When instructors ask students to use scholarly sources, the request can feel vague or intimidating. Many students wonder what actually counts as scholarly, how scholarly sources differ from regular articles found online, and how to know whether a source is reliable enough to use in an academic paper. This article explains what scholarly sources are, shows examples of what scholarly writing looks like, and introduces a simple method called the CRAAP Test to help evaluate sources. By the end, you should feel more confident identifying and using scholarly sources in your own academic work.
What Are Scholarly Sources?
Scholarly sources are works written by experts for other experts or students in a specific academic field. These sources are usually published in academic journals, university presses, or professional publications. Their purpose is not to entertain or persuade a general audience, but to contribute to ongoing research, discussion, or knowledge in a discipline.
Most scholarly sources share several key characteristics. They are written by authors with advanced degrees or professional expertise. They are based on original research, experiments, or detailed analysis of existing research. They include citations and references that show where information comes from. They are usually written in formal language and follow a structured format that may include sections such as an abstract, literature review, methodology, results, and discussion.
Peer review is another defining feature of scholarly sources. Before publication, many scholarly articles are reviewed by other experts in the same field. These reviewers evaluate the research methods, arguments, and conclusions to ensure the work meets academic standards. This process helps reduce errors and bias and adds credibility to the source.
Common examples of scholarly sources include academic journal articles, scholarly books, conference proceedings, and government or institutional research reports.
How Scholarly Sources Differ from Popular Sources
Understanding what scholarly sources are also requires understanding what they are not. Popular sources include news articles, blogs, magazines, and many general websites. These sources are written for a broad audience and often focus on accessibility rather than depth. While popular sources can be useful for background information or current events, they usually do not meet the standards required for academic research.
For example, a magazine article about climate change might summarize recent findings in simple language. A scholarly article on the same topic would present original data, explain the research methods in detail, and situate the findings within existing scientific literature. Both have value, but they serve different purposes.
Examples of Scholarly Writing
One way to recognize a scholarly source is by how it sounds on the page. Scholarly writing is careful, precise, and evidence based. The tone is often neutral and cautious rather than emotional or opinion driven.
Consider the following excerpt from a scholarly psychology journal article:
“The results indicate a statistically significant correlation between sleep duration and cognitive performance among undergraduate students, suggesting that chronic sleep deprivation may impair executive functioning” (Hershner and Chervin 74).
This excerpt shows several features of scholarly writing. The authors refer to data and results rather than personal opinions. The language is specific and measured. Terms like “statistically significant” and “executive functioning” signal that the authors are writing for an academic audience familiar with the field.
Here is another example from a scholarly education journal:
“Prior research demonstrates that formative feedback, when provided consistently and aligned with learning objectives, can significantly improve student engagement and academic achievement” (Hattie and Timperley 88).
Again, the authors are referencing previous research rather than making unsupported claims. The sentence connects the current discussion to an ongoing scholarly conversation.
In contrast, a non scholarly source might say something like, “Getting enough sleep is really important for college students because it helps them think better.” While this statement may be true, it lacks evidence, precision, and citation.
Why Instructors Require Scholarly Sources
Instructors require scholarly sources because they want students to engage with reliable, credible information. Scholarly sources show how knowledge is created and debated within a field. They help students learn how to analyze evidence, evaluate arguments, and build their own claims based on research.
Using scholarly sources also helps prevent the spread of misinformation. Because these sources are reviewed and documented, readers can trace ideas back to their original studies and judge the quality of the evidence for themselves.
Evaluating Sources with the CRAAP Test
Even scholarly looking sources should be evaluated carefully. One widely used method for evaluating sources is the CRAAP Test. CRAAP stands for Currency, Relevance, Authority, Accuracy, and Purpose. This test offers a quick but effective way to assess whether a source is appropriate for academic work.
Currency refers to how recent the information is. In fast changing fields like medicine or technology, sources may need to be very recent. In fields like history or philosophy, older sources may still be valuable. Checking the publication date helps determine whether the information is up to date for your topic.
Relevance asks whether the source actually fits your research question. A scholarly article may be credible, but if it does not directly address your topic, it may not be useful. Consider the intended audience, level of detail, and scope of the source.
Authority focuses on who wrote the source and why they are qualified. Scholarly sources usually list the author’s credentials and institutional affiliation. An article written by a university researcher in a peer reviewed journal generally has more authority than an unsigned web page.
Accuracy examines whether the information is supported by evidence. Scholarly sources typically include citations, data, and references that allow readers to verify claims. If a source makes bold statements without evidence, that is a red flag.
Purpose looks at why the source exists. Scholarly sources aim to inform, analyze, or contribute to research rather than sell a product or push a political agenda. Understanding the purpose helps readers identify potential bias.
The CRAAP Test does not guarantee a source is perfect, but it provides a clear framework for making informed decisions about credibility.
Using Scholarly Sources in Your Writing
Once you have identified strong scholarly sources, the next step is using them effectively in your writing. This means integrating quotations, paraphrases, and summaries smoothly into your own arguments. It also means citing sources properly so readers can locate them.
In-text citations show where information comes from and give credit to the original authors. For example, after discussing the effects of sleep on learning, a student might write, “Research indicates that insufficient sleep negatively affects attention and memory in college students (Hershner and Chervin 76).” This citation allows readers to find the full source in the Works Cited list.
Conclusion
Scholarly sources are a cornerstone of academic research. They are written by experts, grounded in evidence, and designed to contribute to knowledge within a discipline. Learning to recognize scholarly writing, understand its purpose, and evaluate its credibility using tools like the CRAAP Test helps students become stronger researchers and writers. While scholarly sources may seem dense at first, practice and familiarity make them easier to navigate and more rewarding to use.
Works Cited
Hattie, John, and Helen Timperley. “The Power of Feedback.” Review of Educational Research, vol. 77, no. 1, 2007, pp. 81–112.
Hershner, Shelley, and Ronald Chervin. “Causes and Consequences of Sleepiness Among College Students.” Nature and Science of Sleep, vol. 6, 2014, pp. 73–84.
Jones, Jacqueline. “Evaluating Sources: Research Foundations for Building Strong Research in the Information Age.” Education Universe, 13 Oct. 2025, https://educationuniverse.org/2025/10/13/evaluating-sources-research-foundations-building-strong-research-in-the-information-age/. Accessed 20 Jan. 2026.
Merriam Webster Dictionary. “Scholarly.” Merriam Webster, http://www.merriam-webster.com/dictionary/scholarly. Accessed 15 Jan. 2026.
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