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Thanks so much for all of your suggestions. We decided to go with the students creating a pathfinder and then an annotated bibliography. Very collegiate, hard to plagiarize, different kind of assignment. Here are the suggestions that were posted to the list: There are many resources available online and in print these days that help teachers address the plagiarism issue, such as Jamie McKenzie's work at http://fno.org and Problems are the Solution by Steph Capra and Jenny Ryan (available thru Amazon) Although it doesn't fit your teacher's realm, here is an example given to a Yr 8 class ... "Your task is to research the existence of an unexplained phenomenon. Evaluate the authenticity of your evidence to formulate a conclusion as to whether your chosen phenomenon is based on fact or fiction" (Stephen James-Smoult & Irene Foxon) Putting students in a position where they have to decide an answer to a problem that has at least two perspectives that need to be researched and addressed is just one option. If your teacher looks at some of the verbs that are associated with the higher order thinking skills of Bloom's Taxonomy (http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html would be another starting point, as well as Jamie McKenzie's Questioning Toolkit (in Problems are the Solution). It takes a while to be able to shift our thinking to asking questions and posing problems, but after a while it comes quite naturally. I am currently working with another teacher on a unit about our recent bushfires for our kindergarten classes, and the question we are answering is How have the recent ACT bushfires affected the native animals of the ACT? Their task is to identify what the habitats of a number of creatures was like, and now that it has been destroyed, how will the animals who survived be affected. Even though the answer might be as simple (to us) as the koala will not have any food, there is a lot of learning happening for them to reach that conclusion. And they love the ownership that it gives them ... Go to www.sevenoaks.wa.edu.au and look in the programs sections. At the bottom of the page is a link to modules of online curriculum. The research assignments here are set up as part of a role play and are very difficult to plagiarise - the students must write the assignment in a defined context, ie. application of theory. They still have to reference, but can't actually plagiarise. Although I'm not a high school level teacher, our 8th grade teacher has had a lot of success with designing the question so that they have to do the research and then suggest an alternative to a decision made or an event that happened and substantiate their option. An example would be: What would have happened had Germany won WWII? They would have to research what had happened before the war, how Hitler had rose to power, what positive changes had he brought to Germany, etc. and then project them forward. Each projection would have to substantiated with facts. I'm sure there are plenty of examples of decisions in Economics which could have gone either way with different outcomes. Or how about them using the definitions of at least two different economic models, devise their own? Our English teachers have adopted a system where the kids select a topic within the broad range of the assignment and then research, bring their research to class and write in-class essays on questions designed by the teachers. They have been using this system for 4 years with pretty good results. It forces the kids to: -identify a topic, or understand the assignment from the teacher -research with that topic in mind - kind of like the I-search -read and highlight the material they are going to print out for their research folder, before they do any writing - write in their own words, in class The benefit is that the teachers know it is the students' own work, and it is a good practice for writing essays on examinations. I go into the classes an model how to do the research for this type of assignment. The kids who pay attention get the job done, the others don't. Teachers also assign due dates for parts of the research before the essay writing days, to keep the kids on task. One of the things I've noticed about "research papers" is that students are told to keep away from the first person-- thus there is no opportunity to express an opinion about what was learned. I like Barbara's ideas. The question has to be posed in a way that the student must come to some sort of personal conclusion. As I'm sitting here I just had a thought about a way to present a topic that might make it hard to plagiarize. Example: As you know our state and community are having problems with school funding. You have just been appointed as the sole member of the school committee in charge of making the budget cuts for the next school year. Prepare a paper describing the budget cuts (could choose either local or state cuts, could have to pare a specific $ amount from the budget. ) explain the rationale behind the cuts you would make or methods of increasing income so that cuts could be avoided. The student could be asked to then include a personal philosphy for making the decision ( ie keeping cuts from the classroom) legal reasoning ( our district says that everything is on the line except the Supt's job because the law says we must have one), pros and cons of various cuts, any background to support keeping or retaining certain positions ( ie research on effectiveness of LMS etc.) It seems to me that you could do this with a variety of subjects such as health care, drug laws etc, etc. This is of course just a thought, haven't tried it out at all but I think I may suggest this to a few teacher's on Monday and see if it flies. There is a great book out concerning this topic. I'm not sure of the exact title cause it is at school but I think the title is something Copyright and Plagiarism in the Internet Era. It has a whole section devoted to designing assignments that will help avoid plariarism. Our students do their research in the library for a week under the eyes of the teacher; they turn in bibliography cards and note cards and their sources are checked by the teachers. It would be pretty hard to plagiarize under those circumstances. Doug Johnson suggests topics that personalize the research: How would your favorite athlete fair in the ancient Olympics? President Johnson (or whoever) is coming to our town to visit. Where would you take him and why? Someone in your family has (disease). How does this affect his life? Our senior English teacher requires x# of books, x# of online sources (web based databases, CD-ROM sources, etc.) & no more than X websites. They have a month or 6 weeks to do paper. The first 2 days are spent in the library where I show them what we have available in books, what online sources would be good for their topic, etc. She has a schedule of when things are due. She requires X # of notecards, a certain portion are due each week. She requires an outline, a rough draft & a finished paper (sometimes a re-write too). Anyway, they are given some class time to come to the library or work in the classroom on writing notecards. The notecards have to have the source on them. This particular research paper is on British authors, they have to read a book (from a list she selected), find critical analysis of the work & the author, provide information about the time period the author was writing ...etc. If the student doesn't turn in a list of sources that include the ones we have in our library...she is instantly on the alert for plagiarized works. I'm not sure that the students all read the books (at least not completely), but I think they do a good job finding the other material. AND I had several students this year tell me that the print sources were SO much better than things they had found on the web (music to my ears). More and more of our teachers are requiring signs of progress along the way - Week 1: Students turn in topic or thesis and list of 5-10 questions the student wants to answer. Week 2: students need to turn in an annotated bibliography with 9 sources from 3 different types of material(periodicals, book, internet, video, primary source, etc...) Week 3: Copy of questions with the NOTES to answer them. Print outs from sites, copies of book pages not allowed. Week 4: Rough Draft Week 5: Final Draft 1. Teachers attach portions of the grade to these steps - small, 5-10pts, but they add up. Kids can't pass the assignment without the primary work. 2. Also, if the rough draft doesn't connect with the notes or the sources all of a sudden change it is a pretty good sign that there is some plagiarism going on. 3. It's a way to spread out the work so the kids start to learn how to pace themselves on those upcoming college projects. 4. elimates some of the temptation to plagiarize that happens when students have left the assignment to the last minute. 5. An added bonus is that the teacher can quickly identify students who are struggling and offer additional help. Of course there is always the student who finds a paper online first, downloads it, and works backwards. Honestly, this ends up being more work than doing it the right way and often the sources gives them away. It is very difficult to do an annotated bibliography on a college textbook that went out of print in 1978! I have noticed that teachers who do this have students who turn in higher quality final projects, and there is generally less stress evident in their classrooms. It's fun to work with their classes because I actually get to help students with their research and the students are really focused but not overwhelmed. Contrast journal articles or editorials from recent publications reflecting conservative and liberal viewpoints on current topics. This would be especially useful in Economics or Government classes. Locate a popular magazine article, and then find a scholarly article on the same subject. Compare the two articles for content, style, bias, audience, etc. For advanced credit, find a website on the topic and compare and contrast with the two articles. Create a name/topic for the paper (Shakespeare's World, the Rise of the Nazi Party, etc) and then do a search for it on the Net. If you gets thousands of hits, it will be an easy topic for plagiarism. If it gets few hits, it will be difficult to plagiarize w/o detection. I can't think of a way to make it impossible. Some successful projects that I've seen involved asking kids to compare/contrast seemingly disparate things or events or involved collecting original data (which has its own set of problems). I know an English teacher who works hard on paraphrasing with her students, asking them to paraphrase infor. from resources quite a bit, and she checks this work along the way. She verifies steady work and progress in the research process, so then the paper MUST be made up of these notes and paraphrased info. Hope this helps a little. One of the most sure-fire (but unecological) approaches I've come across this year in a Junior English class is the teacher who requires students to photocopy and hand-in every with the final paper every source they've used in the paper. Students are supposed to highlight the portions of text that they include in their papers (either direct quotes or paraphrasing). Students don't get credit for the paper if they don't hand in all their sources. The teacher doesn't read everything of course....just skims the printouts to see if there is an appropriate number, to see if they match the bibliographies. But if there is ever a question of something not seeming quite right in the paper, all the original sources are there to refer to. Our honors students are required to create a pathfinder in addition to their paper. Their research is also presented as a thesis defense in front of a panel. Check out examples of student pathfinders here: http://mciu.org/~spjvweb/pathfinder.html Our pathfinder template here: http://mciu.org/~spjvweb/pathfinder.html All of our students are trained in thesis building http://mciu.org/~spjvweb/thesis.html and seniors must present their research in front of a group which includes outside evaluators. We've struggled with this and have hosted a full-school inservice on plagiarism. Our new academic integrity policy is listed here: http://mciu.org/~spjvweb/acadintegrity.html The PowerPoint we used in the plagiarim inservice is downloadable from here: http://mciu.org/~spjvweb/plagiarism.ppt Thanks again! Sarah Katz Fox Lane HS Library Bedford, NY 10506 skatz@bedford.k12.ny.us =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-==-=-=- All LM_NET postings are protected by copyright law. To change your LM_NET status, e-mail to: listserv@listserv.syr.edu In the message write EITHER: 1) SIGNOFF LM_NET 2) SET LM_NET NOMAIL 3) SET LM_NET MAIL 4) SET LM_NET DIGEST * Allow for confirmation. LM_NET Help & Information: http://ericir.syr.edu/lm_net/ Archive: http://askeric.org/Virtual/Listserv_Archives/LM_NET.shtml LM_NET Select/EL-Announce: http://www.cuenet.com/archive/el-announce/ LM_NET Supporters: http://ericir.syr.edu/lm_net/ven.html =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=--=-=-=-=-