Practical Strategies for Teaching Academic Integrity CoTESOL 2013 Jenny Levin (Jennifer.Levin@colostate.edu) Hannah Nizam-Aldine (Hannah.Nizam-Aldine@colostate.

edu) Explanations of Handouts/Activities #1: Discussing Academic Integrity and Plagiarism When taught: Beginning of semester. Time: 50-70mins. When discussing definitions and examples, we highlight the course policy statement and the honor code and also show students the universitys policy about plagiarism in the Student Conduct Code. We also ex plain to students that plagiarism comes from the word to kidnap and use this idea to emphasize how seriously academics view these offenses. When discussing the various situations, its best to give students time to work individually and then discuss the ideas in a group/class. It is important to take time to review how to avoid these issues as a class to assess students understanding of these issues. #2: Using CPR to Maintain Academic Integrity When taught: Beginning of semester/with individual assignments. Time: 30-50 mins (depending on accompanying activities). This handout provides a practical strategy for avoiding plagiarism. We usually present this concept at the beginning of the semester, but also review it with individual assignments (this is especially important as students begin to incorporate their own research into their writing). Ideally, this information should be presented with an activity where students can practice performing CPR on a sample text before applying it to their own work. You could apply this to any assignment that the students are writing. #3: Quoting and Paraphrasing When taught: With any assignment involving an outside source. Time: 50 mins. This handout is useful to introduce paraphrasing and explain how to decide when to quote versus when to paraphrase. The bad examples demonstrate paraphrasing that provides synonyms but does not change structure, as well as inaccurate paraphrasing. Then, students mark up the good examples of paraphrasing to identify the change in wording and structure, as well as the words that havent changed. Finally, students create their own paraphrasing based on Beatles lyrics. The discussion of how to paraphrase effectively based on student examples is great for formative assessment of students paraphrasing. #4: Quote Sandwiches When taught: With any assignment involving an outside source. Time: 30 mins. We use this activity after introducing quote sandwiches and author tags. Students work in pairs to integrate the quote. They have the option of using all or part of the quote, and we emphasize the importance of using the analysis to connect to the thesis or topic of the essay. In this example, students are connecting the quote to the authors stance on an issue. When you adapt this for other classes, you could modify the context for the quote and tailor the analysis to the essay genre students are writing. #5: Describing and Synthesizing Evidence in Your Own Voice When taught: With any assignment involving multiple outside sources. Time: 20-30 mins. Students often rely on quotes from others writing in order to develop ideas. This results in texts that are difficult to read because they are disjointed and unexplained. In this activity students attempt to explain ideas in their own words, paraphrasing the information as well as connecting and analyzing it. This activity is challenging for students, but it prepares them to look critically at how they are explaining evidence in their own papers.
This handout was written by Jenny Levin and Hannah Nizam-Aldine and presented in Practical Strategies for Teaching Academic Integrity at the 2013 CoTESOL conference.

Discussing Academic Integrity and Plagiarism 1. What is academic integrity?

2. What is a definition of plagiarism? Do you know where this word comes from?

3. What are some examples of plagiarism? Have you ever been accused of plagiarism?

Read the examples below. Why does the student have a problem with plagiarism or academic integrity? What is the solution to the problem? The situation a) John is writing about oil price increases. He takes the information from the BBC website that he has listed in his works cited page. He cites the page using an in-text citation and a works cited page, but he does not paraphrase or quote the material: One of the causes of the increase in the price of oil has been the rise in demand in Asian countries. Demand for oil has been growing as Asias power-house economies such as China and India fuel their rapid economic expansion. Also a lot of the worlds oil comes from somewhat unstable countries, so every time oil workers are attacked in Nigeria or Iraqi oil facilities are damaged, people get concerned about supplies (Q&A Volatile Oil Prices). b) Jane is writing an analysis of an article. She knows that the article was published in the New York Times. She writes in her analysis that the New York Times has won 108 Pulitzer Prizes, more than any other news organization. .[3][4] What could she be doing wrong here? c) Mike is writing a paper about the development of algae as an alternative fuel. He writes down his ideas, but he is concerned about his grammar and flow. He asks his roommate to revise his essay so that it sounds better. His roommate corrects the paper on the computer for him and makes it sound really good. He emails it back to Mike and Mike submits it.
This handout was written by Jenny Levin and Hannah Nizam-Aldine and presented in Practical Strategies for Teaching Academic Integrity at the 2013 CoTESOL conference.

What is the problem?

How can this be avoided?

d) Anna is running out of time to complete her research paper. She has another paper that she wrote for a Social Sciences class last semester and decides to just revise this one and resubmit it for her Composition class. She changes the introduction and conclusion to make it fit the criteria for the assignment. e) David is researching about the financial crisis of 2008. He needs to include 15 sources for his paper, but he only has five. He finds 10 more articles that talk about this topic and says that information is taken from these sources, however he has not read these sources. f) Jenny is writing a paper about Hannibals battle strategies. She cites information she takes from books about specific battles and the different ways Hannibal fought. She does not cite general information about Hannibals life or the way of life at the time Hannibal lived because this is just common knowledge. g) Frank is paraphrasing this sentence: Even unintentional plagiarism is very serious. He writes: According to the article, even plagiarism that is not intentional is very serious. What is the problem here? h) Emma is writing a paper about the bonuses that CEOs receive. She cannot find information about how much the boss of Pespi makes, so she just guesses his salary and puts it in her paper.

What are some strategies you can use in order to maintain academic integrity?

This handout was written by Jenny Levin and Hannah Nizam-Aldine and presented in Practical Strategies for Teaching Academic Integrity at the 2013 CoTESOL conference.

Using CPR to Maintain Academic Integrity

When you write papers using sources, it can be difficult to show which ideas are your own and which are from other places. When you do not attribute information, you can be accused of plagiarism and be given a penalty for academic dishonesty. You must be very careful to avoid this situation! In order to rescue your paper from near death, you must perform: CPR

CITE : Create a works cited or reference page that includes ALL sources you use in your paper.
You must list all sources you have used in alphabetical order. Your sources must be cited correctly, using appropriate citation style. You should double space your work. You list should be formatted with a hanging indent. Here is an example of an MLA works cited page: Works Cited Greenspan, Anna. China Vs. America? Learning Strategies in the 21st Century The Globalist. The Globalist. 25 Aug. 2008. Web. 10 Apr. 2011 Kohn, Alfie. Standardized Testing and Its Victims. Education Week 20.4 (2000): 60. Academic Search Premier. Web. 27 Feb. 2011 Longo, Christopher. Fostering Creativity or Teaching to the Test? Implications of State Testing on the Delivery of Science Instruction. Clearing House. 83.2 (2010): 54-57. Academic Search Premier. Web. 9 March. 2011 Time Management Strategies. CollegeBoard. The College Board. n.d., Web. 18 April. 2011

Remember to PARAPHRASE or quote information you take from another source! You must use your own language to show that you understand the text. An acceptable paraphrase changes the words and sentence structure, but keeps the meaning and tone the same. If you use the same language as the writer, you must put the words in quotation marks. REFER your readers to the appropriate entry on the works cited or references page. 1. You can refer to your sources by saying according to or an author tag (e.g. Kohn explains) 2. Or, you can use quotation marks to quote what the writer says or paraphrase and then use a parenthetical (in brackets) citation. For MLA style, you should use the authors name and page number. For APA style, you should use the authors name and year. E.g. MLA: Standardized testing does not help students learn (Kohn 60). APA: Standardized testing does not help students learn (Kohn, 2000) 3. If there is no author, you should quote the beginning of the articles title in the parenthetical citation. 4. If using MLA style, if there is no page number, you just use the authors name. Practicing MLA Style: What would be suitable in-text citations for the citation entries above? Would you be able to use page numbers for all of these works cited entries?

This handout was written by Jenny Levin and Hannah Nizam-Aldine and presented in Practical Strategies for Teaching Academic Integrity at the 2013 CoTESOL conference.

Quoting and Paraphrasing Guidelines for Selecting a Quotation:

Are the authors words so moving or so clever that to put them in my own words would lessen their impact? Are the authors words so precise that to put them in my own words would change their meaning? Are the authors words so concise that I would need twice as many words to paraphrase the passage?1

If your answer is NO to all three questions, you should paraphrase!

Paraphrasing
Paraphrasing shows that we have a good understanding of a text and can put it into our own words. When you paraphrase, it is important to remember the following: 1. Make sure that you use your own words to explain what the author is saying (e.g. use synonyms). 2. Try to change the structure of the sentence so that it is different from the original (e.g. switch from active to passive voice). 3. Remember to keep the meaning the same as the original text. 4. Try to keep the tone of the writing the same (e.g. do not make the writer sound angry if he does not sound angry in the original). 5. Attribute the information to the original author by using an author tag (e.g. Graff argues). Examples Original Text: Psychologists who mount elaborate field studies are keenly aware that observing what doesnt work in experiments is sometimes as instructive as observing what does (Levine, The Kindness of Strangers). Bad paraphrase: Psychologists who run fancy field studies are very perceptive that seeing problems in experiments may be as informative as seeing what works. Bad paraphrase: Psychologists love when problems arise in experiments because they always learn more. For the effective paraphrase below, circle the synonyms, underline the changes in sentence structure, and square the key words which have been retained. Levine states that during a field study, the successful outcomes and the problems which arise can be equally informative for psychologists. Original Text: People in communities where social obligations take priority over individual achievement tend to be less economically productive, but they show more willingness to assist others (Levine, The Kindness of Strangers). For the effective paraphrase below, circle the synonyms, underline the changes in sentence structure, and square the key words which have been retained.

These ideas are taken from Spack (2007). Guidelines: A Cross Cultural Reading/Writing Text. (3 Ed). New York, NY: Cambridge.

rd

This handout was written by Jenny Levin and Hannah Nizam-Aldine and presented in Practical Strategies for Teaching Academic Integrity at the 2013 CoTESOL conference.

Levine points out that although they may have a less productive economy, populations are typically more helpful in areas that value a sense of responsibility toward others rather than personal success. How to Paraphrase Without Plagiarizing

One useful technique is to read the passage carefully several times to identify its main points; then set it aside. Try rewriting the main points in your own words without looking at the original. In other words, explain it to yourself. When finished, set your draft aside and move on with the rest of your writing, or to some other activity. Turning your attention to something else puts distance between yourself and the original passage. It clears your head, so to speak. When you return to it you will have a fresh perspective. Your recollection of the exact words being paraphrased will have faded to some degree and it will be easier to focus on your own language choices and sentence structure. Practice
Directions: Paraphrase the following sentences in the spaces below.

Help, I need somebody//Help, not just anybody//Help, you know, I need someone.2

When I was younger, so much younger than today//I never needed anybody's help in any way But now these days are gone, I'm not so self assured Now I find, I've changed my mind, I've opened up the doors.

Help me if you can, I'm feeling down//And I do appreciate you being 'round Help me get my feet back on the ground.

Lyrics from: Lennon, J. & P. McCartney (1965). Help! On The Beatles 1 [CD]. London, England: Apple.

This handout was written by Jenny Levin and Hannah Nizam-Aldine and presented in Practical Strategies for Teaching Academic Integrity at the 2013 CoTESOL conference.

Quote Sandwiches: Quotes need context. As writers, its our job to provide that context. One of the best ways to do this is to sandwich quotes between an introduction and an interpretation. The following is an example of a quote sandwich, where the introduction is underlined and the interpretation is in italics:

Reflecting on the experiences in his life, Jobs states that its impossible to know what the future may bring. He emphasizes that You have to trust in something your gut, destiny, life, karma, whatever to make things work out in your future. In other words, Jobs believes that life is uncertain, which adds to his philosophy on the ways in which to live your life to its fullest. Lets Practice Issue: The value of a college degree Bird, Caroline. College is a Waste of Time and Money. Psychology Today May 1975: n.p. Print. A great majority of our nine million college students are not in school because they want to be or because they want to learn. They are there because it has become the thing to do or because college is a pleasant place to be; because Mother wanted them to go, or some other reason entirely irrelevant to the course of studies for which college is supposedly organized. Directions: 1. Write a quote sandwich for this quote. a. Introduce the quote with an appropriate author tag b. Copy all or part of the quote MAKE SURE YOU PUT QUOTATION MARKS ON EITHER SIDE OF THE QUOTE. c. Write the page number in parentheses () after the quotation marks, followed by a period. d. Write an analysis that connects this quote to Birds values/beliefs and stance on the issue. For example: i. This reflects Birds value ofand explains her viewpoint that ii. Birds opinion reveals that she believes, influencing her stance on the issue which is that

This handout was written by Jenny Levin and Hannah Nizam-Aldine and presented in Practical Strategies for Teaching Academic Integrity at the 2013 CoTESOL conference.

Describing and Synthesizing Evidence in Your Own Voice Read the paragraph below: One reason why we should eat cookies every day is that cookies are good for your health. According to a 2012 Pew Research Study, 95% Americans drink a large glass of milk when consuming cookies. This milk consumption increases calcium intake and improves bone density (10 Reasons). In addition, Cookies are the perfect vehicle for providing nutritious vegetable matter to resistant youngsters. One can easily add sweet potato or zucchini to cookies to make an irresistible, but healthy snack. Also 10 year old Dale Janikowski from Annapolis, Maryland suffers from hypoglycemia (or low blood sugar). Three weeks ago, when suffering from a hypoglycemic attack, Dale was about to pass out when his older brother, Sebastian, gave him a chocolate chip cookie. Sebastian saved Dales life that day and has now been nominated for the Nestle Brother of the Year Award (Big Brother). 3 How easy is this to read? Do you understand all the readers ideas? What is the problem here?

How can you rewrite these ideas, explaining and connecting them in your own words? Write a new paragraph in the space below and try to use your own words and explanations/connections. .. .. Now take a look at your own writing. How well are you explaining and integrating evidence? Can readers hear your voice in your paper?
3

In case youre curious all these pieces of evidence are fictitious.

This handout was written by Jenny Levin and Hannah Nizam-Aldine and presented in Practical Strategies for Teaching Academic Integrity at the 2013 CoTESOL conference.

Useful Resources The Citation Project: www.citationproject.net Our purpose is to describe how student writers use the sources they cite in their papers. With this information, educators will be able to make informed decisions about best practices for formulating plagiarism policies and for teaching rhetorically effective and ethically responsible methods of writing from sources.

Purdue OWL: Avoiding Plagiarism https://owl.english.purdue.edu/owl/resource/589/1/ Defines various kinds of plagiarism, provides strategies for students to avoid it, and includes a practice activity to identify plagiarism as a class.

Purdue OWL: Preventing Plagiarism https://owl.english.purdue.edu/owl/section/3/33/ Includes handouts and class activities for students to understand and avoid plagiarism.

CSU Teaching Guide: Dealing with Plagiarism: http://writing.colostate.edu/guides/teaching/plagiarism/ Provides information on causes, prevention strategies, and additional resources.

CSU Learning Guide: Practicing Academic Integrity: http://learning.colostate.edu/integrity/ Provides information for students on definitions, consequences and strategies.

OSU ESL Programs Learning Site: Reporting Verbs: http://eslcomposition.osu.edu/ Explains reporting verbs for use in author tags and includes a tutorial for students.

Tutorial at University of Maryland University College: http://www.umuc.edu/writingcenter/plagiarism/ Teaches students strategies to avoid plagiarism.

References from Presentation Avoiding plagiarism. (2013, July 06). Retrieved from https://owl.english.purdue.edu/owl/resource/589/1/ Bloch, J. (2012). Plagiarism, intellectual property and the teaching of L2 writing. Great Britain: Multilingual Matters. Howard, R. M., Serviss, T., & Rodrigue, T.K. (2010). Writing from sources, writing from sentences. Writing and Pedagogy, 2(2), 171-192. Office of Student Judicial Affairs (2006). Avoiding plagiarism: Mastering the art of scholarship. UC Davis: Division of Student Affairs. Ramanathan, V. & Atkinson, A. (1999). Individualism, academic writing and ESL writers. Journal of Second Language Writing, 8(1), 45-75.

This handout was written by Jenny Levin and Hannah Nizam-Aldine and presented in Practical Strategies for Teaching Academic Integrity at the 2013 CoTESOL conference.