1. INtopFORM Summer 2016 Workshop
Recognize
INtopFORM
Summer 2016 Workshop

2. Students recognize the responsibilities and consequences related to information ethics and intellectual property.
Who is being recognized? It is the student and their ability to make meaningful contribution to various discourse communities.

3. Recognizable
"To be part of a discourse community, according to Gee, is to be “recognizable” as someone able to put together the “language, action, interaction, values, beliefs, symbols, objects, tools and places” relevant to the community and its disciplinary knowledge (18). This kind of recognition work, of course, works both ways: given correct behavior, others “recognize you” as a legitimate actor in a given setting (Gee 17– 20). In short, to be recognized as an effective writer, students must learn to recognize good writing and its associated rules of correctness" (Marsh, 2007, p.92).

4. Transformation Transform List of sources into a coherent whole
Recognizing sources
Ethical ambiguities into pedagogical opportunities
Recognizing pedagogy
Novice student into burgeoning expert
Recognizing self and others

5. Design
Design in academic integrity. By creating a classroom community valuing openness and transparency.
Model appropriate source acknowledgement in your lectures and materials.
Provide multiple training opportunities (Dr. Wesley Buerkle, personal communication).
Design out temptation to plagiarize. Using authentic assignments and assessments.
See WPA Best Practices in handout

6. The many meanings of plagiarism

7. Contexts
"It is crucial to consider intention when addressing instances of plagiarism: students often do not intend to cheat or deceive; plagiarism and patchwriting should not be conflated; students’ culture and first language influence their understanding of Western writing conventions and plagiarism; and students and teachers from different cultural backgrounds and disciplines understand and define plagiarism differently" (Howard & Watson, 2010).
Intentionality
Cultural Background
Disciplinary Differences

8. In your student’s shoes
You have a passage
Write a two to three sentence summary
List two or three general topics

9. Distinctions Typology of Source Use: Quotation Patchwriting
Paraphrasing
Summary
Following Howard and Jamieson at Citation Project

10. Some Research: Citation Project
Nation-wide empirical study on how students in first year writing courses use sources in research papers which analyzed 1,911 citations from 174 papers from 16 colleges. First phase results published in 2010.
Findings:
Quotation: 42%
Patchwriting: 16%
Paraphrasing: 32%
Summary: 6%
Copy but no quotes: 4%
Conclusions:
Most source use (94%) at the "sentence level"
Students generally unable to summarize and work with a source as a whole

11. Originality
"It is perhaps never the case that a writer composes 'original' material, free of any influence. It might be more accurate to think of creativity, of fresh combinations made from existing sources, or fresh implications for existing materials" (Howard, 1995, p. 798).
Quotation > Patchwriting > Paraphrase > Summary > Originality
Make a connection between your sources

12. Originality
Quotation > Patchwriting > Paraphrase > Summary > Originality
Make a connection between your sources
What does it mean for students to do their own work in your discipline?
Why does it matter? ​
(Following James Lang, Cheating Lessons: Learning from Academic Dishonesty, Harvard University Press, 2013)

13. Originality = Connections = Questions!
Bring the inquiry cycle full circle: Design in opportunities to make connections

15. Recognitions
References Marsh, B. (2007). Plagiarism : Alchemy and Remedy in Higher Education. Albany: State University of New York Press. Howard, R. M., & Watson, M. (2010). The scholarship of plagiarism: Where we've been, where we are, what's needed next. Writing Program Administration, 33(3), ​ Image Credits (only CC for reuse images requiring no attribution used): emerging.jpghttps://