barry gilmore @barry_gilmore stopping plagiarism at the source

Barry Gilmorewww.barrygilmore.net@barry_gilmore

Stopping Plagiarism at the Source

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

Plagiarism

What Are We Talking About?

Plagiarism


Student Choices

Plagiarism


Student Choices

Turnitin.com

Failing, rewriting?

Punitive response

Plagiarism


Student Choices

Pressure: Grades

Ease

Intent

Pressure: Time

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

40%

24%

34%

1% 1%

My School: Why Students Pla-giarize

Ease/Laziness Pressure: deadlinesPressure: grades Confusion: processCulture/everyone does it

My School: How Students Plagiarize

Term Paper M

ills

Cutting and Pasti

ng

Peer Copying

Rearranging W

ords

Making U

p Sources

Never Plagiariz

ed

5%

25%

42%

83%

19% 15%

My School: How Students Plagiarize

Plagiarism


Student Choices

Pressure: Grades

Ease

Intent

Pressure: Time

Turnitin.com

Failing, rewriting?

Punitive response

Plagiarism


Student Choices

Pressure: Grades

Ease

Intent

Pressure: Time

Turnitin.com

Failing, rewriting?

Punitive response

Teacher Choices



Merit and Purpose of Assignment

Failure vs. Zero

Plagiarism Instruction vs. Assumptions

Plagiarism


Student Choices

Pressure: Grades

Ease

Intent

Pressure: Time

Turnitin.com

Failing, rewriting?

Punitive response

Teacher Choices

Assignments

Assumptions

Expectations

Plagiarism


Student Choices

Pressure: Grades

Ease

Intent

Pressure: Time

Turnitin.com

Failing, rewriting?

Punitive response

Teacher Choices

Assignments

Assumptions

Expectations

Pressure: Time

Ease

Intent

Plagiarism


Student Choices

Pressure: Grades

Ease

Intent

Pressure: Time

Turnitin.com

Failing, rewriting?

Punitive response

Teacher Choices

Assignments

Assumptions

Expectations

Pressure: Time

Ease

Intent

Culture



Merit and Purpose of Assignment

Failure vs. Zero

Plagiarism Instruction vs. Assumptions

Alignment of Policy: School and Class

Consistency from Classroom to Classroom

Plagiarism


Student Choices

Pressure: Grades

Ease

Intent

Pressure: Time

Turnitin.com

Failing, rewriting?

Punitive response

Teacher Choices

Assignments

Assumptions

Expectations

Pressure: Time

Ease

Intent

Culture

Systems

Honor Codes

Ethics Gap

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: Honor Codes

TEACHERS DID NOT DISCUSS

PLAGIARISM

TEACHERS DISCUSSED PLAGIARISM

Grades 3-5(understood)

49% 61%

Grades 6-12(felt it was acceptable)

37% 22%

School Culture: Ethics Gap

Reduces Plagiarism Increases Learning


Honor CodeHonor Code as a part

of school culture


Honor CodeHonor Code as a part

of school culture

Turnitin.comTurnitin.com as a

teaching tool

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


Believe they’ll receive rewards for grades

Attribute failure to outside circumstances


“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.”


Plagiarism


Student Choices

Pressure: Grades

Ease

Intent

Pressure: Time

Turnitin.com

Failing, rewriting?

Punitive response

Teacher Choices

Assignments

Assumptions

Expectations

Pressure: Time

Ease

Intent

Culture

Systems

Honor Codes

Ethics Gap

In a formal essay, analyze how Shakespeare uses

symbolism to raise issues related fate in Romeo and

Juliet.

Rethinking Assignments


“A pair of star-cross’d lovers,” (prologue, line 6). Since the opening of the play, Romeo and Juliet were destined to die. Throughout each act and throughout each scene, from constant foreshadowing and ill omens, even Romeo and Juliet knew their tragic fate. As much as the two lovers wanted to be together, all their efforts and the efforts of others were purely futile, and as much as everyone wanted to blame others, only fate is to blame.

(plagiarized paper)


Poison Flowers and herbsChurches and tombs Eyes and ears (sight, etc.)Sun, moon, and stars Weather: rain, storms, sunshine Disguises and masks Animals (especially birds)Blood WeaponsNames Light and DarkGestures (thumb-biting) Mythological allusionsNatural and civil laws Religious symbolism


Groups:

1. Choose a symbol2. Return to the text (search online)• Find quotations• Include citations

3. Create a discussion statement


“Although Romeo claims he will defy the stars, he never really stands a chance of

changing his own fate.”


Sarah: Romeo vows to Juliet “by the moon” in act two scene two.Jasmine: Is that the balcony scene:Sarah: end of itCarter: But Juliet he shouldn’t swear that way cause the moon is inconstantJasmine: why is the moon inconstantCarter: I guess cause it changes not like the sun.Sarah: So this is about whether or not love lasts.


Romeo uses stars, sun, and moon imagery to elevate his love for Juliet, but he may really be referring to her beauty more than true love. Meanwhile, Shakespeare use the stars, sun, and moon as symbols of predetermined fate, giving love an inevitable outcome.

In Romeo and Juliet Shakespeare uses celestial bodies, such as the sun, moon, and stars, to enhance the speakers’ dialogue and contribute to Romeo and Juliet’s relationship. In their love towards one another, Romeo and Juliet tend to speak of symbols such as stars and the moon to evoke their love and passion for each other, despite the difficult situations that they are forced to endure. Because the sun, moon, and stars are seen as symbols of prosperity, strength, and happiness, they are continually applied to the two lovers. These symbols help explain the role of beauty in Romeo and Juliet’s love as well as the effects of fate predetermining the outcome of the play. However, while comparisons of Juliet to celestial bodies elevate Romeo’s love towards Juliet and show his romantic personality, Romeo’s ability to make Juliet’s beauty equivalent to the stars and heaven prompts readers to consider whether beauty and attraction are the primary basis of Romeo and Juliet’s love. Yet even though the two lovers are forced to endure many hardships and difficult times, their love for one another never terminates, even at their death. The celestial bodies help explain the role of beauty in Romeo and Juliet’s love, the effects of fate predetermining the outcome of the play, and the necessity to overcome their family’s wishes for true love.


1. Gathered ideas


1. Gathered ideas

2. Choice, collaboration


1. Gathered ideas


3. Started with the evidence, not the conclusion


1. Gathered ideas



4. Explored nuance and possibility


1. Gathered ideas




5. Composed an original thesis (based on evidence)


1. Gathered ideas




5. Composed an original thesis (based on evidence)

6. Wrote an individual essay

Plagiarism


Student Choices

Pressure: Grades

Ease

Intent

Pressure: Time

Turnitin.com

Failing, rewriting?

Punitive response

Teacher Choices

Assignments

Assumptions

Expectations

Pressure: Time

Ease

Intent

Culture

Systems

Honor Codes

Ethics Gap

Barry Gilmorewww.barrygilmore.net@[email protected]

Questions?

barry gilmore @barry_gilmore stopping plagiarism at the source

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