Knowledge and Skills Statement
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
Demonstrated Proficiency of ELA.7.12.G
Provide examples of teacher-created texts and instruct students to paraphrase one original work and plagiarize another. Have students work in small groups to review each other’s responses to discuss which texts are examples of paraphrasing and which texts are examples of plagiarism. Then have groups share their decisions with the class, using evidence to support their responses. Document student responses to record their level of understanding.
Further Explanation
This assessment requires students to determine the difference between plagiarism and paraphrasing. Students must know how to appropriately paraphrase from source material by restating key information in a different way and changing the vocabulary, structure, and sometimes voice of the original source. This is a challenging skill for students to master and requires a lot of practice. The concept is introduced in third grade and by seventh grade students, should have developed a good understanding of the difference between the two.
Supporting Information for ELA.7.12.G
Research
1. Evering. L.C., & Moorman, G. (2012). Rethinking plagiarism in the digital age. Journal of Adolescent & Adult Literacy, 56(1), 35–44.
Summary: As the digital age continues to evolve, the concept of plagiarism becomes more complex. The purpose of this article is to propose difficult questions centered on plagiarism, its definition, and strategies to prevent plagiarism. This is applicable for all levels.
2. Pearson, N. G. (2011). Classrooms that discourage plagiarism and welcome technology. English Journal, 100(6), 54–59. Retrieved from http://www.ncte.org/journals/ej/issues/v100-6
Summary: In this article, students are introduced to plagiarism and are guided to explore reasons why students find this as the primary approach to writing. Issues such as intellectual property and how to better prepare for academic writing that demonstrate students' knowledge and comprehension of the grade-level expectations are covered.
3. Hussain, F., Al-Shaibani, G .K. S., & Mahfoodh, O. H. A. (2017). Perceptions of and attitudes toward plagiarism and factors contributing to plagiarism: A review of studies. Journal of Academic Ethics, 15, 167–195. doi10.1007/s10805-017-9274-1
Summary: Information technology has both pros and cons. In this article, students discuss and define plagiarism. The study reveals the attitudes that contribute to plagiarism and students' perception of plagiarism. The study also include various forms of plagiarism that are commonly committed. Additional research areas are suggested.