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语言教学 | 普渡大学写作教学系列Teacher&Tutor Resource32-Prevent Plagiarism(3)

英语写作教学与研究 2022-06-09

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征稿：二语写作

Preventing Plagiarism

（7）Defining Our Terms

TIME ESTIMATE

30 minutes


OBJECTIVE

Engage students in a discussion on the terms that determine what can be defined as plagiarism


MATERIALS

Chalkboard/whiteboad


COMPUTER LAB OPTION MATERIALS

Digital projector


PROCEDURE

  1. Put the following terms on the board and ask students to work in pairs, thinking up short definitions for the terms:

  • common knowledge

  • originality

  • own work

  • author

  • borrowing

  • As pairs of students report on their work, begin writing down significant words and phrases for each term.

  • If the class does not reach a consensus on these terms, that’s OK. It’s more important that you bring the plurality of definitions to light and expose these relatively “simple” terms for what they really are: contextually sensitive elements of a definition of plagiarism.


    • COMPUTER LAB OPTION

    Compose the definition on the instructor’s digital projector, or if you have time, have students search online for definitions of these terms and include them in your brainstorming discussion.

    （8）Class Plagiarism Policy

    TIME ESTIMATE

    40 minutes


    OBJECTIVE

    Engage students in defining plagiarism for your course.


    MATERIALS

    Chalkboard/whiteboard


    COMPUTER LAB OPTION MATERIALS

    Digital projector


    PROCEDURES

    1. Ask students their definitions and place those definitions on one side of the board. Then, after locating all of the main verbs and nouns, try to create a composite sentence out of the responses. (10 minutes) Hint: the sentence will likely follow something like this formula: “The use of someone’s else’s ideas presented as your own without proper citation.” The underlined sections often include a number of synonyms and related nouns/verbs.

    2. When the class agrees on a general definition, ask students what the course policy should be for failure to adhere to that definition, considering that there are different types of plagiarism:

    • Excessive repetition (poor paraphrasing of another’s words)

    • Improper citation (failure to cite properly)

    • Improper Idea borrowing (failure to cite another’s ideas)

    • Fraud (creation of false sources)

    • Forgery (turning in another person’s work as your own)

  • Explain what these types of plagiarism mean and put them on the board, asking students what the policy should be for each type of “offense.” If the class does not come to an agreement on these terms, that’s OK. (15 minutes)

    • COMPUTER LAB OPTION

    Compose the definition on the instructor’s digital projector, or, if you have extra time, when brainstorming, ask students to search for further definitions online and use them in your brainstorming task.

    （9）Comparing Policies

    TIME ESTIMATE

    30 minutes

    OBJECTIVES

    To have students understand the differences between what their school recommends and what other critics suggest

    MATERIALS

    • Howard, Rebecca Moore. "Plagiarisms, Authorships, and the Academic Death Penalty." College English 57.7 (Nov. 1995): 708-36. Print.

    • Your own institution’s plagiarism policy


    PROCEDURES

    1. In groups of two, students will read their institution’s official plagiarism and academic dishonesty policy and takes notes on the article, focusing on definitions of plagiarism

    2. Students then compare this policy to the policy Rebecca Moore Howard provides in her article "Plagiarisms, Authorships, and the Academic Death Penalty"

    3. The pairs of students will then move into groups of 4 (2 pairs of 2) and discuss the main differences between the two policies

    4. The instructor will lead class discussion on the differences and students’ opinions of their institution’s policy


    HOMEWORK

    Students can develop a short policy statement for the course—work that would lead into the lesson plan on creating a course plagiarism definition.


    COMPUTER LAB OPTION

    Instead of discussing the different policies in groups, students can discuss the policies through a discussion board set up before class. If possible, share the university’s policy during class time and have students annotate and comment on the document, discussing their comments and questions during class time.

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