You are on page 1of 3

Assignment: Deconstructing Plagiarism Weve had rich discussions concerning authentic writing, and what it means to lean too

heavily on other material. Now, its time for you to explore various sources and form deeper understandings of the levels of plagiarism, current issues with it, and what you can do to avoid it. Remember, each person in the group has a defined role. One of you will be the facilitator, one will read aloud, one will note-make, and all will discuss the questions and work together to create a product. Second, its time for you to create a product that achieves one of the following for our classroom blog. The post will address and complete appropriate documentation procedures, as well as feature examples from the work in class. Students will have a wide-range of choices for creating their post. The choices range from the following: Using the document camera and microphone to create a video demonstrating appropriate use of documentation. Using a smart phone to create a video featuring the same. Creating their own mash-up from various resources to warn students about the accidental plagiarism. Creating a quick documentary on the literary mashup style and why it is not actually considered plagiarism. Creating and laminating a poster to use in class featuring best practices for avoiding plagiarism. Creating a music mash-up video in which you address plagiary. Evaluation: Group Observation and Collaboration, questions for exploration, documentation (internal and bibliographic entry), and product (which features the documentation.) Resources: The OWL at Purdue (hard copy of printed resource). Resource A) http://chronicle.com/blogs/profhacker/mashups-in-the-literatureclassroom/29252 First, consider the following questions for exploration: a) What is a literary mash-up, and how does it relate to the issue of plagiary? b) What is the difference between the literary mash-up and outright plagiary? c) What examples of literary mash-up could you provide that would help us determine what it is? d) When is it appropriate for students to use literary mash-up? Second, its time for you to create a product that achieves one of the following for our classroom blog. The post will address and complete appropriate documentation procedures, as well as feature examples from the work in class. Students will have a wide-range of choices for creating their post. The choices range from the following:

Using the document camera and microphone to create a video demonstrating appropriate use of documentation. Using a smart phone to create a video featuring the same. Creating their own mash-up from various resources to warn students about the accidental plagiarism. Creating a quick documentary on the literary mashup style and why it is not actually considered plagiarism. Creating and laminating a poster to use in class featuring best practices for avoiding plagiarism. Creating a music mashup video in which you address plagiary. Resource B) http://www.npr.org/templates/story/story.php?storyId=124835513 Questions for Exploration, after listening to the interview: a) What are the authors intentions for his work? b) Does the site seek to promote the authors work, or simply feature it for viewer/listener interest? How can you tell? c) Does the author seem credible? Some people feel that he is irrelevant by writing a text that features Abraham Lincoln as a vampire hunter. How authentic is this? d) Are we to suppose that the author is credible, or simply unable to come up with his own creative fiction? Cite evidence from the interview. Resource C) http://www.smc.edu/StudentServices/HonorCouncil/Documents/EthicalProfessorNo.15.pdf Questions for Exploration: a) What form of publication is the Ethical Professor? b) What issue does the form explore? c) The text claims that When we find student work that is a mash-up of various sources without proper citations, we immediately accuse them of plagiarism. What we may fail to realize, however, is thatfor our students--the line is blurry between building it and writing it. Do you agree that most students fall into the category of students who think that mash-up writing is correct? Conduct a quick survey of your peers. Share out the results. d) The text claims that we live in a mash-up culture. In your own views, define mash-up culture, and explain why or how we may live in one. If we are such a culture, how did we get this way? Resource D http://www.usatoday.com/life/books/news/2010-03-04-mashups04_ST_N.htm

Questions for Exploration: a) Examine the text. Identify its form, and identify a purpose verb that closely mirrors the authors intentions. b) According to the author, how much of the zombied version of Pride and Prejudice is Smiths, and how much is original, or source material? c) Based on the texts exploration of this example of mash-up, how could the genre be successful? d) Determine the authors overall opinion of the mash-up. Cite four pieces of evidence that indicate his attitude toward it.

Rubric: Formative Assessment Your work will be scored according to the following criteria: Acceptable Unacceptable Each group member contributes as Group members are distracted or directed. Members share in uninvolved with project. There is discussion of evidence in text. one-sided or unequal discussion of There is no down time. evidence in resource text. Product features correct internal documentation as well as biblio entry, as guided by the OWL resource. Product demonstrates new learning or understanding, and does not merely summarize the text. Product does not attempt internal documentation or does not attempt the biblio entry. Group does not attempt to use the OWL resource. Product only summarizes the text, but does not feature a new understanding or connecting of ideas.