How to ‘Plagiarize-Proof’ Writing Assignments

Plagiarism is a common problem at most higher education institutions, but teachers can take steps to “plagiarize-proof” their courses, writes Christina Moore, a virtual faculty developer with the Center for Excellence in Teaching and Learning at Oakland University, in a recent Faculty Focus article. In the story, Moore gives four strategies to help faculty and staff flag writing issues before they become bigger problems. The strategies include: “Evaluate your expectations for student research literacy,” or making a list of skills that you expect students to have on the first day of class and reflecting on your students’ skill level and expertise; “Include unique or individualized elements into assignments,” or creating more specific prompts or ones that incorporate student reflection; “Require an annotated bibliography before the assignment due date,” or having students submit annotated sources well before a paper’s due date; and “Collect stages in writing development,” or requiring students to submit their work in stages through weekly journals, peer review, or visits to a campus writing center or library.