Beyond the Quotation Marks
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The document discusses plagiarism and academic integrity. It provides examples of plagiarism, such as copying text from websites without citation or paraphrasing Wikipedia paragraphs without citation. It also discusses how the lines between plagiarism and authenticity can blur, citing a case where a German author included passages from other novels in her work and defended it by saying there is no such thing as originality. The document seeks to educate about properly citing sources to avoid plagiarism and understanding what constitutes common knowledge versus copying or paraphrasing from sources.
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PLAGIARISMWhat is it Whose Responsibility is It Wha.docx
PLAGIARISM:
What is it?
Whose Responsibility is It?
What Are the Consequences?
A Brief Guide
Department of Management
CBPA, CSUSB
This presentation meets ADA compliance criteria for posting to CSUSB websites
Plagiarism is a Serious Problem
in Academia
“A study of almost 4,500 students at 25 schools,
suggests cheating is . . . a significant problem in
high school - 74% of the respondents admitted to
one or more instances of serious test cheating
and 72% admitted to serious cheating on written
assignments. Over half of the students admitted
they have engaged in some level of plagiarism
on written assignments using the Internet.”
Based on the research of Donald L. McCabe, Rutgers University.
Source: “CIA Research.” Center for Academic Integrity, Duke University, 2003
<http://academicintegrity.org/cai_research.asp>.
http://academicintegrity.org/cai_research.asp
The Student’s Responsibility
• A student should be clear that work submitted for
a grade in the class must be original work.
• It is the responsibility of the student to become
fully acquainted with what constitutes
plagiarism.
• A student can check his/her writing in
Turnitin.com to see whether material shows us
that he/she may have advertently or unknowingly
used that is not their own. (However, it is up to
the instructor to determine plagiarized material )
• The student must correct the error with an
appropriate citation.
Instructor’s Responsibility
The Instructor is responsible for drawing a
conclusion regarding whether the amount of
improperly attributed or unattributed material
is so significant that intent may be presumed.
Excuses Won’t Work
The
teacher
treated me
unfairly,
so I feel
O.K. doing
it!
My job takes up too
much time, plus I am a
caregiver to my younger siblings
My classmates
Are going to
Berkeley
& I want to go
Too!
Students sometimes claim
“Accidental” or “Unintentional Plagiarism”--
What is This?
• Not knowing how/when to cite sources
• Plagiarism vs. paraphrasing
• Careless paraphrasing
• Uncertainty over what is a fact or common
knowledge
• Not knowing what constitutes research
• Quoting excessively
• Different view of plagiarism based on cultural
background
• NOTE: It is the responsibility of the student to become
fully acquainted with what constitutes plagiarism
Disciplinary Consequences
• See pages 53-54, “Plagiarism and Cheating”
CSUSB University Catalog/Bulletin for
violations and consequences.
Pay Attention to Avoiding Even the
Appearance of Plagiarism
WHAT IS PLAGIARISM?: It is use of the following
without giving credit to:
another person’s idea, opinion, or theory;
any facts, statistics, graphs, drawings, and audio
extractions from another’s work;
Any information that is not in the realm of common
knowledge;
quotations of another person’s actual spoken or
written words;
paraphrasing another person’s spoken or written words
without givin.
PLAGIARISMWhat is it Whose Responsibility is It Wha.docx
PLAGIARISM:
What is it?
Whose Responsibility is It?
What Are the Consequences?
A Brief Guide
Department of Management
CBPA, CSUSB
This presentation meets ADA compliance criteria for posting to CSUSB websites
Plagiarism is a Serious Problem
in Academia
“A study of almost 4,500 students at 25 schools,
suggests cheating is . . . a significant problem in
high school - 74% of the respondents admitted to
one or more instances of serious test cheating
and 72% admitted to serious cheating on written
assignments. Over half of the students admitted
they have engaged in some level of plagiarism
on written assignments using the Internet.”
Based on the research of Donald L. McCabe, Rutgers University.
Source: “CIA Research.” Center for Academic Integrity, Duke University, 2003
<http://academicintegrity.org/cai_research.asp>.
http://academicintegrity.org/cai_research.asp
The Student’s Responsibility
• A student should be clear that work submitted for
a grade in the class must be original work.
• It is the responsibility of the student to become
fully acquainted with what constitutes
plagiarism.
• A student can check his/her writing in
Turnitin.com to see whether material shows us
that he/she may have advertently or unknowingly
used that is not their own. (However, it is up to
the instructor to determine plagiarized material )
• The student must correct the error with an
appropriate citation.
Instructor’s Responsibility
The Instructor is responsible for drawing a
conclusion regarding whether the amount of
improperly attributed or unattributed material
is so significant that intent may be presumed.
Excuses Won’t Work
The
teacher
treated me
unfairly,
so I feel
O.K. doing
it!
My job takes up too
much time, plus I am a
caregiver to my younger siblings
My classmates
Are going to
Berkeley
& I want to go
Too!
Students sometimes claim
“Accidental” or “Unintentional Plagiarism”--
What is This?
• Not knowing how/when to cite sources
• Plagiarism vs. paraphrasing
• Careless paraphrasing
• Uncertainty over what is a fact or common
knowledge
• Not knowing what constitutes research
• Quoting excessively
• Different view of plagiarism based on cultural
background
• NOTE: It is the responsibility of the student to become
fully acquainted with what constitutes plagiarism
Disciplinary Consequences
• See pages 53-54, “Plagiarism and Cheating”
CSUSB University Catalog/Bulletin for
violations and consequences.
Pay Attention to Avoiding Even the
Appearance of Plagiarism
WHAT IS PLAGIARISM?: It is use of the following
without giving credit to:
another person’s idea, opinion, or theory;
any facts, statistics, graphs, drawings, and audio
extractions from another’s work;
Any information that is not in the realm of common
knowledge;
quotations of another person’s actual spoken or
written words;
paraphrasing another person’s spoken or written words
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Plagiarism unizulu
This document provides information about plagiarism, including definitions, examples, and guidelines for proper citation. It defines plagiarism as stealing another's work and ideas and passing them off as one's own. This can be done intentionally by copying work verbatim or unintentionally by poorly paraphrasing or citing sources. The document emphasizes the importance of citing sources through practices such as quoting, paraphrasing, and summarizing in order to avoid plagiarism. It also outlines the proper ways to cite sources in-text and in reference lists to give credit to original authors.
Intro to Plagiarism - 9th grade
The document discusses plagiarism, how to avoid it, and its consequences. It defines plagiarism as stealing and passing off the ideas or words of another as one's own. Consequences can include suspension, expulsion from school, and termination from employment. Schools and universities are cracking down on plagiarism through honor codes and enforcing existing policies. The document provides guidance on proper citation of sources and paraphrasing to avoid plagiarism.
Parenthetical Citations
The document provides guidelines for formatting a paper in MLA 7th edition style, including setting one inch margins, double spacing, and providing a header with the author's last name and page number. It also describes when and how to cite sources within the text of the paper using parenthetical citations, and provides examples of citing different source types like books, websites, and journal articles. Formatting rules are given for both in-text citations and the Works Cited page that concludes an MLA style paper.
Can you cut? Can you paste?
This document discusses plagiarism, defining it as using others' work and ideas without proper citation. It provides examples of famous plagiarism cases and discusses why plagiarism is unethical. The document encourages giving proper citations, quoting and paraphrasing correctly, and avoiding plagiarism by managing time and asking for help with citations.
Plagiarism
The document defines plagiarism as presenting others' words, ideas, images or creative works as one's own without proper citation or credit. It cites research finding high rates of cheating and plagiarism among students and discusses various types of plagiarism. Potential consequences are outlined, including academic penalties and damage to one's reputation. Teachers are advised to clearly define plagiarism for students and implement strategies to prevent and detect plagiarism in student work.
MLA Format
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plagiarism lesson ppt.ppt
Plagiarism involves presenting others' work as one's own without proper citation. It can be intentional or unintentional. A study found that 72% of students admitted to serious cheating using the internet. Plagiarism has serious consequences, including failing grades, suspension, or dismissal from school. To avoid plagiarism, students must properly quote, paraphrase, and cite sources as well as develop their own voice in writing assignments.
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This document defines plagiarism and discusses its seriousness as a problem among students. It outlines different types of plagiarism including intentional copying, paraphrasing without citation, and failure to properly cite sources. The document provides guidance on properly citing sources using quotes, paraphrases and summaries. Real-life examples of plagiarism consequences for public figures are also presented, as well as possible school punishments and strategies for teachers to prevent plagiarism.
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Plagiarism is presenting others' words, ideas, or creative works as one's own. A study found that 74% of students admitted to serious test cheating and 72% to cheating on written assignments, with over half admitting some level of plagiarism using the internet. Plagiarism can be intentional, such as copying others' work, or unintentional through careless paraphrasing or poor citation. Consequences for plagiarism range from failing grades to suspension or expulsion.
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The document provides an overview of citing sources in academic writing. It explains that citing sources shows that information is legitimate, allows readers to find sources, and establishes credibility. There are two main ways to cite sources: in-text citations within the writing and end-of-text citations in a references list. Common citation styles like MLA and APA are discussed, along with tips for integrating quotes, paraphrasing sources, and asking for help with citations.
PLAGIARISMWhat is it Whose Responsibility is It Wha.docx
PLAGIARISM:
What is it?
Whose Responsibility is It?
What Are the Consequences?
A Brief Guide
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CBPA, CSUSB
This presentation meets ADA compliance criteria for posting to CSUSB websites
Plagiarism is a Serious Problem
in Academia
“A study of almost 4,500 students at 25 schools,
suggests cheating is . . . a significant problem in
high school - 74% of the respondents admitted to
one or more instances of serious test cheating
and 72% admitted to serious cheating on written
assignments. Over half of the students admitted
they have engaged in some level of plagiarism
on written assignments using the Internet.”
Based on the research of Donald L. McCabe, Rutgers University.
Source: “CIA Research.” Center for Academic Integrity, Duke University, 2003
<http://academicintegrity.org/cai_research.asp>.
http://academicintegrity.org/cai_research.asp
The Student’s Responsibility
• A student should be clear that work submitted for
a grade in the class must be original work.
• It is the responsibility of the student to become
fully acquainted with what constitutes
plagiarism.
• A student can check his/her writing in
Turnitin.com to see whether material shows us
that he/she may have advertently or unknowingly
used that is not their own. (However, it is up to
the instructor to determine plagiarized material )
• The student must correct the error with an
appropriate citation.
Instructor’s Responsibility
The Instructor is responsible for drawing a
conclusion regarding whether the amount of
improperly attributed or unattributed material
is so significant that intent may be presumed.
Excuses Won’t Work
The
teacher
treated me
unfairly,
so I feel
O.K. doing
it!
My job takes up too
much time, plus I am a
caregiver to my younger siblings
My classmates
Are going to
Berkeley
& I want to go
Too!
Students sometimes claim
“Accidental” or “Unintentional Plagiarism”--
What is This?
• Not knowing how/when to cite sources
• Plagiarism vs. paraphrasing
• Careless paraphrasing
• Uncertainty over what is a fact or common
knowledge
• Not knowing what constitutes research
• Quoting excessively
• Different view of plagiarism based on cultural
background
• NOTE: It is the responsibility of the student to become
fully acquainted with what constitutes plagiarism
Disciplinary Consequences
• See pages 53-54, “Plagiarism and Cheating”
CSUSB University Catalog/Bulletin for
violations and consequences.
Pay Attention to Avoiding Even the
Appearance of Plagiarism
WHAT IS PLAGIARISM?: It is use of the following
without giving credit to:
another person’s idea, opinion, or theory;
any facts, statistics, graphs, drawings, and audio
extractions from another’s work;
Any information that is not in the realm of common
knowledge;
quotations of another person’s actual spoken or
written words;
paraphrasing another person’s spoken or written words
without givin.
PLAGIARISMWhat is it Whose Responsibility is It Wha.docx
PLAGIARISM:
What is it?
Whose Responsibility is It?
What Are the Consequences?
A Brief Guide
Department of Management
CBPA, CSUSB
This presentation meets ADA compliance criteria for posting to CSUSB websites
Plagiarism is a Serious Problem
in Academia
“A study of almost 4,500 students at 25 schools,
suggests cheating is . . . a significant problem in
high school - 74% of the respondents admitted to
one or more instances of serious test cheating
and 72% admitted to serious cheating on written
assignments. Over half of the students admitted
they have engaged in some level of plagiarism
on written assignments using the Internet.”
Based on the research of Donald L. McCabe, Rutgers University.
Source: “CIA Research.” Center for Academic Integrity, Duke University, 2003
<http://academicintegrity.org/cai_research.asp>.
http://academicintegrity.org/cai_research.asp
The Student’s Responsibility
• A student should be clear that work submitted for
a grade in the class must be original work.
• It is the responsibility of the student to become
fully acquainted with what constitutes
plagiarism.
• A student can check his/her writing in
Turnitin.com to see whether material shows us
that he/she may have advertently or unknowingly
used that is not their own. (However, it is up to
the instructor to determine plagiarized material )
• The student must correct the error with an
appropriate citation.
Instructor’s Responsibility
The Instructor is responsible for drawing a
conclusion regarding whether the amount of
improperly attributed or unattributed material
is so significant that intent may be presumed.
Excuses Won’t Work
The
teacher
treated me
unfairly,
so I feel
O.K. doing
it!
My job takes up too
much time, plus I am a
caregiver to my younger siblings
My classmates
Are going to
Berkeley
& I want to go
Too!
Students sometimes claim
“Accidental” or “Unintentional Plagiarism”--
What is This?
• Not knowing how/when to cite sources
• Plagiarism vs. paraphrasing
• Careless paraphrasing
• Uncertainty over what is a fact or common
knowledge
• Not knowing what constitutes research
• Quoting excessively
• Different view of plagiarism based on cultural
background
• NOTE: It is the responsibility of the student to become
fully acquainted with what constitutes plagiarism
Disciplinary Consequences
• See pages 53-54, “Plagiarism and Cheating”
CSUSB University Catalog/Bulletin for
violations and consequences.
Pay Attention to Avoiding Even the
Appearance of Plagiarism
WHAT IS PLAGIARISM?: It is use of the following
without giving credit to:
another person’s idea, opinion, or theory;
any facts, statistics, graphs, drawings, and audio
extractions from another’s work;
Any information that is not in the realm of common
knowledge;
quotations of another person’s actual spoken or
written words;
paraphrasing another person’s spoken or written words
without givin.
Defining and Valuing Children's Literature
There are differing views on what constitutes children's literature. Some define it as literature written for children, while others say it is literature that children read regardless of the intended audience. C.S. Lewis argued that the best children's stories can be enjoyed by both children and adults. Defining children's literature is difficult as views differ on whether a distinction should be made between children's and adult literature. Children's literature is valuable as it can spark children's imaginations and be their first exposure to beautifully written language.
Digital Honey for the Intellect or Excremental White Noise from the Hive
1) The document discusses Wikipedia as a source for student research and whether it represents "digital honey" or "excremental white noise".
2) While Wikipedia can be a starting point, the author argues students should bypass it pragmatically in favor of educational or scholarly sites, as Wikipedia articles may contain false or biased information that cannot be easily verified.
3) The value of Wikipedia depends on the topic - it may be more useful for current topics in technology than historical topics, which are better researched through libraries, databases, and authoritative sources.
Plagiarism unizulu
This document provides information about plagiarism, including definitions, examples, and guidelines for proper citation. It defines plagiarism as stealing another's work and ideas and passing them off as one's own. This can be done intentionally by copying work verbatim or unintentionally by poorly paraphrasing or citing sources. The document emphasizes the importance of citing sources through practices such as quoting, paraphrasing, and summarizing in order to avoid plagiarism. It also outlines the proper ways to cite sources in-text and in reference lists to give credit to original authors.
Intro to Plagiarism - 9th grade
The document discusses plagiarism, how to avoid it, and its consequences. It defines plagiarism as stealing and passing off the ideas or words of another as one's own. Consequences can include suspension, expulsion from school, and termination from employment. Schools and universities are cracking down on plagiarism through honor codes and enforcing existing policies. The document provides guidance on proper citation of sources and paraphrasing to avoid plagiarism.
Parenthetical Citations
The document provides guidelines for formatting a paper in MLA 7th edition style, including setting one inch margins, double spacing, and providing a header with the author's last name and page number. It also describes when and how to cite sources within the text of the paper using parenthetical citations, and provides examples of citing different source types like books, websites, and journal articles. Formatting rules are given for both in-text citations and the Works Cited page that concludes an MLA style paper.
Can you cut? Can you paste?
This document discusses plagiarism, defining it as using others' work and ideas without proper citation. It provides examples of famous plagiarism cases and discusses why plagiarism is unethical. The document encourages giving proper citations, quoting and paraphrasing correctly, and avoiding plagiarism by managing time and asking for help with citations.
Plagiarism
The document defines plagiarism as presenting others' words, ideas, images or creative works as one's own without proper citation or credit. It cites research finding high rates of cheating and plagiarism among students and discusses various types of plagiarism. Potential consequences are outlined, including academic penalties and damage to one's reputation. Teachers are advised to clearly define plagiarism for students and implement strategies to prevent and detect plagiarism in student work.
MLA Format
This document provides information on how to properly cite sources and avoid plagiarism using MLA format. It discusses the goals of learning MLA style, how to format the Works Cited page, why citing sources is important, what constitutes plagiarism, and how to document sources in-text using parenthetical citations that correspond to the Works Cited list. Examples are given for citing different source types such as books, articles, websites and more.
plagiarism lesson ppt.ppt
Plagiarism involves presenting others' work as one's own without proper citation. It can be intentional or unintentional. A study found that 72% of students admitted to serious cheating using the internet. Plagiarism has serious consequences, including failing grades, suspension, or dismissal from school. To avoid plagiarism, students must properly quote, paraphrase, and cite sources as well as develop their own voice in writing assignments.
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The document discusses a MOOC called "Becoming an Effective Undergraduate Teacher of STEM" aimed at future and current STEM faculty. The MOOC is part of a CIRTL Network initiative to prepare STEM faculty to implement evidence-based teaching practices through online learning communities. The MOOC will cover topics in cognitive science, active learning, assessment, and diversity and is scheduled to launch on September 1, 2014. It will be supported by a learning community to enhance participation through discussion questions, additional resources, and virtual office hours.
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This document discusses how students use technology compared to instructors. It begins by asking students and instructors to reflect on how they commonly use technology in similar or different ways. It then discusses the concepts of "digital natives" and "digital immigrants" to describe students who grew up with technology versus those who adopted it later. However, it notes this distinction is more complex than a simple age-based divide. Student focus groups reveal they commonly use social media and the internet for keeping in touch with others, getting news and entertainment. The document concludes by highlighting key principles for integrating technology in teaching, such as having a clear goal, explaining the purpose of technological tools, allowing time for students to learn new technologies, and not underestim
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How Do You Web? Undergraduate Focus Groups for Informing Pedagogy
The document discusses focus groups conducted with Vanderbilt undergraduate students to understand how they use technology and social media outside of class. Key findings include that students frequently use Facebook, Twitter, and video sites for keeping up with friends and news. They find course management systems like OAK useful but prefer other methods for communication. Students suggest faculty could use separate Twitter or blog accounts to supplement learning but avoid merging social and academic accounts. The document advises faculty interested in technology integration to consider students' technology preferences and boundaries.
Small Multiples
A short illustration of ways to arrange and compare multiple small charts in PowerPoint. Built to accompany the "Show and Tell: More Visual Presentations" talk I gave at Vanderbilt on November 1, 2013.
A Simple Chart
The document contains a series of charts showing the results of a survey of 72 respondents rating the importance of Priority A. The final chart indicates that 66.7% rated it as "Very" important, 25% as "Quite" important, and 8.3% as "Fairly" important, with 0% rating it as "Slightly" or "Not at all" important.
Class Time Reconsidered
Presentation given at the University of Denver Mathematics Department, October 25, 2013. Be sure to check the notes for links about the examples seen in the slides.
How to Win at Monopoly
The document discusses using Markov chains to model and analyze the game of Monopoly. It explains the basic rules of Monopoly and then presents increasingly complex Markov chain models of landing on spaces and properties. The models start simply with a few spaces and coin flips and become more detailed representations incorporating jail stays and dice rolls. The document also provides background on Markov chains and their properties, explaining how the transition matrix P and stationary distribution q can be used to analyze Monopoly and other systems.
Who Are Our Students? Bridging Local and Global Learning Communities
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Poem Codes
The document discusses a poem by Leo Marks that was read at the Clinton-Mezvinsky wedding. It provides context about the poem and poet Leo Marks, and explains how the poem can be used for cryptographic purposes by selecting words from the poem and using the letter positions to encrypt a message. It then walks through the steps to encrypt a sample message using this technique.
See What I Mean: Using Visual Thinking in the Classroom
This document discusses how visual thinking can help students learn by using visual representations like maps, flowcharts and other creative works to clarify relationships between ideas and create visual representations of their knowledge, as visual input is something our brains are wired to rapidly make sense of and remember.
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This document provides guidance on how to create effective clicker questions for classroom use. It recommends asking rhetorical, evaluative, and objective-aligned questions and basing answer choices on common misconceptions. Instructors should predict student responses, revise questions over time, and be flexible. The document also includes prompts to help write high-quality questions, such as considering what context students need and which cognitive skills the question requires.
Assertion evidence practice
Encryption schemes can provide a false sense of security if not implemented correctly. Proper implementation and testing is needed to ensure encryption truly protects sensitive data as intended. Schemes left untested may seem strong but could be vulnerable to attacks revealing encrypted information.
Teaching-as-Research Fellows: Encouraging Scientific Teaching
The document describes Vanderbilt University's Teaching-as-Research (TAR) Fellows program, which encourages graduate students to take a scientific approach to teaching. The program provides funding and mentorship for students to design teaching experiments. An example project tests whether hands-on analogies improve student understanding of radioactive decay concepts. Survey results found students could appropriately apply their new knowledge. The program has expanded learning and career opportunities for participants. It aims to make scientific teaching a widespread practice at research universities.
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A few highlights from the Friday a.m. keynote at the #lilly10 conference - My notes / visualization of the University of Guelph Data
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This document discusses using technology like clickers, blogs, and social media to enhance agile teaching methods. It provides examples of how clickers can be used for formative assessment and peer instruction. Next generation clickers that use cell phones and applications like Poll Everywhere are presented. The document also discusses opening up the backchannel during class through tools like Twitter, Google Moderator, and blogs. Just-in-time teaching with blogs that provide pre-class engagement is explained.
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Beyond the Quotation Marks
- 1. Beyond the Quotation Marks Preventing Plagiarism and Teaching about Academic Discourse “The ‘Library’,” Quinn Dombrowski, Flickr (CC)
- 2. Which best describes you? Faculty Member Grad Student or Post-Doc Undergraduate Student Staff or Administrator 15 of 40
- 3. Which best describes the field in which you teach? Humanities Social Sciences Natural Sciences or Engineering 10 of 40
- 4. While writing a paper on homelessness, you copy and paste some text from a website’s FAQ page. You don’t cite your source because the page doesn’t include author information. Plagiarism Not Plagiarism
- 5. “At Rhode Island College, a freshman copied and pasted from a Web site’s frequently asked questions page about homelessness — and did not think he needed to credit a source in his assignment because the page did not include author information.” Trip Gabriel, “Plagiarism Lines Blur for Students in Digital Age,” New York Times, August 1, 2010
- 6. While writing a paper on the Great Depression, you paraphrase a few paragraphs you found on Wikipedia. You don’t cite your source because information on Wikipedia can be considered common knowledge. Plagiarism Not Plagiarism
- 7. “Students should understand that sources of common knowledge can be plagiarized. Copying or close paraphrasing of the wording or presentation of a source of common knowledge constitutes plagiarism.” Vanderbilt University Student Handbook, “The Honor System” The Wikipedia example was also cited in that New York Times article!
- 8. German teenager Helene Hegemann’s best-selling novel about Berlin club life included several passages lifted from other novels. Plagiarism Not Plagiarism
- 9. “Instead of offering an abject apology, Ms. Hegemann insisted, ‘There’s no such thing as originality anyway, just authenticity.’ A few critics rose to her defense, and the book remained a finalist for a fiction prize (but did not win).” Trip Gabriel, “Plagiarism Lines Blur for Students in Digital Age,” New York Times, August 1, 2010
- 11. Girl Talk’s 2011 album All Day consists entirely of samples of other songs, 372 samples in all. Plagiarism Not Plagiarism
Editor's Notes
- Handle logistics—sign-in, follow-up survey, podcast.Introduce the session and its format. Read the questions you identified in the workshop description:How can we effectively educate our students about plagiarism?What steps can we take to help students understand the nature of academic discourse and academic norms about working with sources?What kinds of assignments and resources we can provide that reduce our students’ motivation and ability to plagiarize?”Note the emphasis on practical strategies for instructors, but also the emphasis on preventing plagiarism by teaching students about the nature of academic discourse.Show today’s blog post exploring reasons why students cheat, which are on-topic for today’s discussion. Click through to show the teaching guide with additional resources.
- First, let’s find out a bit about who’s in the room.
- Results from my first-year writing seminar: 93% plagiarism, 7% not
- From that NYT article: “And at the University of Maryland, a student reprimanded for copying from Wikipedia in a paper on the Great Depression said he thought its entries — unsigned and collectively written — did not need to be credited since they counted, essentially, as common knowledge. “Results from my first-year writing seminar: 80% plagiarism, 20% not
- Results from my first-year writing seminar: 100% plagiarism, 0% not