COMAC – ‘Tests’ for perspective, usefulness and reliability
C ONTENT
Key questions: What is the content? Does it correlate with what I already know about the topic from other sources? Does it corroborate or supplement information in the other source? What obvious and necessary details are omitted from the source? Is the information objective or subjective in nature? What is the tone of the source? What type of source is it? Is the source complete or is it an extract?
How does the nature of the content affect the reliability of the source? How does this affect its usefulness?
O RIGIN
Key questions: Who was the author/creator of this source? Do we know the date and place it was made? What background details do we know about the author? Is there anything missing from our knowledge of the source? Was the source published?
What does the origin of the source reveal about the perspective of the author? Consider their nationality, social class and cultural background and their
position. How does the perspective of the source influence reliability and usefulness?
M OTIVE
Key questions: What is the purpose of this source? Why was it made? Is it designed to inform or to persuade?
How does the motive of the source reflect the perspective of the author? How does this influence reliability and usefulness?
A UDIENCE
Key questions: Who is the intended audience of the source? Was the source intended for a private or public audience?
How does the intended audience affect the reliability and usefulness of the source?
C ONTEXT
Key questions: What do I know about events surrounding the source? What do I know about the time in which it was created? What do I know about the place in which it was created? What do I know about the person who created it? What do I know about the country in which it was created?
How does the context influence the perspective? How does this impact upon reliability? How does this affect usefulness?

PUR – assessing perspective, usefulness and reliability
P ERSPECTIVE
Key questions: What is the social class of the author? When was it written? What was the occupation of the author? Do we know their religion? What ideology did they follow? What is their nationality? What is their gender?
What is the perspective of the source? How does this influence reliability and affect usefulness?
U SEFULNESS
How useful is the source to the topic under investigation? Why is it useful (give reasons based on COMAC)?
Give a clear judgement and explain why the source is useful. It might be useful because it provides a different perspective, or because it reveals little-known information, or because its origin and information is reliable and supported by other sources or because it gives insight into one of the key events, developments or individuals relevant to the topic under investigation. You could also briefly consider the ‘gaps’ in the source for the topic under investigation.
DO NOT neglect this – it is the focus of the question!
R ELIABILITY
Key questions: Is the source propaganda? Is it one-sided? Was it published? If so, who published it? Has it been peer reviewed by historians? Was it written by someone who has qualifications or expertise or who was an eyewitness to events? Is it supported by other sources? Is it reliable for some things but not others? Are there any obvious inaccuracies? Does it demonstrate bias?
How far can we trust the information given in the source? What elements of COMAC mean that we should be careful when using the information in the source? How does the perspective of the creator affect the reliability of the source? Does the source’s degree of reliability impact on its usefulness?
M aterial adapted from Conlin, K (September 2010), ‘Source Revision’, Teaching History, Volume 44 No 3, History Teacher’s Association, Australia.

1. Annotate the sources on the exam paper, using the COMAC PUR mnemonic as a guide.
This should help you to ascertain key points about the perspectives offered by each source, the degree of reliability of the source and issues about its reliability, and its usefulness for the specific investigation outlined in the question. Remember that you should also be considering what each source is not reliable and useful for in this investigation. Use COMAC to help you apply ‘tests’ for reliability and usefulness. The results of these ‘tests’ will help you to explain your conclusions about each source in your response.
2. Open your response with an overall statement about the degree of usefulness of both sources to the historical investigation.
Your opening sentence must present a clear judgement about the usefulness of the sources for the investigation – this is what the markers are looking for.
For example:
Sources C and D are both primary sources and collaboratively provide useful insights into peacemaking during World War I. However, both also have their limitations, which make it necessary to obtain a wider variety of sources to gain a more comprehensive study.
(2004 HSC sample answer)
3. Assess each source separately for its perspective, reliability and usefulness.
Perspective should be ‘signposted’ for markers and could cover such details as the type of source, whether it is a primary or a secondary source, the significance of details about its origin (where it comes from, the context of who created it, when it was created) in terms of what view of the specific topic the source offers. Remember to include a discussion of the ways the perspective of each source affects reliability and usefulness.
Reliability should be ‘signposted’ for markers and should deal with the ‘trustworthiness’ of the source, taking into account what is known about its origins, motive and audience, its content and the perspective of the source. You should be clear as to what the source is reliable for in terms of the specific investigation. You should also be demonstrating that you have applied ‘tests’ for reliability based on the points above (use your COMAC material). Remember to link reliability to usefulness.
Usefulness should also be ‘signposted’ and should give specific reasons for the degree of usefulness of the source for the topic area and what is not learned that is important (the limitations of the source). Remember that this is the focus of the question and should be addressed in detail. You should

also demonstrate an awareness of the social and historical ‘ context ’ of the source – the significance of dates, an awareness of where this source ‘fits in’ with developments in the war and other relevant events surrounding those described in the source. The markers are looking to see that you can make and support a judgement – don’t sit on the fence!
4. Make a final statement about the usefulness of both sources to the investigation, being clear as to what is needed to complete the picture of the topic they offer (usually other sources will be needed to fill in the gaps left by the sources on the subject area).
5. Make sure you refer to each source directly throughout your answer. For example: Source C can be considered to be fairly reliable because …, and that you underline the source every time you mention it (see example)
6. Try to keep your answer within the space provided.
You can ask for a writing booklet if needed, but you should be practising writing within the time limit and space allocated.
Do NOT:
- paraphrase or describe the source: every detail you include about it must be linked to a point
- don’t ‘over-contextualise’ the source: you are analysing it not giving all the information you know about the topic.
- Write eight pages! Be concise and to the point.
- Forget to analyse usefulness in terms of the investigation given in the question.
- Forget to write in full sentence and paragraphs. NO DOT-POINTS!