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Designing Plagiarism Proof Assignments

Designing Plagiarism Proof Assignments. A Guide for High School Teachers. Written Reports Should Include…. Oral Presentations Note Cards Rough Drafts Outlines Bibliographies. Interviews Surveys Experiments. In the Beginning….

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Designing Plagiarism Proof Assignments

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  1. Designing Plagiarism Proof Assignments A Guide for High School Teachers

  2. Written Reports Should Include… • Oral Presentations • Note Cards • Rough Drafts • Outlines • Bibliographies • Interviews • Surveys • Experiments

  3. In the Beginning… • Include an Academic Honor Policy in your class syllabus, post the policy in your classroom • Discuss the Academic Honor Policy with your students • PLAN WITH YOUR SCHOOL LIBRARIAN! • Review the differences between collaboration, quoting, paraphrasing, summarizing and plagiarism • Invite a college/university professor to speak to your class about honor codes • Try your own assignment and rate the assignment for its level of difficulty • Assign topics that are narrow, current and unusual • Make GALILEO a mandatory source • Bibliographic cards should contain where the information was found • Ask your students to research various college and university honor codes

  4. In Class… • Know the student’s ability • Assign mini-papers during class time • Provide time for research • Students should write and read their writing aloud in class • Keep a portfolio or folder of students in class writings to compare with home assignments • Students should present their research and field questions from students and staff

  5. Security Breach! • Use new research topics every semester • Monitor student behavior • Students should include in their bibliography where they retrieved the information used in their research • Do not leave graded papers or student work unattended • Do not allow student assistants to grade papers, assemble or type student exams

  6. Let’s Go to the Library • Monitor student activity in the media center and during research time in the classroom • Students should have specific goals during library time, (20 note cards, 10 sources) • Students should have a rubric for evaluation of the assignment and a timeline of specific due dates

  7. Let’s Go to the Library • Monitor student activity in the media center and during research time in the classroom • Students should have specific goals during library time, (20 note cards, 10 sources) • Students should have a rubric for evaluation of the assignment and a timeline of specific due dates

  8. Video for StudentsWho’s Idea Was That by Simone Watsonhttp://www.youtube.com/watch?v=4y_8dYGrv0k

  9. Bibliography • Flannery, M. (2004). Cyber-cheating. NEA Today, 23 (3), 40-42. Retrieved from EBSCOhost. • Foss, K. (2006). The myth of the plagiarism – proof paper. CSLA Journal, 30(1), 12-13. Retrieved from EBSCOhost. • Kessler, K. (2003). Helping high school students understand academic integrity. English Journal, 92(6), 57. Retrieved from EBSCOhost. • Lathrop, A., & Foss, K. (2000). Student Cheating and Plagiarism in the Internet Era: A Wake-Up Call. Colorado: Libraries Unlimited. • Lehman, K. (2010). Stemming the tide of plagiarism: one educator's view. Library Media Connection, 29(2), 44-46. Retrieved from EBSCOhost. • Watson, S. (Producer). (2010, December 17). Who's Idea Was That. YouTube. Video retrieved from http://www.youtube.com/watch?v=4y_8dYGrv0k>

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