语言教学 | 普渡大学写作教学系列Teacher&Tutor Resource34-Prevent Plagiarism(5)

提示：点击上方"英语写作教学与研究"免费关注哦

征稿：二语写作

Preventing Plagiarism

1、Avoiding Plagiarism

（4）Paraphrasing from Media

TIME ESTIMATE

35 minutes

OBJECTIVE

To give students practice in creating paraphrases and notes from visual materials.

MATERIALS

Paraphrasing Student Document

For the visual design, you can choose something you are comfortable with, but this work is often useful.

COMPUTER LAB OPTION MATERIALS

Word processing software

Digital projector

PROCEDURES

1. Have students watch and take notes on a short video or a visual design. Then have students work to create a paraphrase of that video or visual. Choose a set length, perhaps 75 words, so students don’t try to write too much. (15 minutes)

2. Have students then anonymously put their paraphrases into a pile. Choose several at random and copy them either onto an overhead or onto the blackboard. (10 minutes) Several students can be enlisted to help the instructor put sentences on the blackboard. Alternatively, have students write their paraphrases directly onto a transparency.

3. Evaluate the posted paraphrases, looking for accurate paraphrases that do not lose the original meaning. Unlike other paraphrase exercises, this one typically elicits a wide range of responses and offers instructors a chance to discuss understanding the message of the original piece. (10 minutes) Because the visual design often has no set meaning, the wide range of responses can be a moment when the class can discuss reader-response.

COMPUTER LAB OPTION

The instructor can show the visual element or video to students and they can type out their notes and paraphrases on a word processing document, such as Microsoft Word.

Instead of using the chalkboard/whiteboard, 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.

（5）Using In-text Citations

TIME ESTIMATE

50 minutes

OBJECTIVE

Give students practice recognizing and using different forms of in-text citations.

MATERIALS

One copy of the Citation Examples handout per student

COMPUTER LAB OPTION MATERIALS

Word processing software

Digital projector

PROCEDURE

1. Elicit from students what they know about or understand in-text citations to be and what purpose they may serve.

2. Pass out a copy of the Citation Examples handout, beginning with either the MLA or APA examples.

3. Ask students to read to themselves the first paragraph on the handout from Ashley Montagu’s book The American Way of Life.

4. Ask one or two volunteers to paraphrase orally the meaning of the paragraph to test students’ understanding of the gist of the paragraph.

5. Read through each example in-text citation with students, asking them to comment on the differences among the examples as well as identify the essential information that all the examples have in common.

6. Ask students to comment on when and why they might use one form of in-text citation versus another.

7. Pass out an article excerpt, preferably one on a topic related to students’ research interests.

8. Ask students to read the excerpt to themselves and then write a short paraphrase that exemplifies their understanding of the text. Review a few of their paraphrases orally to make sure students understand the main points of the text.

9. Next have students choose three to four different styles of in-text citations and have them write citations for the article (on a transparency, if available) as exemplified in the previous handout.

10. Either at the end of class or in the following class, anonymously project on an OHP student citation examples containing errors. Have students try to identify the errors. Sample errors may include the following:

• Students have not referenced all of the authors.

• Students have attributed ideas to the wrong source.

• Students have "over cited" by referring to the author within text as well as within the parenthetical citation.

• Students have used single and double quotation marks incorrectly.

COMPUTER LAB OPTION

Have students type up their citation examples in class and e-mail them to you. Copy and paste a number of incorrect examples into a word processing program, such as Microsoft Word, project them overhead, and correct them as a class.

（6）Quoting Others

TIME ESTIMATE

40 minutes

OBJECTIVE

To give students experience quoting others in context.

MATERIALS

“Quoting Others” handout

COMPUTER LAB OPTION MATERIALS

Word processing software

PROCEDURE

1. Students will be given a short lesson in quoting others. Please see the Quoting Others handout for more information and feel free to elaborate on why the practice is both useful and necessary. If possible, stress that explaining a quotation is useful and frequently expected. (10 minutes)

2. Using one of the prompts on the handout, have students interview each other on a specific topic. Make sure to advise students to take notes on their interview. (5-10 minutes)

3. Then have students compose a short write-up of their interviews, taking care to include at least three quotations from their interview partner. Include a word limit (e.g., 200 words) on this activity so students do not feel compelled to write too much. (10 minutes)

4. Ask students to share their interviews by reading the interview that is about them, listening for accurate quotations and “acceptable” introductions. (10 minutes)

COMPUTER LAB OPTION

Instead of writing the interview by hand, students can use a word processing program, such as Microsoft Word. When students read their own interviews, they can include comments on the documents if the quotation was accurate and if they were accurately represented and explained.

（7）Summary, Paraphrase, and Quotation in Context

TIME ESTIMATE

35 minutes

OBJECTIVE

To have students gain experience reading for and working with summaries, paraphrases, and quotations in context.

MATERIALS

Summary, Paraphrase, and Quotation handout

COMPUTER LAB OPTION MATERIALS

Word processing program

Digital projector

PROCEDURES

This lesson works best when used after other lessons on summary, paraphrase, or quotation.

1. Pass out the “Summary, Paraphrase, and Quotation in Context" handout and give students enough time to locate any of the potential issues related to summaries, paraphrases, or quotations. Encourage students to both locate and identify a way to revise each of the issues. (15 - 20 minutes)

2. Go through the essay with the class, focusing on the summary, paraphrase, and citation issues; try to avoid commenting on some of the other writing and mechanical concerns. (15 minutes)

   There are a number of issues including the following:

   Students will likely pick up on the citation problems but are less likely to locate the summary and paraphrase problems because they only see the result of the finished summary or paraphrase. For these sections, look for jargon or keywords that stand out from the other sections of the writer’s essay.

• Summarized sections appear to be summarized hastily and without appropriate citation

• Paraphrased sections may include language that is not the writer’s own and may not be correctly cited

• Quotations are not set up appropriately

• There is an incorrect application of a set citation style, missing citations, and an incorrect Works Cited page

COMPUTER LAB OPTION

Using the instructor’s computer and the digital projector, project the essay during discussion and highlight/comment upon the passages students select. Students can also work on the essay within a word processing program by commenting on copies that have been emailed to them.

 《二语写作》正在征稿，欢迎国内外专家、学者和广大外语教师及研究者扫码入群赐稿！（详情见最后一条推送）

精彩回顾