First Step

The first step to plagiarize proof specific assignments is to promote academic integrity at the classroom level.

Literature Review

Unfortunately, a general assignment almost invites students to cheat. It is more difficult to plagiarize on a focused assignment (Malouff and Randi 1996; Lathrop and Foss, 2000; Coffey and Casey, 2001; Drogemuller 1997; Vernon, Bigna, and Smith 2001; Moore 2002; Zack 1998).

As students are researching, faculty members should have them document and reflect on their progress and all steps of the process should be evaluated (Berg, 2003; Lathrop and Foss 2000; Malouff and Sims 1996). As Lathrop and Foss (2000) argue, “Specified parts of the paper should be submitted at stated intervals and supported with an outline, notes, note cards, drafts, photocopies of sources from books and magazines, copies of pages downloaded from the Internet, a working bibliography, etc.” (p. 175) Similar arguments have been made by others. (Harris 2001; Fain and Bates 2003; Center for Academic Integrity 2003; McKenzie 1998; Harris, “Presenting and Detecting Plagiarism, 2002; Wilhoit 1994; Drogemuller 1997; Vernon, Bigna, and Smith 2001)

Best Practices

• Break assignment up into parts

• Combine assignment with campus activities

• Combine assignment with service learning

• Have verification as part of writing process

• Assign unpublished or recently published materials

• Specify types of documentation required

• Require reflection

• Require photocopies

• Prohibit last minute topic changes

• Read drafts

• Hold conferences

• Get a writing sample