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GTCC Writing Centers.  Quotation/Quoting ◦ Verbatim  Paraphrase  Summary  Citation/Citing  Documentation  Bibliography  Works Cited/References.

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Presentation on theme: "GTCC Writing Centers.  Quotation/Quoting ◦ Verbatim  Paraphrase  Summary  Citation/Citing  Documentation  Bibliography  Works Cited/References."— Presentation transcript:

1 GTCC Writing Centers

2  Quotation/Quoting ◦ Verbatim  Paraphrase  Summary  Citation/Citing  Documentation  Bibliography  Works Cited/References

3  Copying from a source verbatim without using quotation marks and/or citing the source.  Paraphrasing without citing the source.  Paraphrasing inadequately (e.g. changing a word here and there).

4  Intentional—a student uses material written in whole or in part that someone else wrote without quoting or crediting the material ◦ E.g. Downloading a paper off the internet ◦ Copying and pasting passages from an internet source into an essay ◦ Using a paper written by a friend  Unintentional—a student does not correctly credit a source ◦ E.g. Citing a paragraph copied from a source but failing to put it in quotation marks to indicate it is a direct copy

5  Include a plagiarism/academic honesty policy in your course syllabus.  Have students sign a plagiarism/syllabus contract.  Indicate in the assignment instructions: ◦ Penalties for plagiarism. ◦ Whether or not sources should be used. ◦ Requirements for documentation style, sources, and research. ◦ Draft due dates.

6  Explain the nuances of documentation and how to avoid plagiarism.  Provide students with additional resources (e.g. OWL at Purdue).  Show students examples of plagiarism.  Require a plagiarism quiz and/or assignment.  Incorporate class activities, such as: ◦ Plagiarism case studies. ◦ Spot the plagiarized passage. ◦ Documentation style activities.

7  Use unique, complex topics and change them frequently. ◦ Compare/contrast ◦ Works that are not widely written about ◦ Analysis on many levels  Have the class as a whole or groups of students write on the same topic, research the topic together, and share source materials.  Use the Q&A type of forum in Moodle for discussion forums.

8  Provide students with one or more sources to use in addition to the ones they find.  Require: ◦ Specific number of sources. ◦ Specific types of sources. ◦ Certain number of direct quotations and paraphrases in the essay. ◦ Research log.

9  Require: ◦ Note cards. ◦ One or more sources to be an interview with a local expert, like a teacher here at the college. ◦ Students submit annotated photocopies or printouts of source materials with borrowed information highlighted. ◦ Students to acknowledge any help they received on a paper in a coversheet or memo to you (typists, proofreaders, editors, tutors, etc.).

10  Give comments on students' drafts.  Have the students draft the essay in class. Take it up, comment on it, and return it for completion.  Require multiple drafts with handwritten edits and changes highlighted on the final copy.

11  Google a phrase or sentence from the paper; put the phrase or sentence in quotation marks to limit results to an exact match. (This also works with the library databases).  Google the sources to make sure they really exist.  Require submission to Turnitin or a similar service.

12  Quiz students about their research/papers. (What was your thesis? What were your main points? What order did you put them in?)  Conference with students about their research during the research process. Have them bring their sources to the conference.  Have students complete a demand writing on their topic, research process, or sources.

13  Be suspicious of formatting changes—font size or color, photocopied essays, etc.  Be suspicious of paper topics that change at the last minute.  Be suspicious of “perfect” writing; student writing usually has grammar and spelling errors.  Be suspicious of shifts in vocabulary, tone, audience, and style.

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