语言教学 | 普渡大学写作教学系列Teacher&Tutor Resource30-Prevent Plagiarism(1)

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征稿：二语写作

Preventing Plagiarism

These OWL resources contain lesson plans and activities to help teachers instruct students on how to understand and avoid plagiarism. Activities in the "Contextualizing Plagiarism" section ask students to discuss and write about plagiarism, copyright, collaboration, authorship, and plagiarism policies. Activities in the "Avoiding Plagiarism" section ask students to differentiate among summarizing, paraphrasing, and quoting and use MLA and APA in-text citations appropriately. The resources with titles that include "Handout" provide handouts that are free to print for your students by using the print option in your web browser. The "Handout" resources correspond with the resource listed above it.

（1）Contextualizing Plagiarism

Truth or Consequences: Defining Plagiarism

This 50-minute activity explores plagiarism by asking students to read articles on plagiarism incidents and discuss them. Students perform group work to inform each other about the incidents while recognizing the many contextual concerns regarding what defines plagiarism.

The Big Picture

This 50-minute activity asks students to read and respond to a blog post about purchasing essays from an online essay-writing service. Discussion questions focus on the line between writing process and ethics.

Authorship and Popular Plagiarism

This 40-minute activity asks students to read one of two articles that discuss why plagiarism is an important issue. Discussion can focus on why people see plagiarism as a problem and why some incidents of plagiarism are potentially harmful if used as a substitute for original research.

Copyright and Plagiarism

This 30-minute activity asks students to read a short article from the NCTE Chronicle on the differences between plagiarism and copyright violation and then read and respond to several different scenarios about plagiarism and copyright.

Collaborative Authorship

This 35-minute activity asks students to read and discuss different collaborative composition scenarios and decide for themselves whether or not the actions depicted are “acceptable.” Instructors foster discussion on what kind of repercussions should arise from the situations described, if any.

Defining Our Terms

This 30-minute activity explores the different definitions of the terms that are often used in larger definitions of plagiarism. Students engage with the multiple meanings of the terms and focus on the contextual nature of plagiarism definitions.

Class Plagiarism Policy

This 40-minute activity asks students to define plagiarism and then explores some of the many permutations of common definitions. The instructor then engages students on the various forms of plagiarism and asks them to consider a course plagiarism policy.

Comparing Policies

This 30-minute activity asks groups of two students to compare their own school’s plagiarism policy with that suggested by Rebecca Moore Howard. Discussion of the two policies and how each defines plagiarism follows.

（2）Truth or Consequences

TIME ESTIMATE

50 minutes

OBJECTIVE

To examine different cases of plagiarism reported in the media within context in order to identify the different ways plagiarism can be defined and to be aware of the various consequences.

MATERIALS

• “Hamilton President Resigns Over Speech” (One copy per student in Group A)

• “Fame Can’t Excuse a Plagiarist” (One copy per student in Group B)

• “Washington Post Blogger Quits after Plagiarism Accusations” (One copy per student in Group C)

• “Hungary's Presendent Quits Over Alleged Plagiarism” (One copy per student in Group D)

• The following article is an alternative option for students who are fluent in more than one language. It treats the issue of plagiarism when translating a text from one language to another: “Plagiarism in China Fuels Debate on Intellectual Theft”

• “School Cheating Scandal Tests a Town’s Values” (One copy per student in the class for homework)

PROCEDURES

1. Collect four or five articles (or links to the articles) on plagiarism cases in the news. These cases should identify different aspects of plagiarism. Assign the reading of these articles to be done at home before class or allow for time in class to read.

2. Divide students into groups of four or five, depending on how many articles you want to cover. Each group of students should be reading a different article. So, for example, the four students in Group A should read “Hamilton President Resigns Over Speech.” Group B should read “Fame Can’t Excuse a Plagiarist”, etc. As students read their article, they should complete the table titled “Truth or Consequences” as it pertains to their article. After each student has individually read his/her article, have students discuss the article within their group to make sure they understand the main points.

3. Divide students into new groups, each new group consisting of one student from Group A, Group B, etc. Each student then explains his/her article to the new group. The other students complete the Truth or Consequences Table as it pertains to each article.

4. After students have discussed their articles within their groups, complete the same table on the board, eliciting responses from the class. Discuss issues related to the articles as questions arise, including how context may change the definition and/or consequence of plagiarism.

5. Ask students to read back through their answers on the plagiarism attitude scale. In response to the articles read, would they change any of their answers on the scale? What questions do they still have about issues presented on the scale?

HOMEWORK

For homework, have students read the article “School Cheating Scandal Tests a Town’s Values.” Ask students to write a journal entry responding to the final consequence of the plagiarism case described in the article.

POSSIBLE FOLLOW-UP

An appropriate follow-up lesson to this one would be, for example, the lesson titled “Big Picture” or “Comparing Policies,” in which classroom policies on plagiarism are examined.

COMPUTER LAB OPTION

If doing the reading in class, students can access the articles online and complete the Truth or Consequences table.

（3）The Big Picture

TIME ESTIMATE

50 minutes

OBJECTIVES

To have students gain a larger understanding of the context of authorship, plagiarism, and intellectual property

MATERIALS

Leigh Blackall, “It’s not plagiarism, it’s an easy essay”

PROCEDURES

Pass out the article by Leigh Blackall and ask students to read it and be ready to discuss the main points afterward.

1. Break students into groups of 3 or 4 and ask them to respond to some of the questions that Blackall asks the essay writing company in his blog.

2. Ask students to report their group’s findings and mediate the conversation according to your own perspective. You can also ask some of the following questions during discussion:

• How would they (the students) respond to the essay company’s answers?

• Do they feel this practice is unethical?

• What should happen to students that purchase an essay and get caught?

• What does the company mean when they claim that their essays are “plagiarism-free”?

• Can a purchased essay be plagiarism-free?

• What is the difference between a copyrighted work and a plagiarized work?

HOMEWORK

Ask students to answer the following question: “Is plagiarism a matter of ethics or a matter of decisions made while writing? Are these two different?”

COMPUTER LAB OPTION

Students can read Blackwell's blog online and then post their comments under the article. They can do this in class or on their own time. You can then review these comments for class the next day and continue the conversation if need be.

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