Teachers who wish to prevent plagiarism should devote extensive instruction to the component tasks of writing from sources.
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Teacher Guides: Can You Trust the News? - NewsTrust.net - 1 views
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Teacher Guides: Can You Trust the News? How to Teach Students to Recognize Good Journalism Welcome, teachers! Today's students are coming of age during unprecedented changes in how we consume news and information. They have access to worlds of knowledge other generations could hardly have imagined. In order to effectively use this knowledge and make well-informed decisions as citizens, they must first learn to be discerning about the information they consume. As educators, it's our responsibility to nurture critical thinking skills and a healthy skepticism to help them reach that goal - along with an appreciation for quality journalism.
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Chatting Across the USA - 2 views
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Chatting across the USA is a video conferencing project my 3rd grade students participated in during the spring of 2010. Students in each state researched important and interesting information about their state then taught other 3rd graders across the country using Skype or Google Chat. Information learned about each state was recorded in a 'Chatting Across the USA' journal.
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Scirus - for scientific information - 0 views
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is the most comprehensive scientific research tool on the web. With over 350 million scientific items indexed at last count, it allows researchers to search for not only journal content but also scientists' homepages, courseware, pre-print server material, patents and institutional repository and website information.
20 Google Docs Secrets for busy teachers and students. - Edgalaxy - 1 views
Free Platform Provides Educator-Developed, Common Core-Aligned Curriculum -- THE Journal - 0 views
thejournal.com/...n-core-aligned-curriculum.aspx
ccss curriculum resources teachers personalized open
shared by Cathy Wolinsky on 21 Aug 13
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Educational Leadership:Literacy 2.0:Plagiarism in the Internet Age - 8 views
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I tell my students to use their own words but perhaps I should model this directly with them.
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I sort of model this when I give exemplars for projects in which writing in their own words is part of a rubric. I'm not sure that is enough, however. I think maybe my writing doesn't sound enough like their writing in all cases
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This instruction should focus on the supposedly simple technique of summarizing sources, which is in truth not simple. Many students are far from competent at summarizing an argument— and students who cannot summarize are the students most likely to plagiarize.
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The teacher in this tale uses the incident to teach students that using others' words without attribution is a serious crime. He then emphasizes to students the importance of citation and source integration techniques and enlists the school librarian to model how to cite outside works used in a piece of writing.
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alternative final projects like creating a brochure
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K–16 teachers must spend more time teaching students how to read critically and how to write about their sources.
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Such instruction might begin with techniques of paraphrase.
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A writer who works only at the sentence level must always quote or paraphrase.
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Educators should also communicate why writing is important. Through writing, people learn, communicate with one another, and discover and establish their own authority and identity.
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it is easy for well-intentioned students to overlook the boundaries between what they themselves have produced and what they have slid from one screen (their Internet browser) to another (their word-processed document)
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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.
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Many students are far from competent at summarizing an argument— and students who cannot summarize are the students most likely to plagiarize.
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This instruction should focus on the supposedly simple technique of summarizing sources, which is in truth not simple.