The U of A Principle Code of Academic Integrity contains the statement that "Students engaging in academic dishonesty diminish their education and bring discredit to the academic community" (italics mine). However, many students do not see plagiarism as such a serious offense, or as an offense at all. How can we as tutors demonstrate to students the academic and moral importance of avoiding plagiarism, and how can we help them implement proper documentation in their writing?
Suppose a writer has an appointment and comes in with a paper that doesn't seem completely original to you. Pointers mentioned in the Culwin and Lancaster article, such as dramatic changes in writing level ability, unusual references, and analogies with non-local or non-current events are all present. The writer seems unfamiliar with several terms and syntaxes within the work while reading it aloud. What should you do in this situation?
Now, suppose another writer who is an NNS (or ESL) student comes in and reads you his/her paper. Several statements and figures which do not seem like "common knowledge" are not cited. What would you say to help this student understand the concept of intellectual property in American culture and the possible consequences of not citing certain information?
Culwin and Lancaster write that “The Web is a valuable source for anti-plagiarism advice which can teach both students and tutors what plagiarism is, how to recognize it and how to avoid it.” The University of Arizona has used the online anti-plagiarism service Turnitin.com (at least until this academic year). What are your thoughts on this service? Is it useful? Unnecessary? Intrusive? Lastly, do you think the writing center should use some kind of technology to prevent plagiarism?
As Adam said last week, feel free to answer as many or as few questions as you want.
Monday, April 5, 2010
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I feel that plagiarism is a serious offense because it shows a lack of respect for the original writer of the work. As tutors, I think it is extremely important to be able to recognize plagiarism and know how to deal with a writer who chooses to cheat or copy. In the event that a student writer did in fact plagiarize it is our responsibility to confront the situation. First, I think it is appropriate to point out that the writing may or may not be original. The student could possible become defensive, whether they are ESL or not. Even if the situation becomes heated, I think we are the first line of defense for the student. They might not see it that way, but we are in fact preventing them from committing a serious offense. If necessary, it may be important to get other writing center staff involved. It also may not be necessary. We are all knowledgeable of proper citation formats and paraphrasing rules, if not there are some many resources in the WC. We should be able to guide the student to understanding what they are intentionally or unintentionally doing in their papers.
ReplyDeleteKnowing how to recognize plagiarism will make it easier to discuss the problem with the writers we see. I know that if I were in a situation where I could easily tell the student had copied the work, then I would be extremely blunt. I would question the statements and ask the student if they had accidently made a mistake. That or I would further probe what they are trying to say, because if it is their work they should understand it. I wouldn’t be too quick to just assume that the writer did in fact plagiarize; they could just have difficulties understanding the concepts. Whatever the scenario may be, I would first direct the student to the information we have and offer my assistance to help the student cite the information or “not common knowledge” properly. If I had to, I would report the student to the appropriate staff. As far as an ESL or international student is concerned, I feel plagiarism values are worldly. I think they will be capable of understanding the wrong, the same as any other student. In fact, I think they would be more willing the change the presentation of the facts if they were caught plagiarizing, only because they are really grade oriented.
Overall plagiarism is bad; we tutors are responsible for promoting individual work and proper citation of other authors. Stressing the importance of individual work may be difficult with a student struggling in writing, but we are here to help them see their writing potential. Building the confidence of a writer will help eliminate plagiarism.
I am going to imagine for a second that I am the student who plagiarized and that I am in a session in which my tutor has realized this. I would probably feel pretty guilty--not because I feel bad about doing something "wrong"--but because I got caught doing it. Most people who plagiarize do it because they are a) working under a time constraint, b) struggling with writing, or c) plain lazy. Sometimes, under the kind of pressure that college places on you, it is hard to think and act clearly because you are so hung up on simply trying to get by. While I will never say that plagiarism is acceptable (because it is not), I will say that in order to ensure that our students do not try to plagiarize repeatedly, we need to explain to our students that not only is plagiarism illegal and grounds for being kicked out, but that it is THEFT. I think that describing plagiarism as a form of theft is an effective way to show your student why it is so important not to do it. Thus, as tutors, all we can do is ask our students how they would feel if someone stole something that they had created and took credit for it. Reversing the roles for your student illustrates the gravity of the situation by attaching a personal significance to it. No one likes it when someone else takes credit for something they did or said, and if you put your student in the person they are plagiarizing's role, they are likely to see why they shouldn't plagiarize. However, if, at this point, they choose not to listen to you, it is no longer your responsibility as their tutor to tell them what they are doing wrong and why. We are all in college and we are the only ones who can be held accountable for our actions. As a tutor, I do not think it is our job to make an isolated effort to ensure that our students don't plagiarize.
ReplyDeleteHowever, in the case of ESL students, we must approach the situation somewhat differently. I don't know if any of you remember the week in which we focused on tutoring ESL students or not, but I remember that we watched a video about how styles of writing differ between cultures. In this video, a woman explained how, in her country, plagiarism wasn't illegal because in their culture they believe that people should share their work with others. Going into a session in which your student could come from a culture in which this is the case can be tricky, because as a tutor, you don't want to seem insensitive to your student's cultural upbringing. I feel that in a situation with an ESL student, it is important to a) establish whether their writing was really plagiarized or not and b) understand how they understand the idea of plagiarism. I highly doubt that an ESL student wouldn't understand what theft is and why it is wrong. I would imagine that in a session with an ESL student, it is likely that they just misunderstood what plagiarism is. Thus, I would just explain to my student what the policy regarding plagiarism and what is considered plagiarism and what is not. Perhaps, if needed, I would also explain to them how to cite the ideas of others and incorporate them into their original work.
As a writer, it would suck to see that some punk copied my long-labored work just so they could get a C on a 3AM paper that didn't make much sense anyways. Just Sayin'...
ReplyDeleteI like what you said, Pritha: "Sometimes, under the kind of pressure that college places on you, it is hard to think and act clearly because you are so hung up on simply trying to get by." I definitely think the "getting by" applies to students who are not particularly interested in writing papers, and would like to put in as little effort as possible to get a decent grade. I have plenty of friends who claim that they are "trapped" in 102 and they will "just write total bs" because they don't feel that the class is worth their time. Now, I don't have sympathy for someone who stupidly chooses to plagiarize, but I do have the patience to give them a heads up that what they're doing is wrong and it will lead to serious consequences. How might I go about this? I can flat out tell them that it is obvious that they have plagiarized this because their voice is not consistent throughout the paper.
However, there are kids that insert bigger words into their papers in an effort to "sound intelligent" because they believe it will get them a higher grade. How can we tell the difference between these kids? I'd think that they'd stumble over more phrases, as opposed to just the words in their essays.
And ESL or not, I'm pretty sure that regardless of what language you have been taught to write in or are currently writing in, plagiarism is a pretty understandable act-- however, there are certain things like MLA citation or cultural methods of writing that might set a student in a grey pool of confusion as they're writing. We don't need to scare them with the extreme discovery-channel style consequences of plagiarizing if they are only having issues citing common knowledge-- if it seems like "innocent" plagiarism, if you know what I mean. If they are plagiarizing, they'll get the same little "pep talk" I'd give any other student in their situation. Just a hint of the severity, but enough to alter their behavior (I'd hope).
I can see the "common knowledge" issue being prevalent in the lab report field or perhaps even with a kid writing an anthropology paper or maybe even a history paper... where else, or under what circumstance, should we as tutors put a flag up and detect what is "common knowledge"-- especially in a specialized field where the audience is probably advanced and literate in that subject?
I don't know if I like the idea of WC plagiarism databases, but I suppose things like Turnitin.com are very helpful in a class full of weasels and slackers alike. If we're not using a database, where do we, tutors, the friendly (and sometimes stern) counselors of writing and its boundaries (plagiarism), turn to another source to help the student realize what they're doing is wrong?
If a passage from a writer’s paper had some of the indicators from the Culwin and Lancaster article, indicating that it was not the original work of the student, I would probably first ask the student if that information was something that he or she discovered in a source while working on research. If the writer confirmed, I would then let him or her know that this is something that should be cited; I would emphasize to the writer that it is always safest to cite even when unsure, reminding the writer that unless this is an expansion of something they read (that is, unless it is their own analysis of the information they discovered in research), then it would be best to cite it just to be sure that no rules have been broken. By discussing citations with the writer in the frame of a general safety check that all students should be careful of in any paper, the writer in this session would be informed, but not feel attacked. Also, this discussion during a session would help the student keep in mind the importance of quote analysis in papers and how quote analysis assists in naturally structuring a paper.
ReplyDeleteThis could apply to an NNS student as well. I think such a reminder of using citations to create a basis for analysis would encourage the student to be especially aware of citations in his or her work, since the student may not even realize the seriousness of neglecting to cite. It could be useful to point out specific consequences that could result from not citing, but a reminder to the writer to always cite when the words are not his or her personal viewpoint, thoughts, or analysis would be my first main message to the writer (since they may have just plagiarized without really realizing it, as Revae, Hannah and Pritha noted).
As far as sites like Turnitin.com, I think they can be useful as reminders for writers who struggle with citations. Turnitin.com draws attention to the importance of citing work and can provide an opportunity for students to gain a new understanding of the technical elements of citations in a paper. When Turnitin.com was used in some of my classes in the past, students tended to ask more questions about citations in order to ensure that they would not unintentionally plagiarize and get into trouble. In that respect, I think Turnitin.com can lead to a healthy discussion of how to properly cite works in a paper, since it was in such class discussions regarding the website that my class members and I learned more about MLA citations than at any other time in the semester.
I totally agree with Pritha that plagiarism is theft. Under no circumstances is plagiarism ok. I think it is absolutely necessary to stress the importance of ownership of your own work and respect for other's work. By making it clear that it's an issue of respect and integrity (not to mention legality), I think it'll be obvious to the writer you're working with that plagiarism isn't worth it.
ReplyDeleteIf I came across a piece of writing that was potentially plagiarized, the first question I would ask is: "Ok, this looks good. Can I see your sources?" By asking this question, you aren't accusing the writer of copying or putting the writer in a defensive position. This question also puts the the writer on the spot, if they have the sources it will be a simple question, if they don't have the sources they will scramble for an answer. If the writer I was working with was plagiarizing, I would never accuse them. Pointing fingers or humiliating a writer is a good way to make someone feel bad and lose a future WC visitor. Instead of accusing, I would continue with questioning, always assuming that they made a mistake and the plagiarism was not on purpose. Throughout this questionin I would stress the importance of using your own work and make it very clear that plagiarism has serious consequences whether the act was on purpose or not. However like Hannah said, I have no sympathy for writers who stupidly plagiarize. I'm an optimist and will usually assume the person had good intentions however if I found a case of "stupid" plagiarism, I would be very blunt. As tutors, it's our job to help writers find their OWN voice and learn the rules and styles of writing. If it's an uncomfortable situation, ask a coordinator or other tutor for help, or try to wade your way through the situation.
If the situation was with an ESL student (or native speaker) who simply didn't understand the idea of citation, I would stress that idea of theft and proceed by giving them the resources and help they need to learn how to properly cite. Similarly, if a student was purposefully plagiarizing, I would still attempt to teach them how to paraphrase, quote, and cite their sources as a means of avoiding future plagiarism.
Lastly, I think that Turnitin.com is a great service. I've been using it for the last few years and a couple of my friends have been caught in scenarios of accidental and purposeful plagiarism. If a student knows they have to turn their paper into one of these websites, they know they'll get caught! Honestly, it's a scare tactic, but it works. In regards to Ben's question, I don't think the WC should use plagiarism prevention technology...I think that puts the WC in a position of authority that we're trying to avoid. As tutors we are collaborators, not security guards of writing (even though that is kind of a cool title).
I agree wholeheartedly with Brenna and Pritha. To me, plagiarism is one of the most invasive types of theft; rather than being the theft of a material possession, plagiarism is the theft of thoughts. As someone who considers most, if not all writing to be a reflection of the writer's self, I see plagiarism as an incredibly intrusive, inappropriate and disrespectful breach of another writer's hard work and original ideas. Like Hannah, I would be upset if I saw that some punk had copied (especially if it was verbatim) something I had spent minutes, if not hours, if not DAYS of my life working on. Building off of my work or contemplating/debating it would be another story, but stealing it completely? Maybe I'm being a little melodramatic, but you get my point. Plagiarism sucks. For all involved.
ReplyDeleteThat said, I'm incredibly conflicted about how I would approach plagiarism. As someone who wants to pursue a career in teaching, I think it's important to analyze acts of plagiarism from an individual stand point. First, I think it's necessary to look at the academic level of the plagiarizing individual. For instance, a middle-schooler who's just getting into the swing of writing will have a much more difficult time critically analyzing information, developing original ideas, and differentiating between paraphrasing and plagiarizing than an experienced college level writer would. They will most likely not even have the slightest idea of how to properly cite works (I didn't know just what MLA format was until highschool...and even now I don't really understand it). While I wouldn't necessarily bring the academic transgression (though I might in extreme cases) to the attention of the dean/president of a middle school or possibly even high school if I noticed something, I would certainly address the issue privately with the student and make sure they understood just what they had done (and the penalties such actions could have in upper levels of academia). Similarly, I think it's always important to keep individual circumstances in mind. While actively imbuing oneself in the personal life of one's student or fellow writer could be inappropriate or unprofessional, acknowledging that the writers we are dealing with are fellow human beings, who are possibly under the effects of circumstances and situations outside of their and our control, is always important. Before we impart judgment on a plagiarizing writer, from a teaching or tutoring perspective, I think it's pivotal to acknowledge their individuality, and the fact that they are not us. As always, I have no idea where I meant to go with that little tidbit of random thought...but...yeah. Anyways...
Undergraduate and graduate students, however, are what we are most concerned with here, since the writers that come to us generally fall under those two categories. College is an entirely different level of education. By merely being accepted into a University one has to possess at least some level (however small) of responsibility and intelligence, and in most cases (...I think. I hope.) students who come to college are genuinely interested in furthering their education/career prospects. That in itself assumes that students who get accepted to college are driven and serious, and people who don't fulfill those criteria, who are here merely to “party” and “mingle” (as is sometimes, unfortunately, the case) are here for the wrong reasons. Assuming all of this, then, plagiarism becomes a much more serious issue at our level of academia. Students here have higher expectations than those in middle or high school, and they should be made aware of those expectations.
ReplyDeleteSo how would I approach a writer who brought me a paper that I noticed was blatantly plagiarized? Unfortunately, I feel like most of you ladies above have already summed up the approach I would take (sorry! I know I know...I'm suffering from a lack of originality on a blog that has to do with plagiarism >.<). I feel like I would bring it up with the writer and make sure they understood just what repercussions they could suffer from if caught. I would also discuss, in as non-confrontational but simultaneously stern a manner as possible, methods and techniques they could utilize in order to avoid plagiarism in the future (proper citation, MLA, etc).
So what about anti-plagiarism services? Oddly enough, I've never had to use one, and virtually everyone I've spoken to who has had to use turnitin has negative viewpoints towards them. With that in mind, I would have very quickly dismissed anti-plagiarism services like turnitin before doing our readings for this week. Now however, I feel like they might (in certain classes/situations) be beneficial, not only to maintain the integrity of the students and university, but to (as Karena pointed out) effectively help students understand just how to properly avoid plagiarism (by using MLA and citations and all that tedious yet good stuff). In certain classes, depending on the level and type of students in it (is the class higher level? Is it a gen ed or for a major?) , I could definitely see turnitin being beneficial to all involved. As for its position in a writing center, however, I wholeheartedly agree with Brenna: “I don't think the WC should use plagiarism prevention technology...I think that puts the WC in a position of authority that we're trying to avoid. As tutors we are collaborators, not security guards of writing (even though that is kind of a cool title).” Similarly, I think it's important for us tutors to bring up plagiarism and the possible consequences of it (maybe by quoting the academic code of integrity) when we deem it valuable to a session, but I do not consider it our job, necessarily, to fix that plagiarism. We should however, mention that if we tutors are able to notice some plagiarized elements in a student's paper, their teacher almost certainly will as well.
We are all very...very...very....very....very busy students (as to why my blog comment right now isn't justified to being late due to my own time constraints, and will probably be judged as the one who always turns my blog in late, but you were all capable of doing so) This is actually a GREAT example of how I view plagiarism and especially if I were to detect a sign of it happening in the Writing Center. I don't show myself mercy. I am a busy student. But we all are. That's why approaching a situation of a student showing a struggle with being able to cope with having to do their own work is one where, we as peers, can manage to help if necessary. We are the line before they hit the Dean's office if they were caught with system databases like Turnitin.com. If we can manage to simply say, "Hey, so uh...this doesn't quite sound like anything else you've written," or "Can you explain this more?" that's their chance to express their confusion or frustration. This is showing a huge amount of mercy. And doesn't do justice to the amount of wrong in the situation of plagiarism. Adam said it quite nicely, that at our level of academia, plagiarism is harsh. Not understandable.
ReplyDeleteWhen it comes to ESL students, I feel that it is completely situational. Some are so incredibly competent that it wouldn't be justified for a split second. But moreso, perhaps newer ESL students to America would have to grow accustomed. I would very weary to explain how something isn't able to written they way they wrote it, but would try in any case. If the student remains content with the way they wrote it, of course, I would have a coworker help me out on that one, so that they see it's more than just my attempt at "authoritarian" with them.
I do agree with turnitin.com to be used in classes, as several of my professors have literally threatened us that they use them. But as for the Writing Center assuming that role, I don't necessarily agree. I believe that to be taking on a whole other role for what we are only supposed to do: increase students' confidence in their own writing. We shouldn't have to focus on that sort of thing, because if it's obvious than we'll see it. But if it's not, we shouldn't be the ones that have to have special training or adaptations to the change in focus. If the professor isn't able to see it, then it goes unnoticed, and that student is lucky. But we aren't the "infield" of a game, and the professors aren't the outfield.
As high school writing mentors, we feel that high school students aren't as well informed about plagiarism and citation rules. Because standardized tests don't require citations, teachers vaguely explain how to cite your sources in an essay. Therefore, when students come into college or are confronted with an actual piece of writing, they are unaware of the appropriate ways to give proper credit to sources. So you can't assume that freshmen college students are completely familiar with the barriers of intellectual property.
ReplyDeleteAs a group, we've decided that Turnitin.com is intrusive and actually discourage regular patrons of the writing center. Such websites give the writing center a very judgmental aura, and in a way appears to have a guilty until proven innocent attitude toward student writing. As an added point, computers, including the Turnitin.com server, are incapable of human judgment, and while it addresses certain similarities between pieces of writing, only a one-on-one instructor can really tell if the plagiarism is intentional. If anything, Turnitin.com should be used as an afterthought, only if the mentor is sure that the paper contains plagiarized lines.