Understanding PlagiarismA Storyboard Presented by Julonda Slay
Plagiarism can be defined in many different ways, but to sum it up, it is when you take work or words and use them in papers or in speeches and you do not site where you have gotten the sources or information from. It is stealing and their can be major consequences from it. Many students have been expelled in such cases and many have failed as a result of it. The first part in avoiding plagiarism is to first understand what it is.
In 2009, Erkaya conducted a qualitative study of 6 Turkish high school students. The purpose of the study was to interview the students and identify the causes of plagiarism and propose possible solutions.The results of the study was enlightening. Erkaya found the causes of plagiarism were a lack of awareness, knowledge, motivation, and freedom. Students didn’t understand plagiarism and what was expected of them.The solutions that were presented were to insure that students chose interesting topics and actually be taught what plagiarism is and possible consequences.
Lankamp also conducted a study in 2009. This study was also a qualitative study in which 6 Master level ESL students were interviewed to determine if a relationship existed between an ignorance of plagiarism rules and an authorial identity problem. It was hypothesized that a positive relationship may exist between the two and solutions could be proposed to counteract this relationship. The Results demonstrated that a relationship did not exist. The most evident cause of plagiarism is an ignorance of citation and summary rules.Although these two studies were conducted on very different populations, the findings were the same. Students DO NOT UNDERSTAND plagiarism. Let’s watch a short video clip on what may commonly happen in many homes throughout the United States. An educated well, meaning adult student makes some poor choices on writing a paper for a plethora of reasons. None of which can excuse the actions that are taken.
Julonda Slay EDUC 7102 Storyboard
Erkaya, O. (2009). Plagiarism by Turkish Students: Causes and Solutions •Qualitative Study of 6 Turkish High School Students •Interviews were conducted to identify causes and propose solutions •Causes: •lack of awareness about plagiarism and •lack of knowledge about writing research papers •lack of motivation to do research •lack of freedom to express their opinions or use their •instructors’ negative attitude towards writing as well as low expectations from students. •Solutions: •students should be informed about the plagiarism detection software •students should be taught about plagiarism and its consequences •students should choose interesting current topics •Teachers utilize methodology to help students to avoid plagiarizing information
Lankamp, R. (2009). ESL Student Plagiarism: Ignorance of the Rules orAuthorial Identity Problem? •Qualitative Study of 6 ESL Masters level students •Interviews were conducted to determine if a relationship exists between ignorance of rules and an authorial identity problem. •Findings: There is NOT a relationship. Most evident cause of plagiarism is an Ignorance of citation and summary rules.
Owunwanne, D., Rustagi, N., & Dada, R. (2010). Students Perceptions Of Cheating And Plagiarism In Higher Institutions• Quantitative survey at Howard University• Freshmen were surveyed using a simple questionnaire with 10 questions•• first five were yes/no questions• later five used a 5 point Likert scale from Strongly Disagree to Strongly Agree.
0 10 20 30 40 50 Have you received exam 60 information from a student in an earlier session? Have you given a student in a later section information about an exam? Have you copied someones answers for an out of class assignment? Have you turned in information from the internet without sourcing it? Have you cheated on an examination at any point during college? YesLearning, 7(11), 59-68. Dada, R. (2010). Students Perceptions Of Cheating AndJournal Of College Teaching & Owunwanne, D., Rustagi, N., & Plagiarism In Higher Institutions.
Submitting work completed as as assignment in a prior classGiving a friend exams you took in a prior class in a previous semester Strongly Disagree Getting help from a friend to complete an out of class assignment that was Disagree supposed to be done independantly NeutralGiving help to a friend to complete an out Agreeof class assignment that was supposed to be done independently Strongly Agree Getting Instruction from the web to complete an out of class assignment without quoting the source Owunwanne, D., Rustagi, N., & Dada, R. (2010). Students Perceptions Of Cheating And Plagiarism In Higher Institutions. Journal Of College 0 10 20 30 40 50 Teaching & Learning, 7(11), 59-68.
Power, L. G. (2009). University Students Perceptions of Plagiarism. ◦ A qualitative grounded theory study of why college students plagiarize and their understanding of plagiarism ◦ Interviewed 1st and 2nd year students in the University ◦ Findings: Students and Professors have different perceptions Students want to “own” their writing Plagiarism is not a moral issue to students Plagiarizers can be considered unfinished learners
Plagiarism and ChildrenAbilock, D. (2009). Guiding the Gifted to Honest Work. •Assign work that involves critical thinking and inquiry learning •Do not assign research projects as homework • Students need modeling, coaching, scaffolding and feedback throughout a project to counteract plagiarism •Teach citation writing as a thinking process
Pearson, J. C., Child, J. T., Mattern, J. L., & Kahl, D. H. (2006). What are Students Being Taught about Ethics in Public Speaking Textbooks?. RQ1: Are there overall differences in the total length of coverage used by each of the public speaking textbook authors to discuss ethics? RQ2: Are there overall differences in the total length of coverage for each ethical topic in the top ten public speaking textbooks? RQ3: Are there positive differences in the length of coverage in public speaking textbooks when considering each ethical topic individually?
Connection has to made, where one understands how touse the resources and material that are available.
Jude Carroll"How culture and context shaped and shapes the management of plagiarism"
Keynote speaker at the inaugural Asia Pacific Conference on Educational Integrity in Adelaide in 2003 Principal Lecturer at Oxford Brookes University since 1990 Research interests have revolved around deterring students from plagiarism and enhancing teaching practice with international students Oxford Brookes Teaching Fellowship (2007-2009) National Teaching Fellowship for Excellence in Teaching (2009) Author of A Handbook for Deterring Plagiarism Edited Teaching International Students: improving learning for all with Dr Janette Ryan (Routledge, 2005) Works in the ITALIS (Improving Teaching and Learning for International Students)
Abilock, D. (2009). Guiding the Gifted to Honest Work. Knowledge Quest, 37(3), 12- 15. Erkaya, O. (2009). Plagiarism by Turkish Students: Causes and Solutions. Asian EFL Journal, 11(2), 86-103. Lankamp, R. (2009). ESL Student Plagiarism: Ignorance of the Rules or Authorial Identity Problem?. Journal Of Education & Human Development, 3(1), 1-8.
Owunwanne, D., Rustagi, N., & Dada, R. (2010). Students Perceptions Of Cheating And Plagiarism In Higher Institutions. Journal Of College Teaching & Learning, 7(11), 59-68. Pearson, J. C., Child, J. T., Mattern, J. L., & Kahl, D. H. (2006). What are Students Being Taught about Ethics in Public Speaking Textbooks?. Communication Quarterly, 54(4), 507-521. Power, L. G. (2009). University Students Perceptions of Plagiarism. Journal Of Higher Education, 80(6), 643-662.
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