Orientation to Good
Habits for Evidence
T--------------New
Page 1
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
Are the Resources to Help You with
What You Don’t Know
a. 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?
This is a copy of the Rubric for this course
b. How Do You Find Examples
and Tips That Match 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 successful
papers.
c. What Is Your
Instructor’s View of Helping Students? (A Student Example)
4.
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
--------------New Page 2 IF
go Video Route
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 |
|
||||
|
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 |
||
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x |
Show row of table |
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--------------New
Page 2 IF don’t go Video Route
Essential Background—What
Comparing Students’ Sources with Students’ Work Shows Your Instructor, Researchers,
and You
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 http://www.cjbibus.com/Getting_Started_FAQs_Evidence_How_the_Instructor_Grades_Your_WrittenAssignments.htm
How
grading with a source changes grading itself
http://www.cjbibus.com/1301_1302_Good_Habits_For_Evidence_Why_Required_Source_Changes_Grading_Why_Like_World_of_Work.htm
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. The
Self-Check is at the bottom of this page.
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
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
Quiz
Which
statement is true?
a.
The instructor grades your written assignments by comparing your evidence side
by side with the required source (the textbook and/or primaries if required for
the assignment) because it matches the requirements you will face in your
future.
b. Research comparing students’
evidence with the source shows that many students misunderstand the basic rules
for evidence.
c. Student surveys taken since Spring 2011 show that many students misunderstand such
things as factual accuracy is required with written assignments about history.
d.
You are the one who can determine if you need help to practice the Good Habits
for Evidence or if you already practice those habits.
e.
All statements are true.
If you missed this question, be sure to look at this page
again.
What went to the summary
for the citation project
3.
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.”
--------------New Page 3
Essential Background—What Do Students Write and How Is Starting Early
with the Good Habits for Evidence the Key to Ending the Course with a High Letter
Grade?
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 practical 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
goal for writing in this course, click here
http://www.cjbibus.com/1301_1302_Good_Habits_For_Evidence_What_Is the
Goal_For_Writing_in_This_Course.htm
·
The
section of the syllabus that covers Comparisons, click here. http://www.cjbibus.com/Syllabus_1301_1302_Section_in_Syllabus_on_Comparisons.htm
·
The
section of the syllabus on the grades, including the separate grade for the Good
Habits for Evidence, click here.
http://www.cjbibus.com/Syllabus_1301_1302_Section_in_Syllabus_on_Points_for_Comparisons.htm
Why the Key to a High Letter Grade at
the End of the Course Is Following the Good Habits for Evidence at the
Beginning of the Course: An Example of Strategy
The separate grade
for the Good Habits for Evidence is something I have been permitted to try by
the History Department as an attempt to help students develop stronger critical
thinking skills.
Let’s talk about an
example of strategy. If you are like many students and are very uncomfortable
about writing or you are only experienced in 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 at least a B.
In this course, 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
---
44 points although
you earned only a C (Think about it.)
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
---
165 points although
you earned only a low C (Think about it.)
It is not a promise,
but what I have seen over the years is that students
·
who
start practicing the Good Habits for Evidence do not make the mistakes that would
have resulted in an F
·
who keep practicing the Good
Habits for Evidence start improving with each writing assignment and raising
their grades, including to an A.
Quiz
The
key to a high letter grade at the end of the course is using the 5 Good Habits
for Evidence from the beginning.
a.
True
b. False
If
you missed this question, be sure to look at this page again. Please ask if you
still have a question.
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
--------------New Page 4
If You Need Help, What Is Your Instructor’s Attitude?
Feedback
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.
--------------New Page 4
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 to 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
--------------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, 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. You
can also see examples in the section of the Rubric with links to and at the links from
the “D” and “F” columns in the Rubric with Links.
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
--------------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”[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 11
Finding the Other Information that You Need—Including Talking to
Your Instructor
·
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
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 changes 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]“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.