Cite Specific: Analyzing Endnotes to Teach Historical Methods – an interesting exercise by Roxanne Panchasi.
It all started with a desire to have a different kind of conversation with my students about citation, one that wouldn’t be consumed by the details of formatting or the penalties for plagiarism. These are important things, of course, and I try to address them in every syllabus and assignment outline that I put together. You know the section I mean: the clear statement of expectations, the links to resources and policies online, the striking of that balance between helpful guidance and stern warning. But you’ve probably also experienced that section’s shortcomings—or at least wondered if anyone was paying attention as you explained it—when unattributed information showed up in final papers. To provide an alternative that actually works, I’ve developed an in-class exercise called “Xtreme Endnotes,” which I use at the beginning of every historical methods course that I teach.