Plagiarism – (noun) – an act or instance of using or closely imitating the language and thoughts of another author without authorization and the representation of that author’s work as one’s own, as by not crediting the original author.
I have been reflecting on the research process for my middle school students since the start of the school year and how it has evolved since doing my undergraduate degree almost twenty years ago. After Christmas break, my students will be conducting their own research projects and I always fear that I will have some students plagiarize the research they will be doing. A fear I am sure other educators have as well. Yes, it’s true, plagiarism is usually one of the very first items that are addressed in the research process. Students please document your resources!
It seems no matter what steps we take educators are always going to have a few students who just don’t want to take on the responsibility of completing the research process and will spend more time to go out and grab someone else’s work to claim as their own. Furthermore, students still have difficulty understanding that Google is not the source where they go their information. I think I have said this at least a dozen times this year.
Since the beginning of the year, when I slowly introduce my students to researching; I start by writing on the whiteboard one simple statement:
RESEARCH = READING
I don’t want my students having any misconceptions about the research process. I want them to know up front that researching can be difficult and time consuming. It takes perseverance and dedication to the topic or subject they are researching. To tell my students researching is easy would be misleading and push them more in the direction of “copy and paste”.
Which leads me to the question, are students being pushed more and more to plagiarize their work? I am not necessarily referring to teachers. Students have millions, perhaps billions of pages of internet resources to go through. You add checking the validity of the information and students feel overwhelmed. Today’s students want information given to them in quick and short bursts because that is how they receive most of their information today. Asking students to sit down and read informational text for hours is becoming more and more challenging. With the way students are receiving information today, a research article that is five pages could be difficult for them to process and reflect upon for their research. Students aren’t just suppose to read, they are supposed to think about what is being said. Multiply it by six to twelve resources that are needed and I feel students are going to start thinking about what they can do to take the easy way out.
By no means am I condoning plagiarism or saying that teachers are to blame. I am simply wondering if students are pushed or feel more compelled to take the chance of using someone else’s ideas because they are overwhelmed with the research process that worked twenty-five years ago. I think it is definitely worthy of thinking about more and perhaps reading professional text such as Research Writing Rewired: Lessons that Ground Students’ Digital Writing by my colleagues Dawn Reed and Troy Hicks. Also, Wacky We-Search Reports: Face the Facts with Fun by Barry Lane is a great professional read.
I am open to any comments on this topic. I do feel it is worthy of a professional conversation. Happy Holidays!
Yesterday two phenomenal events occurred. First, as many know, the book I co-authored with Troy Hicks with a foreword written by Liz Kolb was released yesterday. The out-pouring of support has been great. It feels awesome to finally have it out there where the world will be able to read our work.
Just when I thought I couldn’t have a better day yesterday, I had the most amazing conversation with my 8th graders about formal -vs- informal writing and texting. Our conversation started with the grammar template that is mentioned in our book. Below is a screenshot of that template with a link.
The students had a solid grasp on compound sentences as we reviewed them. When we talked about the texting portion of the template the conversation heated up! The class decided texting would be an informal space due to the simple fact that an abundance of their text messages are to their friends. As we broke down our mentor sentence from The Giver, students worked with partners to determine what the sentence would look like as a text message to a friend. That is when the nerdy teacher in me became fascinated. The students talked specifically about “Digital Talk” such as “Lol” -vs- “LeL” and “okay” -vs- “ok” or just “k”. I was super excited to hear them debate their language through texting.
I learned that students actually feel they know the tone of a text message that is being sent to them. For example, if someone just sends the letter “k” for “okay”, students automatically assume the person who sent them the text is upset with them. Now, I have had several conversations with students, teachers, parents, and other adults about how tone is hard to determine through writing a text message unless an emoji is attached or there are certain colorful words that are added. However, my students wholeheartedly believe that by not making the effort to type even one more letter for “Ok”, the person on the other end of the message is not happy.
As my 8th graders continued to talk and discuss their language, my smile became bigger as one of my students raised their hand and stated, “There are rules for how we text message back and forth with each other. It’s like we have our own language.” At this point I wanted shout out and say YES!
I contained my excitement and asked, “Does everyone know the rules?” It was agreed by most, if not all, that not everyone knows the rules that must be followed for texting. I found this rather interesting, so I probed deeper by asking, “Are all of the rules already established or are there more made up as time goes on?” I received many responses, but the ultimate conclusion I came to was there are new rules added as certain situations render new ones to be created.
Students continued to express their thoughts and opinions as we plunged forward with creating an effective text message for our mentor sentence but the fact remains ladies and gentleman; students have their own language and we can not take this away from them. Instead, we need to dive deeper into their world and figure out how our students function in all of their writing spaces. It was a magical day to hear my 8th graders talk about the way they write with tone, audience, language, etc. I am still processing our conversation and I am positive there is more to learn. It is such an interesting topic to keep thinking about. More soon!
Once again I have been given the opportunity to be part of something that is much greater than myself. I am at the annual meeting for the National Writing Projoct (NWP) and as always, I am filling my brain to the brim with new ideas to take back to my students, colleagues, and school. My brain will overflowith.
Every year there is a plenary where members of NWP get to listen about the state of the writing project and where we have been and where we are going in the future. This year our director Elyse Eidman-Aadahl discussed where we should “double down” as teachers in certain areas and the importance of taking a stand for what we believe in. After all, it is through the narratives we write that gives us power and makes our story known.
As I thought about the gambling term “double down”, I began to think that most educators do double down, don’t we? We do it because we care about our students and want them to succeed. Yes, there are educators who don’t go “all in” when it comes to their job or doing what is best for student. Let’s face it, we know at least one. Needless to say though, most of our hearts and minds have a passion for our career and our students.
This year has been odd for me, other than the new teaching assignment. I have struggled at times this year to the point where the environment that I was working in was having such a negative impact on me that I just wanted to stay home. Other days were fine, but for almost three weeks, I rode the struggle bus. As I began to reflect on my 1/2 hour drive home one afternoon, I knew I couldn’t give up on my students. My relationship with them was becoming very positive from where I was at with them last year as 7th graders. They drove me nuts. I knew that I had to be there for them and continue to walk with them in their journey through school and life.
I had a hard time leaving my students to come to this conference. We laugh, we learn, we get frustrated with each other. We are a family. As one of my writing project colleagues has said, ” The learning is in the struggle”. A statement that couldn’t be more true for me right now, but I am starting to better understand what I need to do and it became more clear today while attending the conference.
So, being “all in” and thinking about the power of narrative reminds me our writing is what gives us a voice. On the other hand, I know I have to keep fighting for my students and not let a negative school culture give way for them having a negative teacher where they don’t want to go to class or have hope.
I will continue to use my voice in writing to help me be more positive for my students so they too can see there is hope with the right attitude and the right tools. I want to model for them that they too have a voice and can make a difference. Even when it is with their pen.
It’s time to stay positive!
It’s time to go to work!
It’s time to write!
This week has been crazy to say the least. On the other hand, it has been phenomenal!
Tuesday, my 2nd hour seventh grade class began an adventure I felt was worth taking. For quite some time a writing project colleague and myself had discussed having our classes collaborate with each other using Google Hangout. If you do not have prior knowledge of Google Hangout, it is just that, an online space for people to collaborate via web cams and voice chat, or…hangout! I believe up to 10 people can chat at the same time. The idea was brought on by our discussions we have had previously about using digital portfolios. Eventually we decided we wanted our students to collaborate and discuss the myths that each our classrooms were reading and writing along with have the students publish their writing to a broader audience.
As we searched for a common time for our students to meet online, it occurred to us that we needed to introduce our students to each other before we did any real collaboration about the myths. Each of our classes had written “This I Believe” essays, and we decided we would use these essays as a mean for our students to get to know one another. Because my own students had already written their essays at the beginning of the year, it was a great time for my students to reflect back on their writing to polish it and decide if their beliefs had changed at all. Furthermore, they needed to understand their writing was going out into the bigger world for people to see and they needed to clean it up before publishing.
Prior to work with the essays, we showed our classes our school websites, discussing with students what they noticed. In addition, any questions they might have. Before our meeting on Tuesday each of our classes composed questions to ask one another. As we were hanging out, the students went in front of the camera and asked questions about each other’s school. For example:
- What types of writing have you done this year?
- How many students do you have in your middle school?
- What sports can you play at your school
- What do you do for fun?
- Can you choose your own electives in middle school?
After the students took turns asking questions and answering them, we talked with the students about what we were going to do next with them.
As I mentioned earlier, the students are using their “This I Believe Essay” to get to know each other more. My colleague and I decided we would have the students post their essays on Youth Voices. Youth Voices is an online platform where students can publish their writing where other students can discuss the same topics or issues. By having the students post here, they could read each other’s essays and respond appropriately.
This allows the students to see what beliefs they may have in common or what they may not have in common as well. Regardless, we feel that our students are now publishing their writing for a broader audience besides their teacher or classmates. Furthermore, they will get feedback that can have the potential to make them better writers in the future. After our students have posted to Youth Voices and everyone has had a chance to be paired up to respond to at least one other student, we will move forward and participate in doing more live hangouts where our students can discuss myths.
Doing something this simple with technology has long lasting impacts on the students from each class. First, I would like to say our schools are very different when it comes to the dynamics of the number of students and the cultural diversity. My middle school consists of 120 seventh and eighth graders. My colleague has just over 500 in the same two grades. My school consists of about 98% whites where his school has Latinos, Hispanics, Arab, African American, and whites. With this being said, I felt it was wonderful for my students to be emerged into this type of cultural diversity. Our students need to learn they will be working with a very diverse culture when they enter the work force.
I was also surprised at how my students “locked up” when it came time to talk on camera. They were dead silent and if it wasn’t for the fact I had students assigned for each question being asked, I would not have had volunteers. My students were very shy and I was shocked at this. In the end, when it came to them talking on camera, they needed to speak up too. My colleague actually felt his students were rude and too loud. A concern, I actually thought was going to arise.
Overall, Google Hangout and Youth Voices are great tools, especially ones that can help meet the demands of the Common Core Standards. The ideas behind using the online tools were to:
- Practice communication skills
- Publish student writing to a broader audience
- Receive feedback on student writing
- Become connected with other learners
- Be exposed to more diversity as is such in the real world
I have officially arrived at NCTE. As a first time Vegas guest, I must say it is crazy. My body has not transitioned to the time change and I am up at 5:00 a.m. working on my blog. A nap may be order later, but who knows with so many great sessions.
Speaking of great sessions, yesterday evening Barry Lane gave another one of his spectacular performances for NWP teachers. Though I didn’t attend earlier annual meeting sessions, my NWP peeps convinced me to peek in on what Mr. Lane was doing. If you have ever been to one of Barry Lane’s presentations, you know it is very entertaining and informative.
After laughing continuously and feeling energized as ever, he brought up the term “rigor”, which has been associated with the Common Core Standards since they have been released. Teachers are supposed to have more “rigor” in the classroom with the CCSS. When he asked a woman in a video what her definition of rigor was she stumbled and passed the buck on to her friends that she was standing with. Needless to say, their definition was less than perfect. So Mr. Lane put up the first six definitions of rigor from the dictionary. Here are a few of them!
1. Strictness, severity, or harshness, as in dealing with people.
2. A sever or harsh act, circumstance, etc.
Does this sound like something we should be infusing into our classrooms? Barry Lane had a few other definitions from the medical dictionary too. One medical definition is, shivering or trembling, as caused by a chill. Again, do we really want to be teaching something like this in our classroom? Tom Romano was even in a video where he said rigor is the sister of mortis. I cracked up on that one.
Instead of “rigor”, Mr. Lane said we should be teaching “vigor” instead. I couldn’t agree more, especially after seeing that definition
1. Healthy physical or mental energy or power; vitality.
2. Force of healthy growth in any living matter or living organism.
Perhaps the two are easy to confuse. I know that vigor sounds much more appealing and attainable in my classroom. I also know “rigor” can occur in my classroom too and if I adhere to the definition, my students are going to get turned off as learners. Can there be a balance of both? What are your thoughts?