The first
column shows the types of errors that have become common. The second shows the
student’s submission—they sound good until
you compare. The third and fourth columns add the same color coding,
underlining, and bolding to both what the student submitted and what the
original source said:
§
Underlining = words that are the same in the student’s work and
the source
§
Bold = where key words to compare are
within a color
§
Orange
= where the source says something other than what the student wrote or where
the student seems to have ignored what the source said
§
Other
colors = where the student was probably looking when the student wrote the words,
such as the blue in the third and
fourth columns of the first row.
The 3 Common Types of Errors |
What the Student Thought Was Worth
Points |
Color-Coding and Underlining to Help You Compare |
|
What the Student Submitted |
What the Original Source Material
Said |
||
Detailed
description of things that do not exist—but cites a page |
Around
1867, after the war, the government started to cut back prices on
agricultural goods to benefit the economy. Of course, this only worsened
farmers’ incomes. Since most farmers already owed money to the government for
land and equipment, this only worsened their chances of ever flourishing.
Thankfully, the “Patrons of Husbandry, also known as the Grange,” began
gathering farmers to protest. (p. 481) |
Around
1867, after the war, the government started to cut back prices on agricultural goods to benefit the
economy. Of course, this only worsened farmers’ incomes. Since most farmers already owed money to the government for land
and equipment, this only worsened their chances of ever
flourishing. Thankfully, the “Patrons of Husbandry, also known as the
Grange,” began gathering farmers
to protest. (p. 481) |
You can find a few of the words,
but you can’t find the meaning. p. 481
Discontent also flared in the farm belt. The
price of wheat stood at $1.16 a bushel in 1873; it dropped to 95 cents a
bushel a year later. . . . The changes meant substantial drops in farm
income. As a result, farmers’ land-and-equipment-related debts posed an even greater burden. Faced with the economic
power of the railroads and grain merchants,
the farmer, said one newspaper, was alone, “confronting organized and
well-equipped enemies.” The
Patrons of Husbandry, also known as the Grange, led
the farm protests. |
Statements
about one subject but the source is about another subject—and cites a page |
In the
workforce, due to the fact that “[m]anufacturing capacity in the South grew
between 1870 and 1900,” African Americans were forced to take the more
undesirable labor intensive jobs. (p. 514) |
In the
workforce, due to the fact that “[m]anufacturing capacity in the South
grew between 1870 and 1900,” African Americans were forced to take
the more undesirable labor intensive jobs. (p. 514) |
p. 514
The Industrial South Manufacturing
capacity in the South grew between 1870 and 1900. In the major cotton producing
states of South Carolina, Georgia, Alabama, Mississippi, and Louisiana,
capital invested in manufacturing increased about 10-fold . . . . The South
became more mechanized in the 1880s. One of the key industries where that
occurred was in tobacco and the production of cigarettes. In this image from
Harper’s Weekly, a Richmond cigarette factory is shown in various stages of
production. Note the presence of women engaged in rolling cigarettes. Soon machines
would take over that task.
[This is a caption under an illustration on the page, one that shows a
factory in the South whose workers are white women. There is no reference to African Americans on the
page.] |
Statements
that are false—and cites a page that says the opposite and shows the context
for why it is the opposite |
The first
step in the black’s journey to freedom was an official declaration of their freedom.
Lincoln drafted the Emancipation Proclamation, calling for an end to slavery
in the United States. (p. 427) |
The first
step in the black’s journey to freedom was an official declaration of their
freedom. Lincoln drafted the Emancipation Proclamation, calling for an end
to slavery in the United States. (p. 427) |
You can’t find the same location
for where the Proclamation applied, and you can’t find that this student
noticed the source at all. p. 427 In
the wake of Antietam, enough of a victory to call a victory, Lincoln
announced the end of slavery in
all areas held by the Confederacy by January 1. Denounced throughout the South and in much of the
North as well, Lincoln tried to strike a death blow against the surprisingly strong enemy. He knew as well
as anyone, however, that without victories
on the battlefield nothing else would matter. |
For
information or problems with this link, please email using the email address
below.
WCJC Department: |
History – Dr. Bibus |
Contact Information: |
281.239.1577 or bibusc@wcjc.edu |
Last Updated: |
2012 -06/04 |
WCJC Home: |