1. TEACHER IN-SERVICE:
DESIGNING ASSIGNMENTS
THAT ARE PLAGIARISM-
PROOF
By Brattleboro site

2. Issues with the Research
Process?
Are your students attributing their sources?

Are they “taking notes” by cutting & pasting

text or copying large sections by hand?
Have your students connected with the

material and using their own voice, or are they
playing the game of school?
Is research for primary students really

possible?

3. Agenda
Key points to prevent plagiarism

Resources for each key point

Wiki pathfinder “take-away” for you

Note-taking graphic organizers, strategies & lesson
plans

4. Key Points to Prevent
Plagiarism
Educate students about plagiarism and
1.
copyright law
Start research with student interest and a variety
2.
of resources
Provide Note-taking strategies & graphic
3.
organizers
Model paraphrasing and note-taking for students
4.
Practice & Assess paraphrasing
5.
Design lessons that require critical thinking and
6.
synthesis of information

5. 1. Educate students about plagiarism &
copyright law
What is plagiarism?
http://www.iimresearch.com/downloads/IIM_plagiarism_Q&A.pdf
Anti-plagiarism strategies for the teacher
http://www.virtualsalt.com/antiplag.htm
For middle/high school students, hear from the Twilight series
author
Stephenie Meyer on what it means to her having her draft
posted
illegally on the web
http://www.stepheniemeyer.com/midnightsun.html
10 Big Myths about copyright explained
http://www.templetons.com/brad/copymyths.html

6. 2. Start research with student interest and a
variety of resources
Questioning Skills Development, see “Teacher tips” at
http://www.iimresearch.com/teacher_lounge/archive
strategies.php#questioning_skills_development
Start with students‟ prior knowledge and generate
student interest using a KWL or KWHL chart (web search).
Give students time to explore a variety of resources using a
pathfinder

7. 3. Provide Note-taking strategies & graphic
organizers
Independent Investigation Method (IIM) – a K-12 model
“… based the IIM on findings showing that students must
be specifically taught the process of research
(Cassidy, 1989) beginning at a very early age and in a
gradual, sequential, and cumulative way (Wray, 1988)
that is integrated into the regular curriculum (Eisenberg
and Brown, 1992).”
(http://www.maupinhouse.com/pdf/toc_intro.pdf, p.2)
For more resources, see pathfinder at …
http://edli274.pbwiki.com/Brattleboro-Profile

8. 4. Model paraphrasing and note-taking for
students
Teaching paraphrasing strategy
http://online.edfac.unimelb.edu.au/LiteracyResearch/pub/teac
hin
g_strategies/Annon5TS.pdf
Note-taking: Paraphrasing (using the RAP strategy)
http://www.sbhsd.k12.ca.us/sbhslib/research/20paraphrasing.
htm
Teach the difference between Quoting, Paraphrasing, and
Summarizing
http://owl.english.purdue.edu/owl/resource/563/01/

9. 5. Practice & Assess paraphrasing
Practice to develop habit
“Where paraphrasing is not valued, indiscriminate copying
and plagiarism frequently results.” (Guided Inquiry, p.
136)
Use group processing to assess paraphrasing and learn
from group discussion
See “Intervention Questions for Basic Inquiry Abilities”
table in Guided Inquiry, p. 136

10. 6. Design lessons that require critical
thinking and synthesis of information
Critical thinking skills using Bloom‟s taxonomy
http://712educators.about.com/od/testconstruction/p
/bloomstaxonomy.htm
Tell „em What it Ain‟t: Teaching Synthesis Through Anti-
Synthesis
http://www.bgsu.edu/downloads/provost/file46354.pdf
Learning objectives for synthesizing from Into the Book (incl.
videos)
http://reading.ecb.org/teacher/synthesizing/index.html

11. Bibliography
Kuhlthau, Carol C. Guided Inquiry: Learning in the 21st

Century
http://www.plagiarized.com/prevention.html

http://itmc.cesa5.k12.wi.us/kim/presentations/documents

/go_notes/Notetaking_Strategies.pdf