Date of Award

6-2013

Degree Name

Doctor of Philosophy

Department

English

First Advisor

Dr. Jonathan Bush

Second Advisor

Dr. Ellen Brinkley

Third Advisor

Dr. Karen Vocke

Fourth Advisor

Dr. Cheryl Almeda

Abstract

This case study examines how full-time faculty, adjunct instructors, and graduate teaching assistants teach students how to avoid plagiarism. Additionally, this case study includes a cross-section of teachers who encounter plagiarism in writing assignments across the curriculum. While many studies in the past have focused on students, this study places the spotlight on teachers. For this study, participants have been asked how they can be sure whether their instruction is correct or not, what it means to paraphrase and rewrite correctly, and how do they assess their students to determine if correct learning has taken place. Additionally, these instructors were asked how they would feel if they were to learn that their knowledge of using sources was not totally correct. On that foundation, the goal of this study is to learn how instructors teach students to avoid plagiarism, what methodology and activities are used, how they ensure students learned what was taught, what happens when they encounter plagiarism, and what is their attitude toward their students’ plagiarism when it occurs. This study attempts to reveal instructional knowledge regarding plagiarism, how that knowledge is taught to students, and how to determine whether that knowledge was properly learned. Overall, this study makes an attempt to understand why plagiarism continues to be an academic problem.

Access Setting

Dissertation-Open Access

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