How to Do the 3 Parts of the Writing Assignment

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. 2

Caution: Why Do You See No Postings in the Discussion for Your Paper and Where Can You See Everything You Need to Do Your Paper?. 2

Caution: Some of the Parts Stay Open Longer Than 11:59 PM... 2

Part 1: Your Paper --Method, Requirements, Citation, Background, Rubric, and Grading (100 Points – 50 for Content and 50 for the 5 Good Habits for Evidence). 2

What Does Your Instructor Recommend As a Method to Do This Assignment?. 2

What Are Essential Requirements from the Question to the Listed Textbook Pages to 3 Primaries to Maximum Length to the Subject Line of Your Post?. 2

What Are Requirements for Citation for Your Paper that you post?. 3

What Is Essential Background for Success with These Primaries?. 4

What Is the Rubric Used to Measure Your Content and Your Following the 5 Good Habits for Evidence and How Does It Work?. 4

How Does Grading Work?. 4

Part 2: 2 Peer Reviews—Definition, Method, Requirements, Rubric, and Grading (50 each so 25 for Content and 25 for the 5 Good Habits for Evidence for each one). 5

What’s a Peer Review?. 5

Revised with Yellow Section - What Does Your Instructor Recommend As a Method to Do This Assignment and What Are Its Requirements Including Subject Line?. 5

What Is the Rubric Used to Measure Your Peer Review of the Papers of 2 Other Students and Your Following the 5 Good Habits for Evidence. 6

How Does Grading Work?. 6

Part 3: Replies to Each of the 2 Peer Review(s)—Definition, Method, Requirements including Subject Line, and Grading (40 so 20 for Content and 20 for the 5 Good Habits for Evidence if one person reviewed your paper and 10 for Content and 10 for the 5 Good Habits for Evidence if you had 2 peer reviewers). 6

What’s a Reply?. 6

What Does Your Instructor Recommend As a Method to Do This Assignment and What Are Its Requirements?. 6

What Is the Rubric Used to Measure Your Replies to the 2 Peer Reviews of Your Papers. 7

How Does Grading Work?. 7

Resources Available as Links on This Webpage. 7

If You Want to Know MORE about Why We Use These Shortened Citations. 7

Brain Trick for Quoting and Avoiding Quotation Humiliation. 8

 

Tip:  How the 3-Part Writing Can Help You

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.”

Caution: Why Do You See No Postings in the Discussion for Your Paper and Where Can You See Everything You Need to Do Your Paper?

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.

Caution: Some of the Parts Stay Open Longer Than 11:59 PM

For the timing and the reason, see the List of Due Dates.

 

 

Part 1: Your Paper --Method, Requirements, Citation, Background, Rubric, and Grading (100 Points – 50 for Content and 50 for the 5 Good Habits for Evidence)

What Does Your Instructor Recommend As a Method to Do This Assignment?

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.

What Are Essential Requirements from the Question to the Listed Textbook Pages to 3 Primaries to Maximum Length to the Subject Line of Your Post?

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:
Both the Monroe Doctrine and Theodore Roosevelt’s Corollary to the Monroe Doctrine are one of 100 Milestone Documents at Our Documents. Although not a milestone document, Franklin Delano Roosevelt’s explanation of prior administrations and of his new approach shows another view.

Question you answer:
What does a freshman college history student need to know about America’s policy toward its neighbors as revealed by these three documents?

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 maximumLess 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:
Your Name – What Freshman College Students Need to Know about America’s Policy Toward Its Neighbors

Example: if your name is Ana Joy, your Subject Line is
Ana JoyWhat Freshman College Students Need to Know about America’s Policy Toward Its Neighbors

What Are Requirements for Citation for Your Paper that you post?

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:

(Pageant, 571)

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:

(Monroe, 2)

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:

(T. Roosevelt, 2)

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:

(F. Roosevelt, 2)

Click here If You Want to Know MORE about Why We Use These Shortened Citations (This link goes to the bottom of this webpage.)

What Is Essential Background for Success with These Primaries?

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 the Rubric Used to Measure Your Content and Your Following the 5 Good Habits for Evidence and How Does It Work?

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.)

How Does Grading Work?

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

 

 

Part 2: 2 Peer Reviews—Definition, Method, Requirements, Rubric, and Grading (50 each so 25 for Content and 25 for the 5 Good Habits for Evidence for each one)

What’s a Peer Review?

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.

Revised with Yellow Section - What Does Your Instructor Recommend As a Method to Do This Assignment and What Are Its Requirements Including Subject Line?

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.
Tip: On the left you see a Reply button and then a Quote button.
Click the Quote button.

3.       Change the Subject Line to this:
Your Name – My Feedback to Help Your Content and Evidence

Example: if your name is Ana Joy, your Subject Line is
Ana JoyMy Feedback to Help Your Content and Evidence

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 [
and then your feedback
and then a closing 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

[Page should be 29.]

 

What Is the Rubric Used to Measure Your Peer Review of the Papers of 2 Other Students and Your Following the 5 Good Habits for Evidence

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.

How Does Grading Work?

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

 

Part 3: Replies to Each of the 2 Peer Review(s)—Definition, Method, Requirements including Subject Line, and Grading (40 so 20 for Content and 20 for the 5 Good Habits for Evidence if one person reviewed your paper and 10 for Content and 10 for the 5 Good Habits for Evidence if you had 2 peer reviewers)

What’s a Reply?

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)

What Does Your Instructor Recommend As a Method to Do This Assignment and What Are Its Requirements?

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:
Your Name – My Reply to Your Peer Review

Example: if your name is Ana Joy, your Subject Line is
Ana JoyMy Reply to Your Peer Review

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:
and then whatever you need to say
and then a closing square bracket ].

·         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:

[REPLY: Hi, I did double-check and 513 is the page where this specific issue starts. Page 519 is about a later issue than what I was writing about.]

 

 

What Is the Rubric Used to Measure Your Replies to the 2 Peer Reviews of Your Papers

Click here for the rubric used to measure the 2 Replies.

How Does Grading Work?

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.

 

Resources Available as Links on This Webpage

 

If You Want to Know MORE about Why We Use These Shortened Citations

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.

Brain Trick for Quoting and Avoiding Quotation Humiliation

Click here for additional tips. (This tip is also available from the tutorial at the top of Evidence Requirements.)

The rules for showing what you have taken out (…) of the author’s words or put in ([ ]) are complex and for most of us they are not worth learning.

 

This brain trick lets you be accurate but avoid learning those rules:

  1. Choose 3 to 6 words to quote and change nothing (not an ing or an ed, not a comma, nothing) between the first and the last word.

  2. Put abefore the first word and a after the last word.

  3. Place those words with the “ ”within your sentence.

 

  1. If something sounds awkward about your sentences, then change your own words—the only words you have a right to change.

 

  1. Look at all of the words in the source. Be sure the meaning of the source remains in your quotation.

 

 

 

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:

http://www.wcjc.edu/