Evidence Quiz 4 - The 5 Good Habits for Evidence Compared to Its Rubric and How Both Can Help You 

What’s on This Webpage:

What to Look for in the Rubric with Your Response– Using a Quiz to Help You Notice, with the Questions in Evidence Quiz 4. 1

If Color Helps You, These Good Habits for Evidence Can Prevent Problems in Your Work. 4

How Having a Separate Grade for Good Habits for Evidence Can Improve Your Grade. 6

If You Are in a Distance Education Class - Seeing the Rubric and Feedback Form.. 6

How No One Would Pay You If You Do not Follow the 5 Good Habits for Evidence. 6

How Does Your Professor Look at Your Paper and How It is Like the World of Work. 6

Optional: What a Wonderful Student Said That Led to the 5 Good Habits for Evidence and its Rubric. 6

 

What to Look for in the Rubric with Your Response– Using a Quiz to Help You Notice, with the Questions in Evidence Quiz 4

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.

·         At the top, ½ of the paper grade is for your following the 5 Good Habits for Evidence (the basic rules for evidence) and ½ is for content and analysis.

*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

"F" Paper
Criteria

"D" Paper
Criteria

"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. 
2&3: Wrote assumptions.

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”).

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.
The number of the error = the number of the habit to prevent that error. Most habits are from my 4th grade teacher.

 

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 4. No “Half-Copy” Plagiarism or “Patchwriting”

 

 

Habit 5. Quotation Changes Revealed Clearly 

 

If Color Helps You, These Good Habits for Evidence Can Prevent Problems in Your Work

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
Criteria

"D" Paper
Criteria

"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. 
2&3: Wrote assumptions.

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”).

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.
The number of the error =  the number of the habit to prevent that error. Most habits are from my 4th grade teacher.

 

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 4. No “Half-Copy” Plagiarism or “Patchwriting”

 

 

Habit 5. Quotation Changes Revealed Clearly 

 

 

How Having a Separate Grade for Good Habits for Evidence Can Improve Your Grade

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

If You Are in a Distance Education Class - Seeing the Rubric and Feedback Form

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.

How No One Would Pay You If You Do not Follow the 5 Good Habits for Evidence

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?

How Does Your Professor Look at Your Paper and How It is Like the World of Work

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.

Optional: What a Wonderful Student Said That Led to the 5 Good Habits for Evidence and its Rubric

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:

http://www.wcjc.edu/