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Lumba 1

(Your name)

(Your Teacher’s Name SPELLED CORRECTLY)

(Title of Course)

(Date of Submission)

Execution of the Solution

Context

To effectively improve student awareness on plagiarism in ADMU, the solution

can begin in the classroom. All first-year students are currently required to take three

units of Purposive Communication (PC) as part of the university’s new core curriculum,

which was first implemented in school year 2018-2019 (“The Core Curriculum”, 2018).

According to the course description, among the objectives of the course is “critical

evaluation” in pursuit of responsible and “purposive” communication (“Core Courses in

English”, 2018). (78 words)

Step-by-step Process

Creative and technical writing educator and consultant Dr. Jeff Karon’s

pedagogical approach can be integrated into the PC course by dedicating a research

assignment on plagiarism in the course’s second mini-task, which focuses on

“persuasion through argumentative claims and evidence” (Lumba, 2018). As most PC

classes have a class size between 25 and 30 students (“Schedule of Classes”, n.d.), the

teacher can assemble students in groups of four or five. Accordingly, the activity

becomes conducive to collaboration among students, and more manageable for the

teacher to facilitate.
Lumba 2

The ideal processing period is three weeks or nine sessions; one week for

lecture and preparation, and two weeks for practical activities and research

presentations. In the first week, the teacher provides existing examples of plagiarism in

the academe, including the sample cases of plagiarism in the Student Guide as well as

prototype essay products from essay-writing services such as InkMyPapers. Students

are therefore informed of the common practices and different levels of academic

plagiarism not only in theory but also in real scenarios.

The teacher should dedicate a session or two to prepare students for the group

research assignment. The assignment should simulate the teacher’s lectures on

dissecting and assessing plagiarism. To make the assignment more relevant and

current to the students’ interest, the teacher can assign each group to focus on contexts

beyond the academe, such as comedy. Each group is expected to accomplish the

following: first, identify the definition or perspective of plagiarism in their assigned

context; second, provide four real-life examples and; third, explain the ultimate

consequences of act based on the examples. This allows students to discover that

plagiarism has different interpretations, circumstances and consequences depending on

the context.

The research assignment should be presented as a written output and a

multimodal presentation. The written output is done individually among members of the

group, while the group presentation is a ten- to 15-minute multimodal report that

synthesizes the individual written outputs. In terms of grading, the individual report is

consider one activity to be averaged along with other major activities under “Process”,

which is 20 percent of the overall grade. The multimodal presentation is graded based
Lumba 3

on group, with each member receiving the same grade, and weighs five percent of the

overall grade. (380 words)

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