Tip: Read over the table of contents below. Notice that there is an equivalent set of information for the 1st Primary Writing and the Peer Reviews. Do the 1st Primary Writing following the information in order; then come back to these instructions to do the Peer Reviews. If you need help, ask.
1st
Primary Writing—Method, Requirements, Citation, Background, Rubric, and Grading
(40 Points)
What
Does Your Instructor Recommend As a Method to Do This Assignment?
What
Are Essential Requirements from Sources to Maximum Length to the Subject Line
of Your Post?
What
Are Requirements for Citation for Your 1st Primary Writing?
What
Is Essential Background for Success with This Primary?
2
Peer Reviews—Definition, Method, Requirements, Rubric, and Grading (40 Points)
What
Does Your Instructor Recommend As a Method to Do This Assignment and What Are
Its Requirements?
Resources
Available as Links on This Webpage
If
You Want to Know Why We Use These Shortened Citations
Brain
Trick for Quoting and Avoiding Quotation Humiliation
Blackboard has several types of discussion. One requires that you make an initial post before you can see other’s posts. The discussion for the 1st Primary Writing is that kind of posting.
You must 1st post your paper before you can see other students’ papers. That means you want to write that paper as carefully as possible and that means you need to work in Blackboard in Writing with Primaries. The fastest way to get there is by clicking on Writing with Primaries on the Course Menu. (You can also find it at the bottom of Lesson Units.)
Read and plan carefully, being sure to record the exact page numbers as you plan so you can cite following the citation instructions in this link. Copy the questions below into your word processor file and add a blank line between each question. Type your answers and use the word processor’s word count feature to be sure you are within the maximum word count. Also run spell and grammar checking.
Print it and proof it. To proof means to compare side by side your paper and your source to be sure page numbers and facts and names and quotations and everything is correct.
When you are sure you are accurate, create a post in the 1st Primary Writing discussion. Then copy and paste your file into it. Tip: If you do not know how to post in a discussion, use Blackboard’s instructions. You can find Blackboard videos in a folder in Useful Web Links at the bottom of the Course Menu.
Sources to Use |
In 1st Primary Writing in Blackboard, the Requerimiento of 1510 In the textbook, 27-30 (and no other pages in the textbook) Use no other pages or sources–and certainly not your memory. |
Questions to Answer |
1. What are the two choices the Spanish say the Native Americans have? 2. Why do they believe they have a right to require one of the two choices? 3. In the years covered in Chapter 1 in pages 27-30, what were the actual results of Spanish rule on Native Americans? |
Citation |
Covered under the heading below. |
Format |
Do not try to do format within the Discussion Tool. The only format that works successfully is a blank line between paragraphs for each questions |
Length |
300 words absolute maximum – Less is better. |
Punctuation |
Make sure it is accurate, especially if you are quoting something. Keep it simple by using this Brain Trick (This link goes to the bottom of this webpage.) |
Subject Line of Your Post |
Click Create Thread
in the discussion to create a post with this subject line: Example: if your name is Ana Joy, your subject line is |
Do not use lengthy citation statements within parentheses () as is done with MLA. You are trying to teach history accurately to someone like yourself. You are not collecting research and quoting from it. You all have the same sources and so you do not want to get a lot of words get between you and your fellow students. Do these things for this writing assignment:
What You Want to
Cite |
Example of How You
Would Cite |
If the fact is from T]the Requerimiento of 1510 |
If your fact is from page 1 of the Requerimiento, then immediately after your fact you write: (Requerimiento, p. 1) |
If the fact is from the textbook, the Essentials edition |
If your fact is from page 30 of the textbook, then immediately after your fact you write: (Essentials, p. 30) |
If the fact is from the your colleagues’ postings from Merriam-Webster’s Online Dictionary |
If your fact is about the meaning of slavery stated in Merriam-Webster, then immediately after the word slavery you write: (Merriam-Webster) |
If the fact is from the your instructor’s dictionary collection with the primary |
If your fact is about the meaning of slavery stated in your instructor’s collection, then immediately after the word slavery you write: (Instructor collection) |
Click here If You Want to Know Why We Use These Shortened Citations (This link goes to the bottom of this webpage.)
· You need to know what occurred before the Requerimiento of 1510. In the 1490s to avoid conflicts between two Catholic kingdoms, the pope had—to simplify—divided the “non-Christian world” between Spain and Portugal. The line cut through Brazil. Spain received all of the west (except for Brazil); Portugal, all of the east. (Essentials, p. 20). That’s the “donation” referred to in the primary (Requerimiento, p. 1). Historians refer to this division of the land as the Treaty of Tordesillas or the Line of Demarcation.
·
You need to know that this document from 1510
was the monarchy’s explanation to the native peoples of the Americans and
Spanish officials were required to read
this document to native peoples when the Spanish arrived.
At that time, Spain and the rest of Western Europe is feudal (feudalism) and
only beginning to have nation states.
The Spanish and most of the other invaders will try to establish feudalism in
the Americas. Look up those 2 bolded words in the instructor’s collection of
terms and read this link to notice what it was like the so-called Middle Ages: Why you need to recognize prior eras.
· You need to be absolutely sure that understand the words servant, slave, and subject. Use the Collaboration for Unit 1 and your instructor’s definitions. To help you realize whether you understand those words, there is a self-test you can take with this primary. After you take the self-test, Blackboard shows you the same test, but you can take it unlimited times. Just make sure you know the meanings (and not just how to click).
· Once again use the link Why you need to recognize prior eras to realize that these people are different from most (but not all) of the people who live in your era of the 2000s:
o They are fine with going to war to suppress another nation’s religion or keep their own religion.
o They are fine with feudalism and—like the Romans—conquering another nation and taking over all of their resources and their people either as subjects (if they accept conquering) or as potential slaves if they do not.
o They are fine about enslaving people. If you were a slave, you would get no pay but instead work for enough to survive another day and to avoid the owner’s violence against you.
Tip: If you never looked at the links about these links when you did your Course Plan, do it now. This link defines the words primary and secondary history or covers History Department’s requirements for all instructors. Save yourself from unnecessarily low grades by understanding these words and these realities.
What is a rubric? Merriam-Webster’s Online
Dictionary defines a rubric as “a guide listing
specific criteria for grading or scoring academic papers, projects, or tests.”
Frequently, rubrics are in a table:
· With rows for each criteria (such as this one with criteria for Reading FOR Evidence, Writing WITH Evidence, Following Directions for Evidence, and Mechanics)
· With columns for each grade level (such as this one with columns for “F” through “A.”
Some rubrics (like this one) are weighted so that some criteria are worth more points. This rubric has these weights:
· Reading FOR Evidence at 60% - At 60%, notice that you must read the required sources carefully.
· Writing WITH Evidence at 30%- At 30%, notice that you must use the required sources carefully.
· Following Directions FOR Evidence at 5%
· Mechanics (Language and Punctuation) at 5%
Click here for an explanation of the rubric and how to use it as a grader or as someone graded. (This is also available in several parts of the source.)
Caution: If your work is in the last two days, your points will be lower.
For this assignment, I email my graded rubric to you. After you reply to my feedback, I enter the grade at My Grades. The point value is @ 20 points for content and @ 20 points for following all 5 Good Habits for Evidence
Merriam-Webster
Online defines peer review as “a process by which something proposed
(as for research or publication) is evaluated
by a group of experts in the
appropriate field.”
In this course, you all can practice the skills needed to act like
expert—and to make decisions that protect yourself and to get and keep a good
job we all have to learn to be experts now. It is possible for you to think
like an expert in this course:
·
Because you must all
use the same sources
·
Because you all must
cite all statements
· You read the others’ original posts and chose the 1st post you want to review for content and for following all 5 Good Habits for Evidence. Caution: Do it thoroughly but choose quickly because the maximum number of countable replies to one person’s post is 3. If you post after the 3rd person has already posted, yours will not be counted and you will have to do another.
You read the others’ original posts and chose the 1st post you want to review for content and for following all 5 Good Habits for Evidence. Caution: Do it thoroughly but choose quickly because the maximum number of countable replies to one person’s post is 3. Tip: It is probably safest to choose one that no one has reviewed yet. If you post after the 3rd person has already posted, yours will not be counted and you will have to do another.
Use part of the same method that you used with your own paper. Print the other student’s paper and proof it. To proof means to compare side by side your paper and your source to be sure page numbers and facts and names and quotations and everything is correct. Mark anything that is incorrect that you need to include in your peer review and mark any good things (such as following a Good Habits for Evidence that the student has done as well).
You evaluate the other student’s paper on the same requirements you followed for sources, questions, format, length, and punctuation.
When you are sure you are accurate, return to the 1st Primary Writing that you plan to review. Tip: If you do not know how to reply in a discussion, use Blackboard’s instructions. You can find Blackboard videos in a folder in Useful Web Links at the bottom of the Course Menu.
Subject Line of Your Post |
1. Click on the paper posted by a student. (Choose 1 that has not been review or a least has only 1 review.) 2. Click Reply with a Quote to create a reply. 3.
Change the Subject line to this: Example: if your name is Ana Joy, your subject line is 4. In the student’s paper, insert your feedback at the spot where you want to give feedback by doing these thing: · Make a blank line. ·
Type an opening square bracket [ ·
Type another blank line |
Example: If your colleague in the class
cited page 30 for a statement, but you found that fact on 29, you could write
just below the citation for page 30 |
Click here for the rubric used to measure the 2 Peer Reviews.
You review 2 (and only 2) papers posted by other students only on these 2 things
1. Content (historical content as measured by what is supported by a specific page in our textbook or in resources provided by the instructor)
2. Evidence (use of evidence as measured by the 5 Good Habits for Evidence)
Caution: This rubric also says that you need to participate from the beginning. If your work is in the last two days, your points will be lower.
For your two replies of peer reviews, I enter the reviews in an overall Blackboard Discussion rubric. For each of the 2 peer reviews, the point value is @ 10 points for content and @ 10 points for following all 5 Good Habits for Evidence
The reasons are:
·
All of your written assignments are brief and
have a maximum word count. If you used traditional MLA citation which is
written inline (within your lines of
text), you would use up your word count much faster. You could end up with a
paper that says little but is full of lots of long citation.
·
History’s standard, the Chicago Manual of Style, provides rigorous citation, but not
inline. Instead, it uses endnotes (citation at the end of the paper) or
footnotes (citation at the bottom of the page) to provide citation.
In other words, citation is there but it
is not in the way of communication of the history. The citation is not written within your lines of text
because of how historians write about history.
· They are helping people understand the past.
·
That is your job in this course as well. Why?
When you try to help someone understand history, you start to understand it
yourself. If you want to understand something, try to teach it.
· In this class, you use these shortened citation format so that citation is as unobtrusive as possible.
Offer: With the paper you submit through Turnitin, you may try endnotes. If you want to try that, contact me and I will make examples visible to you and answer your questions about the mechanics of making them in Microsoft Word.
Click here for additional tips. (This tip is also available from the tutorial at the top of Evidence Requirements.)
This brain trick lets you be accurate but avoid learning those rules:
|
Copyright C. J.
Bibus, Ed.D. 2003-2017 |
WCJC Department: |
History – Dr. Bibus |
Contact Information: |
281.239.1577 or bibusc@wcjc.edu
|
Last Updated: |
2017 |
WCJC Home: |