Sunday, May 4, 2014

Professor Focuses on Unintentional Plagiarism

At a recent Conference on College Composition and Communication, discussion centered on instructing students how to use source material correctly to avoid mistakes in attribution ("Beyond Plagiarism," Inside Higher Ed, March 21, 2014).

Professors in attendance talked about students who used an inappropriate source that really didn't prove a point, citing an abstract (summary) of a paper instead of the paper itself, and other errors that may be overlooked in traditional anti-plagiarism instruction. One professor mentioned tips about clearly marking where a source begins and noting where a student's ideas begin. But one panel of educators agreed that teaching citation strategies is not only a job for writing professors, but a responsibility for all professors on campus.

Discussion Questions:
  1. What do you check to determine if a web page or article is a reliable and pertinent source of information?
  2. Is it a challenge to take notes from sources so you know where an author's ideas end and your thoughts begin? Or do you have a proven technique for separating your ideas from others?
  3. Do you feel comfortable citing sources in different formats such as MLA, APA, or Chicago Style? Is in-text citation harder or easier than writing a bibliography/works cited/references page? Why or why not?
  4. Have you asked a professor, tutor, or librarian for help with citing sources? Did they provide useful instruction or cause you more confusion?

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