Dear All,
here in Learning Development we were asked to deliver plagiarism
tutorials to students (and we do!) - but we also thought that we would
design an on-line site to which students could be directed to see the
issue for themselves. We gained permission to embed the Leicester 'Don't
cheat yourself' tutorial within our own, we asked Colin Neville (OU
author on Referencing & Plagiarism) to design our exit texts - and we
tried to make it student friendly...
We also built, with our Centre for academic & professional development,
a site for staff that would encourage the designing of plagiarism
resistant assignments.
I have included links to both of these here and would appreciate feedback...
http://learning.londonmet.ac.uk/TLTC/learnhigher/Plagiarism/
http://learning.londonmet.ac.uk/TLTC/connorj/plagiarism/Staff/
I am also particularly interested in how we can teach active notemaking
strategies to empower students within often occult higher education
systems - and have designed an interactive notemaking tutorial that can
be accessed here:
http://learning.londonmet.ac.uk/TLTC/learnhigher/notemaker/
If you have a look at it- again, I would appreciate feedback as to
whether or not it proved useful to you and/or your students.
For our theoretical justification for the active teaching of creative
notemaking strategies, please see our article in the on-line Journal for
Learning Development in Higher Education:
http://www.aldinhe.ac.uk/ojs/index.php?journal=jldhe
Article, here:
http://www.aldinhe.ac.uk/ojs/index.php?journal=jldhe&page=article&op=view&path%5B%5D=48
With all best wishes,
Sandra Sinfield
Adam Turner wrote:
> I just did the second workshop this term today on using references for
> graduate students where I work at Hanyang University in Seoul, Korea. I
> was pleased with the response as there clearly is an unmet need to
> tackle this topic.
>
> I am currently developing just such website resources as John describes
> to supplement my workshops, but with a focus on engineering and science
> writing, for our center for teaching and learning. I will post to the
> list when I have a draft version. Here are my general impressions on the
> topic.
>
> I can only conclude that most resources do not even begin to account for
> the complexity of the decision-making process involved in choosing text
> to reference and do not adequately account for the difficulties involved
> in paraphrasing dense technical text for novice NNS writers. It seems
> that we should go back to process more to help students manage the
> integration of the reading/notetaking/writing process.
>
> Also, the traditional division into summary, paraphrase, and direct
> quotation only begins to describe the many ways we use references (to
> simply point others to more information, to acknowledge pioneering
> studies in our field even when out of date, etc.). This framework is
> even less helpful for science and engineering writing. The paucity of
> options sometimes confuses my graduate students in particular when they
> compare this framework with the diversity of ways references are used in
> authentic text.
>
> Rules of thumb like "no more than six words" can be used from another
> paper are basically unworkable in the sciences. In social science
> writing and science writing at least there are a whole range of
> expressions that are used verbatim from paper to paper, so for
> non-native speakers who are looking for grammar resources to model and
> not just ideas, the issue of the words themselves as opposed to jsut
> meaning of a sentence being a criterion for possible plagiarism needs
> clarification for NNS writing.
>
> For example,
>
> I doubt anyone would ask me to provide a reference if I use this entire
> sentence.
>
> "All tests were two-sided, and a P value of less than 0.05 was
> considered to indicate statistical significance."
>
> As a native speaker, I internalized this sentence from seeing it often
> in reading articles, but a NNS or novice graduate student may look for
> good "expressions" to use from other papers and not just look for ideas
> in other texts. My students tell me this all the time. I think we need a
> more sophisticated description of what we mean by textual borrowing. In
> the real world of research writing, we do it all the time, consciously
> or not. we should go back more toward the issue of originality of words
> and ideas and have a greater recognition of formulaic writing in
> restricted well-established genres. This issue gets even more complex
> when we consider sentence frames and not just continuous strings of words.
>
> In one on one tutorials with engineering and science students I often
> have to negotiate the difference between "common Knowledge" and common
> knowledge in a particular field with them. Interestingly, this can
> change over time. Something that needs a reference in the beginning of a
> research field may later not require it as this idea becomes established
> in a research field.
>
> I also gave the example in my workshop of how even common knowledge
> changes. There are now eight planets in our solar system, but when I
> grew up there were nine! This example went over well in my workshop.
> There does not seem to be enough descriptions that adequately describe
> the issue of common knowledge _in a field_ vs common knowledge vs text
> that needs a reference.
>
> Finally, when these issues are discussed in sophisticated books and
> research articles, the ideas do not seem to trickle down to the
> instructor level or end up transformed into materials usable by NNS
> students. This may be an unintended consequence of the increased
> professionalization of the EAP/ESP field as it pushes faculty toward
> concentrating on more prestigious research genres instead of usable
> materials.
>
> The response described by Chris Ireland in this thread seems to be the
> right blended approach where we combine online resources with a
> tutorial/workshop/teaching approach. This is the direction I would also
> like to go.
>
> I would be interested in exchanging notes with anyone working on similar
> materials. My personal email is
>
> [log in to unmask] <mailto:[log in to unmask]>
>
> Adam
>
>
> --
> Adam Turner
>
> Director
> English Writing Lab
> Hanyang University
> Center for Teaching and Learning
> Seoul, Korea
> http://www.hanyangowl.org
>
--
Sandra Sinfield
University Teaching Fellow
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