Search for Originality: Tools for Teaching

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Participation TipsHigh Definition Discussants•Mute your microphone when not conversing.•When talking, look into your video camera.•Speak the words, “[your institution] with a question” then wait for the moderator to acknowledge you.

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Example: Sean@NITLE: Here’s another resource …Twitter•Use hashtags #turnitinoriginal and #nitle to contribute to the discussion.

Searching for Originality:Tools for Teaching

Kelly McBride, Poynter


Objectives

• Define originality

• Creating overall expectations (culture)

• Tools of originality


Habits of original thinkers

• Who are some of the best original thinkers of our time?

• What do they do?


Step 1:Identify original thinkers/writers



Step 2: What do original writers do?

• Read

• Write

• Talk about things

• How meaning gets made


What is this?

• Acts of literacy• Acts of civic engagement• Acts of scholarship• Acts of creativity


The opposite of plagiarism is intellectual honesty


Intellectual honesty

• An individual takes full responsibility for his or her own academic progress– Understand and articulate expectations– Describe her own work path or journey– Recognize his academic strengths and weaknesses– Support ideas with data and research

INTELLECTUAL HONESTY REQUIRES ACADEMIC SELF AWARENESS


Writing is the embodiment of all academic work

This is foundation of academic honesty and…


What would you add to the definition of intellectual honesty?


How do you teach that???

• Build a culture – In a classroom– In a support setting (library, writing lab)– Throughout an institution• Mandatory formative classes, first semester/year


How do you teach that???

• Describe and discuss doing the work• Journal• In-class• One-on-one conversations• Facebook or other social media


Step 3: Create social opportunities to describe academic work


so, mrs. P sent back my biblgraphy and told me to do it right wut am i supposed to do?

Just go here http://www.easybib.com/

I looked at these http://www.aresearchguide.com/12biblio.html and made my page look lik them.

http://www.easybib.com/

http://www.aresearchguide.com/12biblio.html

http://www.aresearchguide.com/12biblio.html


she said i didnt punctuate right or space it right

Jack, just go to that link and make your works cited look that htose works cited look at it carefully becayse there are lots of ,,, and “””” and … and (((())))) :-) my mom made my sister help me do mine cause i couldn’t do it right

You ugys are spending waay to much time talking about this it doesn’t matter how you do it because therse no test on this you just have to to get it right for the paper


How do you get students to talk about writing?


Tools of originality


Top five reasons to plagiarize

5. Really don’t care about learning/honesty4. Really don’t care about learning/honesty at

this particular moment3. Don’t have the skills to do something else 2. Source material is inadequate or beyond

comprehension 1. Waited too long to start the process and now

I’m out of options


Five steps to research + writing

1. Find good information2. Understand what the information says3. Tell someone else what the information says4. Write it down the way you tell someone5. Write down where you got the information,

use quotes and commas.


The goal of good information

• To explain facts (Think history, science, current events)

• To explore ideas (Politics, social issues)• To make arguments (Legal or legislative)• To ask questions (What don’t we know)


Describe what you read


If you can’t do the next step, go back

• Go back to step one and start over, you don’t have good information.

• It’s not your fault. • The information you gathered is most likely

badly written.


Self-aware student:

I’m looking for sources that describe what happened and argue in favor of public policies.


Semi self-aware student:

I’ll get a bunch of information, then I’ll figure out what this information does and determine

what I can possibly write.


Unaware student:

I’ll take whatever Google gives me.


2. Understanding information

• If it’s too hard, ask someone to explain it to you.

• Look up the words you don’t know• Break down the sentences, find the subjects

and the verbs. (If you can’t do that, then the material is too hard for you.)


Practice in class, in groups

• Use shared documents, slightly above your students’ ability

• In small groups, read it paragraph by paragraph.

• Take turns explaining, looking up words, diagramming sentences (subject/verb)


3. Discuss the reading in class/pairs


If you can’t do the next step, go back

• Go back to step one and start over, you don’t have good information.

• It’s not your fault. • The information you gathered is most likely

badly written.


4. Write it down in conversational language


Warning signs

• Polished notes• Long, extensive notes


5. Write down where you got it


Other strategies

• Have all students work from shared material• Describe the writing process– Idea, research, focus, order, draft*

• Have students describe where they are in the writing process

Help! For Writers and Writing ToolsBy Roy Peter Clark


Locating the conversation*

• What is the current conversation about this topic?

• What is your response to that?• How do “they” react to you?• What do you say back?

*They Say, I SayBy Gerald Graff and Cathy Birkenstein


What have you done to encourage writing with integrity?


Kelly McBride

[email protected]


Resources

• Article on Academic Integrity by NITLE Fellow Tracy Mitranohttp://blogs.nitle.org/2012/10/29/academic-integrity/

• Research Paper: Developing Strategies to Encourage Original Student Workhttp://pages.turnitin.com/DevelopingStrategiesHE.html

• They Say, I Say: The Moves That Matter in Academic Writing by Gerald Graff and Cathy Birkenstein

• Help! For Writers and Writing Tools by Roy Peter Clark


Discussion Guide for Your Campus

• Who are our original thinkers in our own community? What can we learn from them?

• Do we spend more energy combating plagiarism or teaching students how to be original?

• How do the tools that Kelly McBride has described compare with the ones we use?

• How do we currently share teaching tools and techniques that encourage originality?


Upcoming Events

• Chuck Henry on The Future of Liberal Arts College Library, February 6

• Digital Pedagogy and MOOCification, February 26

• Women’s Studies, Gender Studies, and Digital Humanities, February 27

• Open Education and MOOCs, March 8• NITLE Summit and Symposium, April

15, Emory Conference Center, Atlanta

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Search for Originality: Tools for Teaching