Tip: Read over the table of contents below. Notice that there is an equivalent set of information for Your Paper and the Peer Reviews and then the Reply. For each Part:
1. Do the work for the 1st Part following the information in order.
2.
When it is time to do the next Part (whether the 2nd Part or the 3rd Part),
come back to these instructions for
that Part.
Caution: When the instructions say Required or Requirements (including for the Subject Line and the way you insert your words), it is not a choice. The requirements
determine your grade in a public
discussion so that other students can tell quickly
what you are doing.
3. If you need help, ask. I am glad to help each of you face to face or by phone (and with us both having Blackboard open it is as good as face to face).
Clickable Table of Contents:
Tip: How the 3-Part Writing Can Help You
Caution: Some of the Parts Stay Open
Longer Than 11:59 PM
What
Does Your Instructor Recommend As a Method to Do This Assignment?
What
Are Requirements for Citation for
Your Paper that you post?
What
Is Essential Background for Success with These Primaries?
What
Does Your Instructor Recommend As a Method to Do This Assignment and What Are
Its Requirements?
What
Is the Rubric Used to Measure Your Replies to the 2 Peer Reviews of Your Papers
Resources
Available as Links on This Webpage
If You
Want to Know MORE about Why We Use These Shortened Citations
Brain
Trick for Quoting and Avoiding Quotation Humiliation
To repeat the syllabus, the 3-Part Writing lets you look at
the same content (what you have to learn) and use the same focus on evidence
(what you have to do with evidence) in 3 assignments—a paper, 2 peer reviews,
and a reply to those peer reviews. Instead of 3 sets of content with your
starting over with each assignment, you have 1
set of content and 3 experiences with the same content and you can start to
understand how to work with evidence. One student expressed
this very well at the end of her class: “I figured out how you were trying to
help us.”
Blackboard has several types of discussion. One requires that you make an initial post before you can see other’s posts. The discussion for Your Paper 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 need to work in the folder with the instructions and the primaries.
For the timing and the reason, see the List of Due Dates.
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 question below in What Are Essential into your word processor file and add a blank line between each paragraph, with 3 short paragraphs being typical (with each paragraph covering a major issue you believe answers the questions). 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. Tip about the word-processor: You can use any word processor that you have been able to use to compose a Learning Discussion and then copy and paste it into the posting. You also need to 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 3-Part Writing Assignment. 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.
The rows below are not optional. Everything covered is required unless specifically labeled as if or not needed.
Question to Answer |
Background of the
question: Question you
answer: FYI: You have to reveal that you understand this fully, including the context of the time the document was written. As a great professor explained, “You must understand everything; you do not have to write everything. To teach honorably, you must select carefully what you teach.” |
Sources to Use – Required Textbook Pages and 3 Required Primaries |
In the textbook, use the required textbook pages for each required primary: · 187 on the Monroe Doctrine · 468 on Theodore Roosevelt’s Corollary to the Monroe Doctrine and his own behavior toward Latin American neighbors · Tip: You do not need to include this page in your paper. If needed to avoid your own assumptions that TR is the only one acting this way, then read 498 on Woodrow Wilson and his actions in the context of the Corollary and his own behavior toward Latin American neighbors. · 571-572 on Franklin D. Roosevelt’s good neighbor policy. Tip: The term was used first by Herbert Hoover, but it is more frequently associated with FDR. Read, use, and cite each of the 3 primary sources in the folder under the next heading. To help you focus on the documents and in less time, the file is color-coded with yellow to help you find essential text. Use only the yellow-highlighted sections. Use no other pages or sources–and certainly not your memory. |
Citation |
Covered under the heading below, but you are required to use the exact citation given below. |
Format |
Please do not try to do format within the Discussion Tool. The only format that works successfully is a blank line between paragraphs and perhaps italic or bold for a word if grammatically correct to do that italic or bold. |
Length |
400 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 - This is part of the grade. |
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 |
Chicago Manual of Style is the method used in history. Endnotes or footnotes make citation always available but not intrusive in the text because you only show the number of the endnote in the text. The problem is that endnotes are confusing in the discussion postings. To keep the citations unobtrusive but clear, do these very brief citations:
What You Want to
Cite |
Example of How You
Would Cite |
If the fact is from the textbook The Brief American Pageant |
If your fact is from page 571 of the textbook, then
immediately after your fact you write: |
If the fact is the Monroe Doctrine (1823) |
If your fact is from this printable webpage, then notice
the page number. If your fact is from the second page of the source, then
immediately after your fact you write: |
If the fact is from Theodore Roosevelt’s Corollary to the Monroe Doctrine |
If your fact is from this printable webpage, then notice
the page number. If your fact is from the second page of the source, then
immediately after your fact you write: |
If the fact is from Franklin Delano Roosevelt’s speech on the Good Neighbor policy |
Since this is a multiple page webpage, click Print or an
equivalent command and your computer will show you its approximate page
number. If your fact is from the second page of that source, then immediately
after your fact you write: |
Click here If You Want to Know MORE about Why We Use These Shortened Citations (This link goes to the bottom of this webpage.)
Let go of your biases and assumptions.
Tip: If you never looked at the links about these links when you did your Syllabus & Success Assignment, 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.”
Click here for an explanation of the rubric and your reply to the instructor's rubric. (This is also available in several parts of the course including in Evidence Quiz 4.)
For this assignment, I email my graded rubric to you and your marked paper. After you reply to my feedback, I enter the grade at My Grades. The point value is @ 50 points for content and @ 50 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. In today’s world, we all have to learn to be experts about something. 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 2. If you post after
the 2nd person has already posted, yours will not be counted and you
will have to do another. Tip: Because of the 2 maximum limit, it is probably
safest to choose one that no one has
reviewed yet.
Look at the rubric before you start work and notice that you only earn 1.11 points for saying “good job, I enjoyed it.”
Use part of the same method that you used with your own paper:
1. 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.
2. 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).
3. You evaluate the other student’s paper on the same Requirements you followed for sources, questions, format, length, and punctuation.
4. When you are sure you are accurate, return to the discussion. 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- This is part of the grade. |
1. Click on the paper posted by a student. (Choose 1 that has not been reviewed or a least has only 1 review.) 2.
Click Quote
to create a reply that has the student’s writing in the message area. 3.
Change the Subject Line to this: Example: if your name is Ana Joy, your Subject Line is Caution: Notice that Subject Line. Feedback is about historical content and the 5 Good Habits for Evidence, not about grammar or punctuation or your view of style. 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 [ ·
Make 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 @ 25 points for content and @ 25 points for following all 5 Good
Habits for Evidence—or a total of 100 points
Merriam-Webster Online defines a reply
as “a thorough response to all issues, points, or questions raised.”
(URL: Click https://www.merriam-webster.com/dictionary/reply)
Look at the rubric before you start work and notice that you only earn 1.11 points for saying “thank you for your help.” Saying thank you is appropriate, but you also have to show that you paid attention to any evidence the peer reviewer gave:
· About your content
· About your following the Good Habits for Evidence
Use part of the same method that you used with your own paper:
1. You have a print of your own paper and either mark on it every place that the peer reviewer wrote something or print the peer reviewer’s post.
2. Compare each place the reviewer said something with what you actually said and what the source for that place said. 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.
3. Do the steps above with the 2nd peer review of your work.
4. When you are sure you are accurate, return to the discussion. 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- This is part of the grade. |
1. Click on the peer 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 your paper with a peer reviewer’s comments, insert your Reply at the spot where you want to respond to the peer reviewer’s feedback by doing these thing: · Make a blank line. ·
Type an opening square bracket [ and then the
word REPLY: ·
Make another blank line |
Example: If the person who peer
reviewed your paper said your citation of page 513 should have been 519, but
you double-checked and the fact you were using does start on 513 and 519 is something
different than what you were saying. In that case, you could write just below
what the peer reviewer wrote: |
Click here for the rubric used to measure the 2 Replies.
The rubric for the Replies was created within Blackboard’s Rubric tool as was the Rubric for Peer Reviews. There is 1 rubric per discussion so I email you a URL to the Rubric for Replies and provide a small table in the email that shows you which parts of the rubric I would have marked.
Since this is in the crowded rush ending the semester, I also enter the grades for the Replies without waiting for you to say you read the feedback. Certainly, if you have questions, I will be glad to provide details.
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.
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. 2003-2018 |
WCJC Department: |
History – Dr. Bibus |
Contact Information: |
281.239.1577 or bibusc@wcjc.edu
|
Last Updated: |
2018 |
WCJC Home: |