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Link to the 5 Questions in the Good Habits for Evidence- Check Your Knowledge Quiz |
What’s on This Webpage:
Here’s the order of what will happen:
1. You use this link to decide your answers for the Check Your Knowledge quiz for Good Habits for Evidence.
2. When you have decided your answers, you click the Review button below this link to display the actual quiz.
3. After
you take the quiz, you need click on the results so you find out which
questions you missed and you know what to look for next.
For example, the answers to one of the questions says “If
you missed this question, look for the tips on Reliable Sources Only.”
4. Also after you take the quiz, Blackboard displays two things:
a. A link that has several links to resources to help students with different needs. The first link is to If You Missed One of the Questions on the Good Habits for Evidence.
b. A quiz named Good Habits for Evidence Acknowledgement. It is worth only .01 for answering True on the True-False question, but when you answer True, I will later enter 20 points extra credit in Good Habits for Evidence_ec. Keeping that 20 points is conditional on your doing what is explained in the Syllabus in the section on extra credit. (It is before the Course Schedule.)
All 5
students in the group below were supposed:
·
To answer
the same question: Using content
from the required reading, what do Grant’s “Peace Policy” and Dawes Severalty
Act reveal about what happens to Native Americans from about 1868 to about 1890?
·
To use
the same source: Click on the links
for what our textbook says about Grant’s “Peace Policy” and about the Dawes Severalty Act
Compare the source on Grant’s “Peace Policy”
and Dawes Severalty Act with each of the student’s answers. Decide which of the
5 basic requirements each student did not
do.
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Student 1 wrote With Grant’s “Peace Policy”, reservations were created for Native Americans. If they accepted the church, the Native Americans would be left alone. If resistance came up, the army would be sent to stay on the reservations. “To whites, the peace policy was humane. For native Americans, it was another in the long series of white efforts to undermine their way of life.” The Dawes Severalty Act was passed in 1887. It “authorized the president to survey Native American reservations and divide them into 160-acre farms.” Reformers and westerners viewed the law differently. “For the reformers, this law pushed Native Americans toward white civilization; for the western settlers, it made Indian land available”. The law actually “undermined the tribal culture” and “helped allow whites to start mining and cattle ranching.” The requirement that Student 1 did not do is: |
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a. |
For your
source of facts, use only sources
your professor (or boss) accepts as reliable. For example, unless your professor (or boss)
specifically tells you “Google this for me and copy anything you like from the
Internet and email it to me,” don’t. |
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b. |
You must use
reliable sources to verify everything that you write or say. (Verify a fact =
to confirm its accuracy with the reliable source.) With
professors (or bosses), you are in trouble if you guess incorrectly so verify
before you write or speak. |
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c. |
If a professor (or boss) asks you for the proof
of something that you said or wrote, you must be able to state the name of
the reliable source and exactly where
(a specific page) in that source
that each fact came from—whether
you wrote the words or the author did. With
professors (or bosses), you cannot just claim that a specific page provides
evidence. If a reasonable person using a reliable dictionary and reading the
entire passage would not agree that you provided evidence, then neither will
your professor (or boss). |
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d. |
If you use words
(even phrases) created by another person, then follow standards for using quotation
marks (“”) to reveal clearly to your reader what words you created and what
words the author created. |
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e. |
If you use
quotation marks (“”) to reveal words created by another person but you change
those words, then carefully reveal those changes by following standards for
using quotation marks (“”), ellipses (…), and/or square brackets ([ ]). This
may not be just a punctuation error. |
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Student 2 wrote Grant's Peace Policy helps the
Native Americans get on their own feet to work for living and freedom. Also,
lets their children get educated. The Grant's Peace Policy was to take
justice to its right place. The Dawes Severalty Act lets Native Americans to
have land to build a home for them to live in. Also, the act lets Native
Americans have the rights to pick where they want to live. This also includes
water, electricity. But the Dawes Severalty Act limits how much the Native
Americans can have of land, water, and electricity, and get paid. The requirement that Student 2 did not do is: |
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a. |
For your
source of facts, use only sources
your professor (or boss) accepts as reliable. |
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b. |
You must use
reliable sources to verify everything that you write or say. (Verify a fact =
to confirm its accuracy with the reliable source.) With
professors (or bosses), you are in trouble if you guess incorrectly so verify
before you write or speak. |
|
* |
c. |
If a professor (or boss) asks you for the proof
of something that you said or wrote, you must be able to state the name of
the reliable source and exactly where
(a specific page) in that source
that each fact came from—whether
you wrote the words or the author did. With
professors (or bosses), you cannot just claim that a specific page provides
evidence. If a reasonable person using a reliable dictionary and reading the
entire passage would not agree that you provided evidence, then neither will
your professor (or boss). |
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|
d. |
If you use words
(even phrases) created by another person, then follow standards for using quotation
marks (“”) to reveal clearly to your reader what words you created and what
words the author created. |
|
|
e. |
If you use
quotation marks (“”) to reveal words created by another person but you change
those words, then carefully reveal those changes by following standards for
using quotation marks (“”), ellipses (…), and/or square brackets ([ ]). This
may not be just a punctuation error. |
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Student 3 wrote The opening of the West to
railroads and the spread of farmers onto the Great Plains meant that Native
Americans had to fight for what they had considered theirs, and found their
hunting grounds and tribal domains under siege. A majority of western settlers
advocated extermination of the Indian tribes. Grant's administration
pursued what became known as the peace policy. Specific land was assigned to
be Indian reservations. If the Indians accepted church officials on the
reservations, the government left them alone. Otherwise, the army would see
to it that Indians stayed on the reservations. To whites, the peace policy
was humane. For Native Americans, it was another in the long series of white
efforts to undermine their way of life. In 1887, The Dawes Severalty Act was
passed by Congress. The Law authorized the president to survey Native
American reservations and divide them into 160 acre farms. This land could
not be sold or leased for 25 years. Any surplus land could be bought by
whites. This law pushed Native Americans toward white civilization. The requirement that Student 3 did not do is: |
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a. |
For your
source of facts, use only sources
your professor (or boss) accepts as reliable. |
|
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b. |
You must use
reliable sources to verify everything that you write or say. (Verify a fact =
to confirm its accuracy with the reliable source.) With
professors (or bosses), you are in trouble if you guess incorrectly so verify
before you write or speak. |
|
|
c. |
If a professor (or boss) asks you for the proof
of something that you said or wrote, you must be able to state the name of
the reliable source and exactly where
(a specific page) in that source
that each fact came from—whether
you wrote the words or the author did. With
professors (or bosses), you cannot just claim that a specific page provides
evidence. If a reasonable person using a reliable dictionary and reading the
entire passage would not agree that you provided evidence, then neither will
your professor (or boss). |
|
* |
d. |
If you use words
(even phrases) created by another person, then follow standards for using quotation
marks (“”) to reveal clearly to your reader what words you created and what
words the author created. |
|
|
e. |
If you use
quotation marks (“”) to reveal words created by another person but you change
those words, then carefully reveal those changes by following standards for
using quotation marks (“”), ellipses (…), and/or square brackets ([ ]). This
may not be just a punctuation error. |
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Student 4 wrote The Native Americans’ hunting
ground grew less and less. President Grant “appointed Ely Parker commissioner
of Indian Affairs.” The herds of the buffalo also grew smaller. The Dawes
Severalty act “authorized the president to survey the Native American
reservation and divide by 60 acres.” The requirement that Student 4 did not do is: |
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a. |
For your
source of facts, use only sources
your professor (or boss) accepts as reliable. |
|
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b. |
You must use
reliable sources to verify everything that you write or say. (Verify a fact =
to confirm its accuracy with the reliable source.) With
professors (or bosses), you are in trouble if you guess incorrectly so verify
before you write or speak. |
|
|
c. |
If a professor (or boss) asks you for the proof
of something that you said or wrote, you must be able to state the name of
the reliable source and exactly where
(a specific page) in that source
that each fact came from—whether
you wrote the words or the author did. With
professors (or bosses), you cannot just claim that a specific page provides
evidence. If a reasonable person using a reliable dictionary and reading the
entire passage would not agree that you provided evidence, then neither will
your professor (or boss). |
|
|
d. |
If you use words
(even phrases) created by another person, then follow standards for using quotation
marks (“”) to reveal clearly to your reader what words you created and what
words the author created. |
|
* |
e. |
If you use
quotation marks (“”) to reveal words created by another person but you change
those words, then carefully reveal those changes by following standards for
using quotation marks (“”), ellipses (…), and/or square brackets ([ ]). This
may not be just a punctuation error. |
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Student 5 wrote Grant's goal of the "peace policy" was to minimize military conflict with the Indians. The Indians were to stay on reservations where they would receive government subsidies and training supervised by religious denominations. Indians were no longer allowed to engage in raids or end war parties off the reservations. The Army's job was to force them back. Native Americans were increasingly forced to live on reservations. Grant appointed his aide General Ely S. Parker, a Seneca Indian, as Commissioner of Indian Affairs. The Grant administration focused on well-meaning goals of placing "good men" in positions of influence such as Quakers as US Indian agents to various posts throughout the nation. On the other hand, the Dawes Act of 1887
authorized the President of the United States to survey American Indian
tribal land and to divide it into 160-acre plots for individual Indians to
assimilate them. The act also provided that the government would open the
lands up for settlement by non-Indians. The requirement that Student 5 did not do is: |
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* |
a. |
For your
source of facts, use only sources
your professor (or boss) accepts as reliable. |
|
|
b. |
You must use
reliable sources to verify everything that you write or say. (Verify a fact =
to confirm its accuracy with the reliable source.) With
professors (or bosses), you are in trouble if you guess incorrectly so verify
before you write or speak. |
|
|
c. |
If a professor (or boss) asks you for the proof
of something that you said or wrote, you must be able to state the name of
the reliable source and exactly where
(a specific page) in that source
that each fact came from—whether
you wrote the words or the author did. With
professors (or bosses), you cannot just claim that a specific page provides
evidence. If a reasonable person using a reliable dictionary and reading the
entire passage would not agree that you provided evidence, then neither will
your professor (or boss). |
|
|
d. |
If you use words
(even phrases) created by another person, then follow standards for using quotation
marks (“”) to reveal clearly to your reader what words you created and what
words the author created. |
|
|
e. |
If you use
quotation marks (“”) to reveal words created by another person but you change
those words, then carefully reveal those changes by following standards for
using quotation marks (“”), ellipses (…), and/or square brackets ([ ]). This
may not be just a punctuation error. |
Text for the quiz
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If You Missed a
Question on the Good Habits for Evidence- Check Your Knowledge Quiz, What You
Need to Look At |
What’s
on This Webpage:
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When You
Say Anything To—Or Write Anything For—a Professor (Or Boss), Do These Things |
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Factual Accuracy That You Verify with the Reliable
Source Before You Write |
You must use reliable sources to verify everything
that you write or say. (Verify a fact = to confirm its accuracy with the
reliable source.) With professors (or bosses), you are in trouble if you guess
incorrectly so verify before you write
or speak. In this course, if you
cannot verify the fact, do not
write it and do not assume that
the source agrees with you. If you are certain something is true and you
cannot find it clearly in our sources, ask me for help.
§ If a question
that you have to answer is about something specific (such as a time, type of
person, or region), verify that the source is about that specific thing. § If the source
covers facts, do not cherry pick or embellish them. § If the source
covers facts about two or more sides, positions, individuals, or groups, do
not include only one as though the other did not occur. |
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Factual Accuracy That Your Professor (or Boss) Can Verify
Instantly |
If a professor
(or boss) asks you for the proof of something that you said or wrote, you
must be able to state the name of the reliable source and exactly where (a specific page) in that source that each fact came from—whether you wrote the words or the author
did. With professors (or bosses), you cannot just claim
that a specific page provides evidence. If a reasonable person using a
reliable dictionary and reading the entire passage would not agree that you
provided evidence, then neither will your professor (or boss). In this course with Exam Essays, you do not need to provide citations (the
specific page number from our textbook where a fact is located) unless I
cannot recognize
where the fact came from. If I cannot recognize the fact, I will ask for
citations. ·
If you have had a college course so you are
trained fully in a specific standard (such as MLA, APA, or the Chicago Manual of Style), you may use
that. ·
If you have not yet had a course, you may use a
very simple method provided as an additional instruction. |
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No Plagiarism or “Half-Copy” Plagiarism |
If you use words (even phrases) created by another
person, then follow standards for using quotation marks (“”) to reveal clearly
to your reader what words you created and what words the author created. This
is a requirement in courses and in some jobs. In this course, you may: § Either write facts in your own words § Or you may use exact sentences or phrases from the
textbook placed within quotation marks according to the specific rules for
quotation marks (“”) to reveal ownership that are covered in The Bedford Handbook In this course, you may not copy an author’s phrases without
quotation marks. You also may not replace
a few words in an author’s sentence. Both are what The Bedford Handbook calls “half-copy” plagiarism (page 692). |
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Quotation Changes Revealed Clearly |
If you use quotation marks (“”) to reveal words
created by another person but you change those words, then carefully reveal
those changes by following standards for using quotation marks (“”), ellipses
(…), and/or square brackets ([ ]). This may not be just a punctuation error. Instead,
you may be misleading your reader about the evidence, and never mislead a
professor (or boss) about the evidence.
In this course, if you use another’s words,
you must be sure either not to change them or—if you change them—to follow
the specific rules in The Bedford
Handbook to reveal those changes to the reader. |
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Reliable Sources Only |
For your source of facts, use only sources your professor (or boss) accepts as reliable. |
With something that people talk about in many ways,
sometimes it helps to state what is not the goal.
With writing in this course, you are not summarizing or paraphrasing the
textbook. You do not, therefore, need to repeat every fact or word in
the textbook. You are also not showing your personal writing style while
stating your feelings or your opinions.
Instead, in this course, the goal of all
writing assignments is for you to do activities that help you learn the history
of our nation. One of the most powerful ways to learn something is to try to
teach it. You will succeed in these assignments if you do these things:
§
If you read
carefully and work to understand what happened and ask if you need help.
§
If you figure out
what essential facts that you would teach your cousin.
§
If you figure how
you could organize those facts as simply and as accurately as you can.
§
If you write in a
common sense way as though you are teaching your cousin history that he or she
needs to understand.
Because the goal of writing is to help you learn our
nation’s history and the priority is for you to be accurate, I grade your
writing by comparing what you wrote side by side with the facts in the
textbook. With essays submitted, I use a method that lets me quickly identify
all of the submissions where the students wrote on the same question.
1. I download those submissions, print them, and place
side by side:
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§
On the left, the
textbook opened to the probable section or sections students should have
used. §
On the right,
the submissions of students’ papers on that question. |
2. I use the Evidence Checklist/Rubric and its 2-letter
abbreviations for feedback (shown below) and grade each student’s submissions
one by one.
3. If there are multiple possible questions, I then
repeat the steps above with the next question.
With the two essays for the Unit exams, I grade one
of the questions using the method above. Unless I find problems such as factual
errors in that essay, I grade the other one without the textbook side by side
with your paper—a quicker method.
th the e
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Copyright C. J. Bibus, Ed.D. 2003-2014 |
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2014 |
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