In Robert Harris' book,
The Plagiarism Handbook: Strategies for Preventing, Detecting,
and Dealing with Plagiarism (2001, Pyrczak Publishing, http://www.antiplagiarism.com/),
he reminds teachers again and again to remember the student point
of view when dealing with plagiarism. Here are some (not all) of
his major points:
* Don't assume students know what plagiarism is.
* Teach plagiarism not from a punitive approach, but rather by
emphasizing good writing and source management skills.
* Distinguish between writing mistakes and deliberate cheating.
* Talk about plagiarism in class, and not just as a hectoring admonishment
warning students to avoid it.
* Make the writing process visible to students (and you) by collecting
drafts, annotated bibliographies, and copies of sources used. Teach
students how to manage sources.
* Design assignments to both mitigate against plagiarism and at
the same time help students learn good scholarly habits.
* Know your school's plagiarism policies and procedures before
you begin the course, so you know your options and rights as a
in advance (see UVA Honor).
* Remember due process and student confidentiality if you need
to make a plagiarism charge.
* Put students at ease in office conferences to discuss plagiarism.
* Give students a chance to explain their paper.
Harris also reminds
us that we don't need to have a copy of the plagiarized source
in hand. By talking to students about the piece, how they came
writing it and where they got the ideas in it, we can learn enough
to determine whether it is likely that they cheated or merely made
mistakes in handling their sources. And very often, notes Harris,
in the course of answering these questions about their paper's
content, when the student ishemming and hawing, perhaps a little
or defensive, a gently asked, "is there anything you want
to tell me?" will lead students to admit they didn't do the
To help you talk about plagiarism with your students, his
a collection of cartoons that illustrate various points of views
about plagiarism (two examples can be found on the Web site),
which teachers are invited to use as handouts, for class discussion,
or in teacher training workshops. Harris also includes several
with exercises to help with correct quoting, paraphrasing, and
summarizing; sample plagiarism statements and policies; a list
of useful search
engines, including databases; a list of term paper mills (which
can often be searched by teachers); and useful Web links and articles.
All in all, Harris offers in this book a good starting place for
developing your own wise response to plagiarism, giving you the
you need to be proactive rather than reactive. Unlike the message
from Turnitin.com, the book emphasizes the role of good teaching
and classroom planning, doesn't assume students are criminals,
and offers a range of resources teachers can use to be better prepared.
Short Bibliography of Texts on Plagiarism
Anderson, Judy. Plagiarism, Copyright violation & Other Thefts
of Intellectual Property: An Annotated Bibliography with a Lengthy
Introduction, McFarland, c1998.
Buranen, Lise, ed. Perspectives on Plagiarism & Intellectual
Property in a Postmodern World, State University of New York, c
Burnett, Dane D. Academic Integrity Matters, National Association
of Black Accountants, c1997.
Clabaugh, Gary. Preventing Plagiarism & Cheating: An Instructor's
Guide, New Foundations, c1999.
Dannells, Michael. From Discipline to Development Rethinking
Student Conduct in Higher Education, John Wiley & Sons, c1996.
Howard, Rebecca M. Standing in the Shadow of Giants: Plagiarists,
Authors, Collaborators, c1999.
Lathrop, Ann. Student Cheating & Plagiarism In the Internet Era:
A Wake-up call for Educators & Parents, Libraries Unlimited,
Pappas, Theodore. Plagiarism & the Culture War: The Writings
of Martin Luther Kind, Jr. & other prominent Americans, Hallberg
Rozychi, Edward. The Plagiarism Book: A Student's Manual,
Book Review & Bibliography by Nick Carbone, 2/19/02