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Academic Integrity/Intellectual Property: Plagiarism
Original Lesson: Previously, students would watch a presentation I created on what plagiarism is. Then, I would present them with true/false questions as a whole class to determine if they understood all of the forms of plagiarism, sort of like a “game”. When I adapted it to an online course originally, the presentation became a video that they watched, with a written transcript, and the true/false questions became a quiz. When I adapted the unit to a mobile learning unit to be used by the entire student body, the quiz changed from true/false to have students looking at scenarios and determining if the student in question was plagiarizing or not. Optional extension activities were suggested to teachers who wished to expand the lesson beyond just the quizzes and video.
Changes to lesson are indicated by red text.
The following are three articles that have appeared in The New York Times recently that deal with plagiarism. Please read all three articles. Then write a paragraph that discusses plagiarism using ideas from all three articles. Once you have posted, please return and respond to at least 2 of your classmate's posts. (Can use Classroom or Library Discussion Forum for activity)
Gabriel, Trip. "Lines on Plagiarism Blur for Students in the Digital Age." The New York Times - Breaking News, World News & Multimedia. The New York Times Company, 1 Aug 2010. Web. 12 Jan. 2011. <http://www.nytimes.com/2010/08/02/education/02cheat.html>.
Staples, Brent. "Editorial Observer - Cutting and Pasting - A Senior Thesis by (Insert Name)." The New York Times - Breaking News, World News & Multimedia. The New York Times Company, 12 July 2010. Web. 12 Jan. 2011. <http://www.nytimes.com/2010/07/13/opinion/13tue4.html>.
Itzkoff, Dave. "'South Park' Creators Apologize for Lifting Dialogue." The New York Times - Breaking News, World News & Multimedia. The New York Times Company, 22 Oct. 2010. Web. 12 Jan. 2011. <http://www.nytimes.com/2010/10/23/business/media/23southpark.html>.
Reading Assignment - The Seance - "The Plagiarist"
Read "The Plagiarist" - by Isaac Bashevis Singer. It is available as a Google e-book below. It begins on page 95 and goes to page 110.
Singer, Isaac Bashevis. "The Seance and Other Stories - Google Books." Google Books. N.p., n.d. Web. 22 July. 2012. < http://books.google.com/books?id=WjTgvykUFNcC&pg=PA95&lpg=PA95&dq=%22The+Plagiarist%22+-+by+Isaac+Bashevis+Singer&source=bl&ots=kkWdmaYBri&sig=Ue_jeCNg30YM4wLrDq5w3xknJp0&hl=en&ei=4W1RTdnKDYT58Abo5c2vCg&sa=X&oi=book_result&ct=result&resnum=1&ved=0CBMQ6AEw>.
"The Plagiarist" Discussion
As you can see in this short story, plagiarism affects many people. Who does the plagiarism effect in this story? How?
After you have posted, please return to read and respond to the answers of at least 2 of your peers.
(Can use Classroom or Library Discussion Forum for activity)
"The Plagiarist" Essay Prompt
Write an alternate ending to this story. It may be anything, so long as it does not involve the plagiarist dying or the Rabi going into seclusion. Be sure to indicate where in the story your ending fits by including the paragraph that will immediately proceed yours in quotations marks with proper MLA citation. Instead of a thesis statement, you should include a "moral" to this story. A final lesson for readers to take away when they are done reading it.
Koy, Christopher E.. "Using Fiction by Issac Bashevis Singer to Prevent Plagiarism." Academia.edu. Challenges of English Language Teaching II, n.d. Web. 14 Feb. 2011. <jcu.academia.edu/ChristopherKoy/Papers/107944/Using_Fiction_by_Isaac_Bashevis_Singer_to_Prevent_Plagiarism>.
CC.ELA.RI.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
a. Develop factual, interpretive, and evaluative questions for further exploration of the topic(s)
CC.ELA.RI.10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
CC.ELA.RI.10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
CC.ELA.RI.10.10 By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-12 text complexity band independently and proficiently.
CC.ELA.W.10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
CC.ELA.W.10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CC.ELA.W.10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
CC.ELA.W.10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
CC.ELA.W.10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
CC.ELA.W.10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
CC.ELA.W.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
CC.ELA.W.10.11 Create literary texts that demonstrate knowledge and understanding of a wide variety of texts of recognized literary merit.
a. Engage in a wide range of prewriting experiences, such as using a variety of visual representations, to express personal, social, and cultural connections and insights.
b. Identify, analyze, and use elements and techniques of various genres of literature.
d. Create poetry, stories, plays, and other literary forms (e.g. videos, art work).
CC.ELA.SL.10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
CC.ELA.SL.10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
CC.ELA.SL.10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
CC.ELA.SL.10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
CC.ELA.L.10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use parallel structure.*
CC.ELA.L.10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
CC.ELA.L.10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
CC.ELA.L.10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
CC.ELA.L.10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
CC.ELA.L.10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.