Barry Gilmore

Write from Wrong:Strategies for Addressing Student Plagiarism

Today’s Plan

One: Thinking Backwards / Culture

Lunch

Two: What We Assign and Why

Three: How They Plagiarize—and Why

Four: Responding to Plagiarism

The Parking Lot: Questions / Concerns

Case Study: Take It Or Leave It

(The Christine Pelton Leaf Project)

The project: research, writing, presentation

Case Study: Take It Or Leave It

(The Christine Pelton Leaf Project)

The project: research, writing, presentation

Classroom results: 25% plagiarism

Case Study: Take It Or Leave It

(The Christine Pelton Leaf Project)

The project: research, writing, presentation

Classroom results: 25% plagiarism

Student/parent contract

Case Study: Take It Or Leave It

(The Christine Pelton Leaf Project)

The project: research, writing, presentation

Administration / school board response

Classroom results: 25% plagiarism

Student/parent contract

Case Study: Take It Or Leave It

(The Christine Pelton Leaf Project)

The project: research, writing, presentation

Administration / school board response

Classroom results: 25% plagiarism

Student/parent contract

Long-term consequences

Case Study: Take It Or Leave It

(The Christine Pelton Leaf Project)

A. Teacher/Administration: Students receive a zero

B. Parents/Students: Students should be given another chance (rewrite)

C. School Board: Students receive a zero, but reduce the value of the assignment

Plagiarism

What Are We Talking About?

Plagiarism

What Are We Talking About?

Student Choices

Plagiarism

What Are We Talking About?

Student Choices

Turnitin.com

Failing, rewriting?

Punitive response

Plagiarism

What Are We Talking About?

Student Choices

Pressure: Grades

Ease

Intent

Pressure: Time

Turnitin.com

Failing, rewriting?

Punitive response

Plagiarism

What Are We Talking About?

Student Choices

Pressure: Grades

Ease

Intent

Pressure: Time

Turnitin.com

Failing, rewriting?

Punitive response

Teacher Choices

Case Study: Take It Or Leave It

(The Christine Pelton Leaf Project)

Merit and Purpose of Assignment

Failure vs. Zero

Plagiarism Instruction vs. Assumptions

Plagiarism

What Are We Talking About?

Student Choices

Pressure: Grades

Ease

Intent

Pressure: Time

Turnitin.com

Failing, rewriting?

Punitive response

Teacher Choices

Assignments

Assumptions

Expectations

Plagiarism

What Are We Talking About?

Student Choices

Pressure: Grades

Ease

Intent

Pressure: Time

Turnitin.com

Failing, rewriting?

Punitive response

Teacher Choices

Assignments

Assumptions

Expectations

Pressure: Time

Ease

Intent

Plagiarism

What Are We Talking About?

Student Choices

Pressure: Grades

Ease

Intent

Pressure: Time

Turnitin.com

Failing, rewriting?

Punitive response

Teacher Choices

Assignments

Assumptions

Expectations

Pressure: Time

Ease

Intent

Culture

Case Study: Take It Or Leave It

(The Christine Pelton Leaf Project)

Merit and Purpose of Assignment

Failure vs. Zero

Plagiarism Instruction vs. Assumptions

Alignment of Policy: School and Class

Consistency from Classroom to Classroom

Plagiarism

What Are We Talking About?

Student Choices

Pressure: Grades

Ease

Intent

Pressure: Time

Turnitin.com

Failing, rewriting?

Punitive response

Teacher Choices

Assignments

Assumptions

Expectations

Pressure: Time

Ease

Intent

Culture

Systems

Honor Codes

Ethics Gap

Study Guide Questions 7.1 and 7.2

WHEN

PRIVATE CAMPUSES

WITH HONOR CODE

LARGE PUBLIC UNIVERSITY

WITH MODIFIED

HONOR CODE

CAMPUSES WITH NO

HONOR CODE

On tests 23% 33% 45%

On written work 45% 50% 56%

School Culture: Honor Codes

TEACHERS DID NOT DISCUSS

PLAGIARISM

TEACHERS DISCUSSED PLAGIARISM

Grades 3-5(understood)

49% 61%

Grades 6-12(felt it was acceptable)

37% 22%

School Culture: Ethics Gap

Reduces Plagiarism Increases Learning

Reduces Plagiarism Increases Learning

Honor CodeHonor Code as a part

of school culture

Reduces Plagiarism Increases Learning

Honor CodeHonor Code as a part

of school culture

Turnitin.comTurnitin.com as a

teaching tool

Reduces Plagiarism Increases Learning

Honor CodeHonor Code as a part

of school culture

Turnitin.comTurnitin.com as a

teaching tool

Strict Consequences

Standardized Expectations and

Response

What’s the Usual Response to Plagiarism in Your School?

A. Ignore it

B. Deal with it in classroom

C. Report it to the administration

D. Add to shared files for a two-strike system

School Culture: What’s Going On?

Students who cheat tend to:

Worry about school

Research by Eric M. Anderman

School Culture: What’s Going On?

Students who cheat tend to:

Worry about school

Perceive school as focused on grades

Research by Eric M. Anderman

School Culture: What’s Going On?

Students who cheat tend to:

Worry about school

Perceive school as focused on grades

Believe they’ll receive rewards for grades

Research by Eric M. Anderman

School Culture: What’s Going On?

Students who cheat tend to:

Worry about school

Perceive school as focused on grades

Believe they’ll receive rewards for grades

Attribute failure to outside circumstances

Research by Eric M. Anderman

School Culture: What’s Going On?

Students who cheat tend to:

Worry about school

Perceive school as focused on grades

Believe they’ll receive rewards for grades

Attribute failure to outside circumstances

Avoid deep-level cognitive strategies in problem solving

Research by Eric M. Anderman

School Culture: Who’s At Risk?

Athletes

Boys

Low achievers and high achievers

Those who perceive it as common (in one study, 25% admitted to regular plagiarism, but 90% said their peers plagiarized regularly)

Those who perceive teachers as plagiarists

Plagiarism

What Are We Talking About?

Student Choices

Pressure: Grades

Ease

Intent

Pressure: Time

Turnitin.com

Failing, rewriting?

Punitive response

Teacher Choices

Assignments

Assumptions

Expectations

Pressure: Time

Ease

Intent

Culture

Systems

Honor Codes

Ethics Gap

Top Ten

Values of Ethical Schools

Plagiarism-Proofing the Classroom