I took a look at Rebecca Moore Howard's blog. She was an expert witness in the McLean suit brought by two students against Turnitin. I agree with lynn168's post and also wonder how anyone can ethically and effectively use SafeAssign or Turnitin? Teachers would be casting students as would-be criminals rather than inexperienced writers. It seems these programs police plagiarism, but are also hobbling the learning process, the "writer-text collaborative experience" as Howard describes.
How can these programs effectively catch a student cheating by using percentages? Using a virtual vault to house thousands of student papers and anteing up rhetorical coincidences through percentages to establish guilt seems ominous. Here's another blog I checked out in reference to the McLean suit. It is a virtual community of responses to the case.
Also, in affirmative response to erenghard's post, I don't get page 11 of Howard's book. I don't understand how the plagiarized paragraph is plagiarism. I showed the page in question to my professor that I G.A. for and she couldn't see it either. Anyone have a clue?
4/4/08
4/3/08
NIU Teaches Us about Academic Integrity
Here is a link to teach students and faculty about academic integrity. http://www.niu.edu/ai/students/
4/2/08
Confession
Hi. My name is Annaluna2369 and I am a “patchwriter.” (cue the laugh track)
So, reading the first bit of Howard’s book, I was surprised that I, Ms. Integrity, would be branded a cheater, a criminal, a…plagiarist! While reading, I frantically tried to recall every piece of writing I have ever done – did I unknowingly do the unspeakable?
I was particularly interested in the passage on page 7 of Howard’s book in the section on patchwriting as learning,
“…students’ patchwriting is often a move toward membership in a discourse community, a means of learning unfamiliar language and ideas. Far from indicating a lack of respect for a source text, their patchwriting is a gesture of reverence.”
And
“…To join this conversation, the patchwriter employs the language of the target community.”
For someone like me, who is struggling to assimilate into grad school, first year, I have this anxiety about contributing original work to the collective pool, when I’m still trying to learn how to swim. I don't mean copying and pasting Foucault into a paper, but how do I write something new? How do I join the conversation?
Now, I wonder (I’m changing topics). Can someone expand a little on “liberal culture ideology” and “social-democratic rhetoric”? I could Google it, but it would be great to hear from others what they know about it and, especially for those who are teaching right now, how it applies in your classroom.
So, reading the first bit of Howard’s book, I was surprised that I, Ms. Integrity, would be branded a cheater, a criminal, a…plagiarist! While reading, I frantically tried to recall every piece of writing I have ever done – did I unknowingly do the unspeakable?
I was particularly interested in the passage on page 7 of Howard’s book in the section on patchwriting as learning,
“…students’ patchwriting is often a move toward membership in a discourse community, a means of learning unfamiliar language and ideas. Far from indicating a lack of respect for a source text, their patchwriting is a gesture of reverence.”
And
“…To join this conversation, the patchwriter employs the language of the target community.”
For someone like me, who is struggling to assimilate into grad school, first year, I have this anxiety about contributing original work to the collective pool, when I’m still trying to learn how to swim. I don't mean copying and pasting Foucault into a paper, but how do I write something new? How do I join the conversation?
Now, I wonder (I’m changing topics). Can someone expand a little on “liberal culture ideology” and “social-democratic rhetoric”? I could Google it, but it would be great to hear from others what they know about it and, especially for those who are teaching right now, how it applies in your classroom.
4/1/08
NIU Copyright Climate
As we were talking last night about universities being likely sites for change in the copyright debate, I decided to look further into the "climate" on our campus regarding copyright issues. Here are a couple of recent events that might be of interest:
NIU compliance with the RIAA. In 2007, the RIAA sent pre-litigation letters to more than 25 students who were sharing (not just downloading, but also uploading) copyrighted music files. Here is the standard procedure if a student is caught violating copyright laws (taken from the Copyright and File Sharing Facts page on the ITS website:
NIU adoption of SafeAssign as a plagiarism detection tool. It is a searchable database, much like Turnitin.com, that is built into the Blackboard system. Of note is the "Originality Report" produced for instructors, offering an analysis of a student's paper: see Sample Originality Report. Do you use this tool in your classes? I'm wondering how this tool has been presented to instructors, especially to those teaching first-year composition.
NIU compliance with the RIAA. In 2007, the RIAA sent pre-litigation letters to more than 25 students who were sharing (not just downloading, but also uploading) copyrighted music files. Here is the standard procedure if a student is caught violating copyright laws (taken from the Copyright and File Sharing Facts page on the ITS website:
- "Per the DMCA requirements, the network connection for the device identified is disabled immediately.
- An e-mail notifies you of the alleged violation or notice.
- You must visit the Restech Helpdesk to disable the alleged violating software.
- You must meet with the NIU Abuse Investigator and sign documentation acknowledging your understanding of NIU's Acceptable Use Policy and the Student Code of Conduct."
NIU adoption of SafeAssign as a plagiarism detection tool. It is a searchable database, much like Turnitin.com, that is built into the Blackboard system. Of note is the "Originality Report" produced for instructors, offering an analysis of a student's paper: see Sample Originality Report. Do you use this tool in your classes? I'm wondering how this tool has been presented to instructors, especially to those teaching first-year composition.
3/31/08
(Real) Piracy funds terror
This came across my RSS feed this morning.
Piracy, in this case, equals counterfeit products. I think this is a worthy distinction. Diabolical amputation of pinkies indeed...
When we discuss "piracy," I think it's important to discuss it with that distinction in mind. I'm, personally, often not talking about counterfeit handbags, but rather the people in the corner of the creepy flea market on Kishwalkee (sp) Street in Rockford, selling copies of movies not even out yet. A for-profit enterprise...
But no boats, at least in Rockford. Johnny Depp will have to wait for the CGI train to hook up to reality.
Piracy, in this case, equals counterfeit products. I think this is a worthy distinction. Diabolical amputation of pinkies indeed...
When we discuss "piracy," I think it's important to discuss it with that distinction in mind. I'm, personally, often not talking about counterfeit handbags, but rather the people in the corner of the creepy flea market on Kishwalkee (sp) Street in Rockford, selling copies of movies not even out yet. A for-profit enterprise...
But no boats, at least in Rockford. Johnny Depp will have to wait for the CGI train to hook up to reality.
Feed: Ars Technica
Posted on: Monday, March 31, 2008 1:12 AM
Author: nate@arstechnica.com (Nate Anderson)
Subject: US Attorney General: Piracy funds terror
The Attorney General gives a speech on intellectual property in which piracy and counterfeiting turn out to fund—wait for it—terrorism. Bet you didn't see that one coming. Fortunately, the AG understands who the pirates really are.
Read More...
University of Texas Student Honor Code Plagiarized?
Heard about this story on NPR this morning. Wow.
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