Discourse Analysis: A Bridge between Grammar Instruction and Writing Practice

Restricting grammar instruction to situational and individual contexts has become the standard “best practice” in the field of composition studies. However, this presentation will show that following grammar instruction with a discourse analysis assignment can give students the tools to come to a deeper understanding of their own writing tendencies

Cheating, Borrowing, Patchwriting, Paraphrasing: Why Students Plagiarize and What to Do About It

What plagiarism is seems obvious; however, divergent definitions exist among faculty in various disciplines, not to mention students and administrators. This presenter will show how research has revealed gaps in the understanding of what plagiarism is, why it matters, and how it should be dealt with. Attendees will gain a nuanced understanding in order to promote learning, ethics, and participation in the academy

Best Practices Networking Forum

What do you fell you need to know in order to better achieve student success in writing? What types of resources or research would you like to see? What types of resources or research would you like to be a part of creating and sharing? This forum is your chance to work with other SSWC attendees to create a wish list of resources and research for student success in writing, and to start figuring out how to make those wishes come true. Participants will, we hope, leave with new resources for learning about and collaborating on student success in writing

Why Don\u27t They Stop Plagiarising? Helping Faculty Help Students

Student plagiarism is one of the most highly-charged academic topics both within and without the academy, causing distress and anxiety among students and faculty alike. The definition of plagiarism may seem to be self-evident, but that is not the case: there are widely divergent definitions even among disciplines within the same academic community. Our ongoing research project shows that there is a great deal of misunderstanding and misrepresentation about plagiarism among the groups most concerned: students, faculty, and administrators. The presenters (an instructor of first-year composition and an Associate Dean/Director for Student Conduct) will show how recent research by composition studies scholar Rebecca Moore Howard and by anthropologist Susan Blum (among others) has revealed huge gaps among these groups in the understanding of what plagiarism is, why it matters, and how it should be dealt with. We will also show that once a case of plagiarism has been made, the disciplinary procedure can enhance learning and uphold the University mission statement. After participating in this presentation, audience members will have a nuanced understanding of what plagiarism is, why students have difficulty avoiding it, and how faculty and administrators can promote student learning, ethics, and full participation in the university community