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The student example
on this page is new and the mechanics are not yet done with the example to
show how much a professor can see by using this method. You can however see
one example in yellow
below. This student’s work, shown at the bottom, is typical of students today in the quantity and type of errors. She broke every one of 5 Good Habits for Evidence, but she changed with the next writing assignment. She also was kind enough to give permission for me to use her work as an example. |
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How the Professor’s Method for Grading Is Like the World of Work |
What’s on This Webpage:
A
Caution about the Number of Students Who Don’t Know This
How the Method for Grading Makes a Professor Efficient
and Shifts the Responsibility to You
Why This Model for Responsibility Is in Your Interests
Over 50% of students did not know any of 5 Good Habits for Evidence until they were graded using this method with a required source. With this method for grading, not only must you use required sources and cite, but also your professor places side by side:
· Your paper (and then one by one all other papers on the same question)
· The pages of the textbook that are for this question and the pages of any primary source that you are citing.
Think about this for a moment:
1. If students may use any source, professors cannot efficiently prove that the student’s statements are:
· based on an unreliable source
· factually incorrect for the question asked
· misread and factually incorrect
· plagiarized, “half-copy” plagiarism, or “patchwriting”
·
misquoted and perhaps
even changed the author’s meaning.
2.
If students must use required, reliable sources,
students must prove they are following Good Habits for Evidence by their
work.
A professor can efficiently prove
the accuracy of grading. On the other hand, if the professor didn’t see
something that you saw, you also can prove that. Evidence-based grading of evidence is better for both professor and student.
This model for responsibility is closer to the one you will face on the job.
Bosses will:
·
Either instantly recognize
if you act contrary to the basic Good Habits for Evidence in a way that has
consequences for their business
Examples: Factual inaccuracy is likely to have negative consequences for
any business. With some businesses,
an employee who plagiarizes could put the company at risk of lawsuits.
For more examples, click here.
·
Or—if they do not notice and your action later has negative consequences on
their business—you will face the
consequences.
This model for responsibility is also closer to the one you will face with personal decisions. If you do not develop Good Habits for Evidence, you increase your odds that you will not notice your own error. If your actions have a negative consequence, you—and perhaps your family—will face the consequences.
If you do not already have the Good Habits for Evidence, develop them now. Good habits can protect you in classes, on the job, and in life.
This is from a very kind student who is trying to help other
students and who can in the future do much stronger work. This is the work of a
good student. The quantity and types of errors are typical of good students. Being a good student
does not protect you when you happen to have learned bad habits.
The example reveals how the student was reading and misreading—things the student had never noticed. Once we talked, the student could see the problems. The student made a purposeful decision to change habits and on the next paper none of these problems occurred.
Compare the left side with the right:
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Left = the student’s submission
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Right = the textbook pages that the student
used
I have used the same color for the words in the student’s submission and the section of the textbook the student was using. For example, yellow shows where the student changed the meaning of a quotation in the textbook. Notice the bold and how the Indians were the ones who taught the settlers how to grow corn.
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On the left side The English and Native Americans interactions with each other
are a huge role in our countries history. “ The
Native Americans played a crucial role in the English's colonies
development.” (1) The English treated th
Native Americans differently than France or Spain did. Many of the new
settlers got killed by the Indians for encroaching on their lands and
stealing their food. It wasn't until John Smith, “taught the ill-prepared colonists how to grow corn, enabled a
remnant of the original colonists to survive”(2) After his help, “the Native Americans around Jamestown
fluctuated between exchanging goods with the English and trying to kill
them.”(3) In a way John Smith helped start the interactions between the
English and the Native Americans. Tensions rose when the discovery of
tobacco in 1616 in Virginia. (4) The settlers became lust hungry for
land to crop out tobacco on and they pushed in on the Native Americans
land. In retaliation the Native Americans destroyed the settlers crops, equipment, houses, and families, not
sparing any age or sex. In the end the English relied on the Native Americans many times
during crucial times (5) They became to accept the Indians and realize
that they were a big impact on there colonies. Of
course they had their differences and wars, and fights but realized in the
end that the Natives were there and were a
great resource to learning to crop, hunt, fish and to survive. Endnotes (1) 61-- (2) 62-- (3) 63-- (4) 63-- (5) 64 |
On the right side I will replace this box with excerpts from
the pages the student used and color-code the errors (like the one below) so
they are easy to compare. Only the effective leadership of John Smith and timely trade with the Indians, who taught the ill-prepared colonists to grow corn, enabled a
remnant of the original colonists to survive.” |
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Copyright C. J. Bibus, Ed.D. 2003-2016 |
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WCJC Department: |
History – Dr. Bibus |
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Contact Information: |
281.239.1577 or bibusc@wcjc.edu |
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Last Updated: |
2016 |
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WCJC Home: |