Teachers who wish to prevent plagiarism should devote extensive instruction to the component tasks of writing from sources.
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"Here are the Top 100 Tools for Learning 2013 - the results of the 7th Annual Learning Tools Survey - as voted for by over 500 learning professionals worldwide. (Released 30 September 201s) "A learning tool is a tool for your own personal or professional learning or one you use for teaching or training." Here is a summary presentation of the Top 100 Tools and beneath it the text list. Click the name of the tool to find out more about it, its cost, availability, its past rankings and to read some of the comments from those who voted for it. "
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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.