Orientation to Good
Habits for Evidence
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Only You Can Tell 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—determine
how to find what you need.
Here’s
what you do 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 upload in Turnitin 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:
Some of you may want to know
something about my struggle as a learner and my experience in learning about
learning. If you do, click here.
http://www.cjbibus.com/Good_Habits_for_Evidence_InstructorsExperienceAsALearner.htm
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What Comparing Their
Sources with Students’ Work Shows Researchers
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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 the
Internet 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 ·
“Plagiarism
in the Internet Age” – and how these methods mean students are never
doing more than repeating 1 sentence at a time |
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citation |
I Age |
STCT |
Blocks
of text to be highlighted |
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x |
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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.” |
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x-p3 |
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they found that none of the 18 papers contained any summary
of the overall argument of a source. [summary means the reading is
compressed] A
writer who works only at the sentence
level must always quote or paraphrase. < Note to reviewers – that has been a growing
pattern |
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row of table |
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What Do Students Write, What Is the Separate Grade for the Good
Habits for Evidence, and How Are Those Things Trying to Help Students?
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. (The , and the syllabus lists
some examples.
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.
Additional Information for Distance
Learning Classes: How Is the Practice Comparison Required to Do Any Other
Comparison and What Is a Temporary—notice that word—Grade of 1.11 and How Can
This Also Help You?
With distance
learning, it is very difficult to get students to notice feedback, and they
would have multiple failed writing assignments (usually for the same bad habit
with evidence), To avoid that, I use a Blackboard technology
with distance learning classes. Blackboard makes it possible to hide or
show assignments based on a value in the gradebook. The gradebook value is the
grade for number 1 above—the Introductory tasks for Getting Started. A grade of
20 causes the Comparison on History Changes to be visible on the date in the
Course Schedule. If you do not respond to the directions in the feedback, I
replace that grade with a temporary 1.11. is not to block your work or to zap your
grade, but to make sure you understand the problem with evidence. If I am wrong
on the evidence—and that happens with everyone—then you can show me.
This is meant to be a
way to help you while not hurting your points. I have asked students over the
years to write something that would help future students understand the purpose
for this. This student chose to talk with me as the fastest way we could work. Here
is the best of those student explanations:
Dr. Bibus,
Thank you for spending the time with me this semester
going over how I can improve my writing skills on an evidence
based paper. I have learned that I need to allow the book to tell me what they
are trying to teach me instead of me trying to tell the book what the message
means. After speaking with you on the phone, I have realized that I was doing a
lot of assumptions on what the message of the book says instead of me learning
the facts and message of history. Talking with you really helped me understand
better what history is and learning that real "evidence" is important
in history and why opinion doesn't matter when it comes to history.
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?
Quiz
In
this course, all of these things are true except:
a.
You can earn 20 points for finding out what you
know and don’t know about evidence and determining your own plan for succeeding
with evidence
b. You write a practice essay (worth 20
points, 10 for the Good Habits for Evidence grade, and 20 extra credit points)
and get feedback from your instructor so you know if you are successfully
meeting the requirements for evidence.
c. You can earn 170 points for writing
comparison assignments and 20 extra credit points for the practice one.
d. You can earn 70 points for the
separate grade for Good Habits for Evidence for each of these comparisons.
e. With distance learning classes, if
you have a temporary 1.11 for a grade, you can ignore because it is temporary.
f.
With distaIf
you have a temporary 1.11 for a grade, you need to
follow the instructions in the feedback to get the full grade. If you
don’t, you will not be able to see future assignments.
If
you missed this question, be sure to look at this page again. It may help if
you read the more detailed explanation of the use of the 1.11 grade, see the
syllabus. If you still don’t understand, please ask.
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What are the 5 Good Habits for Evidence? Letooking
at Them 1 by 1
How a Student’s
Request to “Show Me How to Hold the Racket” Led to the 5 Good Habits for
Evidence and to the Basic How-To Information for Each One
A
student really helped me see the problem 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 and explaining in sports metaphors. He said, “I know this paper is
wrong.” To use a sports metaphor, he knew the ball didn’t get over the net. “I
don’t know how do this.” I guess I looked puzzled, and
he paused and then he explained, “I need to you to show me how to hold the
racket.”
Since
that time, I’ve been identifying what students didn’t know. 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 no one can 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
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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, including on how you read, 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 reliable sources 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.
http://www.cjbibus.com/1301_1302_Good_Habits_For_Evidence_Why_Required_Source_Changes_Grading_Why_Like_World_of_Work.htm
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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.
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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.
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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.
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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
Note to reviewers: If it doesn’t look
too bad, do 2 short videos stacked in widgets and provide the two links in the
videos, identifying them as so they can click on them for themselves. The link are:
·
What
Are the Parts of the Rubric and How It Used for Grading?
The link above should work in this file
but this is to insert in SOFTCHALK: http://www.cjbibus.com/Getting
Started_Good_Habits_for_Evidence_Parts_of_the_Rubric.htm
·
How
to Use the Links to Examples in the Rubric If You Have Questions
The link above should work in this file but this is to
insert in SOFTCHALK:
http://www.cjbibus.com/Good_Habits_for_Evidence_Rubric_with_Links.htm
What’s
the Rubric and How Is It Used in Grading? <VIDEO Many don’t know what a rubric is and
the basics of math, thus the need for this rubric
How
to Use the Links to Examples in the Rubric If You Have Questions <VIDEO
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.
|
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.