Articles and Resources for Plagiarism Prevention


Suggested Readings

Cornell University Library. How to prepare an annotated bibliography: The annotated bibliography. (2015, December 3). Retrieved from: http://guides.library.cornell.edu/c.php?g=32342&p=203789

California State University Channel Islands John Spoor Broome Library: http://www.library.csuci.edu/research/documents/prevent-plagiarism-best-practices.pdf

John Spoor Broome Library, California State University Channel Islands. Best practices to prevent plagiarism. (n.d.). Retrieved from: http://www.library.csuci.edu/research/documents/prevent-plagiarism-best-practices.pdf

Office of Distance Education and eLearning, The Ohio State University. Originality Check. (2014, July). Retrieved from: https://resourcecenter.odee.osu.edu/carmen/originalitycheck

D’Errico, J. and Griffin, J. (2001). Better Student Essays Through Staging And Scaffolding. Newsletter of the Teaching Resource Center for Faculty and Teaching Assistants, Center for Teaching Excellence, University of Virginia. Retrieved from: http://cte.virginia.edu/resources/better-student-essays-through-staging-and-scaffolding/

Defining and Avoiding Plagiarism: 

Reference Librarians:

Zotero reference manager:

 

Reference citation guides:

https://zsr.wfu.edu/research/citation/

Some Suggested Practices: (First points are modified from CSU Channel Islands and others are from OSU)

  • Talk to students about plagiarism! Tell them about all the different forms of plagiarism and make sure to tell them about the consequences. Frequent incidences of unintentional plagiarism suggests that some students do not have a good understanding the different forms of plagiarism. Consider placing a paragraph in your syllabus outlining the policy on plagiarism that is outlined in the Student Handbook.
  • Be as clear as you can with assignments. Unclear assignments can be frustrating for both the student and the instructor.  (Consider the following: Is group work allowed? Can online sources be used? Roughly how many pages are you looking for?)
  • You may wish to approach your students as if they have not previously written a research paper. Prepare them for the task of both research and writing. Do not simply tell students to write a “research” paper.
  • Announce when & how VeriCite will be used in your course.
  • If using VeriCite, it is recommend that VeriCite be run for all students in the course as opposed to a select few.
  • Create trust: Make sure students understand what it means for their work to be submitted to VeriCite.  Even if details are included on your syllabus, discuss how the Originality Report will be used by you in your class.
  • As as a means to open a dialogue, it is recommend to allow students to test the tool. For example, you might do this by creating a pass/fail assignment that requires students to submit a piece of original text into an assignment with VeriCite enabled.
  • Note: Enabling VeriCite functionality only requires checking one or two checkboxes in the Assignment tool
  • Take advantage of the reports as a learning opportunity. An Originality Report by itself is not useful. It displays which sources are similar to a student’s paper, but tells nothing about what is considered a credible source, how to research if a source is credible, or how to use those sources to enhance writing.
  • Make reports available to students – In order for an Originality Report to help enhance students’ research and writing skills, the students need to be able to view the report and correct mistakes. You might then encourage students to schedule an appointment during your office hours to discuss the report.
  • Remind students of available resources for citing, paraphrasing and attribution such as the Reference Librarians in the Z. Smith Reynolds Library.

Additional Considerations: (Modified from CSU Channel Islands)

  • Suggest that your students make an appointment with a reference librarian to become more familiar with library resources. Librarians are happy to help students with research!
  • Have students keep journals or logs of their research process.  Also, have the students keep a record of not only the sources they use, but also of the people that they ask for assistance (e.g., professors, librarians, other students, researchers, etc.).
  • Considering having students turn in an annotated bibliography before the final draft of the paper is due. Require the student to state why the source is reliable.
  • Require draft versions of  papers be turned in for critique. It helps the instructor determine who is making genuine progress as well as who is trying to pass off a paper that is obviously not theirs. Further,  multiple drafts reduces the probability of student procrastination–a common cause of academic dishonesty.
  • If the draft is associated with a Vericite enabled assignment, you may wish to have the student write a reflection on what changes are needed and why.
  • Consider having students turn in photocopies of sources or have students use a bibliographic manager like Zotero. A bibliographic manager helps students manage their sources while also letting you see an electronic copy of what they are using.

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