Teaching To Avoid Plagiarism: How To Promote Good Source Use

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This is a practical book aimed at improving university teachers skills in addressing plagiarism in pedagogical and constructive ways.

Teaching To Avoid Plagiarism: How To Promote Good Source Use Review

By Mary Davis, Oxford Brookes University, UK
Diane Pecorari’s new book ‘Teaching to Avoid Plagiarism: how to promote good source use’ is an important new publication in the literature on plagiarism and source use in HE. She draws on her considerable experience and research to urge academic staff to re-think plagiarism and source use, and approach them more proactively and positively. The book provides an in-depth view and discussion of important, and sometimes overlooked areas of plagiarism, as well as many practical activities to encourage readers to think about their own responses and their own institution. A strength of the book is thus that it reaches out to staff working different contexts, globally and within institutions, rather than confining itself to the author217;s context.
The book is divided into three main parts. Each chapter in the first two parts poses a question about plagiarism for the reader to consider. Part 1 covers the central issues of defining plagiarism, deciding why it happens, and how universities and teachers respond to it, and the problems in these three areas. Part 2 is dedicated to the learning and teaching context, and how to manage plagiarism. Finally, part 3 shifts to contextualising plagiarism and considers international students, differences between disciplines, issues of diversity and plagiarism in its current, broader context. At the beginning of each chapter, a summary helps the reader to know where it is going. The reader is also given a learning outcome of what they will be able to understand or do at the end of the chapter, which gives them a clear sense of development. Each chapter ends with an activity, often to debate with colleagues.
I think that any reader with an interest in plagiarism and source use will have their own R16;eureka!’ moments while reading this book, when they finally ‘get it217;, and understand something about plagiarism or see a way of approaching it that they did not have before. I found chapter eight on the disciplinary differences of source use and plagiarism issues especially enlightening. It delves into many issues related to differences in disciplines with source use and plagiarism, such as the absence of quotations and reliance on formulaic language in scientific writing, and opens up a debate on how to address these differences in teaching and in policies. The case studies at the end of the book are also very interesting and thought-provoking: for example, if a student has plagiarised their work all through their degree and is only found out at the end, who is actually responsible?
The author discusses many of the emerging trends in plagiarism such as pluralizing plagiarism as a debate, plagiarism management, more questioning of issues about international students, the use of textmatching software, how plagiarism should be taught and how students should be informed. Above all, she draws attention to the importance of understanding what good source use is and how to teach it. Pecorari makes the shortcomings of the present system clear: current plagiarism policies tend to focus on what not to do and the penalties associated with it, while instruction about source use tends to be confined to referencing guides. What is missing is how to do all the subskills of source use, which include finding, selecting, reading, understanding, relating to other texts and the disciplinary area, constructing a text, drawing on sources in different ways, using disciplinary and rhetorical knowledge.
Some of the activities are geared especially towards thinking about plagiarism within a subject, for example ‘supply students with a text which you consider to be a good example of source use in your discipline’. This makes the task useful and relevant to a student’s context, but as a lecturer of generic EAP, I found I needed to think how to adapt such activities to my multi-disciplinary setting.
One of the problems Pecorari addresses is that subject tutors may not want to teach source use, perhaps because they do not know how. Through the activities in the book, she shows lots of innovative ways to teach it in different contexts - in the classroom, within staff discussion, or as part of staff training – and thus helps educators get to the point of being confident about teaching source use.
Overall, this book will be very useful for anyone researching, teaching and addressing plagiarism and source use in HE.

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