Plagiarism+tx+2011+upload

Write from Wrong:
Strategies for Addressing Student Plagiarism
Barry Gilmore
(www.barrygilmore.com)

Prompt: Write an essay about names and identity in The
House on Mango Street.
Most of the women Esperanza knows on Mango Street
are either trapped in their marriages or tied down by their
children. For example, Esperanza’s grandmother.
Esperanza did not want to “inherit her place by the
window.” She neither likes what she has already
inherited from her grandmother—her name. Esperanza
plays with words when she first expresses her
dissatisfaction with her name. She says that in Spanish,
her name means “too many letters. It means sadness
[from the opposite of esperar, which is desesperarse], it
means waiting [from the verb esperar].”

Names are a very important part of one’s
personality. The name Sarah, for
instance, comes from the Bible. This
shows that names have a long tradition for
many people. Tradition helps to determine
the adult one becomes.

Dear Joel,
Did you know that my name comes from
the Bible? Actually, I’m not sure who
Sarah was, but my mom told me she
learned about my name in Sunday School
when she was a kid.
Sarah

Dear Sarah,
That’s cool. Joel is a religious name, too.
It means God. So I’m like God, only I
don’t really think that so don’t think I’m full
of myself please. You should find out
more about your name. Let me know if
you do.
Your friend (but not God),
Joel

Hey Joel,
I don’t think your God either.
Sarah

P.S. Hey I’m just kidding and I think Joel is
a cool name.

Sarah.
HA HA HA.
I just asked Ms. R about you’re name and
she says Sarah was Abraham’s wife and
she had a baby when she was 90!!! I don’t
know who Abraham was, though, but he’s
in the bible too. You should write about
that.
Joel

That’s a good idea but I don’t want to have a
baby when I’m 90 because I couldn’t pick
it up or something. Babys are gross
anyway. Do you want babies someday?
Sarah

Leading questions
Who gave you your name? Why?
Compare one sound in your name to another
sound. Describe that sound.

Will you still like your name in 20 years?
Why do you like or dislike your name?

What mistakes do people make when they
say your name? What do they think about
you when they hear your name?

From an exchange student…
The correct way to pronounce my name is “a’-kee-eh”. Each
sylable pronounced distinctly and sharply without blending
into the next sylable. Unfortunately, when people try to
pronounce it “in the right way,” they actually mispronounce it
by creating a whole different word, sound, and meaning: a’-kiya. Which means an “empty house” in the Japanese
language. In my opinion, being “a key” is better than being an
“empty house,” because akie is from the word aki. Which in
Japanese language means autumn the best season of the
year! Even though the pronunciation of autumn aki is
different from the English word “a key” I am willing to be “a
key”. I could lock door of an empty house.
-Akie Maekawa

Several drafts later….
My name is Sarah. It’s a name from the
Bible, but that’s not why I like it. I love my name
because it rolls on your tongue, because my mother
gave it to me as a gift, and because it ends with the
sound you make when you see a beautiful mountain or
sunrise. I like to think of my mother holding me after I
was born, looking down at me wrapped up like a
present and saying my name: Sarah.
I don’t know what the grown-up Sarah looks like
yet, just like I don’t know what grown-up Sarah does
for a job, where she lives, or whether she has a family
of her own. When she looks back, I don’t know what
she’ll remember about me. But we’ll have one thing in
common: a name.

Sample student introduction (Spencer)
A symbol is an object, action, or event that represents
something or that creates a range of associations beyond
itself. In the book A Thousand Splendid Suns, one
symbol is the clothing that women have to wear. This
clothing reveals many things about the characters and
the themes of the work as a whole.

Case Study: Take It Or Leave It
(The Christine Pelton Leaf Project)
The project: research, writing, presentation


Classroom results: 25% plagiarism


Student/parent contract


Administration / school board response


Administration / school board response
Long-term consequences

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

What Are We Talking About?

Plagiarism


Student
Choices

Plagiarism


Student
Choices

Plagiarism
Turnitin.com
Failing, rewriting?
Punitive response

Pressure:
Grades
Pressure:
Time

Student
Choices

Intent
Ease

Plagiarism
Turnitin.com
Failing, rewriting?
Punitive response

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

My School: Why Students Plagiarize
Ease/Laziness
Pressure: grades
Culture/everyone does it

Pressure: deadlines
Confusion: process

1% 1%
34%

40%

24%

My School: How Students Plagiarize
83%

42%

25%

19%

15%

5%
Term Paper Cutting and
Mills
Pasting

Peer
Copying

Rearranging Making Up
Never
Words
Sources Plagiarized

Pressure:
Grades
Pressure:
Time

Teacher
Choices

Student
Choices

Intent
Ease

Plagiarism
Turnitin.com
Failing, rewriting?
Punitive response

Merit and Purpose of Assignment

Failure vs. Zero
Plagiarism Instruction vs. Assumptions

Pressure:
Grades
Pressure:
Time

Teacher
Choices

Student
Choices

Intent
Ease

Plagiarism

Assignments

Turnitin.com

Assumptions

Failing, rewriting?

Expectations

Punitive response

Pressure:
Time

Pressure:
Grades

Intent
Ease

Pressure:
Time

Teacher
Choices

Student
Choices

Intent
Ease

Plagiarism

Assignments

Turnitin.com

Assumptions

Failing, rewriting?

Expectations

Punitive response

Pressure:
Time

Pressure:
Grades

Intent
Ease

Culture

Pressure:
Time

Teacher
Choices

Student
Choices

Intent
Ease

Plagiarism

Assignments

Turnitin.com

Assumptions

Failing, rewriting?

Expectations

Punitive response

Merit and Purpose of Assignment

Failure vs. Zero
Plagiarism Instruction vs. Assumptions
Alignment of Policy: School and Class
Consistency from Classroom to Classroom

Pressure:
Time

Pressure:
Grades

Intent
Ease

Culture

Pressure:
Time

Teacher
Choices

Student
Choices

Intent
Ease

Plagiarism

Systems

Assignments

Turnitin.com

Honor Codes

Assumptions

Failing, rewriting?

Ethics Gap

Expectations

Punitive response

School Culture: Honor Codes

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: Ethics Gap

TEACHERS DID NOT
DISCUSS
PLAGIARISM

TEACHERS DISCUSSED
PLAGIARISM

Grades 3-5
(understood)

49%

61%

Grades 6-12
(felt it was
acceptable)

37%

22%

Reduces Plagiarism

Increases Learning

Reduces Plagiarism

Increases Learning

Honor Code

Honor Code as a part
of school culture

Reduces Plagiarism

Increases Learning

Honor Code

of school culture

Turnitin.com

Turnitin.com as a
teaching tool

Does Turnitin.com work?

No
0-24%
matches

25-49%

50-74%

75-100%

Reports

8,988

15,953

3,033

558

1,346

Percent

30%

53%

10%

2%

5%

Sample results from Penn State, 2005

Does Turnitin.com work?

6. Did you alert
students of
plagiarism
problems found
by Turnitin.com
and allow them
to make
corrections?

Alerted no
corrections
Alerted
allowed
corrections
No alert no
corrections

21

44.7%

19

40.4%

7

14.9%

Reduces Plagiarism

Increases Learning

Honor Code

of school culture

Turnitin.com

Turnitin.com as a
teaching tool

Strict
Consequences

Standardized
Expectations and
Response

What’s the Usual Response to Plagiarism in
Your School?

A. Ignore it
B. Deal with it in classroom
C. Report it to the administration
D. Add to shared files for a two-strike system

School Culture: What’s Going On?
Students who cheat tend to:
Worry about school

Research by Eric M. Anderman

Worry about school
Perceive school as focused on grades


Worry about school
Believe they’ll receive rewards for grades


Worry about school
Attribute failure to outside circumstances


Worry about school
Attribute failure to outside circumstances
Avoid deep-level cognitive strategies in
problem solving


“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: Who’s At Risk?
Athletes
Boys
Low achievers and high achievers
Those who perceive it as common (in one
study, 25% admitted to regular plagiarism, but 90%
said their peers plagiarized regularly)

Those who perceive teachers as plagiarists

Rethinking Assignments
Write a 3-5 page formal
essay on “Harrison
Bergeron.”

Bergeron.”

"It took me about ten seconds to find a free
essay online, but it wasn't very good. I could
have paid $6.95 for a better one, though-probably worth it."

Bergeron.”
Make prompts more specific
Make prompts more personal
Use unlikely comparisons

Choose three characters from the story "Harrison
Bergeron" and find two quotations from each character.
Using those six quotations, write an essay in which you
compare the motivations and choices of the three
characters.

Choose three characters from the story "Harrison
Bergeron" and find two quotations from each character.
Using those six quotations, write an essay in which you
compare the motivations and choices of the three
characters.
"What a pain, I have to cut and paste those quotations
into an essay that I found online on the general topic.
This would take me about ten minutes, I guess, and I
might have to pay for the original essay if I wanted it to
be any good."

Imagine you could spend one day in the world of
“Harrison Bergeron” and talk to the characters in the
story. Write a letter to the U.S. Handicapper General
describing your experiences and your views on the
society within the story after your visit.

Imagine you could spend one day in the world of
“Harrison Bergeron” and talk to the characters in the
story. Write a letter to the U.S. Handicapper General
describing your experiences and your views on the
society within the story after your visit.
"The personal voice makes this one harder, but not too
hard. I could probably do it mainly by changing
pronouns with the find and replace function in Word
and with a bit of formatting. Most teachers wouldn't
catch on."


Write an essay comparing “Harrison Bergeron” to the
story “The Lottery.”


Write an essay comparing “Harrison Bergeron” to the
story “The Lottery.”
"Done. Took me about a minute. Do you want that
double-spaced?"

Read the story “Harrison Bergeron”

In groups or as a class, brainstorm topics and
connections

connections
Choose an individual topic

connections
Find textual evidence, write a thesis

connections
Share thesis statements and discuss

connections
Draft a first paragraph, outline

connections
Draft a first paragraph, outline
Write an essay

In eighth grade, I was an A student, but I hated my English teacher; the homework seemed dull and pointless. The assignment was to write summarie

Andrew’s Story
In eighth grade, I was an A student, but I hated my
English teacher; the homework seemed dull and
pointless. The assignment was to write summaries of
each chapter; no analysis, just summary for the sole
express point of making sure we read the book. I
decided I could outsmart the system. I went to a
lesser-known website and turned in the chapter
summaries completely plagiarized. About halfway
through To Kill a Mockingbird, the teacher caught me
and another student who had decided the cheat in
the same way.

I was totally embarrassed, and still deeply regret my decision
to plagiarize. However, I view that day as a turning point in my
academic career; I started to work harder and have never really
plagiarized again (apart from minor offenses from copying textbook
material). I feel my decision to cheat was not because I lacked moral
judgment or because I was not aware of what I was doing. I viewed
the assignment as busywork and above all else, the teacher failed to
reward individual students who put effort into the
assignment, which eliminated the incentive to work harder to get a
better grade. . . . I think that if the school had decided to punish me
more, the real reason not to cheat would have been lost to me. It
would turn an offense that is illegal because it is stealing into an
offense that is wrong only if you are caught by your school.

Puck:
If we shadows have offended,
Think but this and all is mended,
That you have but slumber'd here
While these visions did appear.
And this weak and idle theme,
No more yielding but a dream,
Gentles, do not reprehend:
If you pardon, we will mend.
And, as I am an honest Puck,
If we have unearned luck
Now to 'scape the serpent's tongue,
We will make amends ere long;
Else the Puck a liar call:
So, good night unto you all.
Give me your hands, if we be friends,
And Robin shall restore amends.
(A Midsummer Night’s Dream V.i.)

Sample student-generated questions (prompts)

• Does the play suggest it is okay to lie?
• Why is it called a “dream?”
• Why do both Theseus and Puck use the word
“shadow”?
• Why are some people “pardoned” in the play?
• Why do only Puck and Bottom break the fourth wall?
• Is Puck ultimately benevolent or malicious?

A process for developing prompts
(without the need to plagiarize)
• Create topics
• Go back to the text—find
examples
• Discuss in pairs or groups
• Write a thesis
• Share and discuss (PINE)
• Write an essay

Sample student introduction 2 (Spencer)
When Puck asks us to “pardon” him at the end of A
Midsummer Night’s Dream, he points out the deep irony
of the play: there is no justice in Shakespeare’s comedy,
poetic, legal, or otherwise. We have no more power
over Puck than the humans have over the fairies, their
own fates, or love itself. Shakespeare’s world seems to
include justice, but it can be seen that events in MSND
are decided by power, not right and wrong.

Rethinking Research Assignments
65% of students wrote a research paper for
English class
38% of students wrote a research paper for
social studies classes
Of English research papers, 67% were on a
historical/biographical topic

75% used all internet sources

Participant Responses

Are students invested?
Offer choices, make topics relevant

The discipline problem: what should research look like
for each discipline?
Connect content to course content and skills

Digital literacy: are students using the internet wisely?
Discuss research strategies

Citation?
Note taking?
Collaboration?


S.E.A.R.C.H. (searching for reputable sites)
C.A.R.S. (evaluating web material)
C.A.P.I.T.A.L. I.D.E.A. (citation information)

Digital literacy: are students using the internet wisely?
Discuss research strategies
What’s the point of the research paper?
Discuss, specify audience and purpose

Resources

www.barrygilmore.com

Free teacher study guide:
www.heinemann.com/gilmore

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