

Other people would argue that C.W. Jefferys' paintings and drawings are primary sources. They would say that his perspective, his bias, and the way he illustrated historical events are reflections of what he thought and what he believed. If you use C.W. Jefferys' paintings to talk about him, or the world he lived in, then they can also be primary sources.

What do you think? How would you organize paintings created long after an event happened? Are they primary or secondary sources? Why?

And Now the Most Important Question: Who Cares?

What's the big deal over primary and secondary sources anyway? Why should you care, especially if adults can't even make up their minds which is which?

A German historian, over 100 years ago, said it was important to write about the past, "as it really happened." Most people today agree that it is impossible to know what exactly happened in history. (Most people can't remember exactly what happened last week, let alone a long time ago!) However, if we aren't careful about the facts, we can really make a mess and even create some big lies about the past.

Think of it like playing the telephone game. That's the game where you whisper something in a friend's ear that they have to repeat to another friend, and so on. It works for the first little while, but the chance of someone getting it wrong increases with the number of people who repeat it. Going back to primary sources is like going back to the first person in the telephone game.

Doing research is all about trust. If you trust the person who created a secondary source, then there isn't a problem about using it. However, if you don't trust that person, if you think their version is a exaggerated or biased, or if you want to see the original evidence for yourself, then you have to go to the primary sources.

Checklist: primary and secondary sources: Can you tell the difference using these questions?

• created at the time of an event, or very soon after
• created after event; sometimes a long time after something happened
• created by someone who saw or heard an event themselves
• often uses primary sources as examples
• often one-of-a-kind, or rare
• expresses an opinion or an argument about a past event
• letters, diaries, photos and newspapers (can all be primary sources)
• history text books, historical movies and biographies (can all be secondary sources)

Questioning Primary Sources

Knowing the differences between primary and secondary sources is the first step to better understanding the past. Once you have found your primary sources, it is important to question them to find out what they say and who made them.

A primary source is created every time you send an email, take a photograph, or write in your journal. These primary sources reflect the worries, concern, or opinions you have when you create them.

As you know, these documents can express feelings of love, joy, unhappiness or dislike. Sometimes the emotions of the creator or author can be clearly seen in primary sources. Other times, they are hidden. Sometimes a primary source will contain lies or mistaken information. Sometimes a primary source is actually a fake, made to look old and important.

When looking at primary sources, there are several questions you should always ask to help you understand the material. These questions will also help you figure out if a source is authentic or fake. Authentic primary sources are great research material for projects, but you need to be careful of fake ones!

Sometimes it will be easy to get the answers to your questions, and sometimes it will be impossible. Don't worry if it gets difficult -- just asking the questions is important.

The five key questions:

When you are studying a primary source, write down your answers to the five key questions. Do you think that the primary source is authentic? Do you think it is fake? An authentic source can tell you lots about the people, places, and events of the past. What did people think in the past? How did they talk to each other? What did they wear? You can find out for yourself using primary sources.

A faked source can also tell you a lot. Why would someone go to all of that trouble to fool us? What were they hiding and what did they want us to think? Being a historian is a lot like being a detective, with primary sources as the evidence. It's your job to find out what really happened! Remember that history is never final. Accounts of the past are as different as the people who create them. That means there is lots of room for you to research and write your own story.

Tertiary Sources

In research, the term tertiary source is a relative term. What is considered tertiary depends on what is considered primary and secondary. A tertiary source may thus be understood as a selection, distillation, summary or compilation of primary sources, secondary sources, or both the distinction between primary source and secondary source is standard in historiography, while the distinction between these sources and tertiary sources is more peripheral, and is more relevant to the scholarly research work than to the published content itself.

In some contexts typical instances of tertiary sources are bibliographies, library catalogs, directories, reading lists and survey articles.  Encyclopedias and textbooks are examples of written materials that typically embrace both secondary and tertiary sources, presenting on the one hand commentary and analysis, while on the other attempting to provide a synoptic overview of the material available on the topic.

The classification of a given source is subjective and contextual. For example, a modern encyclopedia might be generally considered a tertiary source, but an ancient encyclopedia is generally considered a primary source. The difference is because the modern encyclopedia is used as a source for information about a topic, and the ancient encyclopedia is understood as a source of information about the state of knowledge in the time period when the encyclopedia was written. However, even a modern encyclopedia is a primary source for some facts, such as the name of its publisher.

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Anthropology Thesis Guide

• Secondary Sources
• Introduction
• Primary Sources
• Reference Works
• Visual Anthropology
• Ethical Use of Images
• Virtual Ethnography
• Citation Help
• Past Theses

Social Sciences Librarian

Reed Library Catalog

In the  Library Catalog , you can search Reed and Summit (Pacific Northwest college and university libraries) simultaneously. 

Choose " Books, Articles, and More " to access thousands of journal article links, along with Reed and Summit items. 

Choose " Reed + Summit " to find and request items from Reed and Summit Libraries.

Choose " Reed Library Only " to limit items from Reed Library only. 

​​​​​​​ To find materials beyond Reed and Summit libraries, you can search  WorldCat . This expands your search to libraries worldwide and allows you to request materials through Interlibrary Loan . 

Finding Journal Articles

Use one of these databases to locate articles on your topic. 

Getting Articles

• Reed FullText link in the database.  Most Reed databases include link that says "Check Reed FullText" or something similarly. Click on this link to view Reed's print and e-journal holdings for the article you're looking for. 
• Interlibrary Loan Request — ILLIAD.   Log into this service with your Reed network ID and password to request journal, magazine, and newspaper articles that are not available through Reed's print or electronic collections.  You'll be notified by e-mail when your article is available for viewing, usually within a week. 

Literature Review Tools for Geographic or Ethnographic Approaches

• Critical Ethnic Studies Critical Ethnic Studies provides a space for unique and insurgent critique among academic and activist intellectuals within ethnic studies. It is interdisciplinary work that repositions the guiding assumptions of other fields, and engages the new methodologies, philosophies, and propositions of this emerging intellectual formation. more... less... Refereed/Peer-reviewed

• Journal of Contemporary Ethnography Journal of Contemporary Ethnography (JCE), published bi-monthly, is an international and interdisciplinary forum for research using ethnographic methods to examine human behavior in natural settings. more... less... Peer-reviewed

News Sources

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Dissertation & Doctoral Project Formatting & Clearance: Citing Indirect Sources (secondary sources)

• Submitting to the Library
• Formatting Manual & Forms
• APA Style 7th Ed.
• Submitting to ProQuest ETD

Citing Indirect & Secondary Sources

APA (see APA, section 6.17, p. 178; APA Style FAQ ) suggests that secondary sources should be used sparingly, especially when the full-text of the original source is available.  However, there are instances in which the original source is:

• Out of print
• Unavailable through the usual sources
• Not available in English

In these cases, you would list the secondary source in the reference list, name the original work and use an in-text citation for the secondary source.

Here are some examples:

Citing an original work from a secondary source:

a. Secondary citation within the text:

According to  Freud (as cited in Skinner, 1923),  the characteristics ….

b. The document used is cited in the reference list:

Skinner, B. F. (1974). About behavioralism.  New York, NY: Knopf.

Notice that Freud is mentioned in the body of the paper so the reader would understand that any ideas being cited even though the actual book that discussed Freud's ideas was actual written by Skinner.

Citing an unpublished manuscript from an archival collection

Original documents for unpublished and archived sources are difficult to retrieve so secondary sources may be used. An example includes a diary entry like the example in APA (6th ed.), p. 178, section 6.17.

a. Secondary citation ithin the text (direct APA example, p. 178)

    Allport's diary (as cited in Nicholson, 2003).

b. The actual document  used  is cited in the reference list

Nicholson, I. (2003). Inventing personality: Gordon Allport and the science of selfhood. Washington, DC, US: American Psychological

Association. doi: 10.1037/10514-000

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• Peterborough

Using Secondary Sources in an English Essay

• The English essay as research essay
• Finding good secondary sources for English essays
• Tips on using secondary sources
• Effective summarizing and paraphrasing
• Documenting sources in MLA style (Modern Languages Association)

The English Essay as Research Essay

While much of what you will write in an English essay is based on your own analysis of a text, there is certainly a place for research and the use of secondary sources in an English essay. Research helps you to define or explain

• word meanings
• literary allusions
• cultural, political, religious and historical background
• authors’ biographies
• literary critics’ interpretations

These explanations can all be helpful in relating a literary work to broader contexts, in explaining who mythical characters are, in understanding the influence and effect of a work on readers and other writers, and so on.

As soon as you use your first secondary source, you are venturing into research. Research essays are based on information and opinion that you find and read; however, this information and opinion  need to be synthesized and assimilated by  you , so you can express, in turn, what you know and think about the subject.

Using Secondary Sources

Some literary secondary sources provide background information on literary texts, such as a text’s reception by critics on its publication, or events in the author’s life that may have influenced the text, and so on. However, you may find that you turn to secondary sources more for critics’ interpretations of the texts you are writing about than for background information.

Finding Good Secondary Sources for English Essays

• Many instructors provide lists, sometimes in their course outlines, of good secondary sources. Your texts, as well, may have forewords, afterwords, introductions, glossaries, background information, and further reading lists. Get to know your texts well.
• Critical, edited editions of a literary work usually provide a wealth of references to secondary sources in the form of "further reading" lists.
• Use the library online catalogue to find a particular author’s works; the catalogue may provide a link for "nearby items on shelf" which you can explore for additional works by the author or books by critics on the author's works. You can also browse the stacks where the author's works are located to find relevant articles and books.
• Online Indexes – Indexes are like search engines, but they search only for articles that have been published in academic journals/periodicals and other academic sources. You can search an index for relevant articles. Many indexes make full-text articles available online, some don’t and you have to find the print periodical to read the article in full. They are the best way to search for articles.
• Related Websites – The subject guide also lists websites related to the study of English literature. Take some time to browse through the sites listed. Note how they differ from essay selling sites in their emphasis on the free dissemination of knowledge and on the people and institutions behind the knowledge.
• Reference Books - The subject guide also lists all the reference books pertinent to English and where they are in the reference section of the library.
• Google Scholar can get you started finding scholarly sources online.

Many undergraduate English essays do not require extensive use of secondary sources. Critical editions of literary works, the library stacks, online indexes and subject guides should yield plenty with which to work. Finding good secondary sources is, of course, only a first step. The second step is to use them properly.

Tips on Using Secondary Sources

• Use what the critics have to say to support your own thesis. That is why it is so important to follow good essay writing procedures and think things through as much as possible on your own first.
• Sometimes the well runs dry, and you just can’t come up with much on your own. Use a critic sparingly to spark an idea, but then try to run with it yourself. You will have to cite the critic for the idea, but how you go on to apply it will be yours.
• Sometimes you come up with something yourself and then find a critic saying the same thing. It’s still your idea, and you can present it as your own and use the critic to add support and authority. Sometimes you may disagree with a critic’s interpretation. Feel free to use the critic’s argument as a starting point and then present your own ideas in opposition.
• The main source of support and evidence for your points is the primary text. Try to draw your conclusive evidence from the primary text, the work in question.
• Keep the idea of synthesis in mind. A synthesis is a whole that was created by mixing together separate parts. Some of the ideas in your essay may be yours backed up by evidence from the primary text, and some belong to various critics, but the whole is created by mixing the parts together. You, as synthesizer and essay-writer, properly subordinate the critics, and you use them so they can best help support your thesis.

Remember, yours is the intelligence that mixes together what you think and what others think (by always telling the reader when it is you speaking and when it is someone else and who that someone else is). Yours is the voice that should most strongly come through.

Read more about effective summarizing and paraphrasing to avoid plagiarism.

• Understanding The English Essay
• Developing a Topic and Thesis for an English Essay
• Drafting the English Essay
• Glossary of Common Formal Elements of Literature
• Documenting Sources in MLA Style (Modern Languages Association)

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Reference List: Other Print Sources

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

Note:  This page reflects the latest version of the APA Publication Manual (i.e., APA 7), which released in October 2019. The equivalent resource for the older APA 6 style  can be found here .

Important Note: Because the 7 th edition of the APA Publication Manual heavily emphasizes digital and electronic sources, it does not contain explicit instructions for certain less-common print sources that earlier editions covered. For this reason, some of the examples below have been adapted from the instructions for sources with similar attributes (e.g., the conference proceedings example is derived from the instructions the 7 th edition manual gives for citing edited collections). Every example below that has been adapted in this way is accompanied by a note explaining how it was adapted.

Please also note: While this resource contains many examples of citations for uncommon print sources that we think are helpful, it may not account for every possibility. For even more examples of how to cite uncommon print sources, please refer to the 7 th edition of the APA Publication Manual.

Entry in a Dictionary, Thesaurus, or Encyclopedia with a Group Author

The 7 th edition of the APA manual does not provide specific guidance on how to cite physical reference works such as dictionaries, thesauruses, or encyclopedias. Therefore, this citation, as well as the one for an individual author of an entry in a reference work, is modeled on that of a chapter in an edited book or anthology, both which are similar in format to reference works.

Institution or organization name. (Year). Title of entry. In Title of reference work (edition, page numbers). Publisher name.

Merriam-Webster, Incorporated. (1997). Goat. In Merriam Webster’s collegiate dictionary (10 th ed., pp. 499-500). Merriam-Webster, Incorporated.

Entry in a Dictionary, Thesaurus, or Encyclopedia with an Individual Author

Lastname, F. M. (Year). Title of entry. In F. M. Lastname (ed.), Title of reference work (edition, page numbers). Publisher.

Tatum, S. R. (2009). Spirituality and religion in hip hop literature and culture. In T. L. Stanley (ed.), Encyclopedia of hip hop literature (pp. 250-252). Greenwood.

Work Discussed in a Secondary Source

Provide the source in which the original work was referenced:

Nail, T. (2017). What is an assemblage? SubStance , 46 (1), 21-37. http://sub.uwpress.org/lookup/doi/10.3368/ss.46.1.21

Note: Provide the secondary source in the references list; in the text, name the original work, and give a citation for the secondary source. For example, if Deleuze and Guattari’s work is cited in Nail and you did not read the original work, list the Nail reference in the References. In the text, use the following citation: 

Deleuze and Guattari’s concept of the assemblage (as cited in Nail, 2017)….

Dissertation Abstract

The 7 th edition of the APA manual does not provide specific guidance on how to cite dissertation abstracts. Therefore, this citation models that of a journal article, which is similar in format.

Lastname, F. M. (Year). Title of dissertation. Dissertation Abstracts International , Vol., Page.

Angeli, E. L. (2012). Networks of communication in emergency medical services. Dissertation Abstracts International, 74 , 03(E).

Dissertation or Master’s Thesis, Published

Lastname, F. M. (Year). Title of dissertation/thesis (Publication No.) [Doctoral dissertation/Master’s thesis, Name of Institution Awarding the Degree]. Database or Archive Name.

Angeli, E. L. (2012). Networks of communication in emergency medical services (Publication No. 3544643) [Doctoral dissertation, Purdue University]. ProQuest Dissertations Publishing.

Note: If the dissertation or thesis is not published in a database, include the URL of the site where the document is located.

Dissertation or Master’s Thesis, Unpublished

Lastname, F. M. (Year). Title of dissertation/thesis [Unpublished doctoral dissertation/master’s thesis]. Name of Institution Awarding the Degree. 

Samson, J. M. (2016). Human trafficking and globalization [Unpublished doctoral dissertation]. Virginia Polytechnic Institute and State University.

Federal or State Statute

Name of Act, Public Law No. (Year). URL

The Patient Protection and Affordable Care Act, Publ. L. No. 111-148, 124 Stat. 119 (2010).  https://www.govinfo.gov/content/pkg/PLAW-111publ148/pdf/PLAW-111publ148.pdf

Report by a Government Agency or Other Organization

Organization Name. (Year). Title of report. URL

United States Government Accountability Office. (2019). Performance and accountability report: Fiscal year 2019 . https://www.gao.gov/assets/710/702715.pdf

Report by Individual Authors at Government Agency or Other Organization

Lastname, F. M., & Lastname, F. M. (Year). Title of report . Organization Name. URL

Palanker, D., Volk, J., Lucia, K., & Thomas, K. (2018). Mental health parity at risk: Deregulating the individual market and the impact on mental health coverage . National Alliance on Mental Illness. https://www.nami.org/About-NAMI/Publications-Reports/Public-Policy-Reports/Parity-at-Risk/ParityatRisk.pdf  

Conference Proceedings

The 7 th edition of the APA manual does not provide guidance on citing conference proceedings. Therefore, this citation models that of an edited collection, which is similar in format.

Lastname, F. M., & Lastname, F. M. (Eds.). (Year). Title of Proceedings . Publisher. URL (if applicable)

Huang, S., Pierce, R., & Stamey, J. (Eds.). (2006). Proceedings of the 24 th annual ACM international conference on the design of communication . ACM Digital Library. https://dl.acm.org/citation.cfm?id=1166324&picked=prox

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Using secondary sources to support your interpretations

• The need to use secondary sources in your essays is one of the most obvious ways in which degree-level study differs from that at lower academic levels. Why is it important to do background reading? It is a requirement because the nature of literary study at degree level is much broader than at A-level or on access courses. You are encouraged to be aware of and to engage with the range and diversity of critical opinions and interpretations which exist in relation to particular texts, authors and genres. Although the basis of your essay will be your own ideas about the text(s) you are studying, these will be enhanced if they are informed by an awareness of what others have thought and written about those texts.
• Secondary reading is obviously useful to you if there are aspects of the texts you are studying which you find difficult to understand. Beyond this, reading literary criticism is one of the principal ways in which you can develop your own critical skills and interpretative abilities. As you progress through the course your competencies as a reader and critic will be expanded by your looking at how others analyse and understand literature, and you will be better able to enter into literary discussion and debate.
• When you are selecting secondary texts to consult in writing your essay, it can be helpful to know or find out where the authors are 'coming from'. For example, what is their particular critical stance (e.g. feminist? Marxist?) and how does it compares to other schools of critical thought? This can help you in evaluating the usefulness of that criticism in relation to the subject you are writing about.
• Be aware of over-relying on any single critical source in your essay: in deciding what you think about a text or issue, it always helps to look at a number of critical viewpoints on it rather than just one.
• Background reading should inform your own interpretation and critical analysis of texts. It can usefully shape your ideas and influence your thinking, but it must not appear replace your own views. You need to demonstrate that you are giving something of a personal response (which is nonetheless influenced by your reading).
• Secondary sources are more than just a resource which you can plunder to support what it is you are saying about the text(s). It will help you in developing your understanding (and writing style) if you try to read whole critical articles, rather than just skim-reading them for suitable quotes.
• You do not have to accept what you read in secondary texts uncritically. You are entitled to use or reject secondary material as you wish. You can introduce material from a secondary text in order to support a particular interpretation which you are making (i.e. you agree with what the critic has said). Alternatively, you could quote from a secondary text and then take issue with the opinion it represents/contains, disagreeing with it and giving your preferred point of view or interpretation.
• Your bibliography must include all critical sources which you have consulted in writing the essay. If you have made use of a specific idea from a secondary critical source, you must cite that author within the essay itself. Plagiarism, which is the unacknowledged use of someone else's work, is taken very seriously by tutors. If you are accused of plagiarism and found guilty, there may be repercussions beyond your merely failing the assignment. Refer to any advice that you have been given about referencing, bibliography, use of footnotes and plagiarism.

Primary and Secondary Sources

• Primary Sources
• Finding Primary Sources

Primary vs. Secondary Sources

• Scholarly Sources
• Finding Secondary (and Scholarly) Sources

A  secondary source  is one that was created later by someone that did not experience firsthand or participate in the events in which the author is writing about. Secondary sources often summarize, interpret, analyze or comment on information found in primary sources.

Common examples of secondary sources include:

• Biographies
• Literary Criticism
• Journal articles that do not present new research
• << Previous: Finding Primary Sources
• Next: Scholarly Sources >>
• Last Updated: Apr 1, 2024 2:40 PM
• URL: https://library.uhv.edu/sources
• UHV Library 3006 N. Ben Wilson Victoria, TX 77901

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​Why School Absences Have ‘Exploded’ Almost Everywhere

The pandemic changed families’ lives and the culture of education: “Our relationship with school became optional.”

By Sarah Mervosh and Francesca Paris

Sarah Mervosh reports on K-12 education, and Francesca Paris is a data reporter.

In Anchorage, affluent families set off on ski trips and other lengthy vacations, with the assumption that their children can keep up with schoolwork online.

In a working-class pocket of Michigan, school administrators have tried almost everything, including pajama day, to boost student attendance.

And across the country, students with heightened anxiety are opting to stay home rather than face the classroom.

In the four years since the pandemic closed schools, U.S. education has struggled to recover on a number of fronts, from learning loss , to enrollment , to student behavior .

But perhaps no issue has been as stubborn and pervasive as a sharp increase in student absenteeism, a problem that cuts across demographics and has continued long after schools reopened.

Nationally, an estimated 26 percent of public school students were considered chronically absent last school year, up from 15 percent before the pandemic, according to the most recent data, from 40 states and Washington, D.C., compiled by the conservative-leaning American Enterprise Institute . Chronic absence is typically defined as missing at least 10 percent of the school year, or about 18 days, for any reason.

Source: Upshot analysis of data from Nat Malkus, American Enterprise Institute. Districts are grouped into highest, middle and lowest third.

The increases have occurred in districts big and small, and across income and race. For districts in wealthier areas, chronic absenteeism rates have about doubled, to 19 percent in the 2022-23 school year from 10 percent before the pandemic, a New York Times analysis of the data found.

Poor communities, which started with elevated rates of student absenteeism, are facing an even bigger crisis: Around 32 percent of students in the poorest districts were chronically absent in the 2022-23 school year, up from 19 percent before the pandemic.

Even districts that reopened quickly during the pandemic, in fall 2020, have seen vast increases.

“The problem got worse for everybody in the same proportional way,” said Nat Malkus, a senior fellow at the American Enterprise Institute, who collected and studied the data.

Victoria, Texas reopened schools in August 2020, earlier than many other districts. Even so, student absenteeism in the district has doubled.

Kaylee Greenlee for The New York Times

The trends suggest that something fundamental has shifted in American childhood and the culture of school, in ways that may be long lasting. What was once a deeply ingrained habit — wake up, catch the bus, report to class — is now something far more tenuous.

“Our relationship with school became optional,” said Katie Rosanbalm, a psychologist and associate research professor with the Center for Child and Family Policy at Duke University.

The habit of daily attendance — and many families’ trust — was severed when schools shuttered in spring 2020. Even after schools reopened, things hardly snapped back to normal. Districts offered remote options, required Covid-19 quarantines and relaxed policies around attendance and grading .

Source: Nat Malkus, American Enterprise Institute . Includes districts with at least 1,500 students in 2019. Numbers are rounded. U.S. average is estimated.

Today, student absenteeism is a leading factor hindering the nation’s recovery from pandemic learning losses , educational experts say. Students can’t learn if they aren’t in school. And a rotating cast of absent classmates can negatively affect the achievement of even students who do show up, because teachers must slow down and adjust their approach to keep everyone on track.

“If we don’t address the absenteeism, then all is naught,” said Adam Clark, the superintendent of Mt. Diablo Unified, a socioeconomically and racially diverse district of 29,000 students in Northern California, where he said absenteeism has “exploded” to about 25 percent of students. That’s up from 12 percent before the pandemic.

U.S. students, overall, are not caught up from their pandemic losses. Absenteeism is one key reason.

Why Students Are Missing School

Schools everywhere are scrambling to improve attendance, but the new calculus among families is complex and multifaceted.

At South Anchorage High School in Anchorage, where students are largely white and middle-to-upper income, some families now go on ski trips during the school year, or take advantage of off-peak travel deals to vacation for two weeks in Hawaii, said Sara Miller, a counselor at the school.

For a smaller number of students at the school who qualify for free or reduced-price lunch, the reasons are different, and more intractable. They often have to stay home to care for younger siblings, Ms. Miller said. On days they miss the bus, their parents are busy working or do not have a car to take them to school.

And because teachers are still expected to post class work online, often nothing more than a skeleton version of an assignment, families incorrectly think students are keeping up, Ms. Miller said.

Sara Miller, a counselor at South Anchorage High School for 20 years, now sees more absences from students across the socioeconomic spectrum.

Ash Adams for The New York Times

Across the country, students are staying home when sick , not only with Covid-19, but also with more routine colds and viruses.

And more students are struggling with their mental health, one reason for increased absenteeism in Mason, Ohio, an affluent suburb of Cincinnati, said Tracey Carson, a district spokeswoman. Because many parents can work remotely, their children can also stay home.

For Ashley Cooper, 31, of San Marcos, Texas, the pandemic fractured her trust in an education system that she said left her daughter to learn online, with little support, and then expected her to perform on grade level upon her return. Her daughter, who fell behind in math, has struggled with anxiety ever since, she said.

“There have been days where she’s been absolutely in tears — ‘Can’t do it. Mom, I don’t want to go,’” said Ms. Cooper, who has worked with the nonprofit Communities in Schools to improve her children’s school attendance. But she added, “as a mom, I feel like it’s OK to have a mental health day, to say, ‘I hear you and I listen. You are important.’”

Experts say missing school is both a symptom of pandemic-related challenges, and also a cause. Students who are behind academically may not want to attend, but being absent sets them further back. Anxious students may avoid school, but hiding out can fuel their anxiety.

And schools have also seen a rise in discipline problems since the pandemic, an issue intertwined with absenteeism.

Dr. Rosanbalm, the Duke psychologist, said both absenteeism and behavioral outbursts are examples of the human stress response, now playing out en masse in schools: fight (verbal or physical aggression) or flight (absenteeism).

“If kids are not here, they are not forming relationships,” said Quintin Shepherd, the superintendent in Victoria, Texas.

Quintin Shepherd, the superintendent in Victoria, Texas, first put his focus on student behavior, which he described as a “fire in the kitchen” after schools reopened in August 2020.

The district, which serves a mostly low-income and Hispanic student body of around 13,000, found success with a one-on-one coaching program that teaches coping strategies to the most disruptive students. In some cases, students went from having 20 classroom outbursts per year to fewer than five, Dr. Shepherd said.

But chronic absenteeism is yet to be conquered. About 30 percent of students are chronically absent this year, roughly double the rate before the pandemic.

Dr. Shepherd, who originally hoped student absenteeism would improve naturally with time, has begun to think that it is, in fact, at the root of many issues.

“If kids are not here, they are not forming relationships,” he said. “If they are not forming relationships, we should expect there will be behavior and discipline issues. If they are not here, they will not be academically learning and they will struggle. If they struggle with their coursework, you can expect violent behaviors.”

Teacher absences have also increased since the pandemic, and student absences mean less certainty about which friends and classmates will be there. That can lead to more absenteeism, said Michael A. Gottfried, a professor at the University of Pennsylvania Graduate School of Education. His research has found that when 10 percent of a student’s classmates are absent on a given day, that student is more likely to be absent the following day.

Absent classmates can have a negative impact on the achievement and attendance of even the students who do show up.

Is This the New Normal?

In many ways, the challenge facing schools is one felt more broadly in American society: Have the cultural shifts from the pandemic become permanent?

In the work force, U.S. employees are still working from home at a rate that has remained largely unchanged since late 2022 . Companies have managed to “put the genie back in the bottle” to some extent by requiring a return to office a few days a week, said Nicholas Bloom, an economist at Stanford University who studies remote work. But hybrid office culture, he said, appears here to stay.

Some wonder whether it is time for schools to be more pragmatic.

Lakisha Young, the chief executive of the Oakland REACH, a parent advocacy group that works with low-income families in California, suggested a rigorous online option that students could use in emergencies, such as when a student misses the bus or has to care for a family member. “The goal should be, how do I ensure this kid is educated?” she said.

Relationships with adults at school and other classmates are crucial for attendance.

In the corporate world, companies have found some success appealing to a sense of social responsibility, where colleagues rely on each other to show up on the agreed-upon days.

A similar dynamic may be at play in schools, where experts say strong relationships are critical for attendance.

There is a sense of: “If I don’t show up, would people even miss the fact that I’m not there?” said Charlene M. Russell-Tucker, the commissioner of education in Connecticut.

In her state, a home visit program has yielded positive results , in part by working with families to address the specific reasons a student is missing school, but also by establishing a relationship with a caring adult. Other efforts — such as sending text messages or postcards to parents informing them of the number of accumulated absences — can also be effective.

Regina Murff has worked to re-establish the daily habit of school attendance for her sons, who are 6 and 12.

Sylvia Jarrus for The New York Times

In Ypsilanti, Mich., outside of Ann Arbor, a home visit helped Regina Murff, 44, feel less alone when she was struggling to get her children to school each morning.

After working at a nursing home during the pandemic, and later losing her sister to Covid-19, she said, there were days she found it difficult to get out of bed. Ms. Murff was also more willing to keep her children home when they were sick, for fear of accidentally spreading the virus.

But after a visit from her school district, and starting therapy herself, she has settled into a new routine. She helps her sons, 6 and 12, set out their outfits at night and she wakes up at 6 a.m. to ensure they get on the bus. If they are sick, she said, she knows to call the absence into school. “I’ve done a huge turnaround in my life,” she said.

But bringing about meaningful change for large numbers of students remains slow, difficult work .

Nationally, about 26 percent of students were considered chronically absent last school year, up from 15 percent before the pandemic.

The Ypsilanti school district has tried a bit of everything, said the superintendent, Alena Zachery-Ross. In addition to door knocks, officials are looking for ways to make school more appealing for the district’s 3,800 students, including more than 80 percent who qualify for free or reduced-price lunch. They held themed dress-up days — ’70s day, pajama day — and gave away warm clothes after noticing a dip in attendance during winter months.

“We wondered, is it because you don’t have a coat, you don’t have boots?” said Dr. Zachery-Ross.

Still, absenteeism overall remains higher than it was before the pandemic. “We haven’t seen an answer,” she said.

Data provided by Nat Malkus, with the American Enterprise Institute. The data was originally published on the Return to Learn tracker and used for the report “ Long COVID for Public Schools: Chronic Absenteeism Before and After the Pandemic .”

The analysis for each year includes all districts with available data for that year, weighted by district size. Data are sourced from states, where available, and the U.S. Department of Education and NCES Common Core of Data.

For the 2018-19 school year, data was available for all 50 states and the District of Columbia. For 2022-23, it was available for 40 states and D.C., due to delays in state reporting.

Closure length status is based on the most in-person learning option available. Poverty is measured using the Census Bureau’s Small Area Income and Poverty Estimates. School size and minority population estimates are from NCES CCD.

How absenteeism is measured can vary state by state, which means comparisons across state lines may not be reliable.

An earlier version of this article misnamed a research center at Duke University. It is the Center for Child and Family Policy, not the Center of Child and Family Policy.

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