Paper-based HandoutsPart A. Reading

1. Get into pairs with a partner as assigned on the slide. Watch the video clip and try to remember what happens in it. After you watch, discuss the follow-up questions with your partner.

https://www.youtube.com/ watch?v=4zHJMAoDOqU

1. Have you ever cheated in exams or seen your classmates doing so? Tell your experience about it.

2. What do you think are the common ways of cheating today’s students often use in their exams?

3. In your opinion, why do students cheat in exams?

4. In your opinion, what could be done to prevent cheating in school?

2. Now with your partner, write down 03 words and/or phrases related to students cheating on exams under each category below. When you finish, go to the board to write your words and/or phrases in their corresponding categories.

Noun / Noun phrases Verbs / Verb phrases

Adjectives / Adverbs

* You two are going to read a passage about American students cheating on exams. Basing on your discussion and all the vocabulary on the board, predict what the reading passage is about. Tell some reasons for your predictions. Note your predictions in the space below.

3.

3. You are going to read Beat the Cheat written by Amy Novotney, a writer based in Chicago. Six copies of the reading passage are stuck to the back wall of the classroom. One of you will be partner A, the other will be partner B. If you are A, sit in the front of the class, hold a list of 5 questions about the reading passage, and ask Partner B the questions in order. If you are B, run to the back wall, scan the passage quickly, then run back to tell Partner A the answers. Partner A will need to take notes of Partner B’s answers. For another list of 5 questions, switch your roles. After you finish answering all the questions, remove the reading passage from the wall, and use it to check the answers with your partner.

Novotney, A. (2011). Beat the cheat. Monitor on Psychology, 42 (6). Washington DC: American Psychology Association. DOI: http://www.apa.org/monitor/2011/06/cheat.aspx

* Partner A asks. Partner B finds the answers.

1. Do students cheat more in high school than when they reach college?

2. In what ways is academic cheating linked to the cheaters’ future life?

3. What is the biggest reason for the increase in academic cheating?

4. According to Augustus Jordan from Middlebury College, what happens when students are motivated by academic achievements?

5. What did Lisa Shu from Harvard University find out about dishonest behavior?

* Partner B asks. Partner A finds the answers.

6. According to David Rettinger, what does seeing peers cheat result in?

7. Why is cheating ‘infectious’ according to Frederick Malmstrom?

8. What is the way to deal with academic cheating at the student level?

9. What is the possible solution to cheating at the teacher level?

10. What is the solution to cheating at the institutional level?

4. The following words appear in order in the passage. Work with your partner to find out their collocations (the other words that go with them in meaningful phrases) used in the text. After you finish, put a check to the collocations you two do not know. Refer to the text and try to guess their meanings from the contexts (i.e. the surrounding words) in which they appear. Go around the classroom to consult the other pairs about them.

1. to plagiarize………………..

2. …………………… cheating

3. to curb……………………..

4. …………………… integrity

5. reprehensive………………

6. ……………...... proliferation

7. intrinsic…………………….

8. extrinsic…………………...

9. dishonest…………………

10. …………………… immoral

11. ………………………... code

12. …………………. acceptance

13. to eliminate…………………

14. predictor……………………

15. …………………. contagion

16. social norms of ……………

17. ………………. competitive

18. peer………………………..

19. …………………… honesty

20. the feeling of……………..

21. to diminish…………….....

22. ………………... dishonesty

23. ……………………... ethics

24. ……….. morality…………

25. generic……………………

Part B. Writing

1. Work in groups of four people. Imagine you are contributing your ideas to your current university’s policy on academic cheating. List your main ideas and supporting ideas under each content category below. Include examples from your own experience if any.

Why do students in your school cheat?

What are some consequences of this problem?

What measures should be taken?

2. Work individually. Write a report to your school’s administration, telling why students in your school cheat on exams, the consequences of this issue, and suggest ways to deal with it. Include any examples from your own experience where relevant.

- Handwrite your paper using A4 size paper.- Leave a space between the lines of words.- Include a title for your paper.- Limit the length of your paper to a maximum of 2 pages.

3. (Step I) Submit your first draft to the teacher. He will give feedback on the content development of your writing. Then write the second draft in light of his comments. (40 points). (Step II) Exchange your second draft with a partner assigned to work with you. Read your partner’s writing and comment on it in terms of grammar, vocabulary, and mechanism, using the correction guide below. Do not correct any mistakes but mark them with the correcting symbols. When you receive your draft back, correct the mistakes by yourselves, and then write the final draft of it. (40 points). (Step III) Turn your final draft to the teacher (20 points).

(Adapted from https://bilingualismseminar.wordpress.com/2015/01/13/christies-correction-and-editing-symbols/)