Avoiding Plagiarism and Using Library Sources

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A New York City College of Technology Collaboration: Writing Across the Curriculum Fellows Syelle Graves and Heather Zuber Instructional Design Librarian Bronwen Densmore Instruction/Reference Librarian Anne Leonard March 11, 2014. Avoiding Plagiarism and Using Library Sources. - PowerPoint PPT Presentation

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Avoiding Plagiarism and Using Library SourcesA New York City College of Technology Collaboration: Writing Across the Curriculum Fellows Syelle Graves and Heather ZuberInstructional Design Librarian Bronwen Densmore Instruction/Reference Librarian Anne LeonardMarch 11, 2014Workshop AgendaUnderstanding plagiarismStrategies for preventing plagiarismEducate studentsExplain research assignmentsDesign plagiarism-resistant assignmentsBe aware of library resourcesResponding to plagiarismDiscussion and questions

2sg2I. Understanding Plagiarism3sg3Plagiarism Defined by City Tech Policy Manual:Plagiarism is the presenting of someone elses ideas without proper credit or attribution. These ideas could come from:1. Information obtained from books, journals or other printed sources.2. The work of other students or of faculty.3. Information from the Internet.4. Software programs or other electronic material.5. Designs produced by other students or faculty (4) NYCCT Policy Manual4Sg An important starting point in preventing plagiarism among your students is to be sure that you are all on the same page about what exactly it means. Students must know what it is in order to avoid it. Here is the definition of plagiarism from the city tech policy manual. It is also one that you can distribute to your students or use to open a discussion about plagiarism.

4Group Exercise: Gray Areas (Sample from Plagiarism Quiz on Handout)(A) 3. I got my friend to read my paper and write down other quotes that would help support my argument.(B) 6. I read an article on the internet, used some parts of it word-for-word in my paper, and listed the article on my works cited page.(C) 11. My tutor rewrote my thesis statement to change it from a summary to something that opens up an argument.

This quiz was originally generated by the Freshman English Office at the University of Connecticut; small adaptations were made by Rebecca Devers.

5sg5Gray Areas: Answers from Plagiarism Quiz on HandoutA. 3. YesB. 6. YesC. 11. YesTurn to page 6 of the handout for explanation

This quiz was originally generated by the Freshman English Office at the University of Connecticut; small adaptations were made by Rebecca Devers.

6sg6Common Justifications and/or Actual Reasons for Plagiarism:I didnt know this was plagiarism.My writing isnt good enough.I cant write this entire paper tonight!Im not an expert in this topic, so I cant include my own ideas.My English isnt strong enough.But, my professor asked for two citations and thats what I did!

7sg7II. Strategies for Preventing Plagiarism

8hz8

Educate and Remind Students

Fellow scholar, not law enforcementHandouts Discussion, workshop, homeworkSamples of well- and poorly-documented assignmentsModel correct citation format

9Share what you know so there is no mystery, and you are all on the same page.Think about the way you approach students - students turn off when you start to sound like a police officer or parent telling them how to behave. You might have more luck talking to them as you are really a scholar speaking to a group of future fellow scholars - who all are in the same boat and must play by the same rules with respect to writing and plagiarism---We have for you a sample handout that is filled with all kinds of information in different forms which can be given directly to students, or taken apart as you please. AT the end is the entirety of the quiz we worked on earlier and another exercise that helsp students identify plagiarism

9Explain Research Assignments Discuss with students why they are being asked to do research Make sure students understand why they must cite material Provide examples of well-incorporated research Discuss appropriate ways to incorporate information10(BD) Most students have not been exposed to secondary sources and/or research papers before they are asked to do assignments. Make sure they have seen relevant examples prior to assignment.

Let students know what you are asking for in an assignment.

Make sure to offer constructive input when students veer into grey area.10

Design Plagiarism-Resistant Assignments

Work up to high-stakes research assignments When outside sources are required, make sure you are clear about your expectations (and give guidance as to how/where these sources may be found) Prior to the final paper, require a short assignment in which students justify inclusion of resources cited11AL

Work up to high stakes: blogging, journals, portfolios, annotated bibliographies.

(helpful info: what databases should students start with? Which are appropriate for your discipline/this particular project).

Have students turn in a short assignment in which they justify inclusion of resources cited.11Scaffold Larger Assignments Scaffolding = Breaking large assignments into piecesStudents develop skills necessary for assignmentStudents generate original work Assignment not overwhelming Final product must match pieces

12Cumulative actually compel them to think about and complete the assignment in stages, OR simply assign smaller assignments that build the skills required for them to complete the final assignment.---tough to plagiarize because such quirky, tiny pieces---tackling smaller assignments gives students confidencein skills, or because they have done parts of the assignment well before its due---helps avert plagiarism bc students who have committed to a topic, or a point of view in a set of assignments already will not be able to find an already done assignment that will match their earlier work12Sample Scaffolded AssignmentAssignment: Find an idea in one of the assigned critical readings of Jane Eyre with which you disagree. Figure out why you think it is wrong, and write a 5-7 page persuasive essay arguing for your own, better reading

In-class summary of novel: 10% of grade 10/25Paper Proposal: 10% of grade due 11/1Outline: 10% of grade due 11/8First Draft: 10% of grade due 11/21Peer Review Participation: 10% of grade 11/21Second Draft: 50% of grade due 11/26

13This is a sample assignment that is cumulative in the sense that the student completes the larger assignment in stagesideally to avoid that night before its due panic, and to enhance the quality fo the work product through longer-term thinking and revising.13Use Low-Stakes Assignments Informal, ungraded writing assignments Help students process course content, and experiment with ideas without pressure to be right In-class writing: e.g. during the last five minutes of class, ask students to write a response to a prompt, such as, Explain to me what . . . (key concept from class) means; or, Tell me why . . . (key concept from class) is important to (larger topic).Discussion board Reading journal

14---all kindsof in-class assignments that can help lead to a paper here are a few that aid in content digestion---comments, questions, quotations for students to respond to and these can be graded and viewed by peers---reading journal can take many forms, answering questions, responding to prompts, tracking a them or idea, generating questions, free-writes, etc.14Use Details in Assignments15 Current events Specific, original applications of concepts e.g. Define and explain classical conditioning, operant conditioning, and social learning(Revised): Professor Catlove opens a can of cat food and his cats run into the kitchen purring, meowing, and rubbing his legs. What examples of classical conditioning, operantconditioning, and social learning are at work here? -Bean, John C. Engaging Ideas. 2nd Ed. 2011. San Francisco, CA: Jossey-Bass.

Another strategy for designing plagiarism resistant assignments is make the assignment so specific, that it cannot be found elsewhere.15Library ResourcesLibrary Faculty: http://cityte.ch/specialist

Library catalog: http://cityte.ch/cat

Library databases: http://cityte.ch/db

Tutorials and Subject Guides16(AL)

Demo of library website here or in conjunction with another slideSuggestions for shaping assignments: limiting assignments to a few particularly fruitful databasesSuggest that faculty take students to the library for a mini tour?Subject guides, tutorials, 16Group ExerciseRevise the following assignment to make it more plagiarism-resistant, using strategies such as scaffolding, using specific details, and incorporating low-stakes assignments, etc:

Write a 10-15 page paper on the issue of social inequality and how it relates to race.17Hz Dr. Catlove, a colleague, has come to you for help. He wants to revise the assignment below because last semester, many students turned in plagiarized work17III. Responding to Plagiarism

18sg18Detecting PlagiarismElectronic resources for suspected plagiarism: SafeAssign, (Turnitin.com) 19sg19What to do if a Student Plagiarizes Options at City Tech for responding to plagiarism City Tech administrative responses to plagiarism20Melanie Villatoro20City Techs Policy on Academic IntegrityAcademic Integrity at City TechStudents and all others who work with information, ideas, texts, images, music, inventions, and other intellectual property owe their audience and sources accuracy and honesty in using, crediting, and citing sources. As a community of intellectual and professional workers, the College recognizes its responsibility for providing instruction in information literacy and academic integrity, offering models of good practice, and responding vigilantly and appropriately to infractions of academic integrity. Accordingly, academic dishonesty is prohibited in The City University of New York and at New York City College of Technology and is punishable by penalties, including failing grades, suspension, and expulsion (4) NYCCT Statement on Academic Integrity from Policy Manual21Melanie Villatoro21IV. Questions and Discussion22libs22

Any Questions?

23Libs WAC fellows are always available to look at assignments or help you redesign an assignment to avoid plagiarism.

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DiscussionWhat strategies have worked well for you in preventing or responding to plagiarism?

24libs24ContactBronwen Densmore: bdensmore@citytech.cuny.eduSyelle Graves: sygraves@citytech.cuny.eduAnne Leonard: aleonard@citytech.cuny.eduHeather Zuber: hzuber@citytech.cuny.edu

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