Experts and the 5 Good Habits for Evidence
The Evidence
Acknowledgement Quiz and Your Questions
Content Issues and How to Deal with Them– have some
other issues to type
The Rubric and Your Graded Paper
The Rubric and Your Peer Review and What You Do
Before instructors graded this
way without having to work at it. What may be different:
·
Few sources in local library to
copy/read from
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No Internet to easily copy/read
from
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Segregation of smartest
women—Before the 1990s, those who wanted to think about their disciplines
taught in the public high school.
·
And there are more if you want to
hear them
1.
The History Department requires that all history courses require 25% of the
course grade be for written assignments. With a 1000-point course like this
one, that mean writing assignments consist of 250 points. The math shows (and
there is a link in the Course Plan to help you realize this), you must try to
do writing assignments if you want to make even a C.
2.
Your instructor requires that you:
3.
Your instructor takes a long time to grade because
she grades every written assignment that every student does side-by-side with
the page of the textbook or the page from the primary that the student cited.
4.
Question 2 and question 3 together mean that not
only can the instructor easily recognize
if you used a source other than the required ones, but also she can quickly prove that you did.
When you compare the paper and
the source on the yellow
issue, the meaning for mercantilism is different. When I entered “trade
generates wealth,” Google displayed—as I expected—websites using that phrase.
One major event that lead
to the American Revolution was the sugar act. The British government had a
policy known as Mercantilism
which is idea that trade
generates wealth, this policy lead the British government to form new
ideas on how to enhance their treasury. (Essentials p,112) This was when the Sugar act
came to be. This act imposed a tax of six pence per gallon of molasses. (Essentials p, 122) The British
Government also came up with the Stamp act which imposed all American
colonists to pay a tax on ever piece of printed paper they used. (Essentials
p, 125) These new policies angered the colonists to the point were they
responded violently and added to the big conflict of the American Revolution.
(Essentials p, 125) |
112 |
When you compare the paper
(above) and the source (below) on the grey issue, you find nothing about six-pence
so the student was using something other than the required reliable sources.
122 |
5.
Question 2 and Question 3 together mean that the
instructor can easily recognize and quickly prove if you copied the words
from our required sources without quotation marks. According to standard rules
for evidence, your doing that means you plagiarized or, at a minimum, did what
the Bedford Handbook calls
“half-copy” plagiarism.
Background: lovely student who was trying to replace her habit of just passively moving words around. She said her English teacher said it was right. I knew her English teacher so….
spinning, sewing, and weaving and my
label of it as h-copy |
spinning, sewing, and weaving – she could have avoid “half-copy” plagiarism
if she had not written it or used only 1 example or if she had quoted it
exactly “spinning, weavng, or sewing.” Caution:
The fundamental problem with
“half-copy” plagiarism is not a little bit of cheating but a lot of not
paying attention. |
If the writer/speaker |
Would a teacher expert in composition notice? |
Would a boss who pays you who is expert in the business notice? |
Would a upper-level professor who can write a letter of reference for
you and who is expert in the discipline notice? |
Would an instructor using my method notice? |
Will you notice if you use my method with peer review? |
GH1: used reliable source |
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GH2: used a source page that fits the question |
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GH3: proofed every rigorously |
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GH4: plagiarized or “half-copy” plagiarized |
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GH5: changed the meaning of the author or made the author incompetent
with language |
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6.
When you do any
written assignment, you need to do everything listed in Question 2.
7.
When you do peer
reviews (work that earns large points in this course) and if you want those large points, you must look for everything listed in
Question 2 and you must grade using
the same method explained in Question 3.
8.
Question 2 and Question 3 together—an admitted
accident—combined with my long experience in academia and industry where people
had to understand new things meant that your instructor realized that any teacher using this method can give the same
type of feedback on your understanding of reality that you will experience
from:
9.
Question 2 (actually the 5 Good Habits for
Evidence) and Question 3 together plus the content already required by the
History Department let you practice habits for figuring out something small
that requires similar habits needed for larger tasks such as:
10.
What is different in these history assignments from
the real world is that:
11.
Your instructor is willing to try to help every
student because practicing these habits can make every student’s future easier.
Just ask.
12.
You earn 12 extra credit points. If you do not try
to follow the 5 Good Habits for Evidence in your writing, you may lose these
points. (With distance learning classes, students cannot see written assignments with Turnitin or Blackboard's exam tool
for writing if they have not made those 12 points.)
On your paper:
· Highlighted colors
· % on your paper
· Handwriting – for you but also for me (why?)
· Grammar and mechanics – you can succeed without these – will type tips
· Word responsibility – the obligation to act (see State of Illinois) but notice a governor’s powers in 1895
· Impartial witness – closest thing is Altgeld
Note:
· If you have marks in the “F” and/or “D” columns, the highest you could make is 6.9, a D. BUT see the offer in the small box on the right of the rubric.
· The 6.9 + that full 10 for the Good Habits for Evidence = 16.9, a B.
Name_________________ |
1st
Primary Writing ___ out of 10 points for content. Its Good Habits
for Evidence __ out of 10. |
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Requirement |
"F" Paper Criteria |
"D" Paper Criteria |
"C" Paper Criteria |
"B" Paper Criteria |
"A" Paper Criteria |
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Reading FOR Evidence (60%) |
1: Used an unreliable source. 2: Used an incorrect or incomplete part of
the source required for the question asked. 2&3:
Assumed. |
2: Misread or read passively. 3: Made errors such as cherry-picking facts
or embellishing facts. |
Accurately read the parts, but did
not try to evaluate or to synthesize the interconnections. |
Accurately read the parts and
analyzed each one. Tried to evaluate and synthesize interconnections. |
Accurately read the parts and
analyzed each one. Evaluated and synthesized the interconnections. |
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Writing WITH Evidence (30%) |
2: Did not answer all parts of the question. 3: Did not cite accurately and according to the
directions. 5. Used "" inaccurately
and changed meaning. |
2. Wrote passively. 4. Plagiarized or did “half-copy”
plagiarism (also called “patchwrite”). |
Only summarized separately each of
the parts of the question, but did not cover interconnections. |
Revealed each part and covered
some interconnections. Provided few examples. |
Understood each part and revealed
the parts’ interconnections. Provided clear and representative examples. |
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Following Directions for Evidence
(5%) |
Did not follow directions above or
with the questions (such as maximum length). |
Did not follow directions. |
Followed the directions. |
Followed the directions carefully.
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Followed the directions exactly. |
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Mechanics (Language and
Punctuation) (5%) |
Many mechanical errors. |
Several mechanical errors. |
Two or more mechanical errors. |
One or more mechanical errors. |
No more than one minor mechanical
error. |
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Grade for its Good Habits
for Evidence: * 0 = If any
marks in “D” or “F” columns * full points = If no marks in “D” or “F” |
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Grade for the content: If
you made a “C” or “B” or “A,” you also had no marks in the “D” or “F” columns. You also earn full points for
the Good Habits for Evidence. |
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Directions:. If a # is underlined in the rubric, put an X below.
Example: If your instructor underlined 1. Used an unreliable source on
your rubric, then put an X beside Habit
1 below. You also go look at
Habit 1’s preventions. Tip: It is in Evidence Requirements. |
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Opportunity If
you have a 0 for the 5 Good Habits for Evidence, you can change that to a 10
by marking the yellow
sections on the left |
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Habit
1. Reliable Sources Only
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Habit
2. Factual Accuracy That You Verify with the Reliable Source Before You
Write |
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Habit
3. Factual Accuracy That Is Verifiable for Every Statement You Make |
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Habit
5. Quotation Changes Revealed Clearly
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Caution: BOTH RUBRIC AND PAPER MUST BE RETURNED.
You may separate them, but staple them back together.
Instructions: Keep visible the link shown in the class session. Underline in the rubric any errors the student made. Add a page number or something like that so the person (or your instructor) could see why you marked it. Mark the paper as needed to show the student (or your instructor) the errors you see.
Caution: Do not write any suggestions for style or grammar. That’s why Mechanics is in gray.
Your Name ________________________________________________ Date turned in: _________________
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Put a check in the yellow box for the letter the student
earned. Reminder: if there are underlined problems in the F or D
columns, the student can’t earn more than a D. |
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Requirement |
"F" Paper Criteria |
"D" Paper Criteria |
"C" Paper Criteria |
"B" Paper Criteria |
"A" Paper Criteria |
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Reading FOR Evidence (60%) |
1: Used an unreliable source. 2: Used an incorrect or incomplete part of
the source required for the question asked.
2&3: Assumed. |
2: Misread or read passively. 3: Made errors such as cherry-picking facts
or embellishing facts. |
Accurately read the parts, but did
not try to evaluate or to synthesize the interconnections. |
Accurately read the parts and
analyzed each one. Tried to evaluate and synthesize interconnections. |
Accurately read the parts and
analyzed each one. Evaluated and synthesized the interconnections. |
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Writing WITH Evidence (30%) |
2: Did not answer all parts of the question. 3: Did not cite accurately and according to the
directions. 5. Used "" inaccurately
and changed meaning. |
2. Wrote passively. 4. Plagiarized or did “half-copy”
plagiarism (also called “patchwrite”). |
Only summarized separately each of
the parts of the question, but did not cover interconnections. |
Revealed each part and covered
some interconnections. Provided few examples. |
Understood each part and revealed
the parts’ interconnections. Provided clear and representative examples. |
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Following Directions for Evidence
(5%) |
Did not follow directions above or
with the questions (such as maximum length). |
Did not follow directions. |
Followed the directions. |
Followed the directions carefully.
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Followed the directions exactly. |
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Mechanics (Language and
Punctuation) (5%) |
Many mechanical errors. |
Several mechanical errors. |
Two or more mechanical errors. |
One or more mechanical errors. |
No more than one minor mechanical
error. |
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↓ |
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Grade for its Good Habits
for Evidence: * 0 = If any
marks in “D” or “F” columns * full points = If no marks in “D” or “F” |
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Grade for the content: If
you made a “C” or “B” or “A,” you also had no marks in the “D” or “F” columns. You also earn full points for
the Good Habits for Evidence. |
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After completing my peer review of this paper and marking
the rubric above, this is what I’d write to the student about the work done. ______________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Do not mark below.
Criteria |
Needs
Improvement (11 or less) |
Basic
Usefulness of Your Review (12 +) |
Good
Review (14 +) |
Active
Review (16 +) |
Exemplary
Review (18 +) |
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Your
Review of the Student’s Content |
Did not focus on the history
content and did not examine the student’s content compared to the sources
used. |
Accurately underlined content
issues in the rubric. Marked with a brief phrase the content issues in the
rubric and paper. |
Not only met the criteria of Basic
Usefulness, but also wrote 1 specific comment about content for the question
answered. |
Not only did what was listed in
Good Review but also wrote more than 1 specific comment about content. |
Not only did what was listed in
Active Review, but also identified a key issue in the student’s content. |
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Your
Review of the Student’s Use of the 5
Good Habits for Evidence |
Did not focus on history and use
of evidence as measured by the 5 Good Habits for Evidence. |
Accurately underlined content
issues in the rubric. Marked with a brief phrase the evidence issues in the
rubric and paper. |
Not only met the criteria of Basic
Usefulness, but also wrote 1 specific comment about the student’s use of
evidence. |
Not only did what was listed in
Good Review but also wrote more than 1 specific comment about content. |
Not only did what is listed for
Active Review, but repeatedly focused on the 5 Good Habits for Evidence. |
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Total |
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