DIFFERENT GENRES: EVALUATING TYPES OF SOURCES

Annotasiya

This paper examines the relationship between genre analysis and the evaluation of different source types within academic discourse. Drawing on foundational works by Bhatia (1993), Evans (1994), Uzun (2017), and Tardy (2009), the analysis argues that source evaluation is not a generic, context-independent skill but a genre-specific competency. The paper synthesizes three key claims: first, different academic genres (e.g., literature reviews, systematic reviews, theoretical essays, annotated bibliographies) demand fundamentally different evaluative logics; second, genre knowledge and source evaluation are reciprocally reinforcing, as sophisticated genre awareness enables more discerning evaluation, and critical evaluation deepens genre competence; third, the developmental trajectory of genre knowledge, which is shaped by educational level and diverse academic experiences, has direct pedagogical implications for graduate education. The analysis concludes that explicit, discipline-specific instruction in genre-based source evaluation is essential for developing advanced academic literacy, particularly as the proliferation of digital and open-access sources introduces new evaluative challenges.