Module: The Consequences of Plagiarism
N.B. This module begins with a homework assignment.
Summary
Plagiarism and other forms of dishonesty are taken seriously in the academic community and in the workplace. In this exercise, students will learn how CUNY Lehman College and other colleges and universities address academic integrity. Students will then discuss how plagiarism and academic dishonesty can affect someone's long-term prospects.
How it works
- Introduce this activity by acknowledging the seriousness of plagiarism and academic dishonesty in all aspects of school/work, now and in students' future.
- For homework, give students the Purdue University OWL document, "Avoiding Plagiarism" (online at: http://owl.english.purdue.edu/handouts/print/research/r_plagiar.html ), and the Lehman College "Academic Integrity" policy (Academic Policies, 54-5).
- Students will read both documents at home and should complete the exercises on page 4 of the Purdue handout.
- In class the next day and after discussing students' homework answers, teachers should choose from among the following activities, depending on time:
- Flow chart: In this activity, student pairs design flowcharts based on the Lehman Academic Integrity policy (see handout [PDF]). The teacher might get things started by illustrating the first steps or suggesting that students consider "process" and "results." A sample flowchart [PDF] is attached; it is only one possible representation of the process, and teachers may choose to make copies for discussion rather than have students do the drawing. (30 minutes)
- Student testimonials: Have students read the attached testimonials [PDF] from Georgetown University students sanctioned by the school's Honor Council. Students should discuss their reactions to the pieces and whether they feel the authors demonstrate "a lesson learned." ( http://www.georgetown.edu/honor/student%201.htm and http://www.georgetown.edu/honor/student%203.htm )(15-20 minutes)
- Current events: Several noted historians have been accused of plagiarizing from their colleagues. Students will read the attached Slate article about Stephen Ambrose. (N.B. Teachers might want to search for alternate articles or current events.) Have students write a few paragraphs that address Plotz's conclusions about the consequences of and who gets hurt by plagiarism. Or ask them to comment on the sidebar comparison of "fabulist" to "plagiarist." ( http://slate.msn.com/?id=2060618 ) (45 minutes)
Did they get it?
What this module looks like in practice is very much at the teacher's discretion. We hope these exercises illustrate that plagiarism and other forms of dishonesty can be very messy. The flow chart is a complex, somewhat ambiguous structure, but it is important to highlight that at Lehman, as well as in the other cases, written reports can follow the students through their time at the college (or, in extreme cases, when the media report a story).
Even in College Now the report will stay in the student's file. If your students realize that they don't want to take any chances, we believe the lesson worked.