Critical Thinking - PowerPoint PPT Presentation

Loading...

PPT – Critical Thinking PowerPoint presentation | free to download - id: 423c4d-NWJiZ



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Critical Thinking

Description:

Critical Thinking & Preventing Plagiarism Critical Thinking Workshop Spring 2007 What is the relationship between critical thinking and preventing plagiarism? – PowerPoint PPT presentation

Number of Views:79
Avg rating:3.0/5.0
Slides: 21
Provided by: SCC166
Learn more at: http://www.surry.edu
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Critical Thinking


1
Critical Thinking Preventing Plagiarism
  • Critical Thinking Workshop
  • Spring 2007

2
What is the relationship between critical
thinking and preventing plagiarism?
  • Plagiarism is the antithesis of critical
    thinking, in that youve eliminated any
    intellectual work for yourself when you are
    plagiarizing. But when you think critically, you
    have to do the tough intellectual work of
    formulating and clarifying your own thoughts and
    integrating them with another point of view in a
    substantive fashion, as well as evaluating the
    credibility of sources.

3
CT and Plagiarism
  • A research assignment should intellectually
    engage students. When students plagiarize, they
    purposefully disengage with the assignment and
    cheat themselves out of an opportunity to learn
    and practice important life skills critical
    thinking, writing, reading, information literacy,
    time management.
  • Plagiarism hampers critical thinking students do
    not exercise their own thought process when
    plagiarizing.

4
Addressing and Preventing Plagiarism
  • Do you know what plagiarism is?
  • Are you committed to creating meaningful research
    assignments, shepherding students through the
    research and writing process, and effectively
    assessing their work?
  • Talk to your students openly about plagiarism
  • Remind students that research papers/assignments
    require more than copying and pasting such
    projects should develop critical thinking and
    other important skills
  • Construct assignments to prevent plagiarism Tips
    from Robert Harris (2001)
  • Resources (print and online)

5
Do you know what plagiarism is?
  • to steal and pass off (the ideas or words of
    another) as one's own use (another's
    production) without crediting the source
  • to commit literary theft present as new and
    original an idea or product derived from an
    existing source
  • From Plagiarizing, Merriam-Webster Online
    Dictionary

6
  • From p. 26 in the college catalog
  • Copying a source (phrases, sentences,
    paragraphssometimes even one word) without using
    quotation marks
  • Quoting or paraphrasing a source, but not
    including a citation
  • Failing to give credit for a sources ideas
  • Inaccurately citing and listing bibliographic
    information
  • Purchasing papers to submit in whole or in part
  • See also Chapter 1 of Robert Harriss The
    Plagiarism Handbook (ordering info at end of this
    presentation)

7
Are you committed to the research project?
  • Will you take the time to craft a meaningful
    research assignment? (more about this in a later
    slide)
  • Will you hold students work to high standards?
  • Will you think critically about their research
    process and final product?
  • When you suspect a case of plagiarism, will you
    do something about it, or will you ignore it?
  • We expect you to address every instance of
    suspected plagiarism. Talk to your chairperson if
    you have questions.
  • Harris provides strategies for dealing with
    plagiarism in The Plagiarism Handbook.

8
  • Are you committed to assessing students research
    papers/projects?
  • Refuse to accept sub-standard work.
  • Refuse to accept plagiarized work.
  • Use the Academic Support Center and LRC staff.
  • Read students papers carefully and provide a
    clear and sufficient explanation of the grade.
  • A paper simply due at the end of the term and
    returned without comments will not only provide a
    temptation to plagiarism but will also produce a
    poor learning experience because of a lack of
    feedback (Harris, 2001, p. 9).

9
Talk to your students about plagiarism.
  • Discuss plagiarism with your students. Dont
    assume they know what it is or even why it is
    wrong.
  • What is it? Why is it wrong? Why do people do it?
    What are the penalties for plagiarizing in this
    course?
  • Show students examples of plagiarism.
  • Ask students to explain, elaborate, and
    illustrate the concept of plagiarism.

10
  • Explain, model, and practice correct quoting,
    paraphrasing, and summarizing.
  • Show students how to write so that the reader can
    distinguish between source material and the
    students own wording and ideas.
  • Introduce quotations with author tags (Smith
    notes that. . .)
  • Add explanations and commentary after the source
    material so the reader knows how the quoted or
    paraphrased material connects to your point in
    the paragraph.

11
Research papers foster critical thinking and
other skills.
  • Research (when done properly) requires and
    reinforces important skills writing, reading,
    thinking, time management, attention to detail,
    etc.
  • See the list of cognitive skills that underlie
    critical thinking Note how many are needed to
    complete a research assignment successfully.
  • http//www.surry.edu/about/ct/faculty/criteria/cog
    nitive.html
  • Students need to know the critical thinking
    skills required by your assignment.

12
  • Does the assignment require students to generate
    their own ideas? To think for themselves? To
    think critically about the subject? Does the
    assignment require intellectual engagement?
  • Discuss the purpose of the assignment with your
    students. How will the assignment
  • improve their understanding of course concepts?
  • improve important skills such as reading,
    writing, thinking, and information literacy?

13
  • Actually doing the work of the research paper
    rather than counterfeiting it gives the student
    not only knowledge of the subject and insights
    into the world of information and controversy,
    but also improves research skills, thinking and
    analyzing, organizing, writing, planning and time
    management, and even meticulousness. . . . All
    that is missed when the paper is faked, and it is
    these missed skills that are of high value in the
    working world. A degree will help students get a
    first job, but performanceusing the skills
    developed by doing just such assignments as
    research paperswill be required not only for
    promotion but even for continued employment in
    the same position (Harris, 2001, p. 34).

14
You can construct assignments to help prevent
plagiarism. (from Harris, 2001, pp. 43-60)
  • Be specific about your expectations Do you allow
    collaboration? Must the paper be unique to your
    course?
  • Make sure your assignment is clearly and
    precisely written
  • Consider requiring all students in the course to
    write on the same topic
  • Consider providing a list of highly specific
    topics
  • Have students narrow their chosen topics

15
  • Break the assignment into pieces
  • Require specific components of the paper (number
    and type of sources, etc.)
  • Require process steps for the paper
  • Divide the total credit for the assignment among
    the parts (topic/thesis, preliminary
    bibliography, prospectus, notes and outline,
    rough draft, final draft)

16
  • Require an annotated bibliography
  • Require most references to be up-to-date
  • Require photocopies or printouts of sources
  • Do not allow students to change topics at the
    last minute
  • Require interaction and feedback
  • Oral reports/presentations of papers
  • Metalearning essays What did you learn from
    this assignment? What problems did you face? How
    did you overcome them? Describe your research
    process.
  • Draft reviews/peer reviews

17
Reference
  • Robert A. Harris. The plagiarism handbook
    Strategies for preventing, detecting, and dealing
    with plagiarism. (2001). Los Angeles Pyrczak
    Publishing.
  • Order a copy online at www.AntiPlagiarism.com
    (24.95)
  • Instructors who own a copy of the book may
    reproduce the cartoons and instructional
    materials for use in their classes
    Transparencies, photocopies, projecting
    onscreen are permissible.
  • If you assign research projects, you should
    purchase and use this book.

18
Online Resources
  • http//www.brookes.ac.uk/services/ocsd/4_resource/
    plagiarism.html from Oxford Centre for Staff and
    Learning Development, provides lists of online
    articles and other resources
  • http//users.edinboro.edu/warren/antiplagiarismhan
    dbook.htm provides a quick reference guide to
    writing with integrity from Edinboro University
    with helpful comparisons of MLA, APA, and Chicago
    Style

19
  • http//newark.rutgers.edu/ehrlich/plagiarism598.h
    tml from Rutgers, on plagiarism and
    anti-plagiarism, contains links to other sites
  • http//www.chron.com/content/chronicle/editorial/9
    7/09/29/galles.0-0.html Copy these strategies to
    stop plagiarism by students, from Gary M.
    Galles, professor of economics at Pepperdine
    University
  • http//www.virtualsalt.com/antiplag.htm
    Anti-plagiarism Strategies for Research Papers
    by Robert Harris

20
  • http//owl.english.purdue.edu/owl/resource/589/01/
    Avoiding Plagiarism from the Online Writing
    Lab (OWL) at Purdue University
  • http//depts.surry.edu/lrc/guides/plagiarism.html
    is our librarys collection of online resources
    on plagiarism
  • http//depts.surry.edu/lrc/guides/writing.html is
    our librarys advice and links for Citing and
    Writing
About PowerShow.com