Post on 06-Sep-2014
description
Why plagiarize?
How we respond.
Building skills.
Strategies .
Turnitin.com
“ Students are not wedded to the
integrity of their own writing and
do not necessarily assume that
others are either.”
Blum, Susan (2009). Academic integrity and student plagiarism: A question of
education, not ethics. Chronicle of Higher Education 55(24), A35.
WHY DO STUDENTS PLAGIARIZE?
Focused on success,
achievement (Blum,
2009).
Blum, Susan (2009). Academic integrity and student plagiarism: A question of
education, not ethics. Chronicle of Higher Education 55(24), A35.
INSECURE ABOUT OWN WRITING ABILITY
“Cheat to
compete”
(Harris, 2012)
Harris, R. (2012, February 28). Anti-plagiarism strategies for research papers.
Virtualsalt. Retrieved from http://www.virtualsalt.com/antiplag.htm.
WHY DO STUDENTS PLAGIARIZE?
Skills deficient
ETHICAL INFORMATION USE
Unaware Intentional
Unethical Ethical
Unskilled Skilled
RESPONSES: APPEAL TO MORALITY
Honor codes
Academic integrity
Intellectual honesty
Blum, Susan (2009). Academic integrity and student plagiarism: A question of
education, not ethics. Chronicle of Higher Education 55(24), A35.
RESPONSES: FOLLOW THE LAW
Lengthy regulations
and procedures in
student handbook
Threats of failure,
expulsion
Blum, Susan (2009). Academic integrity and student plagiarism: A question of
education, not ethics. Chronicle of Higher Education 55(24), A35.
OR:
Academic integrity as a set of
skills to be learned
WHAT ARE THE SKILLS?
Recognize the need for
information.
WHAT ARE THE SKILLS?
State a research question,
problem or issue.
WHAT ARE THE SKILLS?
Determine information
requirements in various
disciplines for the research
questions, problems or
issues.
WHAT ARE THE SKILLS?
Use information technology
tools to locate and retrieve
relevant information.
WHAT ARE THE SKILLS?
Organize information.
WHAT ARE THE SKILLS?
Analyze and evaluate
information.
WHAT ARE THE SKILLS?
Communicate using a variety
of information resources and
technologies.
WHAT ARE THE SKILLS?
Understand the ethical and
legal issues surrounding
information and information
technology.
STRATEGIES TO ADDRESS PLAGIARISM
Introduce plagiarism as a focus of a unit (Karon, 2012)
A. Selected readings about plagiarism instructors as audience
B. Select and evaluate a paper from a paper mill.
C. Reflect on readings/experience
Paper mills with some free content:
http://www.coastal.edu/library/presentations/mills2.html
Karon, J. (2012). A positive solution for plagiarism. Chronicle of Higher
Education 54(4). Retrieved from http://chronicle.com/article/A-Positive-
Solution-for/134498/.
Addressing plagiarism: focus on both
writing and research as inquiry processes Wonder & Investigate
Formulate question
Gather & Evaluate
Information
Organize Draft and
get feedback
Revise
Reflect on process and
product
CREATE CHECKPOINTS TO OBSERVE AND
COACH STUDENTS’ PROGRESS Ask students for:
• A topic statement or description of a paper’s theme, a thesis statement.
• Early or working bibliography
• Notes (see Evernote, Diigo)
• Outline
• Three different openings for a paper (Rocklin, 1996)
• Other check-in points?
Rocklin, T. (1996). Downloadable term papers: What’s a prof to do? University of
Iowa Center for Teaching. Retrieved October 8, 2012, from
http://centeach.uiowa.edu/plagiarismRocklin.shtml.
CREATE ASSIGNMENTS THAT ARE DIFFICULT OR
IMPOSSIBLE TO PLAGIARIZE
--Connect the paper’s topic to one or more articles, stories or other readings from class (e.g., a recent reflective essay about nature and its connection to themes from a novel).
--Change the point of view or audience for the piece of writing.
--Other examples?
Harris, R. (2012, February 28). Anti-plagiarism strategies for research papers.
Virtualsalt. Retrieved from http://www.virtualsalt.com/antiplag.htm.
REQUIRE A MODIFIED ANNOTATED
BIBLIOGRAPHY IN WHICH YOU ASK
• How (How did you find this information? Which
database or search tool did you use?)
• Who (Who is the author and why should you trust
him/her?)
• Why (Why is this particular document truly relevant to
your thesis/research?)
(Idea from conversations with Joyce Valenza, Springfield
Township PA Librarian)
HAVE STUDENTS WRITE A REFLECTION ON THE
WRITING AND RESEARCH PROCESS
What worked well for you?
What were your greatest challenges?
Which resources were most helpful?
What advice about the research and writing would you give someone else who is about to do this assignment?
What do you most need to work on to improve your own research process/writing process?
TEACH AND MONITOR DIGITAL NOTE-TAKING:
AVOID “COPY/PASTE” SYNDROME BY
REQUIRING STUDENTS TO COPY/PASTE
Source Passage What this passage means/how this supports my
argument
Karon
By analyzing these "free essays" before
the class, students learn firsthand that
the papers available over the Internet
often are far inferior to what they could
produce on their own. When they
occasionally happen on a strong paper,
they will remark that it is too good: No
professor would believe that such a
professionally written piece had come
from a student for a course assignment.
Having students explore the paper mill sites can
actually help them see that this is not a good option.
Blum Given the nuances of citation and their
entanglement with issues of educational
goals, originality, intertextuality, selfhood,
and individuality, it is clear that students
cannot simply be handed a brochure and
be expected to get it. The message has to
be broadcast over and over, by many
sincere people who have given it much
thought.
Avoiding plagiarism while using sources correctly is
complicated and requires layers of skills that are built
over time. An institutional awareness of the complexity
of this issue and a willingness for all instructors and
support staff to…
TEACH DIGITAL NOTE-TAKING. INTRODUCE
TOOLS LIKE EVERNOTE OR DIIGO FOR TAKING
AND SHARING NOTES. http://www.evernote.com
STUDENTS SHARE NOTES WITH YOU AND/OR
EACH OTHER
DIIGO PREVIEW
My “sticky
note”
comments
What I
highlighted.
Lists can be shared with instructor,
other students in class.
USE STUDENTS’ NOTES TO ASSESS PROGRESS
• Paraphrasing
• Direct quotation
• In-text citation
• If it’s not in the notes but it’s in the
paper….???
ADJUST ASSIGNMENT TIMELINE BY SPEEDING UP
AND SLOWING DOWN
Using Producing
F
I
N
I
S
H
S
T
A
R
T
Old Way
Finding Info.
New Way
Using Producing
Finding Information
TURNITIN.COM
Challenge:
If you were a student trying to
“defeat” Turnitin.com, what
strategies would you use?
TURNITIN.COM
What would the successful
deployment of those strategies
teach students about plagiarism
and academic integrity?
REFERENCES
Blum, Susan (2009). Academic integrity and student plagiarism: A question of
education, not ethics. Chronicle of Higher Education 55(24), A35.
Harris, R. (2012, February 28). Anti-plagiarism strategies for research papers.
Virtualsalt. Retrieved from http://www.virtualsalt.com/antiplag.htm.
Karon, J. (2012). A positive solution for plagiarism. Chronicle of Higher
Education 54(4). Retrieved from http://chronicle.com/article/A-Positive-
Solution-for/134498/.
Rocklin, T. (1996). Downloadable term papers: What’s a prof to do? University
of Iowa Center for Teaching. Retrieved October 8, 2012, from
http://centeach.uiowa.edu/plagiarismRocklin.shtml.
A FEW OTHER RECOMMENDED SOURCES
Brake, A. (2012, July 15). Plagiarism and academic integrity NCWC . In North Carolina Wesleyan LibGuides. Retrieved October 19, 2012, from http://ncwc.libguides.com/content.php?pid=247608&sid=2045074
Carbone, N. (n.d.). Thinking and talking about plagiarism. In Strategies for Teaching with Online Tools . Retrieved October 14, 2012, from http://www.bedfordstmartins.com/technotes/workshops/plagiarismhelp.htm
Howard, R.M. (2010). Journal articles and book chapters. Retrieved October 14, 2012 from http://wrt-howard.syr.edu/articles.html.
Leland, B. (2002, January 29). Plagiarism and the web. Retrieved October 14, 2012, from http://www.wiu.edu/users/mfbhl/wiu/plagiarism.htm
McKenzie, J. (1998, May). The new plagiarism: Seven antidotes to prevent highway robbery in an electronic age. In From Now On. Retrieved October 14, 2012, from http://fno.org/may98/cov98may.html