Plagiarism: A “Teachable Moment”?

Definitions SCHOLASTIC DISHONESTY Includes plagiarism PLAGIARISM Crime of omission as well as commission

The Plagiarism Continuum From: The Online Writing Lab (OWL) of Purdue University [

Some Statistics 38% of undergraduate students admitted to “cut and paste” plagiarism Half described their actions as “trivial or not cheating at all” Source: Rimer, Sara. “A Campus Fad That's Being Copied: Internet Plagiarism Seems on the Rise.” The New York Times 3 Sept 2003: B7.

Gathering Evidence Turnitin.com Google searching Looking up sources Comparing sources students have handed in with their paper

The Sting “So you’re supposed to cite paraphrases?” “I know I probably forgot some quote marks. Is that a big deal?” “What do you mean, I’m failing the course?”

Law (and Order) Misdemeanor: Failing the paper Felony: Failing the course “Academic Death Penalty”: suspension/expulsion

Wait a minute… What do students really KNOW and UNDERSTAND about plagiarism? “It’s been pounded into our heads since sixth grade that it was bad, but no one ever really told us what to do about it.” - quote from student, GC 1422 Spring 2006 course

Some Suggestions Consider the sequencing, design, and support of research assignments Consider motive and intent when determining consequences Provide more in-depth instruction and practice in areas of difficulty (paraphrasing, common knowledge, integration of sources and student writing)

Some Suggestions Use detection software early in the research and writing process for education and awareness rather than as “gotcha” tools Understand cultural considerations/conflicts and ESL writers Increase students’ awareness of plagiarism as a “real world” issue

Some Suggestions Balance plagiarism concerns with helping students understand the academic discourse of the field (“patchwriting”) Integrate plagiarism as ongoing topic of conversation throughout the course (avoid waiting to have the “plagiarism talk” or “plagiarism day”)

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