Workshop Agenda

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(No Transcript)
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Workshop Agenda

• 1000 Discussion of Issues
• 1100 Toward an understanding of plagiarism
• 1145 Strategic Application
• 1200 Lunch
• 100 Goal- and support-based design model
• 145 Strategic application
• 215 Break
• 230 Assignment workshop
• 330 Discussion and resources
• 400 Adjourn

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Your Turn . . .

• Please read all the vignettes.
• Now focus on the vignette assigned to your
  group.
• Discuss the vignette with your group, exploring
  its implications and trying to decide on a
  particular course of action, if any.
• Be ready to share the results of your discussion
  with the larger group.

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So, Whats Plagiarism?
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Consider . . .

• Myth The rubber soles of shoes or rubber tires
  on a car will protect you from being struck by
  lightning.
• Fact Rubber-soled shoes and rubber tires provide
  NO protection from lightning. However, the steel
  frame of a hard-topped vehicle provides increased
  protection if you are not touching metal.
  Although you may be injured if lightning strikes
  your car, you are much safer inside the vehicle
  than outside.

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This appears verbatim at

• Safeco.com
• City of Fort Collins, CO
• University of Victoria Elementary Education
  Program
• National Oceanographic and Atmospheric
  Administration
• Denton County TX
• FEMA.GOV kids site
• Times Record News (a Scripps newspaper), Wichita
  Falls
• Lightning Protection Service Installation,
  Inc., Berlin, NJ
• National Weather Service Forecast Office,
  Jackson, MS

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And also at

• Emergency Management Service, Portage, WI
• WeatherBug.com (sponsored by Cool Savings, Inc.)
• Goddard Flight Center (NASA)
• Steuben County Gov., Bath, NY
• Tampa Bay Regional Planning Council
• Emergency Management Service, Tuscaloosa, AL
• Factmonster.com
• Kidzworld.com
• Florida Family Insurance Co., Inc.

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And also at

• weatherandkids.com
• bikeleague.org
• Emergency Management, Springfield, MO
• United Electric, Inc.
• cybercom.net
• vaudevilleproductions.com
• easyweb.easynet.co.uk
• Chiltern District County, Buckinghamshire,
  England
• And dozens of others . . . .

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Why?

• Producers of text in civic contexts--for the
  public good--do not have profit motives or
  proprietary interests
• The more the texts circulate, the better
• Specific uses of texts make attribution
  unnecessary or undesirable

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Consider . . .

• Experience six brightly colored island
  villages with the ambiance of the tropics. Each
  village has its own heated quiet pool plus a
  white-sand beach on the shores of a shimmering
  lake. (from official Disney site)
• Dozens of booking agents provide this text
  verbatim with no attribution.

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Why?

• Brokers dont want to risk creating their own
  (mis)representations of properties
• But they want to develop trust with clients
  not their language but ours
• No one cares that the text is not attributed
  everyone wins

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Plagiarism?

• The concept of plagiarism varies in different
  contexts and textual cultures.
• The textual culture of public service operates
  with less proprietary interest than either
  business or academia.
• The textual culture of business operates with
  selective proprietary interest, based on its
  goals.

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Textual Culture in Academia Research

• Highly individualistic and person-centered
• Based on credit cycles of individual production,
  invention, and publication
• Privileges the ownership and attribution of
  ideas, concepts, and words to express them

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Textual Culture in Academia Teaching

• Focused on individual growth
• Preoccupied with evaluation of individual
  achievement
• Recognizes and rewards original thinking and
  innovation by novices
• Tends to perpetuate (and teach) assumptions about
  authorship from its own context

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Values in Our Context Teaching

• We care that students are developing (through
  their own effort).
• We want to know we are evaluating their learning
  authentically.
• Secondarily, we want students to learn to do
  things the way we do.
• Secondarily, we want to emphasize ethical
  behavior and prepare students for social and
  occupational challenges.

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Values in Our Context

• We care that students are developing (through
  their own effort).
• We want to know we are evaluating their learning
  authentically.

Fear of plagiarism? Or opportunity to make this
happen?
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Orientation of our Work
Turning in someone elses work
Pasting in un- attributed text as if own
Incorrect citation practices
Intentional and knowing?
Due process
Yes
Intervention
Possible sanctions/ remediation
No
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Orientation of our Work
Turning in someone elses work
Pasting in un- attributed text as if own
Incorrect citation practices
Intentional and knowing?
Due process
Yes
Intervention
Possible sanctions/ remediation
No
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Orientation of our Work
Turning in someone elses work
Pasting in un- attributed text as if own
Incorrect citation practices
Intentional and knowing?
Due process
Yes
Intervention
Possible sanctions/ remediation
No
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Why Ex Post Facto?
Learning Goals
Maintenance of Appropriate Teacher Role
Due Process/ Sanctions
Creative Assign- ment Design
Learning and Authentic Assessment
Yes
Attention to Learning/ Process
(Unlikely) Plagiarism
No
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Why Give Assignments?

• Gauge what students have learned.
• Assess their ability to express themselves in
  writing.
• Test their comprehension of course material.
• Look for the extent to which they can synthesize
  disparate views on a topic.
• See what they got from the experiment.

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Why Give Assignments?

• Provide an opportunity to practice skills of
  close observation and analysis.
• Help them learn how to describe different
  positions on an issue in the discipline and
  evaluate those positions.
• Acquire the conventions of writing in my
  discipline.
• Get them to think critically.

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Problem We Tend to Use Writing as a Test

• Learning-oriented
• Particularized
• Multiple texts
• Goal-driven
• More integrated

• Assessment-oriented
• Generalized
• Single texts
• Format-driven
• Less integrated

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Dominant Orientation in Higher Ed

• Assessment-oriented
• Generalized
• Single texts
• Format-driven
• Less integrated

• Learning-oriented
• Particularized
• Multiple texts
• Goal-driven
• More integrated

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Potential for Submitting Others Work
Learning-oriented

• Assessment-oriented

• easy
• more reason to do so
• less learning if done

• difficult
• less reason to do so
• more learning if done

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Paper-as-Test Model
learning
testing
ACTIVITIES
Paper
Paper
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Example History
A term paper of five to eight pages in length
will be required and due at the end of week 14.
This may be attached and sent to the instructor
by e-mail. The paper must be in APA format (refer
back to link at top of syllabus for the APA
format guide). The term paper may be on any topic
covered by the time frame of the textbook that
is of interest to the student. Please advise your
instructor of your intended topic so that, you
do not pick something to difficult to research in
a freshman level history class. http//www.bmcc.ed
u/nish/courses/HS101/HS101syllabus.htmpoints
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Paper-as-Test (Plus Accountability)
learning
testing
ACTIVITIES
Paper plus evidence
Paper plus evidence
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Example Sociology
You will write 3 essays, each about 5-10 pages
long (not counting the Reference page). You must
choose your 3 topics from the list provided
below. Each essay must include at least 5
academic sources which cannot be dated before
1992. For each essay, you will turn in a rough
draft and a final essay. Only the final essay
will be graded and by the instructor only. Each
essay will count 30 of your final grade. PLEASE
TURN IN A COPY OF THE ARTICLES AND/OR BOOKS THAT
YOU USED TO WRITE YOUR PAPER WITH YOUR FINAL
DRAFT. I will return these back to you when I
return your paper. http//www.as.wvu.edu/soc_a/so
ciology/faculty/latimer/389syllabus.htm
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Semi-Integrated Model
learning
testing
ACTIVITIES
Paper
Paper
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Example Architecture
The rough drafts will not be graded, but you are
required to turn it in anyway. . . . Don't
short-change the rough draft. It's your chance to
show me what you are going to turn in on the
final copy so that I can tell you what could be
better about it. If you don't get the rough
draft to me by the due date, I don't guarantee
that I'll be able to get comments back to you
before the final copy due date (but I'll still
try). http//www.ksl.stanford.edu/people/kpflege
r/cs329_material/fall97/papers.html
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Example Chemistry
Peer Review (pick up drafts Friday Apr 16), peer
review IN CLASS Monday Apr 19) You will be given
rough drafts of your classmates papers on Friday.
By class the following Monday, you should have
thoroughly read the drafts and provided
constructive criticism both on the draft and in a
short paragraph summary for the author.
Constructive criticism should include positive
comments on aspects of the paper that are strong
and comments that you think the author should
work on. You should comment on the writing and
the content. You will then discuss the drafts in
small groups during Mondays class. Rough drafts
will be handed in with the final paper and peer
review scores will be determined based on effort
made in reviewing the drafts and participation
during the in-class exercise. http//www.sonoma.ed
u/users/w/whilesli/term_paper_assignment_446.pdf
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Fully Integrated Model
learning
testing
ACTIVITIES
WRITING
Paper
WRITING
ACTIVITIES
Paper
WRITING
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Your Turn . . . .

• Please read the Art History assignment.
• In a pair or small group, critique this
  assign-ment generally. What works? What needs
  improvement?
• Now critique it in terms of its potential to
  encourage or leave open the possibility of
  plagiarism. How can you change the curricular
  model to shut down this possibility?

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Lunch Break

• 1200-100

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The Instructional Design Model
Design Assignments
Develop Goals for Students Learning
Informal
Formal
Evaluate Learning
Create Supporting Activities for Student Learning
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Operative Questions
What new knowledge, skills, and processes do you
want students to be able to know or use?
Learning Goals
Assignment Design
What aspects of your assignment help to
accomplish those goals?
Supporting Strategies
What activities support the development of the
assignment?
How do you judge whether the learning goals are
reflected in students products?
Assessment
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Plagiarism-Proofing Goals

• What learning goal(s) do you want students to
  acquire?
• Describe each goal is it informational (some
  pieces of knowledge)? Experiential (something
  experienced, or some skill practiced)? Affective
  (some new awareness or metaconsciousness)?
• How does each goal help you to achieve the goals
  of your entire course?

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Plagiarism-Proofing Start With Goals

• Goal Learn about an artist in the context of a
  work youve found in a museum.
• Goal Practice taking someone elses biography of
  an artist and putting it into your own words.

• Goal Learn how to tell others, orally, something
  about an artist in a way that will interest and
  motivate them.
• Goal Be able to describe culture from an
  anthropological perspective and reach conclusions
  about behavior and cultural practice from careful
  observation.

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Choose a Mode/Focus on Design

• Before you consider high-stakes,
  assessment-oriented assignments, consider
  low(er)-stakes assignments designed to encourage
  learning
• Such assignments are driven by specific
  intellectual goals in your course
• They tend to be linked well to your course
  material
• They are easier to evaluate
• They are very difficult to plagiarize

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Example 20th C. Science Tech.

• You are writing a letter to the high school
  teacher of your son or daughter. You know that
  the period covered in your child's course
  includes what is commonly referred to as the
  Middle Ages and you want to be sure that your son
  or daughter is not taught the "flat earth error"
  that seems to be implied in the textbook. In your
  letter, describe the "error" as presented in
  Russell's Inventing the Flat Earth, and explain
  why it is important that a more accurate story be
  presented to the class.
• (http//www1.umn.edu/scitech/microtheme1.htm)

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Example Language Linguistics

• (First informal assignment) What do you think
  about trying to keep the Lakota language alive
  and flourishing? Write a page or two explaining
  your position.
• (Second assignment, after first is
  discussed/handed in)
• What do you think about trying to keep the
  dialect spoken on Tangier Island alive and
  flourishing? Write a page or two justifying your
  position relative to your first response.
• (Third assignment, after second is
  discussed/handed in)
• What do you think about trying to help keep
  Ebonics alive and flourishing? Write a page or
  two justifying your position relative to your
  other two responses.

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Example Studies in the Family

• First informal assignment) What information,
  perspectives, and strategies should prospective
  parents know before they decide to have children?
  Write a page or so explaining your position.
• (Second assignment, after first is
  discussed/handed in)
• Should schools have a required curriculum on
  parenting that teaches the information,
  perspectives, and strategies you advocated in
  Stage 1 of this informal assignment? Justify your
  position.
• (Third assignment, after second is
  discussed/handed in)
• Parental licensing programs have been suggested
  to combat parental abuse and ignorance. The state
  would require parents to demonstrate knowledge
  (through tests or coursework) before getting a
  license to have children. New parents who have
  not obtained a license would be required to
  obtain one immediately or face removal of their
  child to protective custody. Argue for or against
  this method of providing the information you
  advocated in Stage 1 of the assignment.

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Example Physics

• The special theory of relativity rests on two
  experimentally verified principles, one of which
  (the constancy of the speed of light) is so
  surprising and hard to accept that after hearing
  it for the first time, most people either miss
  the point or think they must have misunderstood
  what was said. Explain this non-intuitive
  property of light in a way that would be clear
  and understandable to a non-scientist. Using
  non-technical language and analogies from
  everyday life, contrast the behavior of light
  with that of familiar objects traveling at speeds
  much less than c. Length One page.
• (http//www.indiana.edu/cwp/assgn/biomods/p300.ht
  ml

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Example Early Modern China

• Pick an event (the Sino-Japanese war, the Boxer
  rebellion, the fall of the Qing dynasty or some
  other event) which is discussed in this course
  and find accounts of the event in at least two
  newspapers published at the time of the event,
  one of which must be from a newspaper which was
  not published in the U.S. (You may not write on
  an event which happened after 1917.) Your paper
  should include a Xeroxed copy of the newspaper
  accounts, plus your analysis of the accounts in
  the light of the readings, lectures and class
  discussions.
• http//writing.umn.edu/tww/WID/history/assignments
  /social_response.html

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Example Invertebrate Zoology

• Arrange the propositions below in a logical
  order, connect the individual statements with
  appropriate transitions, and arrive at a
  conclusion that is supported by your argument.
  Using all of the points supplied below, write a
  2-page essay on the topic, The relationship
  between coral and zooxanthellae.

• Coral reefs are formed by scleractinian corals
  that typically occur in shallow (lt60m) water.
• Hermatypic corals contain photosynthetic algae
  (zooxanthellae) in special membrane- bound
  cavities inside the cells of the gastrodermis.
• Reef corals are limited to clear water because
  suspended material interferes with the
  transmission of light.
• Over two-thirds of the metabolic requirements of
  corals are provided by zooxanthellae. ETC.
• cwp.missouri.edu/resources/ samples

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Your Turn . . . .

• Consider the twelve low-stakes assignments.
• In a small group, discuss which of the
  assignments might realize specific learning goals
  in your course. If you already use any of the
  samples, explain what you do. Or collectively
  come up with new ideas for low-stakes, creative,
  learning-based assignments for your courses.

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Plagiarism-Proofing More Design Strategies

• If a specific, generalized form or genre is not
  crucial, can you achieve the goal(s) through
  highly particularized and unique assignments?
  Cases? Hybrid or mixed genres?
• What input from your course can you incorporate
  into your assignment that comes only from your
  course?
• How can you break larger projects up into smaller
  assignments?

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Design Opportunity

• Create unique kinds of assignments
• creative angles and topics
• hybrid genres
• multi-modal assignments
• episodic or multi-staged tasks
• cases and scenarios

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Mixed Medium FSN

• Goal Analyze and present known information
  about nutrition within a specific culture while
  respecting and valuing cultural traditions in
  dietary practices.
• Sketch of assignment Students investigate the
  dietary practices of a specific cultural or
  ethnic group (Cuban American, Japanese, Hmong,
  Pakistani, Southeastern U.S., etc.). They write
  up a nutritional analysis (and give a
  presentation) in a way that balances an
  understanding of and respect for the culture or
  ethnic group.

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Opting for Speaking Chemistry

• Goal Apply biochemical knowledge to specific
  situations and make critical judgments about the
  accuracy of information.
• Sketch of assignment. Students must look at Web
  sites that have a possible biochemical bias.
  Applying their knowledge from the course, they
  then do a brief presentation accompanied by
  Internet projection describing any bias they
  find, or explaining why there is no discernible
  bias.

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Particularizing Architecture

• Goal Critically evaluate existing designs and
  eloquently express the results in writing for an
  informed public.
• Sketch of assignment Professional critique of a
  built project familiar to the student. The
  critique is intended for the "informed public"
  (features in the New York Times or Columbus
  Monthly, i.e., insightful and professionally
  valid, yet also entertaining and eloquent,
  reflecting a sophisticated knowledge of the
  subject without being burdened with professional
  jargon).
• http//wac.colostate.edu/intro/com10f2.cfm

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Mixed Genre Studies in British Empire
Student Essay from the perspective of a foot
soldier My dearest Jane, After I left you
to join the army, many interesting things have
occurred. My light foot brigade has been
transferred to South Africa to fight the Boers of
Transvaal 1. They are determined to hold their
lands from us. We need the resources of South
Africa, like the gold and diamonds. The Dutchmen
have no honor, as they strike civilian trains,
and mutilate prisoners. . . .
academic footnote explaining info.
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Mini-Case American Literature
Imagine youre Hester, looking back over the
events in the novel. Choose one image (besides
the scarlet letter) thats most important,
meaningful, or relevant to you. Write 2-3 pages
in your (Hesters) journal explaining why. Try to
be authentic, i.e., avoid writing a journal entry
that sounds like a literary analysis.
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Design Opportunity

• Create class-specific assignments
• ask students to incorporate material from class
  discussions/lectures
• provide additional readings/materials for writing
• design assignments from course material

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Example Psychology
Decide whether the concept of natural selection
applies to human attraction, dating, and mate
selection. Refer to the article discussed in
class (about physical attraction data) to explain
and support your position.
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Design Opportunity

• Create specific audiences (or self-reflection)
  for assignments
• Consider asking students to write the same text
  for different audiences and/or purposes
• Ask for parallel texts in which students
  reflect on their papers and processes

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Break
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Plagiarism-Proofing Support

• How can you build certain assignment processes
  into your instruction and class time?
• How can you relate discussions and activities to
  your assigned projects?
• How can you use less formal assignments to drive
  your class sessions and enrich your course?
• How can you sequence short assignments to build
  up to larger projects?

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The Instructional Design Model
Develop Goals for Students Learning
Design Writing Assignments
Informal
Formal
Evaluate Learning
Create Supporting Activities for Student Learning
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Providing Support

• Analyzing sample data
• Extracting information (text, art, etc.)
• Practicing close observation
• Providing support for assertions
• Judging the validity of a source
• Finding the right persona or style
• Translating complex information for lay audiences
• Choosing/narrowing a focus
• Looking for the main point of a reading
• Articulating an opinion

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Example FSN

• Whats Needed Consult data on food nutrition
  make conversions and calculations based on
  estimated quantities consumed daily.
• Supporting Activities A sample daily menu from
  an ethnic group exempt from choice in the
  assignment provides raw data in class. Students
  work in groups, using nutritional tools, to
  figure nutritional values and then share them in
  brief reports, using an overhead, with the class.

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Example Biochemistry

• Whats Needed Explore the Web site, paying
  special attention to its source and goals.
  Collect statements, data, or other information
  that potentially represents bias or, based on
  course material studied so far, misleads the
  viewer/reader in some way.
• Supporting Activities A model site is given that
  the class unpacks as a group, contesting some of
  the statements at the site based on their own
  knowledge of the facts, and citing appropriate
  material as support.

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Example Architecture

• Whats Needed Observe built object take
  critical notes attention to elements studied and
  discussed in class.Formulate opinion and work
  toward critique.
• Supporting Activities A 3-D interactive photo
  suite of a building and grounds is shown onscreen
  in a computer lab. Students turn the building
  around and examine it from different angles,
  taking notes on what they see. Full-class
  follow-up draws on their observations
  collectively, showing how to look for various
  elements.

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Your Turn . . .

• In a small group, share the assignment you
  brought to the workshop.
• For each assignment, discuss one or more
  plagiarism-proofing methods from what weve
  considered and try to apply it to a redesign of
  your assignment.
• What else would you need to change in addition to
  the assignment itself? Consider various
  supporting activities.

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Support Opportunity Process

• low stakes high stakes

Early ideas Freewrites Topic explorations Source
analyses Focus exercises
Drafts Reflections Peer responses Revisions/edits
Final Paper
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Support Opportunity Portfolios

• Student portfolios provide a collection of work
  that documents progress over time
• Portfolios can contain both primary documents
  (the artifacts of assignments) and secondary
  documents (reflections and commentary).
• Students take ownership of and responsibility for
  their portfolios.
• Teachers can oversee portfolios development and
  provide input along the way.

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What About Large(r) Classes?

• Design unique assignments.
• Use series of short, less formal assignments and
  assess for evidence of learning and engagement.
• Allow specifics of classroom to enter into the
  genre of the writing.
• Combine writing with other media
• Use writing in the class.

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Summary

• Our view of plagiarism is often shaped by our
  assumptions about what writing is for in our
  classes.
• Starting with learning goals can help us to
  create assignments that engage students and make
  it difficult and unnecessary for them to
  plagiarize.
• Supporting larger projects engages students and
  leads them through the process, averting
  plagiarism.
• Adding creativity and imagination to our
  assignments not only engages students and helps
  them own their work it also makes teaching
  more fun for us.

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Issues and Discussion
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Good Luck!
chris_anson_at_ncsu.edu www.home.earthlink.net/thea
nsons/Portcover.html
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The WPA Statement
http//www.wpacouncil.org