It takes time

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One of the basic tenets of this blog is that we do students a disservice when we give them the impression that the main purpose of citing and referencing is to “avoid plagiarism.”

The way I see it, “avoiding plagiarism” is at best a by-product of citation and referencing. It is a long way from being the main or the only reason for the practice. It makes for angst (“what if I get it wrong?”) and it leads to confusion. Because of the nit-picking demands of getting one’s references absolutely perfect, it can lead to boredom. It leads to taking short-cuts, to avoidance of using other people’s work in support of one’s own ideas and statements, to a loss of the writer’s own voice and ideas.

At the same time, as demonstrated by repeated uses of Jude Carroll’s Where do you draw the line? exercise, there are wide differences between what different teachers class as plagiarism. This serves further to confuse, as when a student who has had work long accepted finds her standard practice is suddenly condemned Continue reading

APA mythtakes

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We don’t take note of non-coincidences, do we? It’s different when two similar events happen close to each other. Wow! we say, what are the chances of that happening twice in the same day? Coincidences stick in the mind, single events do not stick so readily. (This one stuck so solidly that it pushed me into blogging again.)

A recent EasyBib blog post was one half of such a coincidence. Michele Kirschenbaum’s blog post Video Lesson: In-Text Citations had upset me on two counts. Although published on 29 September 2017, my Google Alert did not pick it up until last week.

Count #1: the video gives the impression that in-text citations and parenthetical citations are one and the same

This impression is confirmed in the text of the blog where we read “We think this video, which provides an introduction to in-text, or parenthetical citations, is a great addition to your classroom resources.”

Me, I don’t think it such a great addition, not least because parenthetical citations are one kind of in-text citation, but not the only kind.

Other kinds are available, not least when the citation starts the sentence Continue reading

Seeds or weeds?

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It is sadly ironic when someone writing about plagiarism (with the intention of helping readers understand what plagiarism is and how to write correctly) commits plagiarism.

It happens all too often. I am sure that, in most cases, it is unintentional. The trouble is, readers of their work may sometimes be confused, especially if confused examples are presented. As instances, there are writers on plagiarism who still seem to believe that it is enough to list their sources at the end of a paper.  There are some who appear to think that citation in the text is enough, but are apparently unaware (or who forget) that quoted words demand quotation markers (such as quotation marks or indented paragraphs or a change of font).

I don’t know what to make of the writer of the article, “Planting Seeds,” published in Blossoms: the official newsletter of Abuja Preparatory School (No. 25, 9 March 2016).

The newsletter is aimed at parents. Full credit to the writer for trying to help parents understand what plagiarism is, and understand how students can legitimately use other people’s words and work [“All they have to do is always acknowledge who and where they got it from”]. There is also a section on how some forms of help which parents often give are actually unhelpful, not least because they encourage bad habits and understanding/s. I am particularly impressed that this school takes students up to year 6, ages 10 to 12. I believe the earlier the values of honesty and integrity are inculcated, the better – the awareness of honest use of others’ work is “planting seeds” indeed.

But there are two paragraphs in the newsletter article which give me pause.

The first of these is Continue reading

When you get wrong answers to the wrong questions…

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There has been a bit of a splash in the last few days, publicity regarding a study of Turnitin by Susan Schorn of the University of Texas.

iSchoolGuide, for instance, splashed an item by Sara Guaglione: University Of Texas At Austin Writing Coordinator Susan E. Schorn Finds Turnitin Software Misses 39 Percent Of Plagiarized Sources, and EducationDive posts a similar take on the story, this by  Tara García Mathewson, Plagiarism detection software often ineffective.

There is not a lot new here, not for regular readers of this blog. Turnitin is ineffective.

Both articles are based on a post in InsideHigherEd by Carl Straumsheim, What Is Detected? worth reading, for its content and for the comments it has generated. Again, not a lot new, not for regular readers of this blog. Turnitin is ineffective (as are other so-called plagiarism detectors, it is not just Turnitin which is problematic).

Straumsheim goes further (than Guaglione and Mathewson), pointing to Turnitin’s propensity to assign false negatives Continue reading

Isn’t it ironic?*

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Congratulations, the National University of Sciences and Technology (NUST) in Islamabad.  According to The News International (27 March 2015), the university has won a Turnitin Academic Integrity Award.

 

It is the third paragraph which catches the eye. It reads:

 

 

Turnitin claims to be the global leader in evaluating and improving student writing. The company’s cloud-based service for originality checking, online grading and peer review saves instructors time and provides rich feedback to students. One of the most widely distributed educational applications in the world, Turnitin and Ephorus is used  by more than 15,000 institutions in 140 countries to manage the submission, tracking and evaluation of scholarly work online.

Now, this seems so very similar to Turnitin’s description Continue reading

How much plagiarism? (revisited)

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The Bangalore Mirror today publishes a report:  Ctrl-C-Ctrl-V, but only up to 25%, VTU tells its PhD students, with the sub-heading

After installing new anti-plagiarism software to sniff out borrowed material, the technology varsity has realistically left some room for ‘permissible lifting’.”

It seems that students have been turning in their PhD theses with more than 50% “borrowed” material.

A VTU official said the new plagiarism software aims to inculcate in students respect for academic integrity and discipline, even as it identifies acts of dishonesty.

To restore credibility to the University’s degrees, and (as stated in the article) “to inculcate in students respect for academic integrity and discipline, even as it identifies acts of dishonesty,” the amount of allowable plagiarism is to be capped at Continue reading

WriteCheck gets it wrong (again)

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The latest entry on the WriteCheck blog, 3 Ways to Avoid Plagiarism – Summary, Paraphrase and Quote includes a teaching video and the transcript of the spoken text.

It’s an interesting piece; I’m not sure how useful the video would be as a teaching tool or as a learning tool. There are too many holes in it.

Again and again, in the video and in the text, we are told:

Avoiding plagiarism is pretty simple because there are only 3 ways to borrow information, so you only need to know the requirements for these three techniques, and you should have it.  The three ways to save yourself from plagiarizing are summary, paraphrase and quote.

And that’s just plain wrong. Continue reading