3. With Thanks to Our Sponsor

4. Participation Tips
High Definition Discussants
•Mute your microphone when not conversing.
•When talking, look into your video camera.
•Speak the words, “[your institution] with a question” then wait for the moderator to
acknowledge you.
Audience Members
•Use the chat box to interact with other audience members or to pose questions to
the event moderator.
•Identify yourself by name and institution when you use the chat system.
Example: Sean@NITLE: Here’s another resource …
Twitter
•Use hashtags #turnitinoriginal and #nitle to contribute to the discussion.
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5. Searching for Originality:
Tools for Teaching
Kelly McBride, Poynter

6. Objectives
• Define originality
• Creating overall expectations (culture)
• Tools of originality
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7. Habits of original thinkers
• Who are some of the best original thinkers of
our time?
• What do they do?
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8. Step 1:
Identify original thinkers/writers
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9. In Search of Originality: Tools for Teaching Sponsored by

10. Step 2: What do original writers do?
• Read
• Write
• Talk about things
• How meaning gets made
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11. What is this?
• Acts of literacy
• Acts of civic engagement
• Acts of scholarship
• Acts of creativity
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12. The opposite of plagiarism is
intellectual honesty
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13. Intellectual honesty
• An individual takes full responsibility for his or
her own academic progress
– Understand and articulate expectations
– Describe her own work path or journey
– Recognize his academic strengths and weaknesses
– Support ideas with data and research
INTELLECTUAL HONESTY REQUIRES ACADEMIC
SELF AWARENESS
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14. This is foundation of academic honesty and…
Writing is the embodiment of all
academic work
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15. What would you add to the
definition of intellectual honesty?
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16. How do you teach that???
• Build a culture
– In a classroom
– In a support setting (library, writing lab)
– Throughout an institution
• Mandatory formative classes, first semester/year
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17. How do you teach that???
• Describe and discuss doing the work
• Journal
• In-class
• One-on-one conversations
• Facebook or other social media
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18. Step 3: Create social opportunities to
describe academic work
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19. so, mrs. P sent back my biblgraphy
and told me to do it right wut am i
supposed to do?
Just go here
http://www.easybib.com/
I looked at these
http://www.aresearchguide.com/12biblio.htm
and made my page look lik them.
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20. she said i didnt punctuate right or space
it right
Jack, just go to that link and make your
works cited look that htose works cited
look at it carefully becayse there are lots
of ,,, and “””” and … and (((())))) :-)
my mom made my sister help me do
mine cause i couldn’t do it right
You ugys are spending waay to much
time talking about this it doesn’t
matter how you do it because therse
no test on this you just have to to get
it right for the paper
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21. How do you get students to talk
about writing?
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22. Tools of originality
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23. Top five reasons to plagiarize
5. Really don’t care about learning/honesty
4. Really don’t care about learning/honesty at
this particular moment
3. Don’t have the skills to do something else
2. Source material is inadequate or beyond
comprehension
1. Waited too long to start the process and now
I’m out of options
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24. Five steps to research + writing
1. Find good information
2. Understand what the information says
3. Tell someone else what the information says
4. Write it down the way you tell someone
5. Write down where you got the information,
use quotes and commas.
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25. The goal of good information
• To explain facts (Think history, science,
current events)
• To explore ideas (Politics, social issues)
• To make arguments (Legal or legislative)
• To ask questions (What don’t we know)
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26. Describe what you read
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27. If you can’t do the next step, go back
• Go back to step one and start over, you don’t
have good information.
• It’s not your fault.
• The information you gathered is most likely
badly written.
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28. Self-aware student:
I’m looking for sources that describe what
happened and argue in favor of public
policies.
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29. Semi self-aware student:
I’ll get a bunch of information, then I’ll figure
out what this information does and determine
what I can possibly write.
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30. Unaware student:
I’ll take whatever Google gives me.
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31. 2. Understanding information
• If it’s too hard, ask someone to explain it to
you.
• Look up the words you don’t know
• Break down the sentences, find the subjects
and the verbs. (If you can’t do that, then the
material is too hard for you.)
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32. Practice in class, in groups
• Use shared documents, slightly above your
students’ ability
• In small groups, read it paragraph by
paragraph.
• Take turns explaining, looking up words,
diagramming sentences (subject/verb)
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33. 3. Discuss the reading in class/pairs
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34. If you can’t do the next step, go back
• Go back to step one and start over, you don’t
have good information.
• It’s not your fault.
• The information you gathered is most likely
badly written.
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35. 4. Write it down in conversational
language
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37. Warning signs
• Polished notes
• Long, extensive notes
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38. 5. Write down where you got it
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39. Other strategies
• Have all students work from shared material
• Describe the writing process
– Idea, research, focus, order, draft*
• Have students describe where they are in the
writing process
Help! For Writers and Writing Tools
By Roy Peter Clark
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40. Locating the conversation*
• What is the current conversation about this
topic?
• What is your response to that?
• How do “they” react to you?
• What do you say back?
*They Say, I Say
By Gerald Graff and Cathy Birkenstein
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41. What have you done to
encourage writing with integrity?
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42. Kelly McBride
Poynter.
kmcbride@poynter.org
www.kellymcbride.com
In Search of Originality: Tools for Teaching Sponsored by

43. Resources
• Article on Academic Integrity by NITLE Fellow Tracy Mitrano
http://blogs.nitle.org/2012/10/29/academic-integrity/
• Research Paper: Developing Strategies to Encourage Original
Student Work
http://pages.turnitin.com/DevelopingStrategiesHE.html
• They Say, I Say: The Moves That Matter in Academic Writing
by Gerald Graff and Cathy Birkenstein
• Help! For Writers and Writing Tools by Roy Peter Clark
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44. Discussion Guide for Your Campus
• Who are our original thinkers in our own
community? What can we learn from them?
• Do we spend more energy combating plagiarism
or teaching students how to be original?
• How do the tools that Kelly McBride has
described compare with the ones we use?
• How do we currently share teaching tools and
techniques that encourage originality?
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45. Upcoming Events
• Chuck Henry on The Future of Liberal Connect with Us
Arts College Library, February 6
• Digital Pedagogy and MOOCification,
February 26
• Women’s Studies, Gender Studies, and
Digital Humanities, February 27
• Open Education and MOOCs, March 8
• NITLE Summit and Symposium, April
15, Emory Conference Center, Atlanta
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46. Thank You
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