Teaching Note—Evaluation of an Avoiding Plagiarism Workshop for Social Work Students

Effectiveness of tutorials for promoting educational integrity: a synthesis paper

“…Along with direct instruction, six studies examined the effectiveness of completing activities (* Fenster, 2016;*Froese et al, 1995;*Landau et al, 2002) or homework assignments (* Barry, 2006;*Estow et al, 2011;*Schuetze, 2004) to improve paraphrasing skills and the proper usage of a particular documentation style. In these studies, the practical activities led to significant increases in scores on tests designed to assess attitudes, knowledge, and skills about plagiarism.…”

“…Several important study limitations, such as small sample sizes, low response rates, and/ or low statistical power (*Chertok, Barnes, and Gilleland, 2013; *Dee and Jacob, 2012; *Henslee, Goldsmith, Stone, and Krueger, 2015;*Liu, Lo, and Wang, 2013;*Morgan and Hart, 2013;*Smedley, Crawford, and Cloete, 2015), studies of a single institution only (* Chertok, Barnes, and Gilleland, 2013;*Fenster, 2016), and lack of random assignment (* Morgan and Hart, 2013;*Schuetze, 2004) were cited in the reviewed articles. We also noted that the time that participants spent completing homework assignments was not taken into account (*Schuetze, 2004), skills or student outcomes were not measured (e.g., *Elander, Pittam, Lusher, Fox, and Payne, 2010;*Jackson, 2006), or skills may not be generalizable to other settings (e.g., *Chertok, Barnes, and Gilleland, 2013;*Landau, Druen, and Arcuri, 2002).…”

Undergraduates can publish too! A case study of a scientific team writing assignment leading to publication

“…Random group assignment, detailed guidelines and assignment expectations, a mandatory outline, signed declaration of originality, informing students that all papers would be screened for plagiarism and a lecture on proper citation and paraphrasing were all elements intentionally included into the assignment to discourage and hinder plagiarism. Many occurrences of plagiarism are due to an incomplete understanding of the issue, thus we chose to focus on teaching proper citation etiquette with relevant examples and activities, which is reported to be more effective than focusing solely on negative consequences of plagiarism (Fenster, 2016;Gonnarsson, Kulesza & Pettersson, 2014;Houtman & Walker, 2010;Landau, Druen & Arcuri, 2002;Willmott & Harrison, 2003). Although plagiarism was by far the largest concern, responsible academic behaviour was effectively taught and peril of its affecting the final publication was further minimized during the editing process.…”

Towards Consistency and Transparency in Academic Integrity

“…In terms of internet sources, downloading and presenting a text partly or fully or buying, commissioning and utilizing it as one's own without quotation or citation is among the common copy-paste plagiarism acts (Jones, 2001). In patch writing, on the other hand, either because of poor paraphrasing skills or poor quoting and citing, the authors replace some words with their synonyms while keeping the main structure almost the same (Fenster, 2016;Teeter, 2015;Wilkinson, 2009). even claim that a number of so ware programs such as word processing programs or dictionaries and websites help authors to paraphrase texts found in the internet environment, thus promoting patch plagiarism.…”