An Activity to Promote Recognition of Unintentional Plagiarism in Scientific Writing in Undergraduate Biology Courses

Unintentional plagiarism frequently occurs in undergraduate writing assignments because students are unaware of the complexity of correct paraphrasing and citation rules. There is often a lack of formal instruction in science courses on proper paraphrasing and citation to reduce plagiarism. To addre...

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Autores principales:	Melissa Zwick, Melanie L. Springer, Julia K. Guerrero, Daniella DiVentura, Karen P. York
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2019
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/7e9fb3c727dc4c5c9087030325e38b09
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spelling	oai:doaj.org-article:7e9fb3c727dc4c5c9087030325e38b092021-11-15T15:04:28ZAn Activity to Promote Recognition of Unintentional Plagiarism in Scientific Writing in Undergraduate Biology Courses10.1128/jmbe.v20i2.17511935-78851935-7877https://doaj.org/article/7e9fb3c727dc4c5c9087030325e38b092019-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v20i2.1751https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Unintentional plagiarism frequently occurs in undergraduate writing assignments because students are unaware of the complexity of correct paraphrasing and citation rules. There is often a lack of formal instruction in science courses on proper paraphrasing and citation to reduce plagiarism. To address this deficit, we developed a brief activity to teach students to recognize the range of paraphrasing and citation errors that can result in plagiarism. The activity was used in a biology-focused scientific literacy course, but it can be incorporated into different instructional settings, with undergraduate students of all levels. During this classroom activity, part 1 addresses the nuances associated with proper paraphrasing and citation in scientific writing and part 2 asks students to practice paraphrasing and properly citing a passage from a scientific source. Pretest results revealed that students were proficient at identifying plagiarism when a citation error occurred but were less proficient at recognizing improper paraphrasing (patchwriting or direct plagiarism). Posttest results indicated that the activity was effective at increasing the students’ ability to recognize a paraphrasing error even when a correct citation was present. Students also reported higher confidence in their understanding of what constitutes plagiarism and that they are more confident in their ability to properly paraphrase and cite scientific source content.Melissa ZwickMelanie L. SpringerJulia K. GuerreroDaniella DiVenturaKaren P. YorkAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 20, Iss 2 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Melissa Zwick Melanie L. Springer Julia K. Guerrero Daniella DiVentura Karen P. York An Activity to Promote Recognition of Unintentional Plagiarism in Scientific Writing in Undergraduate Biology Courses
description	Unintentional plagiarism frequently occurs in undergraduate writing assignments because students are unaware of the complexity of correct paraphrasing and citation rules. There is often a lack of formal instruction in science courses on proper paraphrasing and citation to reduce plagiarism. To address this deficit, we developed a brief activity to teach students to recognize the range of paraphrasing and citation errors that can result in plagiarism. The activity was used in a biology-focused scientific literacy course, but it can be incorporated into different instructional settings, with undergraduate students of all levels. During this classroom activity, part 1 addresses the nuances associated with proper paraphrasing and citation in scientific writing and part 2 asks students to practice paraphrasing and properly citing a passage from a scientific source. Pretest results revealed that students were proficient at identifying plagiarism when a citation error occurred but were less proficient at recognizing improper paraphrasing (patchwriting or direct plagiarism). Posttest results indicated that the activity was effective at increasing the students’ ability to recognize a paraphrasing error even when a correct citation was present. Students also reported higher confidence in their understanding of what constitutes plagiarism and that they are more confident in their ability to properly paraphrase and cite scientific source content.
format	article
author	Melissa Zwick Melanie L. Springer Julia K. Guerrero Daniella DiVentura Karen P. York
author_facet	Melissa Zwick Melanie L. Springer Julia K. Guerrero Daniella DiVentura Karen P. York
author_sort	Melissa Zwick
title	An Activity to Promote Recognition of Unintentional Plagiarism in Scientific Writing in Undergraduate Biology Courses
title_short	An Activity to Promote Recognition of Unintentional Plagiarism in Scientific Writing in Undergraduate Biology Courses
title_full	An Activity to Promote Recognition of Unintentional Plagiarism in Scientific Writing in Undergraduate Biology Courses
title_fullStr	An Activity to Promote Recognition of Unintentional Plagiarism in Scientific Writing in Undergraduate Biology Courses
title_full_unstemmed	An Activity to Promote Recognition of Unintentional Plagiarism in Scientific Writing in Undergraduate Biology Courses
title_sort	activity to promote recognition of unintentional plagiarism in scientific writing in undergraduate biology courses
publisher	American Society for Microbiology
publishDate	2019
url	https://doaj.org/article/7e9fb3c727dc4c5c9087030325e38b09
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An Activity to Promote Recognition of Unintentional Plagiarism in Scientific Writing in Undergraduate Biology Courses

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