Millenials and Fillennials (Ethical Challenge and Responses).pptx
How to Deal with Cheating and Plagiarism in Foreign Languages
1. How to Deal with Cheating and
Plagiarism
Master Teaching Initiative
Maite Correa, PhD
2. What is cheating/plagiarizing?
• Plagiarism: The action or practice of
taking someone else's work, idea, etc.,
and passing it off as one's own; literary
theft (Oxford Dictionary)
• Cheat: To deceive, impose upon, trick
(Oxford Dictionary)
• What instances of plagiarism/cheating
have you come across??
3. Is all cheating/plagiarizing?
• Sometimes students do not know the
difference between paraphrasing and quoting
• Sometimes students do not know how to
acknowledge the source (would a reference
at the end of the paper suffice?)
• Sometimes students believe that “outside
help” is justified
• Sometimes students believe that dictionaries
and online translators are acceptable
4. • Copying phrases or passages out of a published work without using
quotation marks, without acknowledging the source, or both
(word-for-word plagiarism)
• Changing some of the words, but not enough; the result can be
called paraphrasing plagiarism. This is considered more serious
when the original source is not cited.
• Giving references to original sources, and perhaps quoting them,
but without looking them up, having obtained both from a
secondary source -- which is not cited (Bensman, 1988: 456-457).
This can be called plagiarism of secondary sources.
• Plagiarizing ideas: an original thought from another is used but
without any dependence on the words or form of the source.
• Putting one's name to someone else's work, which might be called
plagiarism of authorship (next slide).
http://www.uow.edu.au/arts/sts/bmartin/pubs/94jie.html
5. Buying/Getting papers online
• There are several large sites which sell papers, and even
more which maintain small collections available for
free. There are even some which promise custom-
written papers.
• Let students know that you know about these web
sites.
• Go a step further and take students to one of the sites.
Have students look at a weak paper (there are plenty of
these on the Web!) and analyze its failures.
• Be careful to give specific, non-generic instructions for
papers. A more specific assignment will make
plagiarism much more difficult.
• Include specific instructions about bibliographies, such
as requiring all students to include material from
required readings among their sources.
• Watch your students write. Ask them to bring notes or
drafts to class, have short conferences about the
assignment, use peer groups to comment on drafts, ask
for drafts to be submitted with the final paper.
http://www.wiu.edu/users/mfbhl/wiu/plagiarism.htm
7. Academic Dishonesty at CSU
• Cheating includes using unauthorized sources of information and
providing or receiving unauthorized assistance on any form of academic
work. Examples include copying the work of another student on an exam,
problem set, or quiz; taking an exam or completing homework for another
student; possessing unauthorized notes, study sheets, answer codes,
programmed calculators, or other materials during an exam; and falsifying
exams or other graded paper results.
• Plagiarism includes the copying of language, structure, ideas, or thoughts
of another, and representing them as one’s own without proper
acknowledgment. Examples include a submission of purchased research
papers as one’s own work; paraphrasing and/or quoting material without
properly documenting the source.
http://catalog.colostate.edu/front/policies.aspx
8. Academic Dishonesty (Cont.)
• Falsification encompasses any untruth, either verbal or written, in one’s
academic work. Examples include receiving unauthorized assistance or
working as a group on a take-home exam, independent exam, or other
academic work without authorization, or lying to avoid taking an exam or
turning in other academic work.
• Facilitation of any act of academic dishonesty including cheating,
plagiarism, and/or falsification of documents also constitutions violation
of Colorado State University’s academic integrity. Examples include
knowingly discussing specifics of the content of a test or examination you
have taken with another student who has not yet taken that test or
examination or facilitating, by sharing one’s own work, a student’s efforts
to cheat on an exam or other academic work.
http://catalog.colostate.edu/front/policies.aspx
9. Who cheats?
• According to the Conflict Resolution and
Student Conduct Services office at CSU:
– 20% do not cheat no matter what
– 60% cheat depending on the situation
– 20% always cheat
10. Why do they cheat?
• Lazy: it is easier to cheat
• No time to study
• Unfair situations/faculty perceived by the
students
• The material is not that important
• Faculty do not encourage academic integrity (?)
• Others cheat as well, why not me?
• Help friends
11. Our duty
• PREVENT!
• Play detective
• Talk to the student
• Decide on a reasonable penalty (if guilty)
• Report the case
12. What we can do to PREVENT
(vs. detect)
• Inform students of academic standards for scholarship and conduct.
• Clarify the distinctions between plagiarism, paraphrasing, and direct
citation
• Tell students that resubmitting their previous academic work as a new
product for your course is inappropriate
• Explain how cheating harms students and describe campus sanctions.
• Minimize the opportunities for cheating and plagiarism (specific topics,
change exams slightly, ask for drafts).
• Take visible actions to detect dishonesty so that students know you will
not tolerate cheating (even if you don't actually carry out all the actions
you say you will take, honest students will appreciate knowing that you
care enough about academic integrity to take precautions.)
http://teaching.berkeley.edu/bgd/prevent.html
13. Playing detective
• Be attentive
• Anti-plagiarism software: Safeassign (built in Ram CT); others ($$)
(next slide)
• Just google within “ “ whatever seems suspicious
• Common Sense
– Knowing your students and what they can and can not do
– Comparing parts of the paper (wonderful introduction; mediocre
conclusion)
• Careful with accusations:
– Ask them questions about it, do not imply that they cheated until
they had the opportunity to explain themselves
– Only accuse them if you have compelling evidence
– Do not assign penalties before being sure of what you are doing
14.
15. Alleged reasons for not reporting
• It will hurt the student
• It is not that serious
• Too much work
• It is the first time
• It was not on purpose
16. Reasons to report
• It is your responsibility (think that not reporting might
be an act of “facilitation of cases of academic
dishonesty”)
• It backs you up on whatever measure you take
• It will prevent the student from doing it again (how
many times can it be “the first time” if we never
report?)
• If it was not on purpose or it was not serious, it will
NOT hurt the student (the instructor decides on the
penalty imposed)
• It is the best way to discover “repeat offenders”
17. The process (cont.)
• Faculty members have a responsibility to report to the Office of Conflict
Resolution and Student Conduct Services all cases of academic dishonesty
in which a penalty is imposed. Incidents which the faculty member
considers major infractions (such as those resulting in the reduction of a
course grade or failure of a course) should be accompanied by a
recommendation that a hearing be conducted to determine whether
additional university disciplinary action should be taken. If the student
disputes the decision of the faculty member regarding alleged academic
dishonesty, he or she may request a Hearing with the Office of Conflict
Resolution and Student Conduct Services. The request must be submitted
or postmarked, if mailed, no later than 30 calendar days after the first day
of classes of the next regular semester following the date the grade for
the course was recorded. If no appeal is filed within this time period, the
decision of the faculty member shall be final.
• Usually an email to the student with copy to Ron Hicks stating the
summary and outcome of the situation is enough
http://facultycouncil.colostate.edu/files/manual/sectioni.htm
18. The process
Faculty members are expected to use reasonably practical means of
preventing and detecting academic dishonesty. If a faculty member has
evidence that a student has engaged in an act of academic dishonesty, the
faculty member will notify the student of the concern and make an
appointment to discuss the allegations with the student. The student will
be given the opportunity to give his or her position on the matter. If the
student admits to engaging in academic dishonesty or if the faculty
member judges that the preponderance of evidence supports the
allegation of academic dishonesty, the faculty member may then assign
an academic penalty. Examples of academic penalties include assigning a
reduced grade for the work, a failing grade in the course, or other lesser
penalty as the faculty member deems appropriate.
http://facultycouncil.colostate.edu/files/manual/sectioni.htm
20. Conclusion
• Most of the times we have to distinguish
between intentional cheating/plagiarizing or
poor source handling
• Reporting (even the first time) will help (even
if they did not do it on purpose)
• Better than playing detective, we should do
everything in our hands to PREVENT these
situations from happening by being specific
with our assignments and telling them that we
know
