Tag: elementary

If you’ve been a teacher long enough, and especially if you teach or have taught upper elementary or secondary students, you’ve likely had to deal with plagiarism in your classroom. If you haven’t, count yourself lucky! It’s a growing problem, especially in today’s world, where AI and other digital outlets are making it too easy to plagiarize, cheat, or put minimal effort into assignments. It’s really quite disheartening to see.

Plagiarism is, by definition, the act of using someone else’s work as your own without giving credit to the original author. There are many ways that a person can plagiarize, each just as dishonest and academically unethical as the next. 

First, someone can use the entirety of another person’s work as their own. Essentially, the “new” author changes the by-line by substituting their own name, thus claiming the entire piece as their own work. Nothing else is changed, and the work is copied word-for-word.

Second, plagiarism can happen when someone takes pieces of someone else’s work and puts them into their own writing. This can often be referred to as “patchwork plagiarism”, as the “new” author pieces their paper together using patches and pieces of one or more already written pieces. This can even occur when a student attempts to paraphrase someone’s work, and maintains the same structure and only changes a couple of words.

Third, a student can plagiarize by pulling a sentence here and a sentence there from someone else’s work and not citing where the thought came from. This is likely the most common form of plagiarism, as students often don’t see a problem with “borrowing” a sentence or two every now and then in their own work. It is, however, academically dishonest, and is most definitely a form of plagiarism. 

As a teacher, how do you combat this ever-increasing problem in today’s classrooms? One of the easiest ways to prevent it from happening is to teach students how to properly cite their sources. Because it is now easier than ever to copy and paste someone else’s work into their own, students absolutely must have a foundational knowledge of what plagiarism is, what it can look like, and what the consequences are for engaging in it. It’s also important to note that this sort of instruction is not the sole responsibility of the English/Language Arts teachers. Sure, they are likely the ones who encounter this problem the most, but they certainly aren’t the only ones who do. Anytime you are assigning students to write anything— research papers, narratives, poetry, and so on, you must initially define what plagiarism is and clearly set up your expectations and the consequences for failing to abide by those expectations. I found it very helpful to have a note about plagiarism on the actual assignment paper that I handed out. 

Before turning students loose to write their papers, make sure they have an understanding of how to properly cite the sources they use in their writing. Be sure to have resources readily available for their reference should they have questions about proper citation formats. Read through their rough drafts to check for any potential problems or plagiarism so that it can be fixed before the final draft is due. 

Should you discover that a student has plagiarized, be sure to follow through on the consequences you set at the beginning of the assignment. I remember assigning my 8th grade accelerated class to write their own book of poetry, with each poem following a specific structure or rhyme scheme. I outlined each kind of poem on the instruction sheet, and made sure to include a note at the bottom that all work was to be 100% their own, and that failure to do so would result in a “0” grade for the entire project. As I was reading through poems, I came to one student’s assignment, and came across a poem that sounded a little too advanced for 8th grade (even for an accelerated class). A quick Google search produced a whole list of sites containing the poem that had been submitted by this student. The poem matched, word for word. My heart sunk, as I knew that I would have to follow through with my previously set consequence. This student was a straight-A student, who had never cheated, and had always turned in quality, original work. That same night was Parent-Teacher Conferences, and let me tell you— it was not an easy conversation to have with the student and her father. She was devastated and claimed she had misunderstood that all work had to be original, but because I had taken the time to write very specific instructions on the assignment sheet, I had proof that my instructions were clear. It was a hard lesson for her to learn, and that “0” grade decently impacted her final grade for the term. Even though it was a hard thing for me to follow through with, I knew I had to, because I knew that if she had gotten away with it, she wouldn’t have learned the lesson, and I would have hated for her to learn that lesson in college or a high school course where the consequence would have been much more serious. 

Plagiarism is one of those things that is hard to deal with as a teacher. It is a form of cheating, and should not be tolerated. Students should know what it is, how to avoid it, and what the consequences are for engaging in it. Like I said previously, it’s better for students to learn about this kind of thing earlier, rather than when the consequences for dishonesty are much more severe. 

So now I want to know— how have you handled it when you have come across plagiarism in your classroom?