Mike,
I couldn't agree more. On that note, isn't any and every institution closing at least one eye by even distinguishing between "intentional" and "unintentional" plagiarism or worse yet, following up with "severity levels of penalty" for "major" vs. "minor" offenses in their policy? There is no difference between "limited" use of another's material and "substantial" use-both is plagiary, is it not? Think of the message to the staff/student: "Cheating a little bit is ok." Akin to "Stealing 50 pounds is ok, stealing 500 pounds is not."?? I am very worried for quality standards in HE, and I could only guess at the number of universities not as explicit as Sunderland in their plagiarism policy on paper, but at least as irresponsible in practice.
Christina Mainka
-----Original Message-----
From: Plagiarism [mailto:[log in to unmask]]On Behalf Of Mike
Reddy
Sent: 19 August 2004 15:48
To: [log in to unmask]
Subject: Sunderland slammed
Back page of THS has the following headline:
"Plagiarism edict slated"
and goes on to explain that Sunderland has had a policy of allowing
"students to copy up to one fifth of their assignments without
punishment." This on the day of clearing, must have been a real
embarrassment!!! What incredible timing for the news to break.
However, it also gives a bad name to those of us who want an initial
understanding phase, where we accept that citation skills are totally
absent for new students. However, the way forward is not to condone
plagiarism where "there is some doubt about whether the cohort has been
properly briefed". What we should be doing as lecturers is growing up
and accepting our responsibilities to teach citation and referencing
explicitly, and making sure that no student past the first assignment
or two is in any doubt as to what we expect from them. This has to be
done by every lecturer, every time, not just in some personal skills
module or stuck away in a student handbook.
Unless we can ensure that students are 1) informed and aware of
unacceptable academic practices 2) educated and supported to develop
good practice skills (not just how to change things enough not to get
caught) and 3) given justification as to why this is important and
relevant from the student's perspective (i.e. not just because we say
it is bad, without a why!), we are being unfair in either the letting
off, or the harsh punishment of students. We also need to abide by
these rules ourselves; there are numerous examples of plagiarism by
lecturers and even vice chancellors. And plagiarism, or to use a less
emotive term, "copying", is at times the most effective way to learn,
and positively encouraged in the work place.
People are not born being able to cite, nor to drive cars. We all break
the speed limit by going 78 on the motorway, knowing that this is
pretty OK. 38 in a built up area next to a park, on the other hand,
could mean death. So, learning to drive involves judgement calls, as
driving "too slow" in the middle lane can be dangerous. However, when
passing a speed camera - notionally a way of 'encouraging' the speed
limit to be adhered to - we can either encourage drivers to realise
they are potentially driving dangerously, or condone them just slowing
down for that bit, then speeding up again in time to knock over that
child round the corner. The driving test does not test for the ability
to drive the way you have to on the road, but more for a minimum
threshold of safety in order to get out there and get the experience
that makes you a safe confident driver. Similarly, the academic
insistence on proper referencing is arbitrary and artificial, but
useful. Showing what is your work, its underpinnings/justifications,
and the work of others to set the wider context, is a way of providing
evidence of your ability and understanding. It allows us to gauge with
confidence, whether the argument is consistent and believable. The real
world does not need citation - just ask any journalist - but if you can
show that you can do it, then you are safe to proceed.
Mike Reddy, Member of the Experts Group, JISC Plagiarism Advisory
Service
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