Job Discussion Forums

[naturegirl321]

We have essays due and there is NO way that some of my students have written these perfect papers with advanced grammar and wonderful vocab. I've check yahoo, google, naver, and daum and can't find anything.

Any other tips?

I know they haven't written it because parts have sentences with mistakes, like a would expect and parts have such superflous words. Here's an example.

"When some stoke is added or a minor variation is given to the basic alphabet without deforming its original shape, the strength of its sound accodingly varies, whereby the members of the same sound family are identifiable."

That's from the middle. The last paragraph's longest sentence is only 15 words.

[Glenski]

Simple solution.
Have them write only in the classroom.

You could also ask them to produce their notes and keep track of drafts.

Some long-winded stuff is often the result of translation software, but I've found so many mistakes in it that this may not be the case in your class. Won't hurt to consider it, though.

[michgreen]

Since its after the fact, I'd conference with that student.

Sit down with them and ask them to explain in their own words the parts that you think are plagiarized but don't let them see the essay. If its larger chunks, have them summary their essay w/o looking at it.

[johntpartee]

The examples you have sound almost like Chinglish, like it has been translated directly from a foreign language without regard to English syntax. I see that you're in Korea, so I would guess they pulled this up on a local website and used the computer translator.

[Dragonlady]

I agree with Glenski.

What worked for me this past semester was to have my SS focus on the fact that writing is a process, not a finished product.

I changed my assessment accordingly, and each step is valued at 25%:
1) research in the computer lab, and note taking - supervised to ensure English only websites are used and that notes are written in point form. This assessment includes focused participation and conduct.
2) once back in the classroom � organizing ideas and notes: intro, body, conclusion. For example SS can use such tools as mind maps (for narrative stories, Venn diagrams (for compare/contrast essays), whatever
3) rough draft � SS individually produce a draft for editing, then have the option of working with a classmate to check each other�s work for spelling, grammar, punctuation errors, vocabulary, etc.
4) final product with paperwork attached supporting steps 1, 2, and 3

As Glenski mentions, the assignments are done during classroom time. SS like it because they have no h/work. I like it because I�m able to spend 1on1 time with everyone and eliminate errors (re-teach) right away. This cuts downs the amount of time I spend at home grading.

If anyone is wondering the class is low to upper intermediate, a mix of grades 7, 8, 9, and 10 in a Mexican private bilingual school. Quite honestly I believe I�ve witnessed small miracles in the last 10 months

Best regards,
Dragonlady

[Glenski]

Dragonlady,
How many students do you have? Do you also do peer review?

[gaijinalways]

I wish I could do that with all my students, but even with having approximately 352 students doing writing projects (half of those are groups, thankfully, but still individual papers are about 160), I would have very little time to individually sit down with all my students (even if I wanted to).

My focus is on getting them to do more drafts and point out general areas with a focus on meaning. I don't think I have enough time to find every error, though to offset some of the time spent on this writing project, I am not giving any tests or quizzes this year except two mandatory ones in one department.

As to the OP's problems, yes conferences with the more likely plagerisers would be good.

[naturegirl321]

Thanks for the ideas. I guess you live and learn. I know what to do next time. I'll be meeting with the students in question. I did do in class writing and spent time with all my 115 students

[naturegirl321]

I was sent this by a friend
http://www.lehigh.edu/lts/lib/infolit/faculty/checkingforplagiarism.html

In my case, I think it's more
Finding the info in Korean and translating directly. (Hard to prove plagiarism)
Having friends and family to help (Again, hard to prove)

[Dragonlady]

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[Dragonlady]

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[naturegirl321]

Grading lots of essays all at once can be done. We have 120 students, more or less, one teacher stayed up 19 hours to do that. She's done, but I don't think that I could think after that long. We don't have a choice as to the due dates, so I just try to grade each class at a time.

[santi84]

This is just my experience teaching Koreans, but it sounds like a sentence from one of those hand held electronic translators that we banned from the classroom but always get used at home

[gaijinalways]

[Sleepwalker]

You can try turnitin and other anti-plagiarism software.

Other options I've used is to either viva the students with three quick fire questions apiece; have them do quick presentations on their work; or give them the general topic/reading a week in advance and have the answer to a specific question produced as a timed writing exercise in class time (no notes allowed).

The last has been the most successful.