5. Make the penalties clear. If aninstitutional policy exists,quote it in your syllabus. If you have your own policy, specify thepenaltiesinvolved. For example, "Cheating on a paper will result in an F on thatpaper with no possibility of a makeup. A second act of cheating willresultin an F in the course regardless of the student's gradeotherwise." Ifyou teach at a university where the penalty for plagiarism is dismissalfrom the university or being reported to the Academic Dean or Dean ofStudents,you should make that clear as well. Even the penalties can bepresentedin a positive light. Penalties exist to reassure honeststudentsthat their efforts are respected and valued, so much so that those whowould escape the work by fakery will be punished substantially. Note:There are always a few students who will be caught plagiarizing andthen claim that no one cared or told them. When you point to thesection in your syllabus, they will say, "I thought it was a genericsyllabus so I didn't read it." The better idea, then, is to read theappropriate places from the syllabus to the class at the first meeting.
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8. Require a metalearning essay. On the dayyou collect the papers,have students write an in-class essay about what they learned from theassignment. What problems did they face and how did they overcome them?What research strategy did they follow? Where did they locatemostof their sources? What is the most important thing they learned frominvestigatingthis subject? For most students, who actually did theresearch paper,this assignment will help them think about their own learning. It alsoprovides you with information about the students' knowledge of theirpapersand it gives you a writing sample to compare with the papers. If astudent'sknowledge of the paper and its process seems modest or if the in-classessay quality diverges strikingly from the writing ability shown in thepaper, further investigation is probably warranted.
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When studying, you are burdened with too many assignments to handle on your own, which often results in lack of time and thought put into some of them. This can make you less successful in your studies and bring down your grades, because every professor expects an excellent paper that you have given your best effort and all the free time you may have had. Unfortunately, this is not always possible and you have to put up with lower grades that acceptable. Or do you?
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Discussing with students why plagiarism is wrong may behelpful also. Clarifying for them that plagiarism is a combination of stealing(another'swords) and lying (claiming implicitly that the words are the student'sown) should be mentioned at some point, but should not be the wholeemphasisor you risk setting up a challenge for the rebels (those who like tobreakthe rules just for fun). Many statements on plagiarism alsoremindstudents that such cheating shows contempt for the professor, otherstudents,and the entire academic enterprise. Plagiarizers by theiractionsdeclare that they are not at the university to gain an education, butonlyto pretend to do so, and that they therefore intend to gain by fraudthecredentials (the degree) of an educated person.
Perhaps the most effective discussion will ask the students tothinkabout who is really being cheated when someone plagiarizes. Copyingpapers or even parts of papers short circuits a number of learningexperiencesand opportunities for the development of skills: actually doing theworkof the research paper rather than counterfeiting it gives the studentnotonly knowledge of the subject and insights into the world ofinformationand controversy, but improves research skills, thinking and analyzing,organizing, writing, planning and time management, and evenmeticulousness(those picky citation styles actually help improve one's attention todetail). All this is missed when the paper is faked, and it is these missedskillswhich will be of high value in the working world. A degreewill helpstudents get a first job, but performance--using the skills developedbydoing just such assignments as research papers--will be required forpromotion.
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4. Require process steps for the paper. Seta series ofdue dates throughout the term for the various steps of the researchpaperprocess: topic or problem, preliminary bibliography, prospectus,researchmaterial (annotated photocopies of articles, for example), outline,roughdraft, final annotated bibliography, final draft. Some of these partscanbe reverse engineered by the determined cheater, but most studentsshouldrealize that doing the assignment honestly is easier than thealternative.