Additional Resources
The following book was given to the participants in the weekend seminar. This book can give you much insight and inspiration. The WAC Casebook: Scenes for Faculty Reflection and Program Development. New York: Oxford University Press, 2002.
This book is designed for faculty and instructors who want to incorporate writing in helpful and productive ways in every higher education classroom--regardless of the discipline. A unique collection, it brings together approximately fifty actual or highly realistic scenarios that anticipate the range of situations faculty confront in writing across the curriculum programs. Organized into eight chapters, these scenarios do not end with resolutions; rather, they pose complex and engaging questions that encourage readers to become more reflective about their teaching. These narratives will prompt debates about possible courses of action and explorations of the issues. The chapters focus on such areas as the design of effective writing assignments and responding to and evaluating student writing. The content also addresses the question of working across disciplines with faculty who may share different views of writing and how it is best taught or learned. Each scene ends with provocative questions for reflection and discussion, as well as suggested readings to enrich the analysis. A list of web-based resources is included in an appendix. Ideal for faculty involved in workshops, seminars, and other faculty-development systems in colleges and universities, The WAC Casebook is an excellent text for graduate students in composition and rhetoric programs or in teacher-education programs.
One of the most common reasons students plagiarize could be because they feel overwhelmed. It's difficult to juggle the demands of several classes, work outside of class, and have a social life. Many students also experience tremendous anxiety about writing assignments and research projects. Maybe they're fearful about asking for help. Perhaps they think that "if it's on the web it's true" and since they "researched" through a search engine it's ok to use the information in their papers.
To read more about why students plagiarize, see the University of Alberta Libraries' site.
A website for identifying items in assignments that are plagiarized is at http://www.plagiarism.org/. This site is designed to provide the latest information on online plagiarism.
A potential handout to share with students about what is and what is not plagiarism can be seen by clicking on this URL. Georgetown University shares this information.
Robert Harris' "Evaluating Internet Research Sources" (VirtualSalt. 17 Nov. 1997. 17 Oct 2000) provides much food for though on "Anti-Plagiarism Strategies for Research Papers."
Some students think that cutting and pasting from the web without referencing the source is ok. You can teach the class to use the papers on the web as sources for their research and how to correctly cite the electronic sources. Click on the Flow Sheet at the bottom of this page for a diagrammed version of lesson planning designed to prevent plagiarism.
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