Orientation to Good
Habits for Evidence
T--------------New
Page 1
Only You Can Which of You Don’t Already Have the
Good Habits for Evidence.
This link is intended to let you
determine if you already have the Good Habits for Evidence—and, if you do not—how
to find what you need.
There
are 4 sections each with a few Self Check questions.
1. some concepts with a
few Self-Test Questions to help you
Everyone should do this section as a
way to understand the benefits to you of the separate grade for your writing
itself and for you having followed all 5 of the Good Habits for Evidence
2.
What
are the 5 Good Habits for Evidence—Looking at Them 1 by 1
Everyone should do this as an introduction to those habits
3.
What
are the 5 Good Habits for Evidence—Looking at Them as Links to Examples (with
Tips) in the Rubric
Those needing more information can gain
it here. You will also understand how the rubric works for grading your writing
itself and for determining the separate grade for Good Habits.
4.
What
you write and email is covered in the instructions on the last page
If
you want to talk or meet with me, I am glad to do it.
If You Want More:
[May do this as a link
like some of the others] Some of you may want
to know something about me and learning. Humans don’t get all gifts, and I
really had to work harder than other students even in elementary school. Anyone
taking my on campus classes knows that I can’t spell and I transpose letters a
lot. I could go on with other things, but my solution was great persistence and
collecting any good solution for my problems that I was lucky enough to see. I
used them and use them still.
One that helped me greatly came from
my World History teacher in a community college. Her tips helped me with
reading well in less time and they helped me begin to appreciate United States
History more because I could read it better. I focused on being a teacher in a
community college because community college teachers made a great difference in
my life and I’m willing to pass on that gift. My graduate program and doctorate
included not only history, but studies of how people learn. I collected more
solutions and I use them still.
To finish my doctorate, I had to take
a job in industry. The fields I worked in were about learning rapidly, the
people on my teams were learners with different approaches (especially a team
of cartographers with geographic information software), and the companies I
worked for paid for me to attend quite amazing programs on learning. I
collected more solutions and I and my teams used them very successfully.
So, if you already have mastered
these basic but essential Good Habits for Evidence, I’m happy for you--and that
also makes my work easier.
If you have not and you too could say you feel like you had to work harder than
other students, then I can understand. I know that having to work very hard
happens to people who are smart.
Being smart is, however, never
enough to learn all we have to learn to survive. Instead, it is how we work—our habits—with our smarts
that determines our success.
T--------------New
Page 2
What Comparing Their
Sources with Students’ Work Shows Researchers
Embed
video with my moving through documents showing them the 1.
What the numbers say and then click on the links to o Citation project
-91% of 1832 citations did not show writers were able to “compress” o Plagiarism in I Age
– 18 of 18 in a “research writing course” – “work at sentence level must
always quote or paraphrase.” o Students’
self-report since Spring 2011 showed over 50% of responses did not know they
needed to be factually accurate (reading) 2.
What’s in common with the 3? All compared the writing and the
citation with the source – proof and obvious |
If You Want to
Click on the Links for Yourself: ·
The
Citation Project – 20 researchers, 164 papers from “first year
composition classes,” and 1,832 citations |
|
||||
|
citation |
I Age |
STCT |
Blocks
of text to be highlighted |
||
|
x |
|
|
3.
Summary -- the desired
form of citation because it demonstrates true understanding of a large
portion, if not the entirety, of the original text; summarizing was
identified by the researchers when student writers restated in their own
terms the source material and compressed by at least 50 percent the main
points of at least three consecutive sentences. Only 9 percent of
the citations were categorized as summary. “That's the stunning part, I think:
91 percent are citations to material that isn't composing,” said Jamieson.
“They don't digest the ideas in the material cited and put it in their own
words.” |
||
|
|
x-p3 |
|
they found that none of the 18 papers contained any summary
of the overall argument of a source. [summary means the read compressed] A
writer who works only at the sentence
level must always quote or paraphrase. |
||
|
|
|
x |
Show
row of table |
||
--------------New Page 3
What Is the Separate Grade for the Good Habits for Evidence, What
Do Students Write, and How Are Those Things Trying to Help Students?
Do Video over this section of
syllabus—stress that History Department gave permission to try this experiment
to see if might help students to succeed.
How History Changes,
What Is a Comparison in This Course, and How Can Doing Comparisons Help You? One
of the things that makes history difficult for people to understand is that
history changes. For example, something that can be a true statement about1865
can also be a false statement about 1896 or 1954 or 1965. Focusing on a single
issue or group from the beginning to the end of a time period can help you
identify what you misunderstood and recognize how history changed. History can change and people made a
difference in what happened in the nation’s history—for good or for bad.
Further, all changes (whether for good or bad) can be reversed—and once again
it is people who protect change or reverse it.
In this course, a Comparison means you compare two time
periods experienced by a specific group. For example, with the first
Comparison, you compare two time periods experienced by blacks in the South.
Comparisons are a practical
writing assignment that can help you in many ways—and SAY the syllabus
gives examples and you may want to read that.
…
What Are the Grades
for Good Habits for Evidence and How Can They Help Your Overall Grade? To
learn history in a practical way, you do not need to be a great writer. You do
need to do such common sense things as use only reliable sources and be
factually accurate about each fact you plan to write. (See Good Habits for
Evidence.)
If
you follow the Good Habits for Evidence, a) your work will avoid factual
errors, resulting in higher grades for the writing (points in bold) and b) you also earn a separate
grade (points in blue) for developing those habits. Scan
down the bold and blue grades
below. Notice how developing these Good
Habits for Evidence as early as possible can help your grade.
With the last 3 Comparisons, notice how the value
of the Good Habits for Evidence increases from 10
to 20
to 30.
If You Want More:
If you don’t need to be a great writer to do well in this course, then what do
you need to do. This link may help you. What
Is the Goal for Writing in This Course—and How Is That Trying to Help Students?
--------------New Page 4
What are the 5 Good Habits for Evidence—Looking at Them 1 by 1
A
student really impressed me several years ago. He knew he did not have the
skills he needed for his future. He was in sports and he did a lot of thinking
in sports metaphors. He said “I need to know how to hold the racket. I don’t
know how to do these things.”
I
thought his statement was brilliant so I tried to focus on “how to hold the
racket” in the sport of reading, writing, and figuring things out.
These
5 Good Habits for Evidence are the ones you can’t do without.
Good
Habit for Evidence 1: Reliable Sources Only
Good
Habit for Evidence 2: Factual Accuracy That You Verify with the Reliable Source
Before You Write
Good
Habit for Evidence 3: Factual Accuracy That Is Verifiable for Every Statement
You Make
Good
Habit for Evidence 4: No “Half-Copy”
Plagiarism or “Patchwriting”
Good
Habit for Evidence 5: Quotation Changes Revealed Clearly
--------------New Page 5
Good Habit for Evidence 1: Reliable Sources Only
What’s
a Good Habit for Evidence in the World Beyond This
Course—Whether Dealing with Bosses or with Future Professors
For your source of facts, use only sources your boss (or professor)
accepts as reliable. — For example, unless your boss tells you “Google this for
me and copy anything you like from
the Internet,” don’t.
What’s
Required for This
Course
In this course, the only sources are:
Do not use:
In
this course,
there are consequences for unauthorized books and for copying from the
internet. To quote the syllabus, plagiarism and cheating include
use of unauthorized books or notes, securing help in a test, or copying tests
or assignments; they will result in a failing grade for the assignment. If any
portion of a writing assignment is copied from the Internet or another source,
the result will be an F (0) on the
assignment.
If
You Want Tips on How to Develop This Good Habit for Evidence
If you want more tips on this Good
Habit for Evidence, click here
The
link above should work in this file but this is to insert in SOFTCHALK: http://www.cjbibus.com/1301_1302_GHforE_HOW_to_Work_ReliableSourcesONLY.htm
Quiz
In
this course, you may use these sources:
a.
The
textbook chosen by the History Department
b. Sources your instructor provides
c. Internet websites developed by
reliable historical associations
d. Only a and b
e.
All of the above
d.
If
you missed this question, be sure to look at the Tips section on this page and
on the links about <> from the Rubric.
If
You Want More:
Combining rubrics
with grading with the source also shifts responsibility to the student, the way
responsibility usually works: How Your Instructor Grades with the
Source and Your Written Work Side by Side—and how does grading this way change
responsibility.
--------------New Page 6
Good
Habit for Evidence 2: Factual Accuracy That You Verify with the Reliable Source
Before You Write
What’s
a Good Habit for Evidence in the World Beyond This
Course—Whether Dealing with Bosses or with Future Professors
You must use reliable sources to verify
everything that you write or say. To verify a fact means to confirm that the
reliable source specifically states that fact (whether you wrote the words or
the author did). — With bosses (or professors), you will be in trouble if you
are incorrect so never guess and instead verify before you write or speak.
What’s
Required for This
Course
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.
In this course, you also must select facts that you write to reveal
accurately the facts that the author presented. You cannot misuse the source.
Examples:
§ 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 or their actions, do not include
only one as though the other did not occur.
If
You Want Tips on How to Develop This Good Habit for Evidence
If you want more tips on this Good
Habit for Evidence, click here.
The
link above should work in this file but this is to insert in SOFTCHALK
http://www.cjbibus.com/1301_1302_GHforE_HOW_to_Build_Factual_Accuracy_By_Verifying_With_Reliable_Source.htm
Quiz
In
this course, you are to:
a.
Verify every fact that you write by using the required, reliable source.
b. Show
your personal writing style and interest in history by using facts from the
source.
a.
If
you missed this question, be sure to look at the Tips section on this page and
on the links about <> from the Rubric.
--------------New Page 7
Good Habit for Evidence
3: Factual Accuracy That Is Verifiable for Every Statement You Make
What’s
a Good Habit for Evidence in the World Beyond This
Course—Whether Dealing with Bosses or with Future Professors
If a boss (or professor) asks
you for the proof of something that you said or wrote, you must be able to
state:
·
The name of the reliable
source—one that the boss (or professor) considers reliable
·
Exactly where (a specific page)
in that source that each fact came from
(whether you wrote the words or the author did).
With
bosses (or professors), you cannot just claim that a specific page provides
evidence. If a reasonable person using a reliable dictionary and reading the
entire passage on that page would not agree that you provided evidence, then
neither will your boss (or professor).
What’s
Required for This
Course
In this course with written assignments,
you must write according to the instructions and that
includes citations that show exactly
(a specific page) where each fact is from. You must cite both facts that are in the author’s
exact words (quotations) and facts written in your own words.
The style that you use for that citation may vary:
·
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 standard.
Caution: APA requires citations only
for quotations, but for written assignments in this course you must provide citations for facts as quotations and facts written in your own words.
·
If you have not yet had a
course, you use a very simple method provided as an additional instruction.
A frequently asked question: If you have a couple
of sentences from the same page of the source, then you only cite after the
last sentence.
If
You Want Tips on How to Develop This Good Habit for Evidence
If you want more tips on this Good
Habit for Evidence, click here
The
link above should work in this file but this is to insert in SOFTCHALK
http://www.cjbibus.com/1301_1302_GHforE_HOW_to_Succeed_Factual_AccuracyThatIsVerifiableForEveryStatementYouMake.htm
Quiz
In
this course, you must:
a.
Cite (provide an exact page number) for every fact you write in your own words
b. Cite (provide an exact page number) for
every fact in the author’s words (a quotation)
c. Both a and b
c.
If
you missed this question, be sure to look at the Tips section on this page and
on the links about <> from the Rubric.
--------------New Page 8
Good Habit for Evidence 4:
No “Half-Copy” Plagiarism or “Patchwriting”[1]
What’s
a Good Habit for Evidence in the World Beyond This
Course—Whether Dealing with Bosses or with Future Professors
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 failure to do
this is a firing offense.
There is another form of plagiarism and
it is covered in the syllabus. In this course to quote the syllabus, plagiarism and cheating include use of unauthorized books or notes, securing help in a test, or copying
tests or assignments; they will result in a failing grade for the assignment.
If any portion of a writing
assignment is copied from the Internet or another source, the result will be an
F (0) on the assignment.
What’s
Required for This
Course
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 9th edition
of The Bedford Handbook describes as
“half-copy” plagiarism or “patchwriting” (page 746).
Why do I make a big deal about
“half-copy” plagiarism and “patchwriting”? Click here because the reasons
are in your interests and may
surprise you.
The
link above should work in this file but this is to insert in SOFTCHALK:
http://www.cjbibus.com/1301_1302_GHforE_Why_I_Make_aBigDealAboutHalfCopyPlagiarism.htm
If
You Want Tips on How to Develop This Good Habit for Evidence
If you want more tips on this Good
Habit for Evidence, click here. This link takes you
to the same tips for Quotation Changes Reveal Clearly because they have the
same background information. Many students do not know these basics and all
students need to know them.
The
link above should work in this file but this is to insert in SOFTCHALK:http://www.cjbibus.com/1301_1302_GHforE_HOW_to_Work_WithoutHalfCopyPlagiarismOrMisquoting.htm
Quiz
In
this course, you may:
a.
Write the author’s facts in your own words as long as you cite
b. Use the author’s exact words for
facts as long as you cite and you place those words within quotation marks
according to the specific rules for quotation marks (“”) to reveal ownership
that are covered in The Bedford Handbook
c. Both a and b
c.
If
you missed this question, be sure to look at the Tips section on this page and
on the links about <> from the Rubric.
--------------New Page 9
Good Habit for Evidence 5: Quotation
Changes Revealed Clearly
What’s
a Good Habit for Evidence in the World Beyond This
Course—Whether Dealing with Bosses or with Future Professors
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, by
your changes, you may be misleading your reader about the evidence, and never
mislead a boss (or professor) about the evidence.
What’s
Required for This
Course
In this course, you may quote if the
quotations are carefully selected. 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.
You also:
If
You Want Tips on How to Develop This Good Habit for Evidence
If you want more tips on this Good
Habit for Evidence, click here.
This link takes you to the same tips for Quotation Changes Reveal Clearly
because they have the same background information. Many students do not know
these basics and all students need to know them.
http://www.cjbibus.com/1301_1302_GHforE_HOW_to_Work_WithoutHalfCopyPlagiarismOrMisquoting.htm
Quiz
In
this course, you may quote
a.
If quotations are carefully selected
b. If you follow the rules in The Bedford Handbook to reveal any
changes you made to the author’s words—or you use the Brain Trick provided in
the Tips for this Good Habits for Evidence
c. If you do not change the author’s
meaning or make the author’s sentences look grammatically incorrect
d. Only a and c
e.
All of the above
e.
If
you missed this question, be sure to look at the Tips section on this page and
on the links about <> from the Rubric.
--------------New Page 10
5 Good Habits for Evidence—Looking at Them as Links to Examples
(with Tips) in the Rubric
If
it doesn’t look too bad, do 2 short videos and with a link to the rubric
without links
What’s
the Rubric and How Is It Used in Grading? Many don’t know what a rubric is
How
to use the links from this rubric if you have questions
If You Want More: Combining rubrics
with grading with the source also shifts responsibility to the student, the way
responsibility usually works: How
Your Instructor Grades with the Source and Your Written Work Side by Side—and
how does grading this way change responsibility. I will always be willing
to help you, but you have to decide you want help.
--------------New Page 11
WCJC Department: |
History – Dr. Bibus |
Contact Information: |
281.239.1577 or bibusc@wcjc.edu |
Last Updated: |
2014 |
WCJC Home: |
[1]
The quoted terms are explained on page 746
in the ninth edition of The Bedford Handbook
by Diana Hacker and Nancy Sommers.