Wrote the first draft of the manuscript: Contributed to the writing of the manuscript:
Comments It's come to this: Writing professors are so desperate for new ways to teach undergraduates about academic integrity that they are assigning them to plagiarize. For one assignment, she gives her students a short writing passage and then a prompt for a standard student short essay.
She asks her students to turn in two versions. In one they are told that they must plagiarize.
In the second, they are told not to. The prior night, the students were given an online tutorial on plagiarism and Hagopian said she has become skeptical that having the students "parrot back what we've told them" accomplishes anything.
Her hope is that this unusual assignment might change that. After the students turn in their two responses to the essay prompt, Hagopian shares some with the class. Not surprisingly, the students do know how to plagiarize -- but were uncomfortable admitting as much.
Hagopian said that the assignment is always greeted with "uncomfortable laughter" as the students must pretend that they never would have thought of plagiarizing on patchwriting and plagiarism detection own.
Given the right to do so, they turn in essays with many direct quotes without attribution. Of course in their essays that are supposed to be done without plagiarism, she still finds problems -- not so much with passages repeated verbatim, but with paraphrasing or using syntax in ways that were so similar to the original that they required attribution.
When she started giving the assignment, she sort of hoped, Hagopian said, to see students turn in "nuanced tricky demonstrations" of plagiarism, but she mostly gets garden variety copying.
But what she is doing is having detailed conversations with her students about what is and isn't plagiarism -- and by turning everyone into a plagiarist at least temporarilyshe makes the conversation something that can take place openly. And by having the conversation in this way -- as opposed to reading the riot act -- she said she is demonstrating that all plagiarism is not the same, whether in technique, motivation or level of sophistication.
There is a difference between "deliberate fraud" and "failed apprenticeship," she said. Hagopian's approach was among many described at various sessions last week at the annual meeting of the Conference of College Composition and Communication, in New Orleans.
Writing instructors -- especially those tasked with teaching freshmen -- are very much on the front lines of the war against plagiarism.
As much as other faculty members, they resent plagiarism by their students -- and in fact several of the talks featured frank discussion of how betrayed writing instructors feel when someone turns in plagiarized work.
That anger does motivate some to use the software that detects plagiarism as part of an effort to scare students and weed out plagiarists, and there was some discussion along those lines.
But by and large, the instructors at the meeting said that they didn't have any confidence that these services were attacking the roots of the problem or finding all of the plagiarism.
Several people quipped that if the software really detected all plagiarism, plenty of campuses would be unable to hold classes, what with all of the sessions needed for academic integrity boards.
While there was a group therapy element to some of the discussions, there was also a strong focus on trying new solutions.
Freshmen writing instructors after all don't have the option available to other faculty members of just blaming the problem on the failures of those who teach first-year comp. New books being displayed in the exhibit hall included several trying to shift the plagiarism debate beyond a matter of pure enforcement.
Among them were Originality, Imitation, and Plagiarism: Like Hagopian, many of those at the meeting said that they are focused on trying to better understand their students, what makes them plagiarize, and what might make them better understand academic integrity.
There wasn't much talk of magic bullets, but lots of ideas about ways to better see the issue from a student perspective -- and to find ways to use that perspective to promote integrity.
State, gave a presentation about a discussion he followed for purposes of understanding, not enforcement on the Wolf Weba student discussion board.
State post anonymously, and while Stamper said he didn't know if all of the students were posting with accuracy about their situations, he still found plenty of truth in what they had to say. The discussion was kicked off by a student asking for advice about certain term paper companies and whether they sold good work.
The student, apparently fearful of how this would make him look, talked about how he was "completely and utterly fried and overloaded" and didn't have enough time.Student Guide to Understanding and Avoiding Plagiarism in the Classroom and Online. or a more advanced plagiarism detection software system.
And a faculty member who is familiar with a student’s writing may notice the change in tone or style that often accompanies the insertion of appropriated source material. Patchwork Writing or.
Original work, patchwriting or facilitated plagiarism? Ann M. Rogerson* and Grace McCarthy * Correspondence: [email protected] Faculty of Business, University of an additional language, they may find the detection of the errors or inaccuracies more difficult to identify.
To avoid plagiarism and patchwriting, further research is most definitely urgent so that the Iraqi students might be more aware of their misuses of sources and of the misconducting techniques they.
To many writing instructors, going nuclear (expulsion threats) or high tech (detection software) have failed to stop cheating. So they aim for small victories, through new approaches to teaching about academic integrity.
"Patchwriting" vs. Plagiarism. Nov 23, · Part of the "Academic Integrity & Student Conduct" module developed for the Ministry of Training, Colleges and Universities (MTCU) as part of the eCampus Ont.
Student Guide to Understanding and Avoiding Plagiarism in the Classroom and Online. Just as Dishonest,” patchwriting isn’t always plagiarism, but it is a growing problem that is symptomatic of the cut-and-paste nature of digital technology.
Because students have easy access to web pages, PDFs, and other digital sources containing text.