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Stephanie Cooper

Anti-Plagiarism Strategies - 0 views

www.virtualsalt.com/antiplag.htm

plagiarism cheating research teaching writing academic education ethics

shared by Stephanie Cooper on 28 Jun 10 - Cached
  • Students are faced with too many choices, so they put off low priorities.
  • A remedy here would be to customize the research topic to include something of real interest to the students or to offer topics with high intrinsic interest to them.
  • If you structure your research assignment so that intermediate parts of it (topic, early research, prospectus, outline, draft, bibliography, final draft) are due at regular intervals, students will be less likely to get in a time-pressure panic and look for an expedient shortcut.
  • ...8 more annotations...
  • Many students have poor time management and planning skills. 
  • Some students fear that their writing ability is inadequate.
  • Reassuring students of the help available to them (your personal attention, a writing center, teaching assistants, online writing lab sites, etc.) may give them the courage to persevere.
  • Do not assume that students know what plagiarism is, even if they nod their heads when you ask them. Provide an explicit definition for them.
  • In addition to a definition, though, you should discuss with your students the difference between appropriate, referenced use of ideas or quotations and inappropriate use. You might show them an example of a permissible paraphrase (with its citation) and an impermissible paraphrase (containing some paraphrasing and some copying), and discuss the difference.
  • A degree will help students get a first job, but performance--using the skills developed by doing just such assignments as research papers--will be required for promotion.
  • Many students do not seem to realize that whenever they cite a source, they are strengthening their writing. Citing a source, whether paraphrased or quoted, reveals that they have performed research work and synthesized the findings into their own argument. Using sources shows that the student in engaged in "the great conversation," the world of ideas, and that the student is aware of other thinkers' positions on the topic. By quoting (and citing) writers who support the student's position, the student adds strength to the position. By responding reasonably to those who oppose the position, the student shows that there are valid counter arguments. In a nutshell, citing helps make the essay stronger and sounder and will probably result in a better grade.
  • Strategies of Prevention
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