If you’ve taught for any length of time, you’ll probably have to confront plagiarism. Even in the age before the Internet, students plagiarized, though it might be a little easier to do now than it was when you were in high school. A variety of tools can help you detect plagiarism, but what are you supposed to do about it?
First of all, consider the age of your students. I think if you have middle schoolers, they likely don’t know or haven’t learned how to attribute quotes. Students should be taught how to attribute information. Model it. Teach them to use just the part of the quote they need. I have a handout on integrating quotes that might be helpful.
Teach students what plagiarism is and how to avoid it. Barry Gilmore’s book Plagiarism: Why It Happens, How to Prevent It can help you. Melissa Vosen has a great article in the July 2008 issue of English Journal entitled “Using Bloom’s Taxonomy to Teach Students About Plagiarism.” I’ve used it for two years (and will use it again in January) and have found it to be an excellent mini-unit for helping students understand what plagiarism is and how to avoid it. Obviously preventing plagiarism is the best possible means of handling it, but when it happens, and it’s probably a question of when and not if, keep in mind:
- It’s not about you. The student doesn’t necessarily plagiarize because he/she dislikes you or your class. It’s an act of either laziness or desperation that has nothing to do with the personal feelings the student has for you or your class. You shouldn’t make it personal when you handle it.
- Consequences are important. Your school probably has a policy about plagiarism. Follow it. That means the student will need to be punished even if he/she is contrite and promises never to do it again.
- Move on. After the consequences have been given, forgive the student. Go ahead and check their work more carefully in the future. That’s common sense. Don’t make the student feel as if they have irreparably damaged their relationship with you.
- Make sure the parents know. It might be a good idea to address parents from the point of view of a parent—show your concern and assure the parent that though there will be consequences, you understand it was a mistake and will be moving on and putting it behind you. Assure the parent the student will have a second chance. Parents need to know because any consequences will likely impact the student’s grade.
- Examine the assignment. Is there something about it that made it too difficult for the student to do? Or was the topic the kind of topic that invites plagiarism because it’s a really commonly assigned topic? Is there anything you can do to improve the assignment so that students won’t be tempted to plagiarize? One suggestion I have is to construct the assignment around an authentic audience and task. For example, instead of framing the topic like this: “Analyze Beowulf’s heroic characteristics using textual evidence,” try “You are King Hrothgar. Queen Huffgar the Wise has written you in desperation. She has a horrible problem with Acromantulas in her kingdom, and she has just learned that your own kingdom was recently rid of two terrible monsters. She wants to know if you can recommend the services of a hero who might be able to do the same for her kingdom. Write a letter of recommendation to Queen Huffgar for Beowulf’s services as a hero. Use examples of Beowulf’s heroic prowess from Beowulf.” Those two writing tasks are asking students to do the same thing. One seems like a lot more fun to write (my opinion, of course, given I wrote the task).
Do you have any tips for teachers with how to address plagiarism? Please share in the comments.
Samuel Taylor Coleridge once said “Shakespeare knew the human mind, and its most minute and intimate workings, and he never introduces a word, or a thought, in vain or out of place; if we do not understand him, it is our own fault.” Harold Bloom credits Shakespeare with inventing humanity. Certainly there is no writer I enjoy teaching more than Shakespeare. Part of what makes Shakespeare special is the way that people from all walks of life can find themselves in his works and can connect their own lives to those of characters created hundreds of years ago. One of the more compelling stories I’ve heard regarding Shakespeare’s ability to impact lives is that of Prison Performing Arts, an organization I’ve discussed before. If you aren’t familiar with their work, please listen to this episode of This American Life and come back. I will wait. You must hear it.
Anyone who has ever listened to that program can never forget James Word, the man who played Laertes and credits Prison Performing Arts with helping him “see options” and to express himself. He says that “The delivery of the message, through Shakespeare and mythology, taught me life’s lessons.” I receive a newsletter from Prison Performing Arts as a supporter of their organization, and in the recent issue, Ann Haubrich has written an update on James Word. He has been released from prison and is attending college full time. He mentioned earning an A on his first English paper, which absolutely thrilled me to learn, and he discussed his desire to start a theater program for young people at his father’s church. As Word says, “If you can catch them while they’re young, before they get sent to prison, they can recognize their potential and be saved.”
It may sound idealistic, but it obviously works. Prison Performing Arts works with people that most of society has given up on, and it’s encouraging to read about their successes. I came home to find this letter in my mailbox after a great day teaching Shakespeare. My students have finished Act 1 of Macbeth, and I gave them a quiz over Act 1 from Shakespeare Set Free Volume 1. I read an article in the September 2010 issue of English Journal by Timothy Quinn and Todd Eckerson about collaborative reading quizzes. I applied this strategy to this quiz over Act 1. The students talked about each of the quotes and came to a consensus about who said the lines, to whom the speaker was speaking, and what the context of the quote was. Both of my classes earned perfect scores on the quiz. Obviously, it means that the methods in the Shakespeare Set Free unit work for helping students remember the language and learn the story. If you could have been a fly on the wall listening to my students talking about the play, I think you’d have enjoyed their discussion. It was especially interesting to hear them figure out when they were initially mistaken about a quote and discuss it. I never said a word. They conducted the discussion and reached the answers on their own.
I felt incredibly lucky to be able to teach Shakespeare to my students. Shakespeare belongs to everybody, from prison inmates to Jewish high school students. As Ben Jonson observed, “He was not of an age, but for all time.” His ability to teach us about ourselves, and the richness of his language and his themes never grow old. To paraphrase Domitius Enobarbus in Antony and Cleopatra, “Age cannot wither [him], nor custom stale / [His] infinite variety.”
I am presenting at NCTE tomorrow morning at 9:30 at the Yacht and Beach Club in Grand Harbour Ballroom South. You can download and/or view all my session materials here.
Note: I think if you visit the presentation on SlideShare and download it, you can get the notes.
Here is my handout for my Macbeth performance task that I discuss as an alternative to a performance.
Here is a graphic organizer for my comparative video exercise for Act I Scene 1. I use the filmed versions of Macbeth directed by Jack Gold, Roman Polanski, and Geoffrey Wright for this activity.
Here is a Wordle made from the text of Macbeth that I use to introduce students to themes in the play.
Chris Shamburg’s radio play of the “Double, Double, Toil and Trouble” scene.
If you want to explore the UbD Educators wiki (Understanding by Design, ® ASCD) for a variety of resources, feel free to check it out. You don’t have to join to lurk; you have to join to contribute your own work.
Links to my previous work aligning Folger methods with backward design:
- Romeo and Juliet unit plan
- Macbeth unit plan
- Taming of the Shrew unit plan
- A Midsummer Night’s Dream unit plan
- Much Ado About Nothing unit plan
Blog posts about Folger/teaching Shakespeare:
- Shakespearean Insults
- Proof Folger Methods Work: Week in Reflection, 1/20-1/23
- I Noticed: Week in Reflection, January 12-16
- Taming of the Shrew
- Folger Shakespeare Mini-Institute
- Hamlet and Romeo and Juliet
- Teaching Romeo and Juliet: Part One
- Teaching Romeo and Juliet: Part Two
- Teaching Romeo and Juliet: Part Three
- Teaching Romeo and Juliet: Part Four
- Who Killed Romeo and Juliet?
- Julius Caesar
Links to other helpful resources:
- Folger Group on NCTE Ning
- Folger website
- Making a Scene: Folger blog
- NY Times Blog’s resources for teaching Shakespeare
- Folger Teaching Shakespeare Institute Wiki
- Donors Choose
If you would like to see the Shakespeare Made Easy activity I mentioned, please visit and join A Way to Teach. You’ll find a lot of great resources there.
If I can think of more stuff to add later, I will, so bookmark this post if you’d like to access it more easily.
A couple of years ago when I wrote a post for Grant Wiggins’s now defunct group blog The Faculty Room, I found myself in the midst of a tangle with Alfie Kohn about homework. After reading Shelly Blake-Plock’s post about homework today, I realized Kohn and I were talking about two different things: he was talking about busy work, worksheets, and the like, and I was really talking about preparing for class, although I couldn’t articulate what I meant at the time. Most of the homework my students have is class preparation: reading, answering questions we are going to discuss in class, anticipatory assignments, and the like. Wish I’d been able to explain that was what I meant at the time. However, I’m not sure it would have made a difference, at least not with that particular audience. I have found it interesting how many parents view a large amount of homework, even busy work, as a good thing—it proves their students are learning—and a lack of homework as a bad thing—students must not be learning anything. As in almost everything, it’s the quality, not the quantity, that counts.
photo credit: D’Arcy Norman
This post started with a tweet from Gary Anderson about what his daughters were reading:
Donalyn Miller shared how sad that tweet made her in a reply. I jumped in and later Paul Hankins, Karen LaBonte and Kim McCollum joined the conversation. A few others dipped in and out. The bottom line. What is the purpose of summer reading? How do we assess it? Should we even have required books or should we let students choose?
My school requires students read three books (four if you’re in AP). Of those three, one is a required book, one is a choice selected from a list of about ten books, and one is a faculty seminar book—students sign up the previous spring for the book they want to read. We have everything from The Eyre Affair to Hunger Games to Bringing Down the House. The students seem to like it, and there is sometimes a mad rush to sign up for first picks.
When students return, our first unit of study is the required book. I usually ask students to create a project for the choice book. The seminar discussion is the only assessment for the faculty book.
Basically, our conversation last night centered around whether we should assign summer reading. I admit I’m torn. I want students to read over the summer, and I want them to pick up books they want to read. I think we try to have some balance in the way we do it at Weber, but I admit some students still grumble. And what we are doing now is a big improvement over what we were doing when I started: three required books, some type of assessment over two of them without discussion (usually a test and an essay). The kids hated it.
I will go on record as saying the chapter summaries deal that a lot of schools do is just painful, and it kills books. My daughter has had to do that for summer reading, and I have watched it destroy any interest she had in the book. She had to do it with Speak, and not only did it frustrate her because she couldn’t tell what constituted a chapter in that book, but the directions given by the school were also no help. Once school started and the teachers recognized this, they backed off on the requirement, and my daughter, who had done a whole lot of work, just felt resentful. Last year, her teacher required these study guides for each book they read. It’s painful! And no choices at all!
I know we have some students who wouldn’t pick up a book all summer without a summer reading requirement. Truth be told, some of them don’t anyway. So what’s the solution? What do you think of summer reading? What should schools do?
I am thinking of using digital portfolios this year. I have a wiki for my classes, and it would be easy for students to have a page on the wiki where they can collect their pieces and also pull in other items, like Glogs, images, videos, and audio. I really liked the idea of an interactive notebook, but I’m wondering if a digital portfolio wouldn’t be easier to grade.
Do you use digital portfolios? What tool do you use to create them? What suggestions would you have for implementation? Would it be better for students to create blogs? I don’t want to use too many different tools because I don’t want things to be confusing.
Karen LaBonte tweeted a link to Cathy Davidson’s post How to Crowdsource Grading. It’s an interesting approach, and something I think could work well in college setting. My grad school program allows students to resubmit work based on feedback, and I have definitely taken advantage of this perk several times.
The trouble I have with it in high school or even younger is the idea of peers being responsible for evaluation. I do peer editing in my classes all the time, but students are not graded on it (aside from simply a check for doing it). I think students should have some choices and some say about their work, but I’m not sure they’re always the best judges (at least high school and younger) of what to assess and how to assess it, so I wouldn’t put the grades in the hands of my own students.
I hate grades. I would do away with them if I could, but my school has them, so the fairest thing I can do is give students various types of assessments that measure what they have learned against my goals for their learning. My feelings about grades are complicated because as a student, I stress out about them. I actually get nervous when I check my grades online. I would do all the work my instructors asked me to do even without grades, and I think I’d be happier just learning rather than stressing about my grades (which I do even though they are good). On the other hand, I know that I am definitely not normal. Would the students do the work if they weren’t graded on it? Depends. I think you can structure an learning experience for students that isn’t graded and still get most students to buy in. The ones that don’t are usually the ones that don’t even with grades.
We recently had a lot of discussions about summer reading with other members of our department and our media specialist. Students must read three (four for AP) books over the summer. One (two for AP) is required. One is chosen from a list. The last is selected from among books the faculty members have chosen to sponsor. Book sponsors lead a discussion about their choices with the students who signed up for their book. Essentially, a fear was expressed that should we not quiz or otherwise formally assess students’ faculty selections aside from the discussion, the students would not read the book. I liked my department chair’s unorthodox response: so they miss a great learning experience. Too bad for them. The person who expressed the fear about students not reading wasn’t satisfied with this response. I added in, “Can’t they just read a book for fun?” It was very clear that this person was worried students would not do anything if a grade was not tied to it.
With college students, you’re working with adults, and while I’m not sure I’d want my grades in the hands of my peers, I could see some type of agreement about what constitutes “A” work being made among students. In my Multimedia Authoring course, one of my peers gave me really poor marks on my project (a difference of at least 9 points out of 50 when compared to the other two evaluators). I think she did it out of spite because when I evaluated her project, I pointed out that nothing in her PowerPoint worked. Wouldn’t you want to know that before it was graded? Or would you be petty because it was pointed out? I digress, but the point is that my instructor evaluated us on our evaluations of others. He docked me a percentage of a point because I gave a criticism in my comments in one area of the rubric, but still gave full points. His reasoning—if there was a problem, it shouldn’t have received full points. Probably true, but he was also a tough (some would say nit-picky) grader. I wouldn’t say nit-picky because I learned a lot from his class, his feedback, and his tough grading. And yes, I have wondered what kind of feedback my peer received for her evaluation of me.
A side note: I am receiving no grades for the major project I’m creating this semester. I’ve worked harder on it than anything else I’ve done. The fact that it won’t be graded hasn’t lessened my motivation. It has freed it. I don’t have to fret about what I might earn on it, so I can just do my best and create a project that I’m proud of.
Quick formative assessments will tell you if your students understand the lesson (or if they were paying attention). They’re also a great way for teachers to check on the learning of all students, not just those who either volunteered or were called on to contribute.
One quick formative assessment that I learned at the Folger Shakespeare Library’s Teaching Shakespeare Institute is called “I Noticed…” Mike LoMonico modeled it for us as a closing activity before breaking for lunch or ending the day. I have used it successfully in my own class since.
How to Do It
We are going to go around the room. (Explain how—by rows, in a circle, randomly called on.) When it is your turn, you need to share one thing you noticed about class today. I will start. I noticed how Angela interpreted the character really well when we read that section aloud. (Then indicate student to start. Help them keep going if they get lost. Make everyone contributes something.)
Index Card Check-In
There are variations on this one, and you’ve probably heard of it before, but just in case you haven’t, the index card check-in is a great way to see where your students are and to guide your instruction.
How to Do It
Give each student an index card. Tell them to write down two observations or connections they made about class and one question they have. Of course, you can change this up and alter the requirements. The cards are the “ticket out the door” and must be collected before students leave. Read over the cards and incorporate discussion of particularly interesting connections or statements and student questions into the next lesson.
This one is another oldie, but I hadn’t heard of it until a few years ago perhaps because I think it works better for subject matter in which there are definite answers (for example: is this a mixture or a solution?).
How to Do It
Tell students the key for the answers. For example, one finger might be mixture and two fingers might be solution. When you ask a question, have the students hold up their fingers to respond. Look out for incorrect answers or students who hesitate before holding up their answers and look around to see what the other students think. They are having trouble with the material.
I know English teachers use journaling a lot, but it can be great way to close class for any subject.
How to Do It
Give students a topic related to the lesson and anywhere from 3-10 minutes (depending on complexity and level) to write a response. Collect responses. You can use these responses to begin the next class, noting particularly good insights.
If you have good ideas for quick formative assessments, please share them in the comments.
photo credit: bionicteaching