Plagiarism gavilan 2012

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?

We live in a
mashup culture


Focused on success,
achievement (Blum,
2009).


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.


Skills deficient

ETHICAL INFORMATION USE

Unaware Intentional

Unethical Ethical

Unskilled Skilled

RESPONSES: APPEAL TO MORALITY

Honor codes
Academic integrity
Intellectual honesty


RESPONSES: FOLLOW THE LAW

Lengthy regulations
and procedures in
student handbook
Threats of failure,
expulsion


OR:

Academic integrity as a set of
skills to be learned

WHAT ARE THE SKILLS?

Recognize the need for
information.


State a research question,
problem or issue.


Determine information
requirements in various
disciplines for the research
questions, problems or
issues.


Use information technology
tools to locate and retrieve
relevant information.


Organize information.


Analyze and evaluate
information.


Communicate using a variety
of information resources and
technologies.


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

Reflect on
Formulate
process and
question
product

Gather &
Revise Evaluate
Information

Draft and
get Organize
feedback

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?


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
By analyzing these "free essays" before Having students explore the paper mill sites can
Karon the class, students learn firsthand that actually help them see that this is not a good option.
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.
Blum Given the nuances of citation and their Avoiding plagiarism while using sources correctly is
entanglement with issues of educational complicated and requires layers of skills that are built
goals, originality, intertextuality, selfhood, over time. An institutional awareness of the complexity
of this issue and a willingness for all instructors and
and individuality, it is clear that students support staff to…
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.

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 http://www.diigo.com

Plug in for
your browser

My “sticky
What I
note”
highlighted.
comments

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
S Old Way
F
T Finding Information Using Producing I
A N
New Way
R I
Finding Info. Using Producing
T S
H

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


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

Plagiarism gavilan 2012

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