29 May 2014

Plagiarism or creative writing? A review of Grammarly

I taught economics to a group of third year students at Simon Fraser University this spring. Perhaps 80 percent of them spoke English as a second language (most were from China), and very few of them had experience writing in English, as the Economics department put most weight on math skills.

I went against that trend in asking students to read and write about Economics in two briefings (here's the PDF for the first) and a blog post (remember these?).

I had given the same assignments to my 2009 UC Berkeley class (blog archive), but I had not thought about plagiarism as an issue because I had skimmed through most of their briefings (I failed one student for a ridiculous copy/paste from a sociology paper).

I was going to do the same this time and asked students to print three copies of their briefings so we could distribute them to other students for peer grading (see this post). Then it occurred to us that we could use online submission to make the process easier (and maybe save a few trees). That step gave us a new possibility of checking the briefings for plagiarism. (We were not interested in grading or correcting them, as that was for peers.)

By curious coincidence (not!), I got an offer to try out the grammarly service, which helps students and professors check writing for grammar and plagiarism issues.*

In my short use of the service, I did not pay much attention to the grammar function, although I can see how it would be better than Word, which tends to vary between terse and useless.**

I did spend a lot of time with the plagiarism function and found it to be VERY useful, especially as nearly 40 percent of my students plagiarized material for their first briefing. Most of them made the mistake of copy/pasting without "marking others words," but some were brazen enough to copy entire paragraphs without attribution.

Most of them lost half their points on that assignment (their midterm and final grades tended to be lower, so I think there was some self-selection), and few of them did it again on later briefings and blog posts. (I was really shocked when some did!)

Bottom Line: Grammarly makes it easy to check lots of material for obscure sources on the internet. I recommend it to anyone who needs to grade a lot of essays for original content. It's also handy for grammar feedback (you can print a PDF report), but I wouldn't assign grades for grammar.

* Grammarly offered to pay me to review their service (this post), but they've been totally hands off on what I say. They did implement one of my suggestions on how to improve the interface. The service costs $30/month, but many of my students enrolled in the 7-day free trial to double check their work after a bunch got caught plagiarizing (see above).

** My grammar and spelling is terrible, so I don't mind some highlighting. I find more mistakes by rereading my work, but some people cannot do that at an "objective distance."

2 comments:

  1. Cross-cultural concepts are difficult to instill in people whose home departments don't actually make attempts at doing what they rhetorically say is important. I've seen similar statements by departments at a large Midwestern public university, but have personally witnessed a lack of follow-through in terms of teaching. It's almost like administrators assume that a cultural construct - such as plagiarism specifically or academic writing more broadly - is magically imbued in all students and/or it is the job of each professor to teach these things, while giving little or no incentive to professors to actually do so. In the end, those professors who might suffer directly from a student's plagiarism in a journal article often just revise or rewrite the article (IOW, no actual teaching and training in writing skills let alone inculcation of Western/Anglo-American norms of academic writing).

    A short collection of links describing cross-cultural understandings of plagiarism:

    http://subjectguides.wcupa.edu/content.php?pid=31756&sid=1803487

    Bottom line: It doesn't matter how much departments preach the importance of certain "cornerstones" of academia if they don't actually invest in teaching (i.e., provide incentives or actual classes in academic writing norms of the field) and policing (i.e., clear requirements of students and faculty as well as clear punishments for infractions).

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  2. Plagiarism has been around for a long time. I have used a Guardian article by Martin Kettle (Cheating Students Caught up in a Web of Deceit) to illustrate how the internet not only makes it easier to plagiarise, it also makes it easier to detect and who knows what went on when we had to rely on ink and paper.

    Some cultures value proverbs, aphorisms and wise sayings. Academic English does not and an unattributed quotation which does not breach copyright law may still run foul of plagiarism rules.

    Another problem is that we insist on originality while still insisting that every statement be backed up with reliable evidence.

    Paraphrasing (or rather not paraphrasing) is yet one more issue, for example providing an accurate in-text reference for an unmarked quote is still plagiarism.

    Fear of making grammar mistakes may also be a motive - if a native speaker wrote it, is must be correct.

    Plagiarism is lazy and dishonest and very few of my students are actually lazy and dishonest. It may be that we need to improve our teaching of English (I can say that because I am an English teacher), i.e. a little bit of carrot before we start to use the stick. Maybe.

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