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Preventing Plagiarism

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Title: Preventing Plagiarism


1
PreventingPlagiarism
  • Presented by Joan Lange, Librarian
  • Pope John Paul II High School

2
Research exciting quest or a labor of Hercules?
  • How to avoid Pitfalls that lead to Plagiarism.

3
Personality Quiz Is your Research style Heroic
or Monstrous?
  • A. Accumulate a mountainof printed articles.
  • B. Start assembling imagesfrom Google that
    willmake a glitzy PowerPoint.
  • C. Go straight to Wikipedia
  • for the right answer.
  • D. Formulate questions that you find interesting
    or puzzling and begin to explore.
  • 1. The assignment is
  • due in two weeks.
  • Do you

4
Personality Quiz Is your Research style Heroic
or Monstrous?
  • A. Jump from site to site with superhuman
    speeduntil you exhaust yourselfand the
    resources.
  • B. Select websites that aregraphically
    stunning, not bothering to check who created the
    site.
  • C. Select one of the first resultsin a Google
    search.
  • D. Formulate a search strategy based on your
    questions.
  • 2. You are allowed to use online
    sources. Do you

5
Personality Quiz Is your Research style Heroic
or Monstrous?
  • A. Type frantically from the mountainous pileof
    printed articles.
  • B. Start copying and pasting, making sure to
    change font to an attractive style.
  • C. Quickly type what you learned from the
    Wikipedia article, being sure to switch words
    around or do a synonym switch to avoid
    plagiarism.
  • D. Evaluate your information, create comparisons
    and contrasts, and present your insights with
    solid support.
  • 3. It is the night before the paper is
    due.
  • Do you

6
Which type of researcher? If you answered
  • R
  • E
  • S
  • U
  • L
  • T
  • S

7
And if you answered D, you are
  • Odysseus (Ulysses)
  • A lover of quests, quick-witted, and a creative
    and critical thinker.
  • You will drive your point home,
  • but only after a series of interesting
    adventures and moments of insight.

8
Wikipedia first?
  • In a 2009 survey of 6 colleges,
  • _________ of students reported using
    Wikipedia at the beginning of
    the research process.
  • _________year institutions are more likely to
    use Wikipedia than ________ year
    institutions. (from The Pew
    Internet American Life Project)

9
College students use Wikipedia for
  • Currency
  • Coverage
  • Comprehensibility
  • Convenience
  • Most students said they do not tell their
    professors they use Wikipedia they simply avoid
    citing it intheir reports.

10
  • But as Wikipedia founder Jim Wales says

11
  • For Gods sake,
  • you are in college.
  • Dont cite the
  • encyclopedia.

12
Prevent Plagiarism
  • by brainstorming with Primary Sources first!

13
Planning Prevents Plagiarism
  • Plan Research Assignments so that
  • Students
  • Dialogue with primary sources first to
  • develop their own original ideas (thesis)
  • Practice paraphrasing and using quotations
  • Survey first the type of note taking to be used
  • Use Noodletools to organize notes and
  • generate correct citations

14
Why Research? Not a book report
  • If you take exploration of self out of the
    research process, you limit your students
  • to reporting. Exploration involves
  • questioning
  • challenging
  • testing
  • not merely absorbing information.
  • (DeSena 2007)

15
Dialogue with Primary Sources
  • Select Historic Movie from list
  • View movie while notating 20-30 details
  • (I wonder moments)
  • Categorize the details into
  • --Political
  • --Economic
  • --Social
  • --Religious
  • Research details (go deep)
  • to discover authenticity

Historic Movies Projectfor AP European History
16
I know this is important, but.
  • Conference with students so they can dialogue
    with the primary sources.
  • I know the Greeks are supposed to be important
    to modern medicine, but this body humors thing is
    really weird.
  • (student conferencing on Ancient
    Greece research project)

17
Read and Dialogue with Hippocrates
  • I will fulfill this oath and this written
    covenant to the best of my powerThe regimen I
    adopt
  • shall be for the benefit of the patients to the
    best of my power and judgement, not for their
    injury or any wrongful purpose.I will not abuse
    my position to indulge in sexual
    contacts.Whatever I see or hear, professionally
    or privately, which ought not to be divulged, I
    will keep silence on, counting such things to be
    as religious secrets.

18
Brainstorming to Thesis to Outline
  • Pull central idea (thesis) from brainstorming
  • Organize with a simple outline of supportive
    ideas about the thesis.
  • Some possible ways to organize thoughts
  • comparison/contrast
  • cause and effect
  • analysis

19
Organization Chart
Compare and Contrast Purpose Strengths Sound Modern Science?
Hippocratic Oath Protect rights of patient confidential everyone treated equally Patients needs are important Prolistening to patient is important to cure Condid All Greeks have this right?
Hippocratic Theory of Humors Prevent diseases and maintain good health Diet and exercise and life routines (sleeping,etc) Balance foods Prodiet is important to good health Conpurging used poisons
20
Research is not just a paper
  • Shakespeare, speeches, and Animoto

Brutus Speaks video http//animoto.com/play/E1dwsr
ZNC7SnefwxZk1wWg?utm_contentescape_linkutm_campa
ignanimotoutm_sourceshareutm_mediumemail Fla
vius Speaks video http//animoto.com/play/74SG7hV
HiobIsmqp06zAMA?utm_contentescape_linkutm_campai
gnanimotoutm_sourceshareutm_mediumemail Titi
nius Speaks video http//animoto.com/play/gEwBg6v
AmEb689RDnBhT4Q?utm_contentescape_linkutm_source
shareutm_campaignanimotoutm_mediumemail
21
Prevent Plagiarism
  • by practicing
  • paraphasing/quotations
  • surveying type of notetaking
  • using NoodleTools for notes and citations

22
Facts vs. InterpretationsPractice the difference
  • Students highlight facts
  • only in a scholarly essay then point out details
    that are supporting an interpretation.
  • Students point out
  • how secondary sources are used.
  • Does the writer use quotation, summarization, or
    paraphrase?
  • Students read literature in their field (other
    than the textbook) to model effective writing.
  • (DeSena 2007)

23
What type of notetaking?
  • Survey first the article to determine type of
    notetaking
  • Type of information Notes
  • Facts
    Bulleted, brief notes
  • Technical discussion Paraphrase in
    own
  • or background info words
  • Distinctive wording Quotation

  • (Vargas 1985)

24
What type of notetaking for this?Brief Facts
Paraphrase Quote
In August 1649, Cromwell and 12,000 soldiers
arrived in Ireland. During the next ten years of
bloodshed it is estimated that about a third of
the population was either killed or died of
starvation. The majority of Roman Catholics who
owned land had it taken away from them and were
removed to the barren province of Connacht.
Catholic boys and girls were shipped to Barbados
and sold to the planters as slaves.
25
Short facts
Notes Cromwells 1649 battle in Ireland
Roman Catholic Irish 12,000 soldiers
1/3 killed or starved

10 year war Most lost land

Boys/girls slaves

(Barbados)
26
Practice Paraphrasing
  • Avoid plug-in methodinserting synonyms for
    words in original document (DeSena 2007)
  • Read passage several times
  • First skim first few sentences of paragraphs
  • Second,read more slowly
  • Third, read again and take a few notes
  • Fourth, without looking at source, write a
  • Paraphrase (Price 2002)

27
Quotations A balancing act
  • Use sparingly
  • Choose for
  • distinctive phrasing
  • Link with own interpretations

28
Exercise Put quote in context
  • What is quote saying (paraphrase)
  • (or if using an image, what is the message?)
  • Who is saying it
  • How quote (or image) relates to the
  • main point of paper
  • (Price 2002)

29
Using Paraphrasing and Brief Quotations
  • The politics reduce themselves to three
    principles.
  • The first to govern and aggrandize oneself
    according to circumstances.
  • The second to ally oneself only if an advantage
    is got.
  • The third is to make oneself feared and respected
  • even in the most untoward circumstance.
  • Frederick the Great giving advice

    to his nephew
    Frederick William II

30
Paraphrase and Quote used in a paragraph with
citation
  • Frederick the Great believed that to govern
    effectively a ruler needed to make oneself great
    and form alliances only if it worked to the
    rulers benefit. In addition Frederick
    emphasized that to rule, one needed to make
    oneself feared and respected (Cohen and Major
    472). This type of ruler distanced himself from
    the people through the granduer of his kingship,
    powerful friends, and the threat of punishment
    for disobedience to the Crown.

31
Noodletools
  • Organize notes
  • Paraphrase
  • Quotation
  • My Ideas
  • Correct citation
  • MLA or APA style
  • Print, online, or
  • interview sources

32
Why should I use Primary Sources?
  • They make history come alive in our classrooms.
  • They improve students ability to analyze
    literature and documents.
  • Using primary sources helps students to develop
    critical thinking skills compare/contrast find
    contradictions understand point of view, etc.
  • (Volunteer Voices,
    http//www.volunteervoices.org)

33
Prevent Plagiarism
  • by brainstorming with Primary Sources first!

34
  • Primary Source
  • Examples
  • Across the Curriculum

35
Dialogue with Quotations
  • Quotes to explore Science and the Environment
  • Approximately 80 of our air pollution stems
  • from hydrocarbons released by vegetation, so
  • lets not go overboard in setting and enforcing
  • tough emission standards from man-made
  • sources.
  • Ronald Reagan, quoted in 1980 Sierra Magazine

36
Dialogue with Quotations
  • Quotes to explore Math and Economics in
  • current events
  • I used to think if there was reincarnation, I
  • wanted to come back as the President or the
  • Pope or a .400 baseball-hitter, but now I want
  • to come back as the bond market. You can
  • intimidate everybody.
  • James Carville, Bill Clintons
  • campaign manager, in a 1993 interview

37
Compare/contrast image of women in art No art
was ever less spontaneous than mine.It calls for
as much cunning as the commission of a crime.
Edgar Degas
38
Bibliography
The idea for the Heroes personality quiz was
adapted from the exhibit Heroes Mortals and
Myths in Ancient Greece, organized by the Walters
Art Museum, Baltimore, in cooperation with the
Frist Center for the Visual Arts, Nashville,
January 29-April 25, 2010. Images Helen of
Troy. Musee du Louvre, France. The Perseus
Digital Library. Tufts University, 2010.Web.
18 Feb. 2010. lthttp//www.perseus.tufts.edu/
Herakles/index.htmlgt. Herakles. The Perseus
Digital Library. Tufts University, 2010. Web. 31
Jan. 2010. lthttp//www.perseus.tufts.edu/Hera
kles/index.htmlgt.Heracles in the lions skin.
Tampa Museum of Art, Tampa, Florida. The Perseus
Digital Library. Tufts University, 2010.
Web. 17 Feb. 2010. lthttp//www.perseus.tufts
.edu/?Olympics/?milo.htmlgt. Odysseus. Museum of
Fine Arts, Boston. The Perseus Digital Library.
Tufts University, 2010. Web. 17 Feb. 2010.
lthttp//www.perseus.tufts.edu/hopper/artif
actSearch?qOdysseusimage yesgt.

39
Bibliography
  • DeSena, L. H. Preventing plagiarism. New York
    National Council of Teachers of English, 2007.
    Print.
  • Head, Allison J. and Michael B. Eisenberg. How
    Todays College Students Use Wikipedia
  • for Course-Related Research. First Monday.
    2010. Web. 1 Mar. 2010.http//firstmonday.org/htb
    in/cgiwrap/bin/ojs/index.php/fm/article/viewArticl
    e/2830/2476.
  • Martin, R. G. Plagiarism and Originality Some
    Remedies. The English Journal 60.5 (1971)
  • 621-625. JSTOR. Web. 17 July 2007.
  • Price, M. Beyond Gotcha! Situating
    Plagiarism in Policy and Pedagogy. College
    Composition and Communication. Sept. (2002)
    100-115. JSTOR. Web. 17 July 2007.
  • Tennessee Electronic Library. Why should I use
    primary sources? Volunteer Voices. 2007. Web. 15
    July 2007.
  • Vargas, M. F. Developing an Immunity to
    Sophomoric Plagiarism Notetaking Skills. The
    English Journal 74.2 (1985) 42-44. JSTOR. Web.
    17 July 2007.
  • Whitaker, E. E. A Pedagogy to Address
    Plagiarism. College Composition and
    Communication. 44.4 (1993) 509-514. JSTOR. Web.
    17 July 2007.
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