Presentation on theme: "Plagiarism: are international students a special case?"— Presentation transcript:
Plagiarism: are international students a special case?
Is it a problem? Over-represented in cases taken forward Strong face-validity argument -intrinsic and extrinsic motivation -issues about time management Language issues Assumptions about cultural differences
What the research says All students are confused International students know about the concerns plagiarism ISs dont know how to avoid it (neither do stay-at- homes) Catching ISs is easier
I know what plagiarism is. We have it in Korea, too and we take it very seriously. I do not cheat deliberately. But I get into trouble when I write because I know some subject knowledge better than other and I can write it better. So the lecturer thinks I am cheating when it is my knowledge and I write it better than other times.
When I get nervous about writing up my thoughts in poor English even when I know the subject OK, I cant think. So I use other peoples words.
Writing skills necessary to avoid plagiarism: Expressing opinions In-text referencing Using direct quotes Creating reference lists & bibliographies Mining text [extracting short, relevant quotes] Paraphrasing Summarising
Teaching the skills Different, not deficit Active, not telling Practice and feedback Scaffolding the skills. Is there a place for patch writing? Warnings without help are disempowering
The key idea: explicitness Offer definitions for plagiarism and collusion - then explain the definitions Explain and share academic beliefs and values Provide very clear assessment criteria % for language % for citing sources % for structure and organisation
Detection: possible signs of plagiarism Changes in text Language accuracy or complexity American spelling Out-of-character for the student Arrives fully formed Off topic or covering only some aspects
Detection: confirmation Electronic tools: Google, Turnitin, CopyCatch Viva Interview -plan your questions; -neutral and open Whole-group authentication activity: -asking for drafts or sources -meta-essay, in-class quiz
Setting Tariffs / punishments Factors to consider: -extent -level of student -assumptions/rules in the discipline -previous academic experience -consequences for the student
Institutional support Consistency Informing, inducting and teaching the skills Expertise / consensus in staff administering policies Staff development Record keeping and monitoring
Short-term solutions or longer term reputation? International students want respected, valuable awards arising from robust and reliable assessment. Institutions want the same. Neither will happen without effort.