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--What You Do to Find Out.

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

1. Read a page and answer its Self Check question.

2. What you do next depends on whether you understood and were correct, you are just a good guesser, or your answer is incorrect. (For me, incorrect on a Self-Check quiz—and also the Check Your Knowledge quizzes on history content—does not mean you need to memorize an answer to repeat to me. It means what you understood to be true is not what I meant for you to understand—or, with the Check Your Knowledge quiz, not what the textbook meant you to understand about the content.)

* If you understood, move to the next page.

* If you guessed or your answer is incorrect, don’t move on until you figure it out.

How Do You Figure It Out?

When you miss a Self-Check question, the Self-Check feedback tells you to do to. If you still don’t understand, please ask me.

Reminder: If you miss a question on the Check Your Knowledge quiz, the "Everything You Need for This Unit (except the maps)" provides not just a list of all questions without answers, but a version of the quiz with Tips. The Tips tell you how to figure it out.

 

Why do I say “please ask me”? If you as an individual do not understand:

* I do want to help you.

* And I may need to change the instructions themselves so that I can help others as well.

What Are the Five Sections of This Link?

1.     Essential Background

This shows how many students are confused about the basics of evidence and writing (what I call the 5 Good Habits for Evidence) required for jobs and for disciplines such as history, biology, and business. You are the only one who can determine if you are one of those students. It also covers the benefits to you of the Good Habits for Evidence, including the separate grades for what you wrote and for your having followed all 5 of the Good Habits for Evidence.

 

2.    What Are the 5 Good Habits for Evidence?
This lets you see one by one the 5 Good Habits for Evidence, including what you can do to develop or strengthen each habit.

 

3.    What Is a Rubric? What Are the Parts of This Rubric? How Is the Rubric Used to Determine the Separate Grades for What You Wrote and for Whether You Follow All 5 of the Good Habits for Evidence?

 

4.    How Do You Find More Information That Matches Your Needs?
This is a copy of the rubric with links, including examples of incorrect student papers on each of the 5 Good Habits for Evidence and examples of
  needing more information can gain it here.

 

5.    What You Do for the 20 Points And Where You Do It? (Instructions are on the last page.)

 

If you want to talk or meet with me, I am glad to do it.

 

If You Want More: Some students are more comfortable with me once they realize a) that I have had—and continue to have—my own struggle with learning, b) that my struggle with learning meant that I collected brain tricks to help me, and c) that my experience with all most all students for the last 10 years is that have bad habits for evidence because of misunderstandings, not bad character or bad brains. Being smart is never enough—you need good habits to use with your smart brain. Habits can be fixed. You can choose your habits to match the future you want.

 

 

If you want more on these things, click here.

http://www.cjbibus.com/Good_Habits_for_Evidence_InstructorsExperienceAsALearner.htm

 

 

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Essential Background—What Comparing Their Sources with Students’ Work Shows Researchers (and Your Instructor)

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:

1.     The Citation Project – 20 researchers, 164 papers from “first year composition classes,” and 1,832 citations

2.    “Plagiarism in the Internet Age” – and how these methods mean students are never doing more than quoting or repeating 1 sentence at a time

3.    Surveys of students from Spring 2011 on whether they need to be factually accurate when writing about history

 

 

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 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

 

 

 

x

Show row of table

 

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Essential Background—What Comparing Their Sources with Students’ Work Shows Researchers (and Your Instructor)

Your sources are where you get your evidence for what you figure out and what you write and say about reality (such as history, biology, technology, and business). In your future, the people who evaluate what you write and say will all be experts in their fields. Upper level professors who might give you a reference if you excel will be experts; your bosses will be experts. They will know if you are faking understanding or, if they can’t be sure, they will ask you for proof in a source they consider reliable. Comparing your work with the source shows everything about the evidence—and your work.

I grade students’ written assignments by comparing side by side what you wrote with the source you were to read.  Click if you want to see:
A visual example of how I grade

How

How grading with a source

The rest of this page introduces some research done by comparing students’ work with their sources and some student surveys that indicate that many students are confused about evidence. You may or may not be one of them. I cannot look at your Banner ID or your faces and guess who already knows the 5 Good Habits for Evidence. You can, however, use this link to find out about yourself.

 

Research that compares students’ work with their sources shows many students do not understand the basics of evidence:

1.     91% of examples showed that students did not understand the basics of evidence.
The Citation Project
– 20 researchers, 164 papers from “first year composition classes” in many types of institutions in 12 states, and 1,832 citations


If You Want More: For a short summary of the Citation Project, click here. For a link to an article on the Citation project in 2011, click The Citation Project

http://www.cjbibus.com/Getting_Started_Good_Habits_for_Evidence_SummaryOnCitationProject.htm

https://www.insidehighered.com/news/2011/04/11/study_of_first_year_students_research_papers_finds_little_evidence_they_understand_sources#ixzz36IqHvSyT

 

2.    All of the papers (18 of 18) in a “research writing course” for sophomores at a “well-regarded college” showed they did not understand the basic Good Habit of Evidence that you must read and understand the whole to write about it. You can’t figure something out if all you do is copy sentences.
Quotation from the Article Explaining This 2007 Research: The students “worked at the sentence level only, selecting and replicating isolated sentences and weaving them into their arguments.… A writer who works only at the sentence level must always quote or paraphrase.“ [bold added]

 

If You Want More: For a link to an article referring to this 2007 research, click “Plagiarism in the Internet Age.”  It is covered in the section entitled “Teach Summarizing.” Their use of the term summarizing requires a minimum reduction in words of 50%.

http://www.ascd.org/publications/educational-leadership/mar09/vol66/num06/Plagiarism-in-the-Internet-Age.aspx

Related information comes from students’ statements in surveys collected in my classes since Spring 2011. Year by year, students responses usually showed over 60% did not know prior to the feedback in the class that they needed to be factually accurate and complete when writing about history.

If You Want More: For a link to a table showing the survey results, click Surveys of students from Spring 2011 on whether they need to be factually accurate when writing about history

http://www.cjbibus.com/STCT_Am_Exp_quantitiesNOTrealizingPriorToFeedback_Samples.htm

 

 

4.      

5.     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)

6.     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:

3.    The Citation Project “Plagiarism in the Internet Age” – and how these methods mean students are never doing more than quoting or repeating 1 sentence at a time

Surveys of students from Spring 2011 on whether they need to be factually accurate when writing about history

What went to the summary for the citation project

4.    Statement about the “stunning part” of the research:
91 percent [of the 1, 832 citations] are citations to material that isn't composing,” said Jamieson [one of the two main authors of the study]. “They don't digest the ideas in the material cited and put it in their own words.”
The researchers defined successful citation (the 9 percent) as showing “true understanding of a large portion, if not the entirety, of the original text.” Successful citation (only 9%) showed that students “restated in their own terms the source material and compressed by at least 50 percent the main points of at least three consecutive sentences.”

Instead, 91% of these students plagiarized, did “patchwriting,”[1] or pharaphrased so poorly that it showed “comprehension of a small portion, perhaps a sentence, of the source material.”

 

 

 

 

 

citation

I Age

STCT

 

Blocks of text to be highlighted

 

x

 

 

7.   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 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

 

 

 

x

Show 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?

What Do Students Write?

You write simply, briefly, and accurately—nothing fancy. You write comparisons that require you to examine how history changed from the beginning of a major time period to its end. It helps you learn history. Comparisons are a ractical assignment that also helps you practice skills needed in every part of your life, including personal decision making.

 

If You Want More: If you want to see the section of the syllabus that covers Comparisons, click here.

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.

 

  1. Introductory tasks for Getting Started – 20 points for tasks in the first week. It is required to see Comparisons..
    This assignment introduces the Good Habits for Evidence, including how to earn separate points for those habits. You use the link, write answers to questions and a short reflection, and submit in the Turnitin assignment in that folder.

 

  1. Introductory Comparison on History Changes @ 20 points (with 10 additional points for following Good Habits for Evidence) – It is required to do any other Comparisons. If you earn the 10 points for Good Habits for Evidence, you also earn 20 extra credit points. (See the syllabus for extra credit for How You Work.)
    This assignment lets you practice using Good Habits for Evidence and doing a Comparison with few points at risk:
    * If you are successful in following the Good Habits for Evidence, you earn
    10 + 20 points.
    * If you were not successful, you use the feedback provided for the Practice Comparison not only to find out why before you do the 50-point Comparisons, but also before you can see the other Comparisons. (I’m glad to help you.)

 

With the last 3 Comparisons, notice how the value of the Good Habits for Evidence increases from 10 to 20 to 30.

  1. Unit 1 Comparison @ 50 points (with 10 additional points for following Good Habits for Evidence)
  2. Unit 2 Comparison  @ 50 points (with 20 additional points for following Good Habits for Evidence)
  3. Major Comparison (covering Unit 1 and 2) @ 50 points (with 30 additional points for following Good Habits for Evidence)

Why the Key to a High Grade is Following the Good Habits for Evidence as Early as Possible: An Example of Strategy

Let’s talk about an example of strategy. If you are like many students and are very uncomfortable about writing or you are used to writing papers about your opinion, you probably noticed that the History Department requires a minimum of 25% writing and you may be concerned because you want to earn a B.

 

The key to earning a B is to follow the Good Habits for Evidence as early as possible.

 

Example 1: Look at the points possible by successfully following the 5 Good Habits for Evidence on that Practice Comparison—even if you make the lowest C (14) on its 20 points:

 14 Do the Practice Comparison carefully so you follow the 5 Good Habits for Evidence and so you make at least a C (14 out of 20)

 10 For the separate grade for following the 5 Good Habits for Evidence

 20 For the extra credit for following the 5 Good Habits for Evidence

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44 points

Example 2: Look at the points possible by successfully following the 5 Good Habits for Evidence on the other Comparisons—even if you make the lowest C (35) on its 50 points:

 35 Do the Unit 1 Comparison carefully so you follow the 5 Good Habits for Evidence and so you make at least a C (35 out of 50)

 10 For Unit 1’s separate grade for following the 5 Good Habits for Evidence

 35 Do the Unit 2 Comparison carefully so you follow the 5 Good Habits for Evidence and so you make at least a C (35 out of 50)

 20 For Unit 2’s separate grade for following the 5 Good Habits for Evidence

 35 Do the Major Comparison carefully so you follow the 5 Good Habits for Evidence and so you make at least a C (35 out of 50)

 30 For Major Comparison’s separate grade for following the 5 Good Habits for Evidence

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165

 

It is not a promise, but what I have seen over the years is that students who start practicing the Good Habits for Evidence also start improving with each writing assignment from the lowest C to the highest A.

 

SAVE Even being perfect at quizzes and objective tests, would only give 710 points—a C.

 

If you still want a B (a minimum of 795 points), you could do this:

  10 Be perfect about the Getting Started for 10 points

  20 Try to use this link not just for the 20 points but also to figure out what you know and don’t know about the Good Habits for Evidence

700 Be perfect about the objective work for 700 (quizzes and exams), but don’t just memorize but instead read and figure things out using the Working Groups

 21 Work actively in the Working Groups for each Unit (10 points each) so you make at least a C on each one (7 + 7 + 7 = 21 out of 30)

 14 Do the Practice Comparison carefully so you follow the 5 Good Habits for Evidence and so you make at least a C (14 out of 20)

 10 For the separate grade for following the 5 Good Habits for Evidence

 20 For the extra credit for following the 5 Good Habits for Evidence

 18 Extra credit points (2 each for making a 9 or 10 on each of the 9 quizzes by the date in the Course Schedule

----

813 Total –but it is not wise to plan on being perfect on the objective work

 

 

 


With the last 3 Comparisons,
notice how the value of the Good Habits for Evidence increases from 10 to 20 to 30.

  1. Unit 1 Comparison (1860s-1900) @ 50 points (with 10 additional points for following Good Habits for Evidence)
  2. Unit 2 Comparison (1900-1940) @ 50 points (with 20 additional points for following Good Habits for Evidence)
  3. Major Comparison (1860s-1940, covering Unit 1 and 2) @ 50 points (with 30 additional points for following Good Habits for Evidence)

Feedback on the and If You Do Not Follow the 5 Good Habits for Evidence on 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?

In syllabus dl students,

Comparisons and the Good Habits for Evidence and What a Temporary Grade of 1.11 Means:

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.

 

 

Save Section on 1.11 bitAdditional 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.

 

 

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What are the 5 Good Habits for Evidence?

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:

  1. The textbook chosen by the History Department
  2. The sources provided within our Course Website.

 

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”[2]

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

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:

http://www.wcjc.edu/

 

 



[1]“Patchwriting” is also called “half-copy” plagiarism. The quoted terms are explained on page 746 in the ninth edition of The Bedford Handbook by Diana Hacker and Nancy Sommers.

[2] The quoted terms are explained on page 746 in the ninth edition of The Bedford Handbook by Diana Hacker and Nancy Sommers.