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!
Imagine with me, that it is a beautiful August evening that isn’t blazing hot and it is 8:00 p.m. Along with that beautiful setting, you see that there is going to be a Twitter chat about Grammar. I’m assuming most people will find better things to do. That particular setting wasn’t fiction, it was real and led me to another wonderful opportunity to lead the #miched chat with my co-author Troy Hicks on the topic of grammar.
Miched is the hashtag for Michigan educators and many others from across the nation to chat on Twitter about certain topics. Last Thursday was part of the Michigan author series that is taking place throughout the month of August. Dr. Hicks and I released the book From Texting to Teaching: Grammar Instruction in a Digital Age for which the conversation revolved around. After introducing the history of grammar at the beginning of our book, we discuss strategies for grammar instruction while incorporating technology.
During our conversation, the importance of grammar was challenged. The question came up from one of the participants about, “Is grammar really viewed as being important anymore?” This question really started to eat away at me after reflecting and processing what the question was truly asking. That particular question was discussed for at least ten minutes. With keeping that question in mind I started to think back to the many times I visit my local news website and see news articles riddled with grammar errors. Honestly, does anyone proofread these articles? Last year, I sent a short email to my local news station about an article I read and respectfully pointed out two errors. Though I wasn’t expecting a response, I wanted them to know that I am a teacher and I want authentic examples for my students to see and use. It was disheartening to see such poor writing skills from professionals.
By the end of the day, those “professionals” emailed me back. Instead of owning up to their mistakes and potentially saying they will do better next time, they pushed the blame onto the Associated Press. Hmmm, okay…did anyone read the story before just clicking a few buttons to throw it on their website? I’m guessing it was no one. I will also go out on a limb and say the news station wanted to be the first one locally to get the story up and out to viewers no matter if it was riddled with errors or not.
So, getting back to question of is grammar losing its importance, I am still leaning towards no. Do certain entities put less emphasis on grammar? Absolutely. For examples, there are companies such as Sarah Lee (Double Negative in their slogan) that use poor grammar to advertise their product. It does not mean that we should abandon the use of proper grammar or place less importance on it.
What it does mean is that we are going to have to dig deeper for more positive, yet accurate uses for our students and children. It also means we need to model proper use of grammar more frequently and show our students real world application. Finally, it means we need to push back against the improper use of grammar and maintain that it is an important part of English Language Arts. Just don’t offend anyone when you correct their grammar. 😉
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!
Today I am both humbled and excited. Tomorrow my second co-authored book, from texting to teaching: grammar instruction in a digital age (Yes, I know the title is not capitalized, that was intentional) will be released to the world. Troy Hicks again, was my co-author and it was an interesting journey to write this book and bring it to educators.
Though I could never put myself in the same category with grammar greats like Jeff Anderson and Constance Weaver or even be published by giants like Heinemann or Corwin Press (No disrespect). Quite frankly, I am content where I am at with the work I have done. On the other hand, Troy and I have created a resource where teachers and educators can see some benefit to this book. Not only will educators see the historical struggle of how grammar has been taught, but also that the challenges teachers may face with technology today don’t really have to be challenges. Those challenges can be turned into opportunities for teachers to help their students see the difference between formal and informal writing spaces. Furthermore, students will have a greater appreciation for grammar when we use their spaces and work with them in the worlds they live in day to day.
(Image Courtesy of Ohio University Linguistics)
Grammar instruction will always be challenging and I am positive that others will develop new and exciting ways to reach the students they come in contact with every day.
It was a pleasure and challenge to not only write this book, but to write it with someone who has become one of my closest friends and colleagues. Troy continues to challenge me both intellectually and personally in ways that make me a better educator and person.
So, without further delay, we give you our book and hope you find some helpful information to improve your students understanding of grammar. Please let us know how we can further help you and please visit our companion site with the book.
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!
As I finished out the Chippewa River Writing Project’s (CRWP) Summer Institute for the first time as a co-director, I had the opportunity to give feedback to my group members that I worked with for almost four weeks. As we sat on my colleagues couches and bar stools, I started to think about authentic assessment and what the definition of authentic assessment actually is in relation to what I was doing with CRWP participants as well as what I do with my students on a yearly basis.
Realizing I hadn’t given much thought to authentic assessment, I started doing some digging. In the past I had focused more attention on formative -vs- summative assessment. As I begin researching the idea of authentic assessment, I knew that I needed help from someone who was familiar with assessments and had vested time with the subject at hand. I emailed a writing project colleague and friend Scott Filkins (@scottfilkins). Scott is the author of Beyond Standardized Truth: Improving Teaching and Learning through Inquiry-Based Reading Assessment (Principles in Practice). He has also worked with students in grades 6-12 and works with the National Council of Teachers of English (NCTE) on the ReadWriteThink resources.
When I emailed Scott I asked him to direct me towards some resources on authentic assessment. Scott replied with a few questions that I had never considered before and therefore plunged me further into thinking about authentic assessment. Scott asked:
“Do you mean assessment that’s true assessment in the sense that it’s embedded in the ongoing work of the local classroom ecology and truly shapes a teacher’s understanding of a kid and what’s next for him or her? Or do you mean the kind of authentic assessment that’s like project based where the kids are doing something “authentic” with reading/writing/literacy?”
Both questions were spectacular in regards to how broad I began my thinking. As I thought about the questions, I knew that I was thinking more along the lines of students doing something “authentic” with literacy. After all, that is what participants of the Summer Institute had completed for us to review.
On the other hand, I was also thinking authentic assessment was the type of feedback we give students when we grade their assignments. I sat down and took approximately 3 1/2 hours to give solid feedback to four individuals. I didn’t fill out a rubric or grade a multiple choice test. I was giving each person what I felt was valuable feedback on the pieces they created during their time of the Summer Institute. Feedback that was going to help them become better writers and teachers.
The more I thought about it and read some of the great resources Scott Filkins had shared with me, I started to realize that authentic assessments and authentic feedback are two different things. They weren’t the same. However, we can’t give students authentic feedback unless we give them authentic assessments. By giving our students more authentic assessments we can then make better decisions about curriculum and more effectively communicate with our students about their learning. Therefore, making them better learners and helping them understand where they are and where they need to go!
As a result of my research and help from awesome colleagues like Scott Filkins, I will reflect more about the assessments my students complete this school year and the feedback I give to them.
First, I want to say thanks for all of my new followers here on my blog. I am trying hard to write more this school year. It is hard to believe my third week of school is over already.
This year as a staff we decided we wanted to follow a universal format for our students to write summaries. I presented the idea last year to our staff and it was accepted with open arms by everyone. To me, this was another proving point for me that as language arts teachers we need to be willing to reach across the isle and help other colleagues who aren’t so comfortable teaching students reading and writing skills. We decided to follow a format called TDPP, which comes from Get It Done! Writing and Analyzing Informational Texts to Make Things Happen by Jeff Wilhelm, Michael Smith, and Jim Fredricksen.
T – Cite the Topic
D – What are the key Details
P – How are the details are Patterned
P – What is the Point made about the topic of those patterned details
The social studies teacher and I have been working closely together to help students become better readers and writers over the past year by doing article of the week, working on a Civil War Research paper together and just making sure we are on the same page when it comes to teaching our students reading strategies. Working together has been phenomenal and because of our collaboration, our students are learning more and becoming better readers and writers.
This year as the TDPP process was being reintroduced to our 8th graders, who have already seen it for a year, the Social Studies teacher had a great conversation with the students about how to make the process easier and the students gave some remarkable feedback that was shared with me. As we discussed our students feedback on the process, it occurred to us that we needed to make some changes in the process and our approach to teaching it to help our students be more successful when writing summaries. Below are the changes that we made.
T – Cite the Topic
M – Describe the Main Ideas that support the topic (3 main idea sentences for 8th grade, advance 7th graders as the year progresses)
P – Explain what Point is being made by the main ideas
P – Wrap-uP sentence
We made the changes because the 8th graders vocalized that they were getting confused with the Details part of the TDPP process as well as the last two P’s because they almost felt they were the same. Now, we didn’t want students copying down specific details from the articles they are reading so we changed the D to an M. When discussing this with students it was helpful to talk about a grocery list and how we write down what we want, which are main ideas, but we don’t write down specific brands, which are details. It helped the students make the difference between the two.
To us, we felt the students were taking charge of their learning and we were moved by the fact they were asking questions, engaged, and willing to take an active role in their education. This reflection and feedback not only allowed our students to perform better on a concept that can at times be difficult for even college students to write, but it gave us insight into how we were teaching the students and it made us better teachers.
Personally, I am really excited how much the 8th graders have grown and retained from last year. I am excited to see where the year takes us!