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Starting with learning goals can help us to create assignments that engage students and make it difficult and unnecessary for them to plagiarize. Starting with goals can also help us to put writing into the context of other learning tools and media.*^ Z] ^  /07pRb "$&(*-12379>?AC6  ` kbSrT>ژ` fԇl` )))___` f}` ӳհfW5` Q9|X>?" dd@,|?" dd@   " @ ` p?" dd@   @@``PT   @ ` `(p>>A 0 LD0 (     d&{"    BCvDELF&ff \f`v`v:r p^d pb@      `"pgr  < "g  6`a "PpP  X Click to edit Master title style!!  (  0d "  RClick to edit Master text styles Second level Third level Fourth level Fifth level!    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S   8 TpHhoho e  H r*   F##FFii 8 T,lHhoho   H t*   F##FFiiH 8 0i ? ̙33  (    Nhoho e#  U r*    F##FFii   Nhoho  # U t*    F##FFii  TLhoho e  U r*    F##FFii  Thoho    t*    F##FFiiH  0i ? ̙33) 00(  H  0޽h ? ̙33   .&( %e@   C xGgֳgֳ ?  <$D 0     s *   P`  B  s *޽h ? f3   .&(    C x;gֳgֳ ?  <$D 0     s *@      B  s *޽h ? f3 )   (     C x,&gֳgֳ ?  <$D 0   jB  BD>  0 (P  GLearning-Oriented Particularized Multiple texts Goal-driven Integrated HH H    000   JAssessment-Oriented Generalized Single texts Format-driven Not integrated KK K  B  s *޽h ? f3   -%pP (  P  P C x gֳgֳ ?  <$D 0   jB P BD> P 0P  GLearning-Oriented Particularized Multiple texts Goal-driven Integrated HH H   P 00   JAssessment-Oriented Generalized Single texts Format-driven Not integrated *KJ K  B P s *޽h ? f3  d\` ( @ p   s *\ <$D 0   .   @0 P:  3 @3 F  S v2 @@ 0   6 * T ACTIVITIES  2    dB  <D>PdB  <D>  dB   <D> P    6l `  OPaper      6  `p OPaper   jB   BD>R2   s *PPH  0޽h ? f3| ) P >( @ p   s *  <$D 0   .   @0 P:  3 @3 F  S v2 @@ 0   6 * T ACTIVITIES  2    dB  <D>PdB  <D>  dB   <D> P    6H0 ` t*Paper plus  evidence       6 `  t*Paper plus  evidence    jB   BD> 0R2   s *PPH  0޽h ? f3|  ld@( @ p   s * 0<$D 0   ^  6d@ :  3 @0c F  S v2 @@ 0   6 * T ACTIVITIES  2    dB  <D>PdB  <D>  dB   <D> P    6 `0  OPaper      6 `  OPaper   dB   <D>p dB   <D> p jB  BD>P`R2  s *PP  H  0޽h ? f3|   ? 7 0( @ p   s *  `0<$D 0   d  <2@p`P  6pj ` ACTIVITIES&  2    dB  <D> dB @ <D>   dB  <D>   0L  ]WRITING& 2      68   ` ACTIVITIES&  2       6  ]WRITING& 2      6  ]WRITING& 2   2   6D  OPaper   2   6  OPaper   jB  BD> 0R2  s * H  0޽h ? f3|  ) 3 +   (  H    6@  P<$D 0   4   `1?,$D  0 p"Develop Goals for Student Learning#( 2# #  Q   `1? `,$D  0 1Create Supporting Activities for Student Learning,28 K21 2  /   `,1?P  V,$D  0 kEvaluate Learning*( 2   B  <D>@ ,$D  0B @ <D>@ @,$D  0B  <D>P0P ,$D  0^B   6D>   s *T4 r k!Selection & Design of Assignments"P" "     s *ر  LInformal        s *P    JFormal   B   # lD>??PPP H  0޽h ? f33fm        ( h@U@     6$x  P<$D 0   4   ` 1?@F,$D  0 p"Develop Goals for Student Learning#( 2# #  Q   `81? `,$D  0 1Create Supporting Activities for Student Learning,28 K21 2  /   `1?P  V,$D  0 kEvaluate Learning*( 2   B  <D> ,$D  0B  @ <D>@ @,$D  0^B  6D>00  s *ԑ t k!Selection & Design of Assignments"P" "    s *  LInformal       s *    JFormal   B  # lD>??PPP jB  BD>  H  0޽h ? f33fd b) ( PPp   s *r `<$D 0      ft1?P U,$D 0 JRead the Art History assignment. In a small group, articulate 2-3 learning goals for this assignment. For each goal, think up one activity (in-class or out) that would help support the goal. Now reassess the assignment: can you accomplish your goals with a series of separate activities, or do you want to assign the entire paper?JK >  2    K   8##H  0޽h ? f3f:   ` T( e `  ` C x\gֳgֳ ?  <$D 0   jB ` BD>+ ` 0pMPJ eLearning-Oriented Particularized Multiple texts Goal-driven Integrated Plagiarism is hard/unalluring ffZ      ` 0Tg0 * eAssessment-Oriented Generalized Single texts Format-driven Not integrated Plagiarism is easy/alluringff f  R2 ` s *`B ` s *޽h ? f3F   n(      s *$ `<$D 0      fK1?@ ,$D 0 I tried to create a paper responding to the Art History 101 assignment without using my own words. Focus: Gauguin s The Yellow Christ(1889). My  research for this dubious task involved several dozen Web sites and one book that included a brief section on Gauguin.2  t   @j            8##H  0޽h ? f3f   ( (   (  ( s *<  p`<$D 0    (  fL>1? ,$D 0 It took me two sittings of about an hour each to do the  research for text not my own, and then about an hour to assemble a paper that was somewhat shorter than required. Finding research that  fit the biography section took me to eleven sites. Each site had both unique and overlapping information that I had to read and consider.P P  P   8##H ( 0޽h ? f3f> )  f(     s *# ``<$D 0   |   ft81?P ,$D 0 TSearching for something at the right level of generality was challenging. In the process of searching, I was also exposed to a lot of other information. Finding commentary on my selected piece of art was more difficult than finding biographical information. I had to assemble a descriptive analysis from bits and pieces at different sites. U U  U   8##H  0޽h ? f3fr   8 (  8  8 s * `<$D 0    8  f\H1?P ?,$D 0 Paul Gauguin s The Yellow Christ (1889) On loan from the Albright Knox Gallery (Buffalo); Centerville Museum of Art Paul Gauguin was born on June 7, 1848, in Paris and lived in Lima, Peru, from 1851 to 1855. He served in the merchant marines from 1865 to 1871 and traveled in the tropics. Gauguin later worked as a stockbroker s clerk in Paris but painted in his free time. bt X Z     m        P   8##H 8 0޽h ? f3fH  h p( *P* h  h s *0 ``<$D 0    h  f$1?P U,$D 0 ^Internet searching Reading and comparing Assessing usefulness of text Selecting relevant material Weighing appropriateness of  level (syntax, diction, complexity, cross-references) Making splicing of material plausible (assessing  connective tissue of text) Comparing result to my style, ability, etc.0 0  0   8##H h 0޽h ? f3fl ) p ( *P* p  p s *H ``<$D 0  H  p  f1?P V,$D 0 HGoal: Learn about an artist in the context of a work you ve found in a museum. Goal: Practice taking someone else s words (about an artist) and putting them into your own words. Goal: Learn how to tell others, orally, something about an artist in a way that will interest and motivate them.T% O c p  %   8##H p 0޽h ? f3f  :2 ( P    s *H `<$D 0  H    fH1?  ,$D 0 Begin with goals Let activities and assignments follow (they may or may not involve writing) Mix high- and low-stakes tasks Avoid formulaic  school genres Break down large assignments into smaller tasks and activities.      8##H  0޽h ? f3f  px &( p  x  x s *$H `<$D 0  H < x  fhH1? ,$D 0 rDesign unique assignments. Use series of short, less formal assignments and assess for evidence of learning and engagement. Allow specifics of classroom to enter into the  genre of the writing. Combine writing with other media Use writing in the class.2        8##H x 0޽h ? f3f R #  0(    C xhgֳgֳ ?  <$D 0     C xH"ֳ"ֳ ? `0<$ 0  B  s *޽h ? f33f 0 XPP(  X  C 869   HP  S H8 F  H --Thanks. Glad to have the chance to meet all of you and to talk about this important topic, though I must say that because it represents the  dark side of teaching, it s not my favorite topic (even the word, with its Latin root derivation meaning  kidnapping, is pretty sinister). But I hope this a.m. to see plagiarism as an opportunity, not a liability--to see it as an opportunity to think about good teaching practices that help us to dissuade students from behaving unethically while also helping them to learn the complexities of source attribution. So here s what I d like to do:ON"O  H  0i ? ̙33H 0 (  ^  S 869   U  c $PU8 F  U @In spite of all you do, some students will still try to plagiarize, but if you make it hard enough, they won t. And if they do, there are resources here to help you. I guess my suggestion is to spend your time working on your course and your teaching, instead of seeking and destroying. ! "!  H  0i ? ̙33 0 ph@( @%U" ^  S 869   b  c $ʌ8 F   All this will depend on the nature of your course, the kinds of goals you have, and projects (you may not be able to use cases--but surround the big projects with smaller ones)"  H  0i ? ̙33"- 0 r(  ^  S 869   H  c $ H8 F  H h"10:00-10:30 Informal presentation##"#  H  0i ? ̙33"/ 0 r(  ^  S 869   H  c $H8 F  H h"10:00-10:30 Informal presentation##"#  H  0i ? ̙33"1 0  r(  ^  S 869   H  c $H8 F  H h"10:00-10:30 Informal presentation##"#  H  0i ? ̙33"3 0 0r(  ^  S 869   H  c $8 F  H h"10:00-10:30 Informal presentation##"#  H  0i ? ̙33"5 0 r(  ^  S 869   U  c $ U8 F  U h"10:00-10:30 Informal presentation##"#  H  0i ? ̙33"6 0  r(   ^  S 869   U  c $\U8 F  U h"10:00-10:30 Informal presentation##"#  H  0i ? ̙33"7 0  r(   ^  S 869   H  c $t)H8 F  H h"10:00-10:30 Informal presentation##"#  H  0i ? ̙339 0 ph (   ^  S 869   Ub  c $U8 F  U All this will depend on the nature of your course, the kinds of goals you have, and projects (you may not be able to use cases--but surround the big projects with smaller ones)"  H  0i ? ̙33: 0 ph` (   ^  S 869   Ub  c $XhU8 F  U All this will depend on the nature of your course, the kinds of goals you have, and projects (you may not be able to use cases--but surround the big projects with smaller ones)"  H  0i ? ̙33; 0 ph$ (  $ ^ $ S 869   Ub $ c $yU8 F  U All this will depend on the nature of your course, the kinds of goals you have, and projects (you may not be able to use cases--but surround the big projects with smaller ones)"  H $ 0i ? ̙33< 0 php, (  , ^ , S 869   Ub , c $qU8 F  U All this will depend on the nature of your course, the kinds of goals you have, and projects (you may not be able to use cases--but surround the big projects with smaller ones)"  H , 0i ? ̙33> 0 ph< (  < ^ < S 869   Ub < c $lU8 F  U All this will depend on the nature of your course, the kinds of goals you have, and projects (you may not be able to use cases--but surround the big projects with smaller ones)"  H < 0i ? ̙33"? 0 T r( p T ^ T S 869   H T c $t!H8 F  H h"10:00-10:30 Informal presentation##"#  H T 0i ? ̙33"@ 0 Pd r( pp d ^ d S 869   U d c $\q)+\\q\\ggR\\g>\q)\\&\\\\\H \\q\gggR\f 6}S}љ7+}}}}Ëo}}S}љ7}}&}}}}}a }}}Ëo}t\ R\ R_ U_ Uffqq 3 {\ \\\3 { 5 _ ___5 f ԷF Fx{ \G \\{  _J __ fb5T__i_5T __ _i _ii_7W bbmb7W bb bm bmmbfHsػ+؁Hsػ+ ؁ ؏ ؏  __ __ ___ ?_ _ ? __!  bb bb bbb Bb b B bb +؁ +؁V V+ ?__ٟd!bb٥؁HX9bb٤`ff٫܃ <bb٤ff٫)ޤcޫrX,ުްުްgԪeDe!| ˪A԰iFi# ˰Y,D{ht hh˯A`my mm˶ - q߯h˯Ğ`߶m˶XA߯( "h h th: Qh:hh hhh h "hh: A߶( $m m ym< Tm<mm mmm m $mm< (-KiK -KMXP5ߴ ww_kwkHk0kw kk_kkk_kkT Hk0߻ ||cp|pJp1p| ppcpppcppW Jp1 י{׊\= {׊{׊k\=ߴ _߻ c{ߴ< k kk߻> p ppM >߹ n$ n V n⟄ s& s Z s6. m`$]D#=n=b$nnn{n nnnnn{=b$#@s@f&ssss sssss@f&#NN}.یی N}.;{n$ =n nnnn n nn Jn$ s& @s ssss s ss Ms& .N^.9ѽqqvvOҽqqA|vv޳$Gss!#yy0 8-$|@(AAx %pL&ýqD8H'kj  (^*{Ƅ>)h#`c *`kXY..*!a( ޹#ޯDŁ`ޯ(ޥ H޸ޯ ޜްޟޜްޟ ! $ޟ{@ $HA 8 c}`!`LX$Ac2#ち/HL"ak$H5dd$A!H8@#{߁F<=!@ $IGdgIGdSu_eSu_PaP PaPEmepMLtLLtaeMEiMEnmSxKww lu$ SP ._UAD_l${yy y('y`X?DﳀeKxm Wmڿ=. 6J lsrnpa io et nkph ||| bIbIbIb  ($ iBDU;ljpX`$ͪ1C ]"Kּ.b1$|||j~l```#"UUUU $A`ceu5nm$TScmGa_CehaetFPaDitaP$f3F&cc!ခfh|vf36QH3H@ eWBʒ1| Wffue߽fs33Hw3hԧZ3` e v}ffdWY]hf332+,;63[7%bf buUP`b`W_f3 1V<(010-830HHG?T \-ffpfeJcf΁33evA3;*2|W3P,_ndt ǓQfgnߣ֫l[`бd΁35Msډʐ;-;ɟo2Js18O|2fl_f}bfdZKY[_΁3C}HOf335F&,61;f eS[ffceffcbf΁3 67.331233113f΁3M qd DusL wmp&fxmhl}ff΁3L=io5;Q33P[BV[|n9ffgW}JlG\{f΁33{U4ll%A(:Z3O!$ | vfyR`ff`cycWfb΁3M;03301L?331Li F\JafSf te~Kf΁3*3 jf=d/3Lp CLWHf\f oooՁf΁3.3 YE[ie3M- | H Zf`f ckwWeZ΁3V93 1<`03x-P|-1|5. ffrf}b[UgZ΁33G3WW1]D/4-kAZo$m{effd{SMeHd332^7x9:zr%2:f b^_ee]``ff_`ff΁3 1//22/0033/033  3f3f3f3fhϪLu$3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f*SLu$!! @*S3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3f3 p"   @n?" dd@  @@`` XP b.&1KD  )     &      ՜.+,0(    ( 'On-screen Show North Carolina State UniversityY: Times New RomanArial Arial NarrowTimesArial Unicode MSCactusNo Slide TitleWhy Give Assignments?Why Give Assignments?Orientation of AssignmentsOrientation of AssignmentsPaper-as-Test Model$Paper-as-Test (Plus Accountability)Semi-Integrated ModelFully Integrated ModelThe Instructional Design ModelThe Instructional Design ModelConsider. . .Art History 101 AssignmentMy Experiment in PlagiarismWhat Happened?What Happened?A Bit of My Not-My TextSkills I PracticedConsider Goals SuggestionsWhat About Large(r) Classes?Summary  Fonts UsedDesign Template Slide TitlesMNMX  p"0DTimesNarrowanNJ (MNMX  p@DArial Unicode MSJ (MNMX  p"   @n?" dd@  @@`` XP b&1KD  )     &        *    !"#$%&'()*+,-./0123456789:;<=>?@ABDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~         !# &$('PowerPoint Document(CYDocumentSummaryInformation8Root EntrydO)A6$ @PicturesCurrent User.SummaryInformation(0&_eYChris M. Anson             % %   Ob$+Jkdf_$$b$i؝@йIq8}_ဃ 0 __}}@8g4>d>dM4Ŀppp@ <4!d!dg NN <4KdKd NN g4BdBdM4Ŀ(p\ pW___PPT9n GMe1>PNG  IHDR +tsRGB PLTE3*ծ cmPPJCmp0712 7tRNS@f'IDATWc`  6H $VKIENDB`nS-Bd[PNG  IHDR [AsRGBPLTE3̙33fff3̙f|Ŷ cmPPJCmp0712|m.tRNS0J9IDATWcdn*.)Qj @JA35+`@2A Bit of My  Not-My Text&  =ASkills I Practiced  &  @BConsider Goals  &  ,9 Suggestions   &  BCWhat About Large(r) Classes?  &  oSummary  ]Our view of plagiarism is often shaped by our assumptions about what writing is for in our classes. Starting with learning goals can help us to create assignments that engage students and make it difficult and unnecessary for them to plagiarize. Starting with goals can also help us to put writing into the context of other learning tools and media.*^ Z] ^ /07pRb "$&(*-12379>?ACr?+C-( )@/ 0|DTimes New RomanNJ (MNMX  pDArialNew RomanNJ (MNMX  p DArial NarrowanNJ (MNMX  p"0DTimesNarrowanNJ (MNMX  p@DArial Unicode MSJ (MNMX    *           !#&$('  %%Ob$+Jkdf_$$b$i؝@йIq8}_ဃ 0 __}}@8g4>d>dM4Ŀppp@ <4!d!dg NN <4KdKd NN g4BdBdM4Ŀ(p\ pW___PPT9n GMe1>PNG  IHDR +tsRGB PLTE3*ծ cmPPJCmp0712 7tRNS@f'IDATWc`  6H $VKIENDB`nS-Bd[PNG  IHDR [AsRGBPLTE3̙33fff3̙f|Ŷ cmPPJCmp0712|m.tRNS0J9IDATWcdn*.)Qj @JA35+`@2A Bit of My  Not-My Text&  =ASkills I Practiced  &  @BConsider Goals  &  ,9 Suggestions   &  BCWhat About Large(r) Classes?  &  oSummary  ]Our view of plagiarism is often shaped by our assumptions about what writing is for in our classes. Starting with learning goals can help us to create assignments that engage students and make it difficult and unnecessary for them to plagiarize. Starting with goals can also help us to put writing into the context of other learning tools and media.*^ Z] ^ /07pRb "$&(*-12379>?ACr0,? ,UYC1f1Ű Mary HelenO{ThuenteMary H. ThuenteChris Anson