barry gilmore @barry_gilmore stopping plagiarism at the source
TRANSCRIPT
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Barry Gilmorewww.barrygilmore.net@barry_gilmore
Stopping Plagiarism at the Source
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Case Study: Take It Or Leave It
(The Christine Pelton Leaf Project)
The project: research, writing, presentation
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Case Study: Take It Or Leave It
(The Christine Pelton Leaf Project)
The project: research, writing, presentation
Classroom results: 25% plagiarism
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Case Study: Take It Or Leave It
(The Christine Pelton Leaf Project)
The project: research, writing, presentation
Classroom results: 25% plagiarism
Student/parent contract
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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
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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
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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
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Plagiarism
What Are We Talking About?
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Plagiarism
What Are We Talking About?
Student Choices
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Plagiarism
What Are We Talking About?
Student Choices
Turnitin.com
Failing, rewriting?
Punitive response
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Plagiarism
What Are We Talking About?
Student Choices
Pressure: Grades
Ease
Intent
Pressure: Time
Turnitin.com
Failing, rewriting?
Punitive response
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What’s the Main Reason Your Students Plagiarize?
A. It’s easy to do / they get lazy
B. They’re confused / it’s a mistake
C. They feel pressure about grades
D. They get behind on deadlines
E. Everyone does it, so they do it too
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40%
24%
34%
1% 1%
My School: Why Students Pla-giarize
Ease/Laziness Pressure: deadlinesPressure: grades Confusion: processCulture/everyone does it
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My School: How Students Plagiarize
Term Paper M
ills
Cutting and Pasti
ng
Peer Copying
Rearranging W
ords
Making U
p Sources
Never Plagiariz
ed
5%
25%
42%
83%
19% 15%
My School: How Students Plagiarize
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Plagiarism
What Are We Talking About?
Student Choices
Pressure: Grades
Ease
Intent
Pressure: Time
Turnitin.com
Failing, rewriting?
Punitive response
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Plagiarism
What Are We Talking About?
Student Choices
Pressure: Grades
Ease
Intent
Pressure: Time
Turnitin.com
Failing, rewriting?
Punitive response
Teacher Choices
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Case Study: Take It Or Leave It
(The Christine Pelton Leaf Project)
Merit and Purpose of Assignment
Failure vs. Zero
Plagiarism Instruction vs. Assumptions
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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
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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
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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
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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
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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
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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
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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
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Reduces Plagiarism Increases Learning
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Reduces Plagiarism Increases Learning
Honor CodeHonor Code as a part
of school culture
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Reduces Plagiarism Increases Learning
Honor CodeHonor Code as a part
of school culture
Turnitin.comTurnitin.com as a
teaching tool
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School Culture: What’s Going On?
Students who cheat tend to:
Worry about school
Research by Eric M. Anderman
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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
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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
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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
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“Long ago, I realized that I care more about receiving good grades than actually learning. Even
though I realize this is wrong, I cannot seem to change my attitude…the competitiveness, the
honoring of principal’s list students, the prestige—it all just encourages students to get good grades
by any means necessary.”
School Culture: What’s Going On?
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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
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In a formal essay, analyze how Shakespeare uses
symbolism to raise issues related fate in Romeo and
Juliet.
Rethinking Assignments
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Rethinking Assignments
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Rethinking Assignments
“A pair of star-cross’d lovers,” (prologue, line 6). Since the opening of the play, Romeo and Juliet were destined to die. Throughout each act and throughout each scene, from constant foreshadowing and ill omens, even Romeo and Juliet knew their tragic fate. As much as the two lovers wanted to be together, all their efforts and the efforts of others were purely futile, and as much as everyone wanted to blame others, only fate is to blame.
(plagiarized paper)
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Rethinking Assignments
Poison Flowers and herbsChurches and tombs Eyes and ears (sight, etc.)Sun, moon, and stars Weather: rain, storms, sunshine Disguises and masks Animals (especially birds)Blood WeaponsNames Light and DarkGestures (thumb-biting) Mythological allusionsNatural and civil laws Religious symbolism
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Rethinking Assignments
Groups:
1. Choose a symbol2. Return to the text (search online)• Find quotations• Include citations
3. Create a discussion statement
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Rethinking Assignments
“Although Romeo claims he will defy the stars, he never really stands a chance of
changing his own fate.”
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Rethinking Assignments
Sarah: Romeo vows to Juliet “by the moon” in act two scene two.Jasmine: Is that the balcony scene:Sarah: end of itCarter: But Juliet he shouldn’t swear that way cause the moon is inconstantJasmine: why is the moon inconstantCarter: I guess cause it changes not like the sun.Sarah: So this is about whether or not love lasts.
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Rethinking Assignments
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Rethinking Assignments
Romeo uses stars, sun, and moon imagery to elevate his love for Juliet, but he may really be referring to her beauty more than true love. Meanwhile, Shakespeare use the stars, sun, and moon as symbols of predetermined fate, giving love an inevitable outcome.
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In Romeo and Juliet Shakespeare uses celestial bodies, such as the sun, moon, and stars, to enhance the speakers’ dialogue and contribute to Romeo and Juliet’s relationship. In their love towards one another, Romeo and Juliet tend to speak of symbols such as stars and the moon to evoke their love and passion for each other, despite the difficult situations that they are forced to endure. Because the sun, moon, and stars are seen as symbols of prosperity, strength, and happiness, they are continually applied to the two lovers. These symbols help explain the role of beauty in Romeo and Juliet’s love as well as the effects of fate predetermining the outcome of the play. However, while comparisons of Juliet to celestial bodies elevate Romeo’s love towards Juliet and show his romantic personality, Romeo’s ability to make Juliet’s beauty equivalent to the stars and heaven prompts readers to consider whether beauty and attraction are the primary basis of Romeo and Juliet’s love. Yet even though the two lovers are forced to endure many hardships and difficult times, their love for one another never terminates, even at their death. The celestial bodies help explain the role of beauty in Romeo and Juliet’s love, the effects of fate predetermining the outcome of the play, and the necessity to overcome their family’s wishes for true love.
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Rethinking Assignments
1. Gathered ideas
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Rethinking Assignments
1. Gathered ideas
2. Choice, collaboration
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Rethinking Assignments
1. Gathered ideas
2. Choice, collaboration
3. Started with the evidence, not the conclusion
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Rethinking Assignments
1. Gathered ideas
2. Choice, collaboration
3. Started with the evidence, not the conclusion
4. Explored nuance and possibility
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Rethinking Assignments
1. Gathered ideas
2. Choice, collaboration
3. Started with the evidence, not the conclusion
4. Explored nuance and possibility
5. Composed an original thesis (based on evidence)
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Rethinking Assignments
1. Gathered ideas
2. Choice, collaboration
3. Started with the evidence, not the conclusion
4. Explored nuance and possibility
5. Composed an original thesis (based on evidence)
6. Wrote an individual essay
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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