Quantity and not quality is the reason professors in India do not use the anti-plagiarism software installed on their computers (Prabhakar, S., Times of India, 2017). It’s a matter of producing as much and as fast as you can. Why should these professors use this software when they have plagiarised parts of their own thesis, according to MSU professor of sociology S Samuel Asirraj? Using anti-plagiarism software could get them detected…
As a professor, is your computer equipped with an anti-plagiarism software? Are you using it to check every paper submitted to you, or only when you have doubts that your student has committed plagiarism? Are you using it before publishing your own work???
On October 18th, join universities and colleges worldwide for the 2nd International Day of Action Against Contrat Cheating!
Read this article and find out about the statistics about contract cheating and how it can create a divide between students…
In his article published in The Telegraph (January 2017), Harry Yorke states that Doctor Thomas Lancaster and Robert Clarke, from the UK, found that more than 20 000 students resort to essay mills in order to make their way to the top of the class and evade plagiarism consequences. Lord Storey, co-chair of the Committee on Education, Families and Young People, wants to make this practice illegal in the UK and specifies that « “rich students” are effectively “paying their way” to a top honours degree ». The number of 20 000 students using essay mills online is closer to 50 000 according to Lord Storey. And this phenomenon is not limited to the UK!
Should we give good grades to the rich students who can afford to pay between 600$ to 1000$ for a professionally written essay? Let’s figure out how to prevent our student from using essay mills. Let’s think about informing students about the consequences of using essay mills.
An article published in the New York Times quite a few years ago (2003) is promoting the idea that teachers can be proactive to try to stop cheating. Mark Edmundson says that » professors need to stop looking exclusively for technological solutions to a problem that often stems, in consequential ways, from the way we do our jobs. Perhaps the current boom in electronic cheating can give professors — especially in the humanities, as the sciences are often bound to traditional test-giving and test-taking — a chance to pause and think and ultimately to teach in a better way« .
Edmundson explains how « condescending analysis is the order of the day » rather than « personal transformation » of our students. I totally agree with him. We need to make our teaching relevant to our students, to make them see and understand how what we are teaching can impact their lives, their careers. If students feel engaged with the course material, they will want to write their papers themselves and put forward their own ideas.
Fourteen years later, Edmundson’s ideas are still relevant.
Dans un article paru dans la Presse Canadienne (5 juillet, 2017), il a été question cette semaine des excuses dequi a été accusé d’avoir plagié les idées précédemment parues dans d’autres déclarations. Monsieur Saganash, qui tentait d’expliquer pourquoi, comme autochtone, il n’avait pas le coeur à la fête le 1er juillet (fête du 150e anniversaire du Canada), a perdu une excellente occasion de faire connaitre son opinion. Tout ce que nous retiendrons de son message, c’était qu’il ne venait pas de lui! Quel dommage…
Do you want to know Why Students Plagiarize? Turnitin as produced a 30 minute video which adresses this question. In the video, you will learn about the plagiarism epidemic, the academic motivation of students and how to create a culture of academic integrity. Dr. Jason Stephens (University of Connecticut) and Jason Chu (moderator) will lead you through the webcast. Enjoy!