Can I agree with Jon's (note that I do know what an apostrophe is)
opinion on plagiarism being something that is independent of a
conscious desire. Breaking the law (to use a non-driving analogy) is
rooted in ignorance making no defence. It is what you do afterwards to
punish or to advise that is determined by wilfulness or
misunderstanding in the cause.
Can I ask Duncan to please refrain from correcting grammar in such a
bullying fashion, if it causes anyone concern to post as it did for
Derek. It isn't big or clever, and is a mile away from Jon's (hah!)
point about formatting in Peter's (sic) piece. For your information,
'drivers licence is perfectly acceptable when used in an objective
sense, rather than referring to the licence of a driver. Here is an
example " the drivers licence will be endorsed " from the DVLA web site
http://www.dvla.gov.uk/drivers/endorsem.htm
We could carry on point scoring, as I could refer you back to the nine
times that "'s" was used correctly and you could probably find other
errors in my text - that way flames lie - but this is not a grammar
mailing list. It's (!) about plagiarism...
Also, the issue of 'understanding' was taken out of context, given that
I also referred to synthesis and analysis, and (to use an Oxford comma)
more importantly to making and doing. The original 'cut and paste' of
cutting out pictures and articles and pasting them onto a huge card is
one such wonderful way that students can creatively use materials in
such a way that they get something more out of the activity than a mere
essay; we use them as both formative and summative assessments. It is
also tremendous fun to hand out the glue sticks, as after initial
concern the students really get into it. Making and doing requires
ownership and eliminates plagiarism as an option. I would be interested
in similar activities that colleagues could share.
Mike
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