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We began offering an Avoiding Plagiarism workshop last spring and it has been very popular with students and teachers.  

We show an excellent video put out by Schlessinger Media called "Avoiding Plagiarism"  (www.libraryvideo.com)  It lasts 25 minutes and covers organizing research, using quotes and paraphrases and proper citation.  After the video, we give students a short written exercise to see if they got the main points and then review the correct responses.  

During research paper season, we are called into English classrooms several times a week to do this workshop.

Karen Ryan
Student Success Programs
Edison College
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-------------- Original message -------------- 
From: "Hotchkiss, Chrisa" <[log in to unmask]> 

> I am also interested in the issue of plagiarism. Nic, I appreciated your 
> thoughtful response, and I did read it to the "bitter end." It's a 
> relief to know that others find this to be a complicated, often 
> confusing topic too. I have taught writing and research courses and 
> always struggle with the "common knowledge" rule. My approach is to tell 
> students "When in doubt, cite your source." I teach a "How to Write a 
> Research Paper" workshop too and usually refer students to the research 
> course offered through the library when they start asking me tricky 
> questions about plagiarism. We do cover it briefly in the workshop, but 
> our faculty would like us to create an entire workshop (for both 
> students and faculty) called "Academic Honesty." Does anyone else offer 
> a similar workshop? If so, would you be willing to share your resources? 
> I did find the Indiana University web site to be very helpful. 
> Thanks. 
> Chrisa 
> 
> Chrisa Hotchkiss 
> Director of Learning Services 
> The Teaching and Learning Center 
> Bertrand Hall, room 110 
> Dominican University of California 
> 50 Acacia Ave. 
> San Rafael, CA 94901 
> 
> 415-257-0153 (phone) 
> 415-257-0177 (fax) 
> 
> 
> -----Original Message----- 
> From: Open Forum for Learning Assistance Professionals 
> [mailto:[log in to unmask]] On Behalf Of Nic Voge 
> Sent: Thursday, October 26, 2006 11:59 AM 
> To: [log in to unmask] 
> Subject: Re: avoiding plaigarism 
> 
> Hi Lisa & Elizabeth, 
> 
> I find this to be an extremely revealing topic with lots of 
> complexities. I also think that the moral stance many take toward it 
> is not very helpful, it often hinders a genuine exploration of 
> plagiarism from social, cultural and linguistic points of view. And, 
> I think Lisa's question calls for just such a multifaceted analysis 
> since her concern has to do with an international, non-native English 
> speaking group of students. 
> 
> What counts as plagiarism in practice, no matter what definition you 
> use, is never clear cut even in American academia. (For evidence, see 
> many recent "scandals" of various kinds including this fascinating 
> one http://chronicle.com/free/v52/i49/49a00801.htm . Note in 
> particular the justifications given by the "culprits"; for people who 
> should presumably know better, they are remarkably similar to those 
> of students.) Even the exhaustive definition below is inadequate. FOr 
> instance, does "4. Borrowing facts, statistics, or illustrative 
> material " mean that one must provide a citation for the "fact" that 
> Columbus sailed the Atlantic in 1492? After reading a definition much 
> like this, a student of mine said yes. When I objected on the basis 
> of the "common knowledge" principle, she was not persuaded. 
> Irrespective of which of was right, this and other less detailed 
> definitions leave much room for interpretation. 
> 
> Outside of academe, there are still other definitions and 
> conventions that govern citation and what is considered to be 
> plagiarism. Journalists, fiction writers, television commentators, 
> musical and other artists work under a different set of conventions. 
> Plagiarism varies by medium, context and genre, at the very least. 
> It's worth noting, I think, that these latter are much more familiar 
> to our students than the sometimes arcane conventions of academic 
> citation. 
> 
> Now, when you bring a cultural dimension to bear on the question of 
> plagiarism, things get even more complex. Why should "Western" norms 
> prevail? And, more importantly, if we argue that they should prevail, 
> how do we teach all the nuances and variation to students who are not 
> immersed in and familiar with American culture and the beliefs and 
> laws within which our notions of plagiarism rules make sense? 
> 
> And, lastly, why should students care very much? It's easy to see why 
> faculty should care about this; getting credit for one's work is 
> integral to earning a livelihood in academe. The stakes and 
> significance for students are much lower. And when the stakes are 
> lower and the rules don't seem to make sense or really even apply in 
> their INTENT, then people are not likely to follow them. So, while I 
> adhere to the rules of citation to avoid plagiarism assiduously, I 
> jaywalk whenever it is in my interests to do so. The law just isn't 
> that significant to me, so I don't follow it. And what are the 
> consequences of not doing so? Am I threatening civil society in some 
> way by crossing the street in this way? Are students truly 
> threatening academe by inappropriately using the ideas/words of 
> others? Are they, in their minds, really going to impact the field of 
> sociology or whatever with their term paper? Do they even feel 
> ownership of what they write to feel like they have "taken" someone 
> else's work? 
> 
> And, by the way, imitation is fundamental to all learning, especially 
> language learning. Children say the darndest things, right; they use 
> language they hear, often ver batim. So, when we are dealing with 
> plagiarism rules in academia, we may be working against one of the 
> most natural and powerful of learning methods that humans possess: 
> "copying". At the very least, then, giving students a definition of 
> plagiarism is not likely to be sufficient for truly educating them 
> about the relevant issues. And, it just occured to me, many of the 
> ideas I've used in this analysis are not originally mine. Should I 
> have cited them? 
> 
> If you've read to the bitter end, I'd be curious to read what you 
> have to say. But be sure to cite the relevant sources ;-). 
> Nic 
> 
> 
> 
> >I personally feel that the definition that Indiana University uses is 
> an 
> >excellent one and covers all bases, so I have copied it below from 
> their 
> >website at http://www.indiana.edu/~istd/definition.html 
> >You will notice that there is no distinction made between plagiarizing 
> >from a printed paper or from the internet. Whatever form the original 
> >work is in, if a student takes credit for work that someone else did, 
> or 
> >takes ideas from work done by another without acknowledging the source 
> >of the ideas, from my point of view, this is plagiarism. 
> > 
> >3. Plagiarism. 
> > 
> >Plagiarism is defined as presenting someone else's work, including the 
> >work of other students, as one's own. Any ideas or materials taken from 
> >another source for either written or oral use must be fully 
> >acknowledged, unless the information is common knowledge. What is 
> >considered "common knowledge" may differ from course to course. 
> > 
> >a. A student must not adopt or reproduce ideas, opinions, theories, 
> >formulas, graphics, or pictures of another person without 
> >acknowledgment. 
> > 
> >b. A student must give credit to the originality of others and 
> >acknowledge an indebtedness whenever: 
> > 
> >1. Directly quoting another person's actual words, whether oral or 
> >written; 
> > 
> >2. Using another person's ideas, opinions, or theories; 
> > 
> >3. Paraphrasing the words, ideas, opinions, or theories of others, 
> >whether oral or written; 
> > 
> >4. Borrowing facts, statistics, or illustrative material; or 
> > 
> >5. Offering materials assembled or collected by others in the form of 
> >projects or collections without acknowledgment. 
> > 
> > 
> > 
> >You might want to visit the following IU websites for more about 
> >plagiarism. 
> > 
> > 
> > 
> >http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml 
> > 
> > 
> > 
> > 
> >http://www.indiana.edu/~istd/ 
> > 
> > 
> > 
> >This email message dictated to a Dragon in training 
> >I am training Dragon NaturallySpeaking. Please forgive minor, odd 
> >errors and anomalies. 
> > 
> >Elizabeth Worden, Director 
> >Academic Support Center 
> >Eastern Maine Community College 
> >354 Hogan Road 
> >Bangor, ME 04401 
> >phone: 207 974 4658 
> >fax: 207 974 4888 
> >website: www.emcc.edu/departments/asc/ 
> > 
> > 
> >-----Original Message----- 
> >From: Open Forum for Learning Assistance Professionals 
> >[mailto:[log in to unmask]] On Behalf Of Lisa Burns 
> >Sent: Thursday, October 26, 2006 8:44 AM 
> >To: [log in to unmask] 
> >Subject: avoiding plaigarism 
> > 
> >Dear Colleagues, 
> > 
> >I am currently looking for ideas and activities to help introduce the 
> >concept of citation and avoiding plagarism for our growing exchange 
> >program 
> >with China. It has been brought to my attention that the idea of 
> >intellectual property is a Western notion and that plagarism is not 
> >taboo in 
> >China as it is in the States. 
> > 
> >Does anyone have any suggestions or current practices/activites that 
> >they 
> >have found helpful when working with ESL students? Your suggestions 
> >would 
> >be greatly appreciated. Thank you. 
> > 
> >Lisa Burns, x2393 
> >Tutor Coordinator 
> >155 Greenwood Library 
> >Longwood University 
> > 
> > 
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> 
> -- 
> 
> Knowledge emerges only through invention and reinvention, through 
> the restless, impatient, continuing, hopeful inquiry men pursue in 
> the world, with the world, and with each other. --Paolo Freire 
> 
> Dominic (Nic) J. Voge 
> Study Strategies Program Coordinator 
> University of California, Berkeley 
> Student Learning Center 
> 136 Cesar Chavez Student Center #4260 
> Berkeley, CA 94720-4260 
> 
> (510) 643-9278 
> [log in to unmask] 
> http://slc.berkeley.edu 
> 
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> ED 98/198 Office Hours: T 3-4; W 4-5 
> Drop-in Hours W 5-6; Th 1-3 
> Individual Appointments W 6:30-8; TH 6-8; F 3-4 
> 
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