1. RESEARCH POSTER PRESENTATION DESIGN © 2012
www.PosterPresentations.com
Participants:
11th grade boys in required American History course.
12th grade boys in history elective, World War II.
No ability groupings for history classes.
--------------------------------------------------------------------------------
Paper parameters:
• 5 full pages in MLA format not including the Works Cited
page
• A minimum of 5 sources: 1 print, 4 electronic
• Rough draft was fully noted for any potential plagiarism.
To delineate the patterns of plagiarism in the history
research papers of male high school students through
tracking citable terms connected to quantities after
targeted information literacy instruction.
Introduc>on:
History
Teacher/Librarian
Collabora>on
Content
Analysis
of
Quan>ty
Terms
for
Plagiarism
–
AJer
Instruc>on
&
Rough
DraJ
Correc>ons
Results
(1.)
Advanced
phrases
&
vocabulary:
Centre,
ubiquitous,
hunter-­‐killer
missions,
Communist
expansionist
commitment
(2.)
Piecing
together
electronic
informa/on
chunks
with
consecu/ve
cita/ons.
(3.)
Cause
confusion
with
parenthe/cal
cita/ons:
a.
(Dorfman)
for
a
cita/on
from
Jstor
with
pagina/on
b.
Source
is
missing
from
Works
Cited
page.
(4.)
The
common
knowledge
argument:
“If
I
know
it,
it
doesn’t
need
a
cita/on!”
(5.)
Same
author,
mul/ple
sources:
(Hickman)
Hickman,
Kennedy.
“M4
Sherman
Tank:
World
War
I
Icon.”
Hickman,
Kennedy.
“World
War
II:
Opera/on
Torch.”
The
5
Most
Common
Types
of
E-­‐Plagiarism
1.
Ideal:
Basic
paraphrasing
prac/ce,
all
levels.
2.
Emphasize
publica/on
details
of
electronic
sources.
3.
Provide
teachers
with
basic
examples
of
plagiarism.
4.
Help
students
individually.
We
are
the
experts.
5.
Honor
codes
are
meaningless
without
instruc/on.
Objec>ve
of
the
Study
Terry
Darr,
Loyola
Blakefield
Loyola
Blakefield
is
a
private,
independent,
Jesuit
secondary
school
for
boys
from
grades
6-­‐12
in
Towson,
Maryland.
Enrollment
is
970.
Tui/on
is
$19,300
a
year.
300
Teenage
Boys
Discuss
E-­‐Plagiarism
0
50
100
150
200
250
300
350
400
11th
grade
12th
grade
236
242
122
62
112
382
56
14
158
192
Number
of
Cita>ons
Groups
of
Students
Types
of
Quan>ty
Terms
Analyzed
People
Time
Objects
Cost
Measurement
1. Review
50
papers
at
random
for
each
group
of
students.
2. Note
language
connected
to
quan//es
in
student
papers.
3. Note
type
of
quan/ty
language
with
code:
P:
people
O:
objects
C:
cost
M:
measurement
T:
/me
frames
4.
Note
correct
and
incorrect
cita/ons.
Informa>on
Literacy
=
Plagiarism
Preven>on
Methodology
Quan>ty
Terms:
Defined
E-resources
for students
6.8
6.15
5.27
6.14
6.56
9.36
0
1
2
3
4
5
6
7
8
9
10
11th:
2009
12th:
2009
11th:
2010
12th:
2010
11th:
2011
12th:
2011
#
Quan>ty
Cita>ons/Paper
Grade:
Year
Average
#
Quan>ty
Terms
Per
Paper
40
25
44
34
28
8
0
5
10
15
20
25
30
35
40
45
50
11th:
2009
12th:
2009
11th:
2010
12th:
2010
11th:
2011
12th:
2011
%
of
Individual
Errors
Grade:
Year
%
of
Individual
Plagiarism
Errors
AJer
Correc>ons
Quan>ty
terms:
The
most
common
type
of
cita/ons
in
high
school
history
research
papers.
For
example:
1000
soldiers,
the
war
cost
$2
billion.
Quan>ty
plagiarism:
The
most
common
type
of
plagiarism
connected
to
details
applied
to
quan//es.
People:
Soldiers,
ci/zens,
refugees
Time:
Elapsed
/me
in
minutes,
years,
seconds,
hours,
months
Objects:
Inven/ons
and
other
products,
guns,
cars
Cost:
Amounts
in
dollars
Measurement:
Yards,
miles,
inches,
feet
11th
graders:
185%
increase
in
cita/on
frequency
over
3
school
years.
12th
graders:
52%
increase
in
cita/on
frequency
over
3
school
years.
54
53
84
50
22
37
0
10
20
30
40
50
60
70
80
90
11th:
2009
12th:
2009
11th:
2010
12th:
2010
11th:
2011
12th:
2011
%
Papers
Grade:
Year
%
Student
Papers
with
Plagiarism
AJer
Correc>ons
1.
Quan/ty
terms
are
the
most
common
in
history
research
papers.
Each
content
area
will
have
its
own
points
of
reference.
2.
Informa/on
literacy
instruc/on
on
plagiarism
preven/on
worked.
Both
groups
showed
significant
improvement
in
number
of
cita/ons
and
error
rates.
3.
The
informa/on
literacy
instruc/on
process
was
iden/cal
for
both
groups:
paraphrasing
prac/ce,
cita/on
prac/ce,
review
of
resources,
source
publica/on
informa/on,
discussion
of
plagiarism.
4.
Both
grades
are
inconsistent
with
cita/ons.
Some
students
missed
1
out
of
7
cita/ons
in
a
paper
–
this
is
realis/c
and
expected
for
high
schools
students.
5.
No
ability
groupings
means
academic
ap/tude
varied
in
each
class.
6.
Mi/ga/ng
factors
with
boys:
immaturity,
lack
of
amen/on
to
detail,
&
lack
of
experience
with
research.
7.
11th
graders
were
more
willing
to
correct
errors
than
12th
graders.
11th
graders:
An
average
of
53%
of
the
individual
research
papers
had
at
least
1
plagiarism
occurrence.
Errors
decreased
59%
over
three
school
years.
12th
graders:
An
average
of
46%
of
the
individual
research
papers
had
at
least
1
plagiarism
occurrence.
Errors
decreased
30%
over
three
school
years.
11th
graders:
Average
plagiarism
error
rate
of
37.3%.
Errors
decreased
30%
over
three
school
years.
12th
graders:
Average
plagiarism
error
rate
of
22.4%.
Errors
decreased
68%
over
three
school
years.
Quan>ty
terms
were
the
most
commonly
used
cita/ons.
All
other
types
of
cita/ons
were
excluded
from
this
evalua/on.
12th
graders
used
quan>>es
30%
more
than
11th
graders.