What’s on This Webpage:
If
Color Helps You, These Good Habits for Evidence Can Prevent Problems in Your
Work
How
Having a Separate Grade for Good Habits for Evidence Can Improve Your Grade
If
You Are in a Distance Education Class - Seeing the Rubric and Feedback Form
How
No One Would Pay You If You Do not Follow the 5 Good Habits for Evidence
How
Does Your Professor Look at Your Paper and How It is Like the World of Work
Optional:
What a Wonderful Student Said That Led to the 5 Good Habits for Evidence and
its Rubric
This example shows the name and the points for a paper. An * to the left of the letter shows you the correct answer. You can click on the link in the question to see that spot in the rubric.
*a. True
b. False
· At the bottom, if you do not follow all of the 5 Good Habits for Evidence on the 1st writing, you can figure out which Good Habits you need to improve and do your response and you can qualify for full points on the Good Habits for Evidence portion.
*a. True
b. False
Tip: You can tell
which error you can prevent with which
habit by looking at their numbers. The instructions at the bottom give you
an Example. If color helps you,
you can also look at the color-coded rubric that is in the next section.
· In the middle, in the “F” and “D” columns for the rows Reading FOR Evidence, Writing WITH Evidence, Following Directions FOR Language, and Mechanics, your professor underlines the actions that are against your interests in using evidence and marks your paper in the left margin to show where you have trouble with the habit.
*a. True
b. False
·
In the
middle, the “F” and “D” columns for Writing WITH Evidence show you which
problems are worse. For example, the “F” column for 5 is
worse than the “D” column for 5.
Why? Changing the author’s meaning is worse than making the author
look grammatically incorrect.
*a. True
b. False
· In the middle, the “C,” “B,” and “A” columns show you what makes a strong paper.
· With Reading, the issues are reading, analysis, evaluation and synthesizing.
· With Writing the issues are whether you merely summarized or whether you revealed interconnections and gave examples that helped the reader.
*a. True
b. False
·
At the
bottom below the “F” and “C” columns,
the box states that if you have any criteria
underlined in those columns, the grade is a 0 for that Good Habits for Evidence
½ of the grade.
Think about it:
· With bosses or professors in your discipline, if you have an error in evidence, you will lose credibility.
· Why? Because everyone makes mistakes. So? You check your work before you submit.
*a. True
b. False
·
At the
bottom below the “C” and “B” or “A”
columns, the box states you get the full
points for Good Habits for Evidence if you have no errors of evidence marked in
the “F” and “D” columns.
In general, learning to use evidence correctly raises your grade 1 letter over
grading traditionally. The purpose is to help you change your long-term habits
for your future. Click here
for an example of the math. (This
link is also provided below.)
*a. True
b. False
·
In the
middle in the 1st column Requirements, notice the () with a %,
such as the one for Reading FOR Evidence at 60%. It is weighted that high
because it is the key to being competent with evidence. Rarely is all of the
evidence oral or tactile—it is about reading.
If you are still a pretty awkward writer, but:
· You are using all the Good Habits for Evidence and you are working to read carefully and understand
· Then your grade can be higher because I will weight it.
Example: Suppose your Reading (60%) was an A and your Writing (30%)
was a C and your following directions for Evidence (5%) was an A and your
Mechanics (5%) was a B-, I will calculate them that way.
Think about it: If you think well
and read well and figure things out you can pay off to your boss on a job—and
boss can probably get someone to help you with wording well.
*a. True
b. False
Tip: I do not calculate weighted grades
individually. I use an Excel spreadsheet.
·
At the
bottom right in the Response section introduced in question 2, you must accurately mark the Good Habits for
Evidences you missed. The instructions give the Example: If your
instructor underlined 1. Used an unreliable source on your rubric, you put an X
beside Habit 1 below.
You also must go look at Habit 1’s
preventions. If you do not, you will not get the points. If you need help, just
ask.
*a. True
b. False
·
At the
bottom left in the Response section introduced in question 2, you must mark either a) or b). If
you do not, you will not get the points. Just remember your instructor is glad
to help each of you.
Think about it: Students are not coming prepared the way they used to be. (The trend is
frightening for students’ futures. I can provide links to reliable data to
prove that.)
If you want to catch on those skills, I am glad to invest in you. The answer is
True—I am willing to invest in you.
*a. True
b. False
In on-campus classes, this same rubric is used for other assignments, but for different points.
Name_________________ |
Paper– Its Good Habits for Evidence __ out of 50 points. Its contents __ out of 50 points. |
w
Requirement |
"D" Paper |
"B" Paper Criteria |
"A" Paper Criteria |
|
||
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: Misread or read passively. |
Accurately read the parts, but did not analyze or try to
evaluate or synthesize 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 interconnections. |
|
Writing WITH Evidence (30%) |
2: Did not answer all parts of the question. 3: Did not cite accurately and according to the directions. |
2. Wrote passively. 4. Plagiarized or did “half-copy” plagiarism (also
called “patchwrite”). 5. Used "" inaccurately,
including making the author's sentences look grammatically incorrect. |
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’
inter-connections. Provided clear and representative examples. |
|
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. |
Followed the directions exactly. |
|
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. |
|
|
↓ |
|
↓ |
|
|
Grade for its Good Habits for Evidence: |
|
Grade for the content: For a C, B, A, you must have no marks in the “D” or “F” columns. A
C is 35 or more; B, 40 or more; or A, 45 or more. If your Reading is much
stronger than the other 3 Requirements and could raise your overall grade, I
will calculate each Requirement separately. |
|
If You Made a 0 on the 5 Good Habits for Evidence, to earn full points mark
each Habit (yellow box) that you
need to change and mark EITHER a) OR b) below: __a) I understand the rubric and the notes on the paper. __b) I will talk with my instructor so I understand. |
|
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, you put an X beside Habit 1 below.
You also
must go look at Habit 1’s preventions. I am also glad to help each of
you. Tip: It is in Evidence Requirements. |
|
|
|
Habit 1. Reliable Sources Only |
|
|
|
Habit 2. Factual
Accuracy That You Verify with the Reliable Source Before You Write |
|
|
|
Habit 3. Factual
Accuracy That Is Verifiable for Every Statement You Make |
|
|
|
||
|
|
Habit 5. Quotation Changes Revealed Clearly |
The Rubric on this webpage is color-coded so you can see how the 5 Good Habits for Evidence are covered in the “F” and “D” columns:
1.
Reliable
Sources Only
Tip: Your memory or a late-night movie or what
your cousin told you is not a reliable source. The question is did the page of
the source you cited provide evidence that your statement was accurate as
written?
2.
Factual Accuracy That You Verify with the Reliable Source
Before You Write
Tip: Is this page about the question you are
answering? Would a reasonable person who used a reliable dictionary and who
compared your words with what the author wrote think you read accurately?
3.
Factual
Accuracy That Is Verifiable for Every Statement You Make
Tips: Did you cite a specific (1 page) page for
every fact in your own words and every fact in the author’s words (that is, a
quotation). Would a reasonable person who used a reliable dictionary and who
compared your words with what the author wrote think you read accurately?
4.
No
“Half-Copy” Plagiarism or “Patchwriting”
Tip: Did you just type the author’s words
without quotation marks (“”) and move them around or use the author’s sentence
structure and just swap out a few words that you think are synonyms?
5.
Quotation
Changes Revealed Clearly
Tip: Did you place in quotation marks (“”) the
author’s words but changed them without revealing those changes so that you
changed the author’s meaning or made the author’s work look grammatically
incorrect?
As you can tell below, Habit 2 and Habit 3 frequently can together prevent a difficult problem like assuming.
Name_________________ |
Paper– Its Good Habits for Evidence __ out of 50 points. Its contents __ out of 50 points. |
W
Requirement |
"F" Paper |
"D" Paper |
"C" Paper Criteria |
"B" Paper Criteria |
"A" Paper Criteria |
|
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 analyze or try to
evaluate or synthesize 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 interconnections. |
|
Writing WITH Evidence (30%) |
2: Did not answer all parts of the question. 3: Did not cite accurately and according to the
directions. |
2. Wrote passively. 4. Plagiarized or did
“half-copy” plagiarism (also called “patchwrite”). 5. Used ""
inaccurately, including making the author's sentences look grammatically
incorrect. |
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’
inter-connections. Provided clear and representative examples. |
|
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. |
Followed the directions exactly. |
|
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. |
|
|
↓ |
|
↓ |
|
|
Grade for its Good Habits for Evidence: ·
0 =
If any marks in “D” or “F” columns ·
50 = If no
marks in “D” or “F” |
|
Grade for the content: For a C, B, A, you must have no marks in the “D” or “F” columns. A
C is 35 or more; B, 40 or more; or A, 45 or more. If your Reading is much
stronger than the other 3 Requirements and could raise your overall grade, I
will calculate each Requirement separately. |
|
If
You Made a 0 on the 5 Good Habits for Evidence, to earn full
points mark each Habit (yellow box) that you
need to change and mark EITHER a) OR b) below: __a) I understand the rubric and the notes on the
paper. __b) I will talk with my instructor so I understand. |
|
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, you put an X beside Habit 1 below.
You also must go look at Habit 1’s
preventions. I am also glad to help each of you. Tip: It is in Evidence Requirements. |
|
|
|
Habit 1. Reliable Sources Only |
|
|
|
Habit 2. Factual
Accuracy That You Verify with the Reliable Source Before You Write |
|
|
|
Habit 3. Factual
Accuracy That Is Verifiable for Every Statement You Make |
|
|
|
||
|
|
Habit 5. Quotation Changes Revealed Clearly |
Click here
for how the separate Good Habits for Evidence grade can help your grade and
your knowledge and skills in critical thinking.
This link is available in several places
A note to Distance Education students: Because of the tools used in Blackboard, I email the rubric with a marked copy of your paper and I provide the Feedback form in the email. You click reply and you can fill in the Feedback form and send it back to me. The way is different, but it is exactly the same opportunity to turn a weak grade into a higher one.
Click here to see the combined Rubric and Feedback form. It shows the points for the paper in the 3-Part Writing Assignment, but this rubric is used for any writing assignment. All that changes are the points. It also explains how the instructor only enters points after you respond to feedback. This form provides a quick way to respond and to help you focus on ways you can prevent any problem. I am also glad to talk with any of you.
If you think the 5 Good Habits for Evidence are just about
academics, click here
to see if anybody would pay you for work that did not meet the 5 Good Habits
for Evidence? If no one would pay you, then why not change to habits that
match the future you want?
If you think no professor or boss can see these errors or
prove them, click here
for what I am looking at when I grade. This also shows you how your professor’s method for grading is
like the world of work.
Like many teachers, I had used a grading rubric for a long time. I was talking with a student and trying to help him. He was involved in sports and he explained what he needed in terms of his favorite sport. He said something like this:
“You are telling me what I’m doing wrong, but you are not telling how to do it right—how to hold the ball and the racket.” |
I felt he was brilliant and so I tried to figure out what my teachers in public school had taught me to do that made it possible for me to avoid big errors in figuring things out or writing about reality (or at least catch my own errors before I submitted the work). At first, I had 10 good habits but I began to reduce the number bit by bit. In the end, I had:
· 5 Good Habits for Evidence so you’d know how to use evidence in a useful and safe way
·
The rubric so you could see the quality of your
work and—if you were not yet doing
evidence right—what habits you still need to change
I also got permission from my Department to try an experiment to see if
students could improve basic evidence skills and improve their grades by
splitting the grade into two parts:
- Content
- Following basics of evidence
Copyright
C. J. Bibus, Ed.D. 2003-2018 |
WCJC Department: |
History – Dr. Bibus |
Contact Information: |
281.239.1577 or bibusc@wcjc.edu |
Last Updated: |
2018 |
WCJC Home: |