Anti-plagiarism ideas:
Results of Summit Campus Brown Bag Discussion
- Clearly state expectations to students. As an out-of-class assignment or work done together in the computer lab, have students complete the Avoiding Plagiarism: Guide & Exercise (developed by Purdue University Online Writing Lab). Supplement and customize these materials with your own guidelines. It is the instructor’s responsibility to make clear the difference between wholesale theft of papers and proper citation techniques that allow them to borrow legally.
- Design writing assignments that are narrowly focused and specific to in-class activities and course material. Avoid assigning broad topics unrelated to specific classroom activities.
- Request that topics for approval grow out of some specific part of the syllabus.
- Establish checkpoints, deadlines throughout the last five or six weeks of the course, so that you see bibliographical material and rough drafts on a regular basis. You don’t have to GRADE this material, just request that you see it as the writing is progressing. When students don’t furnish these materials, it signals an eventual time-crunch that may mean pressure to download a Google paper.
- Ask for brief written or oral progress reports as the weeks approach for papers to be due. More specifically, ask for abstracts of articles and books they are using for their bibliography. When these brief reports are done in-class, students become accountable to their peers as well as to the teacher.
- Establish expectations and policies for test-taking days. Be aware that electronic devices such as cell phones, palm pilots, and laptops may contain answers to questions on in-class tests.
- Vary the types of test questions throughout the semester. Some questions that elicit higher order thinking skills are: ask students to synthesize and correlate information. Build essay questions that ask them to explain a process or analyze textual material. These are demonstrations of learning that other types of tests may not reach - plus, they are the types of answers that cannot be looked up anywhere and lifted.
- Last but not least, let’s assume the best of our students, and help them have ways of manipulating course material that does not involve plagiarism
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