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  • Modeling Proper Citation Strategies
    They suggest that just mentioning plagiarism and its consequences is not enough Instead going over examples of what is or is not plagiarism and teaching ways to avoid plagiarism is most effective Modeling the use of citations in your own work overheads handouts also helps establish the importance and use of attribution Keir Beverly Lyon Clark in Plagiarism and Documentation A Self Instructional Lesson provides examples and guidelines that could also play a part in class discussions or can be adapted to group or class activities to this end Clark addresses common misconceptions about quoting or paraphrasing One such misconception is the assumption that quotations are usually self explanatory to which she responds False Quotations should illustrate your points not explain them for you You need to do the explaining yourself and you need to provide clear contexts for the quotations 292 Another common misconception is that paraphrasing simply requires changing a few words to this she responds False Paraphrasing requires more than just changing a word here and there most of the words and also the sentence structure in a paraphrase need to be your own Clark 293 Clark also provides a rule of thumb as soon as you

    Original URL path: http://writing.colostate.edu/guides/teaching/plagiarism/modeling.cfm (2015-10-15)
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  • Making Plagiarism-Proof Assignments
    Page Authors Contributors Making Plagiarism Proof Assignments As many teachers and writers have said in the past the key to eliminating plagiarism in our classrooms is not threatening or pestering our students it is in creating assignments that do not allow for plagiarism While this may involve more initial work on our part strong assignments will ultimately provide students with the best writing and research skills for academia and beyond

    Original URL path: http://writing.colostate.edu/guides/teaching/plagiarism/assignments.cfm (2015-10-15)
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  • Strategies for a Writing Classroom
    Use class discussion s as a source Provide source restrictions Use opening Write to Learns that ask students to synthesize their knowledge about a source or set of sources are also a possibility Require disk copies that can be fed into scanning services on the Internet Add oral presentations Have students keep a paper or project log that documents and engages with the research process Require significantly revised multiple drafts Along with the idea of multiple drafts break the assignment into parts that are to be turned in at different stages of the process Examples of parts include short Summary Response papers for each source or a set of sources or an Annotated Bibliography The Annotated Bibliography can be broken down into sets of sources as well For example students might be required to turn in 3 4 sources at the end of the first week of the assignment 3 4 at the end of the second etc As Reade W Dornan et al points out the individual parts do not need to be graded but they will help hold the student accountable and will also familiarize you with the student s thinking and writing about h er subject 146

    Original URL path: http://writing.colostate.edu/guides/teaching/plagiarism/classroom.cfm (2015-10-15)
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  • Postscripts for Writing Projects
    Plagiarism Proof Assignments Strategies for a Writing Classroom Postscripts for Writing Projects Research Process Additional Links Print Friendly Page Authors Contributors Postscripts for Writing Projects Harris also adds that prohibiting students from changing topics at the last minute is a proactive strategy for avoiding plagiarism Lastly requiring a postscript on the day the paper is due or as Harris calls it a metalearning essay that asks students to describe what they learned from the assignment is effective in not only getting students to reflect on their writing and researching process but allows for more insight into whether or not they accomplished that progress truthfully What problems did you face and how did you overcome them What research strategy did you follow Where did you locate most of your sources What is the most important thing you learned from investigating this subject Harris 57 58 Additionally a common postscript might include the following questions What was the most difficult part of writing this paper What do you feel the strongest aspect of this paper is If you had more time on what aspect of the paper would you continue to work How did this paper change from its first draft Tweet

    Original URL path: http://writing.colostate.edu/guides/teaching/plagiarism/postscripts.cfm (2015-10-15)
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  • Getting Students Engaged with the Research Writing Process
    conversation going on around and about our issue It then involves engaging with the texts in that conversation Engaging can take the form of dialoguing thinking critically about what we ve read asking questions of the text comparing our values with the values presented in the text and or being critical of the text analyzing the text using the analysis skills we learned in Unit 1 The goal of the Inquiry Journal is not only to record your process of inquiry but also to facilitate it by foregrounding the parts of the inquiry process and keeping everything organized Based on the type of assignment the students are doing you should specify how many sources you want them to consult and how many sources should end up being used in the final paper Then you might provide guidelines such as the following Breakdown The first entry of the journal should record your initial thoughts or opinions on your topic 2 3 paragraphs Each subsequent entry in your journal should clearly document the text with which you re engaging by citing the text in bibliographic format and briefly summarizing it 2 3 sentences The majority of each entry should demonstrate how you re engaging with the text 1 2 paragraphs You can choose to do this a number of ways by Analyzing of the thing s that stood out to you the most Explaining what influenced you the most and why Listing questions you have particularly questions you re asking of the text Comparing your previous thoughts with the ones the text presents The last component of your Journal should briefly sum up 2 3 paragraphs how the process of inquiry has shaped the claim you wish to make in your argument in other words how the process influenced what you think

    Original URL path: http://writing.colostate.edu/guides/teaching/plagiarism/research.cfm (2015-10-15)
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  • Additional Links to Sites on Plagiarism
    Modeling Proper Citation Strategies Making Plagiarism Proof Assignments Strategies for a Writing Classroom Postscripts for Writing Projects Research Process Additional Links Print Friendly Page Authors Contributors Additional Links to Sites on Plagiarism The sites listed below will give you additional information on plagiarism help students understand plagiarism help instructors address plagiarism and related issues promote plagiarism by providing usually for a fee texts and services to students Tweet HELP SITE

    Original URL path: http://writing.colostate.edu/guides/teaching/plagiarism/links.cfm (2015-10-15)
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  • Print-Friendly Page
    when we have concrete evidence of plagiarism But sometimes the first step is simply talking with the student Dornan et al suggest questioning students about methods used or understanding of the citation process 147 Approaching students from an inquisitive stance instead of a condemning one will keep students off the defense as much as possible and will open the lines of communication so that you can determine what how much they did not understand and where the line of integrity may have been crossed Encouraging Academic Integrity The Center for Academic Integrity CAI also supports the shared responsibility of academic integrity The CAI points to the 10 Principles of Academic Integrity created by Donald McCabe and Gary Pavela Affirm the importance of academic integrity Foster a love of learning Treat students as ends in themselves Promote an environment of trust in the classroom Encourage student responsibility for academic integrity Clarify expectations for students Develop fair and relevant forms of assessment Reduce opportunities to engage in academic dishonesty Challenge academic dishonesty when it occurs Help define and support campus wide academic integrity standards McCabe n p Modeling Proper Citation Strategies In an April 2003 PBS teleconference titled Cheating and Plagiarism Using the Internet panelists Hope Burwell William L Kibler and Jessica A Keir advise teachers to place the responsibility for upholding academic integrity on the student They suggest that just mentioning plagiarism and its consequences is not enough Instead going over examples of what is or is not plagiarism and teaching ways to avoid plagiarism is most effective Modeling the use of citations in your own work overheads handouts also helps establish the importance and use of attribution Keir Beverly Lyon Clark in Plagiarism and Documentation A Self Instructional Lesson provides examples and guidelines that could also play a part in class discussions or can be adapted to group or class activities to this end Clark addresses common misconceptions about quoting or paraphrasing One such misconception is the assumption that quotations are usually self explanatory to which she responds False Quotations should illustrate your points not explain them for you You need to do the explaining yourself and you need to provide clear contexts for the quotations 292 Another common misconception is that paraphrasing simply requires changing a few words to this she responds False Paraphrasing requires more than just changing a word here and there most of the words and also the sentence structure in a paraphrase need to be your own Clark 293 Clark also provides a rule of thumb as soon as you ve written three words in a row that are identical with three consecutive words in your source you re doing more than paraphrasing you re quoting 293 Additionally the Online Writing Lab at Purdue University provides helpful practice worksheets for students http www owl english purdue edu handouts research r plagiar html common Consult this site for printable resources Worksheet Suggestions To help students with these concepts you might create a worksheet of situational questions or examples for students to answer about documenting Among many Clark provides the following Question Does this need to be cited Answer Should you document your source When you directly quote what an author has said Yes You re clearly using someone else s words Should you document your source when you paraphrase what the author said that is when you put the author s ideas into your own words Yes You may not be using someone else s words but you are using his or her ideas Columbus sighted America in 1492 No this fact is commonly known The per capita national debt has grown from 61 06 in 1870 to more than 9 600 Yes Specific statistics not generally known require documentation The source is 1989 World Almanac and Book of Facts Clark 287 289 Making Plagiarism Proof Assignments As many teachers and writers have said in the past the key to eliminating plagiarism in our classrooms is not threatening or pestering our students it is in creating assignments that do not allow for plagiarism While this may involve more initial work on our part strong assignments will ultimately provide students with the best writing and research skills for academia and beyond Strategies for a Writing Classroom Burwell Kibler and Keir suggest the following Avoid open ended topics Emphasize the recursiveness of writing Clarify to what extent collaboration is acceptable Have students create the expectations or rubric for the assignment with you Require specific formatting Use unusual combinations of terminology or texts Use class discussion s as a source Provide source restrictions Use opening Write to Learns that ask students to synthesize their knowledge about a source or set of sources are also a possibility Require disk copies that can be fed into scanning services on the Internet Add oral presentations Have students keep a paper or project log that documents and engages with the research process Require significantly revised multiple drafts Along with the idea of multiple drafts break the assignment into parts that are to be turned in at different stages of the process Examples of parts include short Summary Response papers for each source or a set of sources or an Annotated Bibliography The Annotated Bibliography can be broken down into sets of sources as well For example students might be required to turn in 3 4 sources at the end of the first week of the assignment 3 4 at the end of the second etc As Reade W Dornan et al points out the individual parts do not need to be graded but they will help hold the student accountable and will also familiarize you with the student s thinking and writing about h er subject 146 Portfolio grades or as Robert Harris suggests assigning points for each component so that a student without them will not pass the portfolio are also helpful Require photocopies of sources Students don t need to turn in an entire book a copy of the page s

    Original URL path: http://writing.colostate.edu/guides/teaching/plagiarism/printformat.cfm?printformat=yes (2015-10-15)
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  • Contributors to this Guide
    for a Writing Classroom Postscripts for Writing Projects Research Process Additional Links Print Friendly Page Authors Contributors Contributors to this Guide Content Development Liz Story Jackson Cathy Ackerson Rogers Mike Palmquist HTML Coding Mike Palmquist Design and ColdFusion Programming Mike Palmquist Luann Barnes Works Cited Anonymous Dictionary com Lexico Publishing Group LLC 2003 August 18 2003 www dictionary com Burwell Hope and William L Kibler and Jessica A Keir Cheating and Plagiarism Using the Internet PBS Teleconference April 2003 Clark Beverly Lyon Plagiarism and Documentation A Self Instructional Lesson Teaching the Research Paper From Theory to Practice From Research to Writing Ed James E Ford Metuchen N J Scarecrow Press 1995 286 298 Dornan Reade W and Lois Matz Rosen and Marilyn Wilson Within and Beyond the Writing Process in the Secondary English Classroom Pearson Education Group Boston 2003 Harris Robert The Plagiarism Handbook Pyrczak Publishing Los Angeles 2001 McCabe Donald L and Gary Pavela Ten Principles of Academic Integrity College Administration Publications 2002 August 18 2003 http www collegepubs com ref 10PrinAcaInteg shtml Palmquist Mike The Bedford Researcher Bedford St Martin s 2003 Reid Stephen The Prentice Hall Guide for College Writers 6th ed Upper Saddle River N J

    Original URL path: http://writing.colostate.edu/guides/teaching/plagiarism/contrib.cfm (2015-10-15)
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