Teachers who wish to prevent plagiarism should devote extensive instruction to the component tasks of writing from sources.
Free Technology for Teachers: Rubrics for Assessing Blogs, Wikis, and Podcasts - 0 views
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10 Uses for Rubrics You Never Thought Of - 0 views
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Grading 2.0: Evaluation in the Digital Age | HASTAC - 1 views
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In this HASTAC forum, three Scholars invite you to consider evaluation and assessment in the face of new forms of digital media, new kinds of skills and technologies, and the ever-changing landscape of education and academia. Grading 2.0: Evaluation in the Digital Age As the educational and cultural climate changes in response to new technologies for creating and sharing information, educators have begun to ask if the current framework for assessing student work, standardized testing, and grading is incompatible with the way these students should be learning and the skills they need to acquire to compete in the information age. Many would agree that its time to expand the current notion of assessment and create new metrics, rubrics, and methods of measurement in order to ensure that all elements of the learning process are keeping pace with the ever-evolving world in which we live. This new framework for assessment might build off of currently accepted strategies and pedagogy, but also take into account new ideas about what learners should know to be successful and confident in all of their endeavors.
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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.