1. Barry Gilmore www.barrygilmore.net @barry_gilmore Stopping Plagiarism at the Source

2. Case Study: Take It Or Leave It (The Christine Pelton Leaf Project) The project: research, writing, presentation

3. Case Study: Take It Or Leave It (The Christine Pelton Leaf Project) The project: research, writing, presentation Classroom results: 25% plagiarism

4. Case Study: Take It Or Leave It (The Christine Pelton Leaf Project) The project: research, writing, presentation Classroom results: 25% plagiarism Student/parent contract

5. Case Study: Take It Or Leave It (The Christine Pelton Leaf Project) The project: research, writing, presentation Administration / school board response Classroom results: 25% plagiarism Student/parent contract

6. Case Study: Take It Or Leave It (The Christine Pelton Leaf Project) The project: research, writing, presentation Administration / school board response Classroom results: 25% plagiarism Student/parent contract Long-term consequences

7. Case Study: Take It Or Leave It (The Christine Pelton Leaf Project) A. Teacher/Administration: Students receive a zero B. Parents/Students: Students should be given another chance (rewrite) C. School Board: Students receive a zero, but reduce the value of the assignment

8. Plagiarism What Are We Talking About?

9. Plagiarism What Are We Talking About? Student Choices

10. Plagiarism What Are We Talking About? Student Choices Turnitin.com Failing, rewriting? Punitive response

11. Plagiarism What Are We Talking About? Student Choices Pressure: Grades Ease Intent Pressure: Time Turnitin.com Failing, rewriting? Punitive response

12. What’s the Main Reason Your Students Plagiarize? A. It’s easy to do / they get lazy B. They’re confused / it’s a mistake C. They feel pressure about grades D. They get behind on deadlines E. Everyone does it, so they do it too

15. Plagiarism What Are We Talking About? Student Choices Pressure: Grades Ease Intent Pressure: Time Turnitin.com Failing, rewriting? Punitive response

16. Plagiarism What Are We Talking About? Student Choices Pressure: Grades Ease Intent Pressure: Time Turnitin.com Failing, rewriting? Punitive response Teacher Choices

17. Case Study: Take It Or Leave It (The Christine Pelton Leaf Project) Merit and Purpose of Assignment Failure vs. Zero Plagiarism Instruction vs. Assumptions

18. Plagiarism What Are We Talking About? Student Choices Pressure: Grades Ease Intent Pressure: Time Turnitin.com Failing, rewriting? Punitive response Teacher Choices Assignments Assumptions Expectations

19. Plagiarism What Are We Talking About? Student Choices Pressure: Grades Ease Intent Pressure: Time Turnitin.com Failing, rewriting? Punitive response Teacher Choices Assignments Assumptions Expectations Pressure: Time Ease Intent

20. Plagiarism What Are We Talking About? Student Choices Pressure: Grades Ease Intent Pressure: Time Turnitin.com Failing, rewriting? Punitive response Teacher Choices Assignments Assumptions Expectations Pressure: Time Ease Intent Culture

21. Case Study: Take It Or Leave It (The Christine Pelton Leaf Project) Merit and Purpose of Assignment Failure vs. Zero Plagiarism Instruction vs. Assumptions Alignment of Policy: School and Class Consistency from Classroom to Classroom

22. Plagiarism What Are We Talking About? Student Choices Pressure: Grades Ease Intent Pressure: Time Turnitin.com Failing, rewriting? Punitive response Teacher Choices Assignments Assumptions Expectations Pressure: Time Ease Intent Culture Systems Honor Codes Ethics Gap

23. WHEN PRIVATE CAMPUSES WITH HONOR CODE LARGE PUBLIC UNIVERSITY WITH MODIFIED HONOR CODE CAMPUSES WITH NO HONOR CODE On tests23%33%45% On written work45%50%56% School Culture: Honor Codes

24. TEACHERS DID NOT DISCUSS PLAGIARISM TEACHERS DISCUSSED PLAGIARISM Grades 3-5 (understood) 49%61% Grades 6-12 (felt it was acceptable) 37%22% School Culture: Ethics Gap

25. Reduces PlagiarismIncreases Learning

26. Reduces PlagiarismIncreases Learning Honor Code Honor Code as a part of school culture

27. Reduces PlagiarismIncreases Learning Honor Code Honor Code as a part of school culture Turnitin.com Turnitin.com as a teaching tool

28. School Culture: What’s Going On? Students who cheat tend to: Worry about school Research by Eric M. Anderman

29. School Culture: What’s Going On? Students who cheat tend to: Worry about school Perceive school as focused on grades Research by Eric M. Anderman

30. School Culture: What’s Going On? Students who cheat tend to: Worry about school Perceive school as focused on grades Believe they’ll receive rewards for grades Research by Eric M. Anderman

31. School Culture: What’s Going On? Students who cheat tend to: Worry about school Perceive school as focused on grades Believe they’ll receive rewards for grades Attribute failure to outside circumstances Research by Eric M. Anderman

32. “Long ago, I realized that I care more about receiving good grades than actually learning. Even though I realize this is wrong, I cannot seem to change my attitude…the competitiveness, the honoring of principal’s list students, the prestige— it all just encourages students to get good grades by any means necessary.” School Culture: What’s Going On?

33. Plagiarism What Are We Talking About? Student Choices Pressure: Grades Ease Intent Pressure: Time Turnitin.com Failing, rewriting? Punitive response Teacher Choices Assignments Assumptions Expectations Pressure: Time Ease Intent Culture Systems Honor Codes Ethics Gap

34. In a formal essay, analyze how Shakespeare uses symbolism to raise issues related fate in Romeo and Juliet. Rethinking Assignments

36. “A pair of star-cross’d lovers,” (prologue, line 6). Since the opening of the play, Romeo and Juliet were destined to die. Throughout each act and throughout each scene, from constant foreshadowing and ill omens, even Romeo and Juliet knew their tragic fate. As much as the two lovers wanted to be together, all their efforts and the efforts of others were purely futile, and as much as everyone wanted to blame others, only fate is to blame. (plagiarized paper) “A pair of star-cross’d lovers,” (prologue, line 6). Since the opening of the play, Romeo and Juliet were destined to die. Throughout each act and throughout each scene, from constant foreshadowing and ill omens, even Romeo and Juliet knew their tragic fate. As much as the two lovers wanted to be together, all their efforts and the efforts of others were purely futile, and as much as everyone wanted to blame others, only fate is to blame. (plagiarized paper)

37. Rethinking Assignments PoisonFlowers and herbs Churches and tombsEyes and ears (sight, etc.) Sun, moon, and starsWeather: rain, storms, sunshine Disguises and masksAnimals (especially birds) BloodWeapons NamesLight and Dark Gestures (thumb-biting)Mythological allusions Natural and civil lawsReligious symbolism PoisonFlowers and herbs Churches and tombsEyes and ears (sight, etc.) Sun, moon, and starsWeather: rain, storms, sunshine Disguises and masksAnimals (especially birds) BloodWeapons NamesLight and Dark Gestures (thumb-biting)Mythological allusions Natural and civil lawsReligious symbolism

38. Rethinking Assignments Groups: 1. Choose a symbol 2. Return to the text (search online) Find quotations Include citations 3. Create a discussion statement Groups: 1. Choose a symbol 2. Return to the text (search online) Find quotations Include citations 3. Create a discussion statement

39. Rethinking Assignments “Although Romeo claims he will defy the stars, he never really stands a chance of changing his own fate.”

40. Rethinking Assignments Sarah: Romeo vows to Juliet “by the moon” in act two scene two. Jasmine: Is that the balcony scene: Sarah: end of it Carter: But Juliet he shouldn’t swear that way cause the moon is inconstant Jasmine: why is the moon inconstant Carter: I guess cause it changes not like the sun. Sarah: So this is about whether or not love lasts. Sarah: Romeo vows to Juliet “by the moon” in act two scene two. Jasmine: Is that the balcony scene: Sarah: end of it Carter: But Juliet he shouldn’t swear that way cause the moon is inconstant Jasmine: why is the moon inconstant Carter: I guess cause it changes not like the sun. Sarah: So this is about whether or not love lasts.

41. Rethinking Assignments

42. Romeo uses stars, sun, and moon imagery to elevate his love for Juliet, but he may really be referring to her beauty more than true love. Meanwhile, Shakespeare use the stars, sun, and moon as symbols of predetermined fate, giving love an inevitable outcome.

43. In Romeo and Juliet Shakespeare uses celestial bodies, such as the sun, moon, and stars, to enhance the speakers’ dialogue and contribute to Romeo and Juliet’s relationship. In their love towards one another, Romeo and Juliet tend to speak of symbols such as stars and the moon to evoke their love and passion for each other, despite the difficult situations that they are forced to endure. Because the sun, moon, and stars are seen as symbols of prosperity, strength, and happiness, they are continually applied to the two lovers. These symbols help explain the role of beauty in Romeo and Juliet’s love as well as the effects of fate predetermining the outcome of the play. However, while comparisons of Juliet to celestial bodies elevate Romeo’s love towards Juliet and show his romantic personality, Romeo’s ability to make Juliet’s beauty equivalent to the stars and heaven prompts readers to consider whether beauty and attraction are the primary basis of Romeo and Juliet’s love. Yet even though the two lovers are forced to endure many hardships and difficult times, their love for one another never terminates, even at their death. The celestial bodies help explain the role of beauty in Romeo and Juliet’s love, the effects of fate predetermining the outcome of the play, and the necessity to overcome their family’s wishes for true love.

44. Rethinking Assignments 1. Gathered ideas

45. Rethinking Assignments 1. Gathered ideas 2. Choice, collaboration

46. Rethinking Assignments 1. Gathered ideas 2. Choice, collaboration 3. Started with the evidence, not the conclusion

47. Rethinking Assignments 1. Gathered ideas 2. Choice, collaboration 3. Started with the evidence, not the conclusion 4. Explored nuance and possibility

48. Rethinking Assignments 1. Gathered ideas 2. Choice, collaboration 3. Started with the evidence, not the conclusion 4. Explored nuance and possibility 5. Composed an original thesis (based on evidence)

49. Rethinking Assignments 1. Gathered ideas 2. Choice, collaboration 3. Started with the evidence, not the conclusion 4. Explored nuance and possibility 5. Composed an original thesis (based on evidence) 6. Wrote an individual essay

50. Plagiarism What Are We Talking About? Student Choices Pressure: Grades Ease Intent Pressure: Time Turnitin.com Failing, rewriting? Punitive response Teacher Choices Assignments Assumptions Expectations Pressure: Time Ease Intent Culture Systems Honor Codes Ethics Gap

51. Barry Gilmore www.barrygilmore.net @barry_gilmore barry.gilmore@bellsouth.net Questions?