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ERIC Number: EJ1116425
Record Type: Journal
Publication Date: 2005-Feb-9
Pages: N/A
Abstractor: ERIC
ISSN: EISSN-1554-8244
Plagiarism across the Curriculum: How Academic Communities Can Meet the Challenge of the Undocumented Writer
Hall, Jonathan
Across the Disciplines, v2 Feb 2005
Student plagiarism occurs in all academic disciplines, and so, for those of us involved with Writing Across the Curriculum and Writing In the Disciplines programs, the first thing we have to admit is: yes, it is our problem. It's everybody's problem, at bottom, of course, but WAC/WID directors are ideally positioned to offer both new conceptual perspectives and new practical initiatives: nobody else on campus is concerned with writing in every department and discipline, and at all levels. Faculty are going to look to us to provide campus leadership on the plagiarism issue, and we need to be ready both to present a more nuanced idea of what plagiarism is, and to develop a coordinated and effective campus-wide plan to address its underlying causes, and thus help to stop it before it happens. But is there a specifically WAC/WID approach to plagiarism? I believe that there is, and that if we construct university policies on this basis, we will be able to reduce plagiarism, to help students incorporate sources into their writing effectively and honestly, and to improve learning. The essence of this strategy can be expressed in four basic principles: (1) Prevent plagiarism through pedagogy; (2) Foster a serious ongoing campus dialogue about plagiarism as an intellectual concept and a social phenomenon; (3) Get students involved in developing anti-plagiarism activities. Help faculty, administrators, librarians, and tutors understand the student experience of plagiarism and incorporate that perspective into their interactions; and (4) When prevention fails, make the plagiarism intervention not only an occasion for punishment, but also an educational opportunity, a way to prevent the next plagiarism.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A