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Extra Credit Term Paper Option | Extra Credit "Lecture" Option |
Handing in Extra Credit Papers | On-Line Writing Assistance |
You may earn extra credit by . . .
You may do one extra credit term paper and / or one extra credit "lecture" option. |
Papers are Due to your Moodle folder
Extra Credit papers are due to your folder on Thursday, 28 June 2012
MLA Sample Papers |
Extra Credit papers are due to your folder on Thursday, 28 June 2012 This is basically an introductory course in which we will cover a broad spectrum of topics in a limited manner. Extra credit term papers allow you to cover one or two of those topics in a more comprehensive fashion. You may write on any topic related to this course, but your paper must reflect work and include materials not considered a normal part of this course. Extra credit work should be more comprehsive and detailed than the Case Study. Essentially the extra credit paper should be a "normal" term paper. In Cultural Anthropology extra credit term papers usually run 8 - 12 pages, including a separate title page and a separate "Works Cited" or "References" page. Your paper(s) should be on SOME OTHER TOPIC than your case study focus. You may choose anything discussed in the lectures or the text other than the case study topic(s). If you have not had a lot of experience writing term papers, this option provides an excellent opportunity to develop your writing skills. It also usually results in a higher grade for the course. Extra credit term papers can earn up to 100 points -- if they are turned in on time (ca. 9%) . For example . . .
Extra credit term papers:
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Extra Credit, Lecture Option
Public lectures are often given at the Depot in Duluth, at the Art Institute, at the Fairlawn Mansion and Museum in Superior, and on the college campuses in the Twin Ports area. You can receive extra credit by attending a public lecture relating to Cultural Anthropology, and writing up a brief paper on the event. Qualifying lectures will be announced in class and on your personal e-mail account. And if you see a lecture that you think might qualify, ask about it. A public lecture summary paper should contain at least two parts:
Lecture Option Papers:
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This course is governed by the . . .
University of Minnesota Duluth Student Academic Integrity Policy Use of AI-content generators for assignments in this class When I taught Advanced Writing for the Social Sciences here at UMD, for over twenty-five years, my rule of thumb advice to students was to plan to spend 60% or more of their time and effort revising drafts (for academic type writing). In 2001 Wikipedia appeared on the scene and very quickly became a useful tool as a starting point for many academic projects even though as an open-source resource the Wikipedia entries are not checked and verified in the same manner as other traditional reference materials. Spelling and grammar checkers arrived on the general scene and helped with spelling and grammar checking, but, as you no doubt have discovered, they continue to require human editing. And, of course, before that we had a selection of excellent Encyclopedia offering good starting points for many projects, the most popular being The Encyclopedia Brittanica. And long before that there were libraries--since at least the days of Alexandria in Egypt, in the third century B.C. The bottom line . . .
Today the evolution of research resources and aids continues with the relatively rapid appearance of ChatGPT and other automated content generators. As many folks have already found out, they can be very useful as starting points, much like their predecessors. But, from the academic point of view, they are still only starting points.
Professors nationwide are for the most part advised, and even encouraged, to experiment with the potentials of ChatGPT and similar apps. In this class it is fine to experiment, with the caveat that all of your written academic work demonstrates that your personal efforts—including content development and revision—reflect your personal originality, exploration, analysis, explanation, integrating and synthesizing of ideas, organizational skills, evaluation, and overall learning and critical thinking efforts. That is to say you may experiment with the AI tool to do tasks such as e.g, brainstorming, narrowing topics, writing first drafts, editing text, and the like. AI-generated works should in no case be more than that. In the end you need to become familiar enough with the various subjects, peoples, and places discussed in this class to research a topic and problem-solve on your own, and carry on an intelligent conversation about them in modern-day society . . . a conversation that goes byond your voicing an unsupported opinion. USEFUL LINKS FOR MORE INFORMATION: From Jill Jenson, Director of the Academic Writing & Learning Center For the record, what follows is the official UMD Academic Integrity Policy. Note that "unless otherwise noted by the faculty
member" this is the default policy. "UMD’s Academic Integrity policy covers any work done by automated content generators such as ChatGPT or other generative artificial intelligence tools unless otherwise noted by the faculty
member. These tools present new challenges and opportunities."
and the UMD Student Conduct Code The instructor will enforce and students are expected to follow the University's Student Conduct Code [http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.html]. Appropriate classroom conduct promotes an environment of academic achievement and integrity. Disruptive classroom behavior that substantially or repeatedly interrupts either the instructor's ability to teach, or student learning, is prohibited. Disruptive behavior includes inappropriate use of technology in the classroom. Examples include ringing cell phones, text-messaging, watching videos, playing computer games, doing email, or surfing the Internet on your computer instead of note-taking or other instructor-sanctioned activities." — UMD Educational Policy Committee, Jill Jensen, Chair (08/16/2007) Instructor and Student Responsibilities Policy AVISO! Failure to comply with the above codes and standards when submitting an Extra Credit paper will result in a penalty commensurate with the lapse, up to and including an F final grade for the course, and, at a minimum, a reduction in total points no fewer than the points available for the Extra Credit project. The penalty will not simply be a zero for the project, and the incident will be reported to the UMD Academic Integrity Officer in the Office of Student and Community Standards.
A Note on "Cutting and Pasting" without the Use of Quotation Marks If you use others' words and/or works you MUST so indicate that with the use of quotation marks. Failure to use quotation marks to indicate that the materials are not of your authorship constitutes plagiarism—even if you have a citation to the source elsewhere in your paper/work. Patterned failure to so indicate that the materials are not of your own authorship will result in an F grade for the course. Other instances of improper attribution will result in a 0 (zero) for the assignment (or a reduction in points equal to the value of an Extra Credit paper), and a reduction of one grade in the final grade of the course. All incidents will be reported to the UMD Academic Integrity Officer in the Office of Student and Community Standards as is required by University Policy. |
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