Group items tagged

Discuss intellectual property and what it means to "own" a text.

Discuss how to evaluate both online and print-based sources

Guide students through the hard work of engaging with and understanding their sources, so students don't conclude that creating a technically perfect bibliography is enough.

Acknowledge that teaching students how to write from sources involves more than telling students that copying is a crime and handing them a pile of source citation cards.

That pedagogy should both teach source-reading skills and take into consideration our increasingly wired world

Start with Values.

Even students who feel comfortable with collaboration and uneasy with individual authorship need to realize that acknowledged collaboration—such as a coauthored article like this one—is very different from unacknowledged use of another person's work. The line between the two is not always bright, but it does exist.

A student who plagiarizes is undermining his or her community's ethics, jeopardizing his or her authority, and erasing his or her identity.

That student is missing an opportunity to become a better researcher and writer and is probably not learning whatever the assignment was designed to teach

Teachers should also address how to use Wikipedia as a source rather than banning it.

Consulting only general sources, and therefore going no deeper than a general understanding of the topic, students "can't think of any other way to say it," so they copy.

Students who don't know how to dig deeper have their hands tied because they can't cite a significant source of their research

K–16 teachers must spend more time teaching students how to read critically and how to write about their sources. Rodrigue, Serviss, and Howard (2007) studied papers written by 18 college sophomores in a required research writing course, reading not only the 18 papers but also all the sources cited in them

mishandling of sources

t none of the 18 papers contained any summary o

worked at the sentence level only,

Such instruction might begin with techniques of paraphrase. Sue Shirley (2004) has developed a series of steps through which she takes college students. She begins by explaining that inserting synonyms is not paraphrasing. She then guides students in studying a passage and identifying its key words and main ideas that must be retained to paraphrase the passage. Shirley shows her students poor paraphrases of the passage for them to critique. Finally, she has them write their own paraphrase of a 50- to 100-word source passage that they themselves choose.