Hi Bente,
I notice you are at a sprogcenter, so is that 57 sprogs?
Frances Bell
Posts made by Frances Bell
Moodle in English -> Lounge -> Plagiarism -> Re: Plagiarism
by Frances Bell -
Hi Dr Bhatia,
Great to meet a fellow bibliophile and I am glad that you weren't replying to my post.
I can see you are someone who goes in for robust communication, so here are two robust comments:
1. I am not part of your 'we' who creates plagiarism, and I am not sure who is around here. On the contrary, I believe that students can be let down as much by too low expectations as they can by too high expectations. Many women have experienced the deadening effect of underestimation of potential IMHO - I know that I have.
2. Be a bit more circumspect with where you click reply - random replies and robust communication style do not go together
Great to meet a fellow bibliophile and I am glad that you weren't replying to my post.
I can see you are someone who goes in for robust communication, so here are two robust comments:
1. I am not part of your 'we' who creates plagiarism, and I am not sure who is around here. On the contrary, I believe that students can be let down as much by too low expectations as they can by too high expectations. Many women have experienced the deadening effect of underestimation of potential IMHO - I know that I have.
2. Be a bit more circumspect with where you click reply - random replies and robust communication style do not go together
Moodle in English -> Lounge -> Plagiarism -> Re: Plagiarism
by Frances Bell -
One of the difficult things about plagiarism is defining what it is as your comment about the NICE web site shows. Research and scholarship obviously requires using the ideas of others, and giving them credit for it. I don't regard first year undergraduate students who need help in doing this as cheats even if that is what you inferred from my post.
I genuinely did have a laugh with those students about the irony of plagiarising a definition of plagiarism, and I truly hope that they were not pyschologically damaged by this experience. This work was deliberately a very small part of what the were asked to do and none of the students failed the module as a result. I know that they would be very likely to be damaged (psychologically or otherwise) by ending up involved in my university's disciplinary committee for plagiarism. Avoiding this was one of the purposes of the exercise.
You said "And he also let's it be known that instances of plagiarism do occur, but he doesn't mind if the student has honestly read that plagiarised stuff and understood it." I think that if a student uses a definition of plagiarism without attribution when asked to explain it in their own words but with reference to what others have said, then that is a pretty clear indication that they did not understand what they have read.
I think that you are reading far too much into what I said - I don't reject them as people if their work falls below a standard.
BTW I also enjoyed reading Catcher in the Rye and Zen and the Art of Motorcycle Maintenance
I genuinely did have a laugh with those students about the irony of plagiarising a definition of plagiarism, and I truly hope that they were not pyschologically damaged by this experience. This work was deliberately a very small part of what the were asked to do and none of the students failed the module as a result. I know that they would be very likely to be damaged (psychologically or otherwise) by ending up involved in my university's disciplinary committee for plagiarism. Avoiding this was one of the purposes of the exercise.
You said "And he also let's it be known that instances of plagiarism do occur, but he doesn't mind if the student has honestly read that plagiarised stuff and understood it." I think that if a student uses a definition of plagiarism without attribution when asked to explain it in their own words but with reference to what others have said, then that is a pretty clear indication that they did not understand what they have read.
I think that you are reading far too much into what I said - I don't reject them as people if their work falls below a standard.
BTW I also enjoyed reading Catcher in the Rye and Zen and the Art of Motorcycle Maintenance
Moodle in English -> Lounge -> Plagiarism -> Re: Plagiarism
by Frances Bell -
I do have a funny story to tell about this. Last year, I was teaching research skills to Y1 undergraduates and dreamed up an exercise (after various support lectures, tutorials and online quizzes) where students wrote a 500 word article for a student magazine explaining what plagiarism was and how to avoid it.
Imagine the fun conversations I had with the minority who plagiarised the explanation of plagiarism.
I think they now have some understanding of what plagiarism is, and I am just hoping they will avoid it in future.
BTW my plagiarism detection software was my nose and google.
Imagine the fun conversations I had with the minority who plagiarised the explanation of plagiarism.
I think they now have some understanding of what plagiarism is, and I am just hoping they will avoid it in future.
BTW my plagiarism detection software was my nose and google.
(I think that this discussion is here is very interesting and would not wish to put a 'cordon sanitaire' around it )
A couple of years on from basing the ethos statement on the UNESCO principles, I am no longer sure that works but still think they can provide a good trigger for discussion. What I am more sure about is that not all voices are heard, even when free speech is espoused. Susan Herring claims that:
A couple of years on from basing the ethos statement on the UNESCO principles, I am no longer sure that works but still think they can provide a good trigger for discussion. What I am more sure about is that not all voices are heard, even when free speech is espoused. Susan Herring claims that:
- men still dominate public discussion forums (Herring, S.C. (2003a) ‘Gender and Power in Online Communication’, in J. Holmes and M. Meyerhoff (eds) The Handbook of Language and Gender, pp. 202–28. Oxford: Blackwell.)
- and that loss of personal privacy is an underlying concern (Herring, S. C. (2004). Slouching Toward the Ordinary: Current Trends in Computer-Mediated Communication. New Media & Society, 6(1), 26-36.).
I have evidence of this from CABWEB where someone wrote to tell me that s/he had withdrawn from CABWEB (and Moodle.org incidentally ) because s/he was concerned about who might be checking up on what was said. Open to Google may be a big barrier to some people (cf. recent discussion on depression where Chardelle offered to set up private space).
I like you Ger live in the 'not so nice real world' and think that we do need to talk about talking from time to time, and also think about who's not talking - here and in class.