Hello, Professor! According to the book link you sent me, I choose 3 books as my reading options: 1. The Hobbit by JRR Tolkien (330 pages) The Hobbit is my first choice for a book project. I'm interested in this book because I'm a big fan of the lord of the Rings movies. This book has been on my personal reading list for a while. Unfortunately, I have been putting it off for later time. I think now is later.... I would definitely be interesting to see how Bilbo Baggins character evolves throughout the book.... This is just a blurb of one of the many emails I received two weeks ago. It's the beginning of a new semester, and that means it's time for my ESL 097 students to choose their books for their Book Talk assignment. ESL 097 is a transition course. It's literally their last chance to iron out their English and writing skills before moving on to English 101. My students are diverse. Some come from Korea, China, Vietnam, while others are from Saudi Arabia, Kuwait, Colombia, Mexico or elsewhere. I love teaching ESL! There are several objectives for the particular course, but one of them is to "read actively and critically using a variety of comprehension strategies to facilitate understanding of texts."
This will be my third time doing this assignment. As with all assignments, I learn ways to improve it. Over the summer, I learned how to create free websites (like this one), so I decided to put all the instructions for the book talk there.
I created videos and links for reading strategies, etc. One of the things I noticed last time I did this assignment is that my students needed more support in reading their books. Not all of them are taking a reading class, even though they're supposed to. There are still a few bugs to work out, but overall, I'm happy with the resources I've included in this book talk instructions website. This morning, I bumped into a student who took my ESL 097 last semester. I asked her how things are going, and she said fine. She's now in English 107 (English 101 for ESL). "You know, Kassie," she told me, "reading that book last semester really helped my English!" If you teach ESL or know anyone you teaches ESL (or developmental English), share this link with them. You are more than welcome to enjoy the instructions, videos and resources.
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So... why and when do students plagiarize? This is where I will talk a bit more personally. First of all, each case is unique and should be treated as such. It's best to talk to students who plagiarize one-on-one.
Why do they plagiarize? I have been able to clump all my cases of plagiarism into one of three reasons: 1) they're stressed and busy; 2) they're inexperienced and/or 3) they're not at course level. Oftentimes, students have a combination of these factors. 1. Stressed and Busy Students who plagiarize always have a story. They are taking far too many classes, working a full time job, have to provide for a large family... The list goes on! These aren't justified excuses for them to plagiarize, of course, but I always listen to their story. It's important to remember that they're human beings with other ambitions and priorities, just like anyone else. Not everyone is crazy about gerunds and past participles like I am. Students want to get this essay over and done with as quickly as possible so they can do the things they want (or need) to do. The bottom line is, these students believe that plagiarizing will save them time, will make it easier and faster, which, we all know, is not necessarily true. I wish students really understood the time and energy it takes to plagiarize effectively. You know, in a way that would make it impossible for teachers to detect. It's so much faster to write the damn paper! 2. Inexperienced When it comes to working with ESL, which is what I do, the way I approach and discuss plagiarism must be handled with care and caution. The idea of "stealing words" is often a brand-new idea to them. In China, for example, it's better to, in general, "blend with the crowd," so the less you use your own words, the better. This causes a lot of Chinese to naturally use "others" words, and they never think to give credit or reference where they got their ideas. If you think about it, the concept of "owning" words is strange, so you can't blame them for not understanding the need to cite where they got information. Talking with these students often involves a teaching lesson on having original thought and being okay with saying things less-perfect than someone else. In fact, this gives them a distinct voice that teachers treasure. I'd much rather hear an original thought peppered with grammatical errors than an overly sophisticated sentence I know my student didn't write. Inexperienced can also include things like culture-shock, or being new to college life. My conversations often include a discussion on time management and expectations of college professors. I provide resources and encourage them to talk to counselors and tutors who can help them adjust to their new way of life. 3. Not at course level In order to take the classes I teach, which are advanced writing courses for ESL, they must take a placement test or pass the class just below with a C or higher. Our placement test isn't perfect. (Whose is?) Students are misplaced in my class all the time. I often give a little diagnostic near the beginning of the semester. I usually know, then, who my weaker students are, and I give them additional one-on-one help whenever possible. Every semester, though, one of these "weaker" students plagiarizes. Their motivation is mostly out of embarrassment or fear. They usually didn't understand the assignment instructions. Even if they do understand, they don't have the skills necessary to complete the task, and they are simply embarrassed to ask for help. They fear that if they ask for help or let-on that they're English skills are lower than the other students, they'll be sent to another class or have to start over on the ESL ladder, which they can't afford or don't want to do because they'll bring shame to their family. I try to be extra patient with these students because their self esteem is usually pretty low. When I meet with them to talk about their plagiarized papers, most are ashamed and confess before I even get the chance to ask them why they think they earned a low score on their paper. Some, however, are shocked that they're not allowed to copy and paste (or "borrow" as they like to call it) whatever they want because it's what they've always done. It's how they got into my class in the first place. When do they plagiarize? There are probably a plethora of other reasons why students plagiarize, but I've found that they always boil down to one or more of the three listed above. Now, to answer when they plagiarize, it's usually during the early stages of writing, during the brainstorming or prewriting stages. As research has shown (you can get a full list of my references on the last slide of my powerpoint), teachers need to intervene throughout the writing process to ensure students understand what's expected of them and they aren't trying to "cut-corners" via plagiarism. Writing takes time, and I try my best to stress this to my students, though they never fully believe me until they've completed their first essay. I think with this day and age, it's especially tempting to just google something when you're feeling stuck. I tell my students that brainstorming involves the brain. It doesn't involve a translator or google. Plagiarism, as mentioned, can be a touchy topic, but it's something that needs to be addressed in more than just a syllabus or policy waved at students the first day of class. My goal as an ESL writing instructor is to help my students feel confident with the writing process and English essay so they can write independent and unique thoughts. "It's a lot of work," I tell them, "but nothing is more satisfying!" I have a large stack of essays to grade, so I stock up on snacks and beverages and lock myself in my office. I read one essay after the other and provide detailed, encouraging feedback for each student. Suddenly, I'm reading an essay that shifts in tone, vocabulary, and voice. I know the student didn't write it. My stomach churns. I want to throw up. What should I do? Why did the student plagiarize? Why-oh-why? Now, how am I supposed to stay true to institution regulations regarding plagiarism while staying positive and encouraging to students who may be new to the idea of "stealing words"?
What is Plagiarism? There are several definitions. The one I chose to use in my presentation comes from Murdoch University in Dubai. I chose them because they have an informative video about the potential consequences of plagiarism. It's an intense video, so I've only showed it to my students once, but it brought up a lot of great discussion questions and really dives into why students might choose to plagiarize and why it's wrong to do it. Murdoch University states that plagiarism is "the unauthorized use or close imitation of the language and thoughts of another author and the representation of them as one's own original work." When I ask my students what plagiarism is, they yell, "it's cheating!" That about sums it up as well.
I sit crossed-legged on a home-made rug, my long skirt draped over my knees. "I know Jesus lives," I say to the African family. A young mother holding a new born sits with her husband on a faded green love seat. The father holds a toddler picking his nose. Three other kids, various ages lean against the wall. They all stare blankly at me and my companion who fans herself with a brochure about God's plan of happiness.
"He loves you, " I continue. I make my hands into a heart, and the teenage girl with braided hair smiles. She talks in Sudanese to her family. Her dad says something back, and we wait for the girl to translate for us. "My father says he likes your message," she tells us. My companion stops fanning and gives me a thumbs up. "But," the girl continues, "he wonders if you will teach him English. You see, he just lost his job, and it's very difficult to find work in Australia." For the next few weeks, my companion and I prepare English lessons for our new friends. Our materials are limited, especially because we don't have access to the internet, a printer, or any English teaching books. We cut words and pictures out of church magazines and pamphlets, draw pictures of food and house hold items and prepare flash cards. Although a writing tutor for a writing center before my mission, I feel completely under qualified to teach English. As we meet more families with similar needs and requests, my efforts and desire to help increases, but I still can't help thinking There's GOT to be a better way! After serving for a year and a half, I got on a plane headed home to the United States of America. I gazed out the window after take-off and vowed that I would come back and "finish what I started." I would find a way to better teach English to these families in Australia. The Writing Center and Connect2English After my mormon mission to Australia, I quickly enrolled in college classes. I studied English literature, which was interesting and enjoyable, but didn't help me learn how to teach ESL. The classes focused on teaching English literature to junior-high and high schoolers, which I knew I didn't want to do. While studying, I worked as a tutor in the writing center, like before my mission, and met with a few ESL students there. I found a lot of satisfaction and joy from working with them one-on-one. A friend of a friend asked if I'd like to help him with a small business he started. It was called Connect2English. Basically, high-schoolers from Taiwan wrote short writing assignments in English, and then met with me (or another English "teacher") via Skype to talk about revision strategies. Teaching English as a Second Language Degree After I finished my Bachelor's degree in English literature, I learned that I could earn a degree in actually Teaching English as a Second Language. I researched schools and found that ASU had what I wanted, so I packed up my drums and headed there! My methods for teaching ESL as a missionary were good, but limited. I was right that there "is a better way" to teach ESL, and I learned them during my years at ASU. I became a student worker and communicated with ESL students daily. I learned about materials development (adapt, adopt and create). I did three internships and made friends and life-long connections along the way. Upon graduation I began teaching at ASU and then, later, at a community college, which is where I am now. I never considered becoming a teacher before my mission. I'm grateful for those families and short time I had to share with them flash cards of lettuce, tomatoes and bags of potato chips. It led me to my career of teaching English as a second language. I'm still a growing instructor, so I'm not perfect, but I love my students and want them to succeed. I have yet to teach English in Australia. Sadly, I don't think I ever will. Even if I did, I don't think I could find those families. I try to give each of my students the care and love I believe each student deserves. English is tough! I admire my students for learning and seeking ways to improve their circumstances so they can work and feed their families. |
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