语言教学 | 普渡大学写作教学系列Teacher&Tutor Resource33-Prevent Plagiarism(4)

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Preventing Plagiarism

1、Avoiding Plagiarism

（1）Avoiding Plagiarism

Summarizing, Paraphrasing, and Quoting: A Comparison

This 10-minute activity helps raise students’ awareness to the similarities and differences among summarizing, paraphrasing, and quoting as they prepare to use these strategies in an effort to avoid plagiarism.

Peer Summarizing

This 45 to 90-minute activity allows students to practice writing their own summaries as well as evaluate summaries written by their peers.

Anonymous Paraphrasing

This 45 to 70-minute activity gives students the chance to practice paraphrasing a short passage and anonymously review each other’s work as a class.

Paraphrasing from Media

This 35-minute activity provides students practice with paraphrasing visual and multimedia texts.

Using In-text Citations

This 50-minute activity first offers students various examples of how to cite a single passage. Students are then asked to practice writing their own in-text citations with another text, following the examples they’ve been given. The supplemental handout for this activity offers a variety of examples on how to integrate an original source text into one’s own writing.

Quoting Others

This 40-minute activity asks students to practice quoting an original source. The supplemental handout for this activity offers useful templates for students to use when both quoting as well as interpreting a quote in their own work.

Summary, Paraphrase, and Quotation in Context

This 35-minute activity asks students to analyze and evaluate example summaries, paraphrases, and in-text citations in a given sample essay.

（2）Summarizing, Paraphrasing, and Quoting

TIME ESTIMATE

10 minutes

OBJECTIVE

Activate students’ schemata regarding the similarities and differences among summarizing, paraphrasing, and quoting.

MATERIALS

Chalkboard/whiteboard

COMPUTER LAB OPTION MATERIALS

Digital projector

PROCEDURE

1. Write the words Summarizing, Paraphrasing and Quoting along the top of the whiteboard.

2. Elicit from students the rules they know related to each writing strategy.

3. Add additional information as needed. The board may appear as follows:

Summarizing	Paraphrasing	Quoting
Must reference the original source The text is much shorter than the original text. (For example, one may write a single page to summarize a four-page article.) Must use your own words, usually with a very limited use of quotations.	Must reference the original source The text produced may be shorter or longer than the original text Must use your own words	Must reference the original source The text produced is the exact length of the original text quoted (unless ellipses are used) Use the original author’s exact words Put quotation marks around the original author’s exact words Include the page number of the original source from which you borrowed the author’s original language.

COMPUTER LAB OPTION

Rather than using the whiteboard, one may choose to open up and project the above table in a word processing program, like Microsoft Word, completing the table as answers are elicited from students.

（3）Peer Summarizing

TIME ESTIMATE

45 minutes

OBJECTIVES

To have students gain experience creating summaries of written or multimedia texts.

MATERIALS

None

COMPUTER LAB OPTION MATERIALS

Word processing software

Digital projector

PROCEDURE

1. Explain the basics of creating a summary and go over the main attributes that good summaries address. This short “lecture” can be done on the board, using information that students already possess. Some things to cover might be: how much information to condense, how to start a summary / the type of set-up phrases used to indicate larger pieces of information, and how to make claims about “how” a writer claims something rather than “what” he/she claims.

2. Ask students to anonymously “freewrite” on a topic, minimum 200 words. Ideally, choose a topic that is connected to a writing project that your students are currently working on.

3. After students have written their pieces, have them switch seats randomly (such as playing musical chairs) and sit down at another student’s desk and create a summary of the material in the freewrite. Students should aim for less than 80 words.

4. When students return to their original work, they can read the summaries and decide on whether the summarizer did a good job in creating a summary of the original freewrite.

Follow-up Option

TIME ESTIMATE

25 minutes

PROCEDURE

1. Continuing from the previous summarizing activity, students switch seats again, this time summarizing the summary in less than 50 words.

2. Students will then read their second-level summaries of the original and the class will try to determine who wrote the original piece for each summary.

Multimedia Option

TIME ESTIMATE

20 minutes

PROCEDURES

1. Have students watch and take notes on a short video and then work to create a summary of that video. This clip from This American Life is a great example, but there are many possibilities. Ideally, you should choose your own video for students to summarize. Students should keep their summaries to less than 150 words.

2. Students then anonymously hand in (to create a large pile of papers) and then select a summary at random to analyze against the original source.

Computer Lab Option

A simple computer lab option could be for students to compose in a word processing program, such as Microsoft Word, instead of on paper. Students can then move around from computer to computer to write summaries. Instead of reading papers aloud, students could post their second-level summaries to an online course resource (e.g., Blackboard) and the instructor could pull them up on a projector (if available).

（4）Anonymous Paraphrasing

TIME ESTIMATE

45 minutes

OBJECTIVE

To have students practice creating paraphrases

MATERIALS

Class blackboard or overhead with transparencies

COMPUTER LAB OPTION AND FOLLOW-UP OPTION MATERIALS

Digital projector

Word processing software

PROCEDURES

1. Begin by giving students a short lesson on how to write a useful, non-patchwritten paraphrase. Suggestions include useful note-taking. See Paraphrase handout for details.

2. Have students read a short passage – select one – (see Paraphrase or Summary handouts), take notes on that passage, and then work to create a paraphrase of that passage on another sheet of paper.

3. Ask students to then anonymously put their paraphrases into a pile so that the instructor can choose several at random and copy them either onto an overhead or onto the blackboard. Several students can be enlisted to help the instructor put sentences on the blackboard. Alternatively, have students write their paraphrases on a transparency that can then be easily projected.

4. Finally, help students evaluate the posted paraphrases, looking for accurate paraphrases that do not lose the original meaning and for paraphrases that are “too similar” to the original language.

COMPUTER LAB OPTION

The instructor can email the handout to students and the students can type out their notes and paraphrases on a word processing document.

Instead of using the blackboard or an overhead projector, use the instructor’s computer with the digital projector; students can email their documents to the instructor (or post their summaries anonymously to proprietary classroom management software like Blackboard). If the instructor cuts and pastes paraphrases into a word processing document, s/he can compare the original and the students’ versions side by side. Additionally, the instructor can highlight passages that are “too similar” in a particular color, emphasizing the similarity.

Follow-Up Option

TIME ESTIMATE

30 minutes

MATERIALS

The anonymous paraphrases from the Anonymous Paraphrasing exercise; the Paraphrase handout

COMPUTER LAB OPTION MATERIALS

Digital projector

PROCEDURES

1. Distribute the student paraphrases from the last Anonymous Paraphrasing exercise and ask students to repeat the same action -- writing another paraphrase of the paraphrase they have in front of them. Essentially, students are paraphrasing a paraphrase, which should be somewhat difficult. Give them some extra time to take notes, like last time, and write a new paraphrase. (15 minutes)

2. Like the previous exercise, collect the anonymous paraphrases and compare them to the original, now twice-removed. The meaning should be roughly the same. The comparisons will likely take longer this time as well. (15 minutes)

COMPUTER LAB OPTION

Like the previous exercise, use the instructor’s computer and a word processing program to compare the paraphrases.

If students are using word processing software to compose their paraphrases, they can simply leave their seat and work at another student’s computer, composing a paraphrase on another workstation.

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