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Discouraging Plagiarism in Student Papers Short of this →

Discouraging Plagiarism in Student Papers Short of this →. Kathryn Mincey, Associate Professor of English Morehead State University. Clarifying for Students the Two Types of Plagiarism.

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Discouraging Plagiarism in Student Papers Short of this →

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  1. DiscouragingPlagiarismin Student Papers Short of this → Kathryn Mincey, Associate Professor of English Morehead State University

  2. Clarifying for Students the Two Types of Plagiarism • Intentional – knowingly presenting others’ words, ideas, or intellectual property as one’s own • Unintentional - resulting from either: • Lack of earlier instruction on responsible handling of sources, or • Past misinstruction on responsible handling of sources

  3. The Paradox • Students need to know that, regardless of whether plagiarism is accidental or intentional, the academic and professional penalty may likely be the same. YET • Faculty need to know that, even though we may regard both with equal scholarly disdain, unintentional plagiarism is not an act of dishonesty; it is a result of inadequate teaching.

  4. What is UnintentionalPlagiarism? Careless handling of material from a source It comes in two varieties: • Texthugging – an unacceptable hybrid of direct quotation and paraphrasing • Lack of attribution signals - failure to supply an in-text clue to a source even if the source appears in the Works Cited or Bibliography

  5. Helping Students AvoidUnintentional Plagiarism • Responsible reading and notetaking – by recording notes that distinguish between quoting and paraphrasing (but are primarily paraphrased) • Avoiding Texthugging – by reconstructing and blending ideas from sources with original analysis, carefully distinguishing quotations from paraphrases and providing attribution signals

  6. Helping Students ResistIntentional Plagiarism • Remove barriers to self-confidence • Use preliminary writing assignments to • Familiarize yourself with students’ writing style • Review appropriate handling of sources • Provide encouraging feedback and opportunity for revision

  7. Helping Students Resist Intentional Plagiarism • Promote personal investment by • Allowing topic selection for individual relevancy • Requiring some primary research • Encouraging incorporation of author’s voice • Suggesting the selection of a specific audience

  8. Helping Students Resist Intentional Plagiarism • Establish a clear target • Provide a detailed assignment • Specify a style sheet • Provide a detailed evaluation rubric that is tied directly to the assignment description • Review models of successful products

  9. Helping Students Resist Intentional Plagiarism • Emphasize process as much as product • Customize research methods: require locally available sources, through CCL’s EBSCOhost databases, for instance • Customize structural options • Establish a reasonable schedule of due dates for preliminary stages • Monitor research stages • Require submission of textmarked photocopies of major sources

  10. Helping Students Resist Intentional Plagiarism • Expand the audience • Require a draft review with the researcher’s primary sources for feedback • Arrange a classmate buddy system to spot-check the handling of sources • Build in culminating oral / multimedia presentations of the project to classmates; incorporate the author’s reflection of the research and writing process

  11. Suspected or Discovered Plagiarism…Then What? • Before accusing, allow the student to describe his or her process • Prepare to produce and analyze evidence • Review the method of avoiding unintentional plagiarism with the student • Explore the common academic sanctions for plagiarism • Require the student to complete the assigned process and product responsibly

  12. Why Not Just Flunk ‘em? • The student does not accomplish the learner outcome: proficiency with responsible research techniques and/or critical thinking. • Excused from responsibility to learn, he or she assumes that a 50/50 chance of getting caught cheating may work next time. • Therefore, the research writing process is not de-mystified, • And the student misses an opportunity to discover • the instructor’s real purpose--to be a teacher instead of a gatekeeper, and • a viable and morally satisfying alternative to dishonesty

  13. Recent ABC News Reports • “A Cheating Crisis in American Schools,” April 29, 2004 http://abcnews.go.com/Primetime/story?id=132376&page=1 • “Big Cheats on Campus,” Nov. 19, 2004http://abcnews.go.com/2020/story?id=264646&page=1 • “Is America a Country of Copy Cats?” May 7, 2004http://abcnews.go.com/US/story?id=91391&page=1 • “Grandmother Confesses to Cheating in 1957,”Feb. 2, 2005http://abcnews.go.com/US/wireStory?id=466142 ====================================================== • Colorado State University’s Writing Guide: Working with Sources http://writing.colostate.edu/guides/index.cfm?guides_active=workingsources&category1=24

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