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| Author | : Yin Zhang |
| Publisher | : Springer Nature |
| Total Pages | : 163 |
| Release | : |
| Genre | : |
| ISBN | : 9819998441 |
| Author | : Pecorari, Diane |
| Publisher | : McGraw-Hill Education (UK) |
| Total Pages | : 210 |
| Release | : 2013-09-01 |
| Genre | : Education |
| ISBN | : 0335245935 |
Plagiarism is a serious problem in higher education, and one that the majority of university teachers have encountered. This book provides the skills and resources that university teachers and learning and development support staff need in order to tackle it. As a complex issue that requires thoughtful and sensitive handling, plagiarism simply cannot be addressed by warnings; detection software and punishment alone. Teaching to Avoid Plagiarism focuses on prevention rather than punishment and promotes a proactive, rather than reactive, approach to dealing with the issue. Topics covered in this book include: The causes of plagiarism How universities currently deal with plagiarism How teachers can support students in effective source use The role of technology Issues for second language writers and international students Drawing on her teaching experience as well as her academic research, Diane Pecorari offers a unique insight into this pervasive problem as well as practical advice on how to promote good source use to students and help them to avoid plagiarism. With a series of activities to help readers solidify their grasp of the approaches advised in the book, Teaching to Avoid Plagiarism is an essential guide for anyone in a student-facing role who wants to handle plagiarism more effectively. "Diane Pecorari's book provides practical examples and activities on handling plagiarism blended with research-based findings. It is useful for teachers wanting to improve their understanding and practices in managing plagiarism, but also student advisors and academic support skills staff who deal with issues of academic integrity. This book makes a unique contribution to the field of plagiarism management as its structure affords direct professional development opportunities. Assessment tasks, broad questions and activities are provided at the end of each chapter, encouraging readers to understand both policy and practice in their own institution to better manage plagiarism and source attribution." Dr Wendy Sutherland-Smith, School of Psychology, Faculty of Health, Deakin University, Australia "Teaching to Avoid Plagiarism successfully turns attention away from the detection and punishment of plagiarism and focuses instead on understanding and prevention through the promotion of good source use. Combining practical activities based on real-life examples with wide-ranging original research, this important book should be required reading, not only for staff development officers and lecturers, but more widely throughout the higher education community." Maggie Charles, Oxford University Language Centre "Diane Pecorari's insightful research and scholarship on plagiarism is used to excellent effect in this book which advocates a proactive rather than reactive approach to the difficulties faced by students in learning how to integrate their source texts. Thoughtful activities and discussion questions aimed at staff development are teamed with advice on ways to build in support within disciplinary writing which will help students master the necessary academic skills to avoid plagiarism. The emphasis, quite rightly, is also on helping students understand how plagiarism disrupts the ethical values of the academy, and is not just another hurdle placed in their way by academic insiders." Dr Ann Hewings, Director, Centre for Language and Communication, The Open University "As stated by Diane Pecorari in the first sentence of this excellent volume, 'plagiarism is a problem in our universities'. The volume demonstrates clearly how teachers and students can deal with this 'problem' by developing a better understanding of the phenomenon, on the one hand, and developing specific skills in dealing with it, on the other. Working from the principle that 'an ounce of prevention is worth a pound of cure', Diane Pecorari argues for a proactive approach to handling issues of plagiarism, with an emphasis on the need to train students how to deal appropriately with sources. As well as a clear exposition of the theoretical issues at stake, the book contains a wealth of practical activities and discussion questions which will allow readers to develop the sort of competence in dealing with plagiarism that is the goal of the volume." Professor John Flowerdew, City University of Hong Kong
| Author | : Diane Pecorari |
| Publisher | : Bloomsbury Publishing |
| Total Pages | : 225 |
| Release | : 2015-06-21 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1472589203 |
Plagiarism has long been regarded with concern by the university community as a serious act of wrongdoing threatening core academic values. There has been a perceived increase in plagiarism over recent years, due in part to issues raised by the new media, a diverse student population and the rise in English as a lingua franca. This book examines plagiarism, the inappropriate relationship between a text and its sources, from a linguistic perspective. Diane Pecorari brings recent linguistic research to bear on plagiarism, including processes of first and second language writers; interplay between reading and writing; writer's identity and voice; and the expectations of the academic discourse community. Using empirical data drawn from a large sample of student writing, compared against written sources, Academic Writing and Plagiarism argues that some plagiarism, in this linguistic context, can be regarded as a failure of pedagogy rather than a deliberate attempt to transgress. The book examines the implications of this gap between the institutions' expectations of the students, student performance and institutional awareness, and suggests pedagogic solutions to be implemented at student, tutor and institutional levels. Academic Writing and Plagiarism is a cutting-edge research monograph which will be essential reading for researchers in applied linguistics.
| Author | : Wendy Sutherland-Smith |
| Publisher | : Routledge |
| Total Pages | : 404 |
| Release | : 2008-04-24 |
| Genre | : Education |
| ISBN | : 1134081790 |
Written for Higher Education educators, managers and policy-makers, Plagiarism, the Internet and Student Learning combines theoretical understandings with a practical model of plagiarism and aims to explain why and how plagiarism developed. It offers a new way to conceptualize plagiarism and provides a framework for professionals dealing with plagiarism in higher education. Sutherland-Smith presents a model of plagiarism, called the plagiarism continuum, which usefully informs discussion and direction of plagiarism management in most educational settings. The model was developed from a cross-disciplinary examination of plagiarism with a particular focus on understanding how educators and students perceive and respond to issues of plagiarism. The evolution of plagiarism, from its birth in Law, to a global issue, poses challenges to international educators in diverse cultural settings. The case studies included are the voices of educators and students discussing the complexity of plagiarism in policy and practice, as well as the tensions between institutional and individual responses. A review of international studies plus qualitative empirical research on plagiarism, conducted in Australia between 2004-2006, explain why it has emerged as a major issue. The book examines current teaching approaches in light of issues surrounding plagiarism, particularly Internet plagiarism. The model affords insight into ways in which teaching and learning approaches can be enhanced to cope with the ever-changing face of plagiarism. This book challenges Higher Education educators, managers and policy-makers to examine their own beliefs and practices in managing the phenomenon of plagiarism in academic writing.
| Author | : Joel Bloch |
| Publisher | : Multilingual Matters |
| Total Pages | : 197 |
| Release | : 2012-03-23 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 184769652X |
Plagiarism and intellectual property law are two issues that affect every student and every teacher throughout the world. Both concepts are concerned with how we use texts - print, digital, visual, and aural - in the creation of new texts. And both have been viewed in strongly moral terms, often as acts of 'theft'. However, they also reflect the contradictory views behind norms and values and therefore are essential to understand when using all forms of texts both inside and outside the classroom. This book discusses the current and historical relationship between these concepts and how they can be explicitly taught in an academic writing classroom.
| Author | : Martha Vicinus |
| Publisher | : University of Michigan Press |
| Total Pages | : 284 |
| Release | : 2009-12-18 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 0472024442 |
"At long last, a discussion of plagiarism that doesn't stop at 'Don't do it or else,' but does full justice to the intellectual interest of the topic!" ---Gerald Graff, author of Clueless in Academe and 2008 President, Modern Language Association This collection is a timely intervention in national debates about what constitutes original or plagiarized writing in the digital age. Somewhat ironically, the Internet makes it both easier to copy and easier to detect copying. The essays in this volume explore the complex issues of originality, imitation, and plagiarism, particularly as they concern students, scholars, professional writers, and readers, while also addressing a range of related issues, including copyright conventions and the ownership of original work, the appropriate dissemination of innovative ideas, and the authority and role of the writer/author. Throughout these essays, the contributors grapple with their desire to encourage and maintain free access to copyrighted material for noncommercial purposes while also respecting the reasonable desires of authors to maintain control over their own work. Both novice and experienced teachers of writing will learn from the contributors' practical suggestions about how to fashion unique assignments, teach about proper attribution, and increase students' involvement in their own writing. This is an anthology for anyone interested in how scholars and students can navigate the sea of intellectual information that characterizes the digital/information age. "Eisner and Vicinus have put together an impressive cast of contributors who cut through the war on plagiarism to examine key specificities that often get blurred by the rhetoric of slogans. It will be required reading not only for those concerned with plagiarism, but for the many more who think about what it means to be an author, a student, a scientist, or anyone who negotiates and renegotiates the meaning of originality and imitation in collaborative and information-intensive settings." ---Mario Biagioli, Professor of the History of Science, Harvard University, and coeditor of Scientific Authorship: Credit and Intellectual Property in Science "This is an important collection that addresses issues of great significance to teachers, to students, and to scholars across several disciplines. . . . These essays tackle their topics head-on in ways that are both accessible and provocative." ---Andrea Lunsford, Louise Hewlett Nixon Professor of English, Claude and Louise Rosenberg Jr. Fellow, and Director of the Program in Writing and Rhetoric at Stanford University and coauthor of Singular Texts/Plural Authors: Perspectives on Collaborative Writing digitalculturebooks is an imprint of the University of Michigan Press and the Scholarly Publishing Office of the University of Michigan Library dedicated to publishing innovative and accessible work exploring new media and their impact on society, culture, and scholarly communication. Visit the website at www.digitalculture.org.
| Author | : Matthew Johnson |
| Publisher | : Corwin Press |
| Total Pages | : 199 |
| Release | : 2020-02-11 |
| Genre | : Education |
| ISBN | : 1071803131 |
Beat burnout with time-saving best practices for feedback For ELA teachers, the danger of burnout is all too real. Inundated with seemingly insurmountable piles of papers to read, respond to, and grade, many teachers often find themselves struggling to balance differentiated, individualized feedback with the one resource they are already overextended on—time. Matthew Johnson offers classroom-tested solutions that not only alleviate the feedback-burnout cycle, but also lead to significant growth for students. These time-saving strategies built on best practices for feedback help to improve relationships, ignite motivation, and increase student ownership of learning. Flash Feedback also takes teachers to the next level of strategic feedback by sharing: How to craft effective, efficient, and more memorable feedback Strategies for scaffolding students through the meta-cognitive work necessary for real revision A plan for how to create a culture of feedback, including lessons for how to train students in meaningful peer response Downloadable online tools for teacher and student use Moving beyond the theory of working smarter, not harder, Flash Feedback works deeper by developing practices for teacher efficiency that also boost effectiveness by increasing students’ self-efficacy, improving the clarity of our messages, and ultimately creating a classroom centered around meaningful feedback.
| Author | : Caroline Coffin |
| Publisher | : Routledge |
| Total Pages | : 188 |
| Release | : 2005-07-26 |
| Genre | : Education |
| ISBN | : 113450733X |
Drawing on writing research, the book takes into account recent developments such as the increasing diversity of the student body, the use of the Internet, electronic tuition and issues surrounding globalisation.
| Author | : Els Van Geyte |
| Publisher | : HarperCollins (UK) |
| Total Pages | : 0 |
| Release | : 2013 |
| Genre | : Academic writing |
| ISBN | : 9780007507108 |
COLLINS ACADEMIC SKILLS SERIES: WRITING gives you the skills and strategies you need to write well-structured essays, reports and case studies and achieve academic success at university.
| Author | : Kelly Gallagher |
| Publisher | : Stenhouse Publishers |
| Total Pages | : 274 |
| Release | : 2011 |
| Genre | : Education |
| ISBN | : 1571108963 |
If you want to learn how to shoot a basketball, you begin by carefully observing someone who knows how to shoot a basketball. If you want to be a writer, you begin by carefully observing the work of accomplished writers. Recognizing the importance that modeling plays in the learning process, high school English teacher Kelly Gallagher shares how he gets his students to stand next to and pay close attention to model writers, and how doing so elevates his students' writing abilities. Write Like This is built around a central premise: if students are to grow as writers, they need to read good writing, they need to study good writing, and, most important, they need to emulate good writers. In Write Like This, Kelly emphasizes real-world writing purposes, the kind of writing he wants his students to be doing twenty years from now. Each chapter focuses on a specific discourse: express and reflect, inform and explain, evaluate and judge, inquire and explore, analyze and interpret, and take a stand/propose a solution. In teaching these lessons, Kelly provides mentor texts (professional samples as well as models he has written in front of his students), student writing samples, and numerous assignments and strategies proven to elevate student writing. By helping teachers bring effective modeling practices into their classrooms, Write Like This enables students to become better adolescent writers. More important, the practices found in this book will help our students develop the writing skills they will need to become adult writers in the real world.
