In this new book from Routledge and MiddleWeb, author Angie Miller shows how you can turn your students into informed citizens by teaching them how to research effectively. In today's information-saturated world research skills have moved beyond fact-finding, into fact-sifting, fact-sorting, and fact-assessing. Miller shows you how to help…

Describes several situations faced by teachers in writing-intensive classrooms--experiences common to most teachers of writing. Shares examples to explore how issues related to plagiarism and its effects are both reproduced and changed in new research spaces. Discusses how to best handle plagiarism in first-year writing classrooms and how to best…

Argues for a context-sensitive understanding of plagiarism by analyzing a set of written institutional policies and suggesting ways that they might be revised. Offers examples of classroom practices to help teach a concept of plagiarism as situated in context. Concludes that plagiarism is an area where students need access to their teacher's…

Recommends adding formal training in note taking to the high school English curriculum to help students master the skills of abstracting major ideas from texts, summarizing facts, and paraphrasing materials. Suggests an approach to note taking. (RBW)

Explains the legal issues involved in plagiarism and suggests strategies to deal with and prevent it. (JL)

Ponders plagiarism. Proposes a "personnoting page," a place where students acknowledge everyone who helped them as a way of avoiding plagiarism. (JL)

Describes two teaching methods that use (1) oral reports to end student term paper plagiarism and (2) newspapers in business communication classes. (FL)

Suggests several ways to prevent intentional and unintentional plagiarizing by students writing research papers. Suggestions include: limiting topic choice, requiring formal research proposals including bibliography, requiring recent periodical references, and asking for an informative abstract of the paper to be written in class the day the…

An exercise derived from observation of students' common notetaking practices is designed to make plagiarism less likely by involving the student in the writing from the beginning and by making the notetaking process more efficient. (MSE)

Describes teaching plagiarism to students of English as a Second Language by treating it as a technical, ethical, and cultural issue, and by giving students ample, semester-long opportunity to practice their newfound skills. (SR)

Explores the definition of plagiarism in terms of genre. Recommends ways that business communication faculty can provide their students with an understanding of the problem and its solution. Suggests that business communication needs a broader view of what constitutes plagiarism, how documentation expectations are developed, and why the ethical…

Describes the structure of the Towson Transition Course (TTC) and the methods used to teach effective science writing. Points out the importance of communication for scientists and presents common technical problems in students' writing including weakness in logic, audience- or discipline-related stylistic incongruities, plagiarism, and mechanical…

Recommends assigning a short research essay as a productive alternative to the large research project in the freshman writing class. (JL)

Examines student and faculty attitudes towards plagiarism, noting that plagiarism often arises from students' conflicting membership in social and academic communities. Describes two classroom strategies for exploring attitudes and values impinging on plagiarism, arguing that plagiarism is a rich topic for an informal collaborative research…

Challenges the traditional notion of plagiarism in terms of students who write in English as a second language (ESL). Proposes what constitutes legitimate language re-use. Concludes that professors should change their methods of teaching to accommodate ESL students' learning methods and expectations. (PM)