plagiarism

Life in the Margins (Part two of two)

~ aviewfromthiswilderness ~ Leave a comment

When I was in my late teens my father and I played golf one afternoon at his club in Virginia Beach. About the third hole a man caught up to us and played along. He was good; a driver, short chip, one putt player. I was not. I had the same clubs but more often than not sliced it to the right or bounced it into a water hazard. I didn’t have a temper, but it wasn’t unusual for me to put my club back in my bag with some force, as if to say, “Don’t even think about coming back out until you know how to hit the ball straight!”

I did this after I butchered an easy fifty-yard chip shot by clipping it straight to the right into a lake. I cursed, of course. The golfer was standing nearby waiting to hit his second shot to my fourth.

“Can I give you some advice?” he asked. I sighed. First of all, no, no you cannot, because I’m nineteen and I don’t take advice, and because I don’t even know you. But noting my dad just a few yards away I opted for sportsmanship.

“Sure,” I sighed.

He paused. “You’re not good enough to get mad.”

I stared at him.

He continued: “Really, how often do you play? Do you take lessons? Do you have the best clubs? If you played all the time and took lessons, well then you could be upset at not improving. Otherwise you’re just wasting good energy.”

Ever since then, I have not only relaxed and enjoyed the game, I play better. After a while I applied this to most aspects of life, not in a way to find an excuse to not try, but to relieve the stress that comes from going through life doing things everyone else seems to simply be better at than me. It also motivated me to get into the game a bit in those areas I do have some game.

Awkward Transition Section:

I gave an assignment not long after September 11th, 2001, when my students would have been in their teens during the attack. I wanted them to reflect on what will remain one of the most significant days in our lives. How, I wondered, do they remember that day? I thought it was a good assignment—a specific event but a vague enough request for them to wander where they wished.

One student wrote of her aunt who never made it out of the South Tower. Another wrote about her sense of horror and disbelief, which, she wrote, she could never correctly capture on paper. Several actually commented they didn’t think it affected their lives at all while others spit out what they kind of paid attention to with one ear from local television reports—about heightened security, conspiracy factors, the indescribable loss of life that spontaneously erupted on TV that morning. But one student’s piece caught my attention. He wrote, in part:

“In a way, September 11 demonstrated, more than any one phrase can contain, the strength of our Constitution. The day became the beginning of a new era of the democratic process, and the definition of how we will defend our liberty, maintain our principles and remember our purpose—to stand as an example of humanity’s potential. It was Memorial Day. It was Victory Day.“

I read this with amazement. I asked for the rough draft and received exactly what I knew I would: A similar, hand written version with some words written differently and others crossed out. Excellent.

“You plagiarized this,” I said, which, understand, is rare for teachers to say. We receive copied material all the time, but nearly never have enough proof to say, directly, “You didn’t write this.” In a world of AI generated essays, it gets even tougher, but I ask them to ask themselves if they’re good enough to plagiarize correctly. I remind them in order to pull off an AI paper or plagiarized work they need to have a deep understanding of my requirements for the essay, the style I’m looking for, the specific language, the relevant references, and to be frank, I let them know, most of them aren’t good enough writers to plagiarize that well.

But this kid nailed it. “I didn’t plagiarize that!”

I smiled. “Yeah, you did.” My small laugh, I think, pissed him off. He continued to challenge me. Normally, plagiarized papers frustrate faculty members when they know an assignment was plagiarized—either from another student or from one of the many web sites offering papers for sale, or more recently for various AI sites— but can’t prove it. So when proof does come along, while it’s disappointing to have such lazy ass students,  it’s not just slightly satisfying to stop them in their tracks.

“Yes, you did. Tell me why you shouldn’t fail.”

“Because I didn’t plagiarize it.”

“Okay, I’ll tell you what. I want you to bring me a copy of the original. If you do, I’ll let you redo the assignment without penalty.” I figured the embarrassment would be sufficient.

Once a student turned in a paragraph she plagiarized from our own text. Another time a student turned in a paper right out of the psychology textbook assuming I wouldn’t recognize that his in-class writing had the ability of a seventh grader and the essay he turned in was written by Freud.

I don’t think they’re simply overworked. They’re bored. What they’re doing is staring at me and thinking of everything else. In the front row is the guy with his fingers in his mouth, gnawing on his fingernails, pulling them out wet every once in a while to observe his work and then shift his focus to a different cuticle. In the back row some dude’s pretending to write notes while he’s reading his text messages on his cell phone.

Certainly, some things really are boring, and sometimes it’s difficult to find the relevance. I know; I was a student.

Too many aren’t listening. And I totally understand. There’s too much noise. Streaming services, reels, TikTok, internet scrolls, deadlines, term papers, credit card bills, car repairs, moving in, moving out, daycare, spouse abuse, deployment, speeding tickets. The pace of life is at Mach 7, and we’re teaching from a stage coach—no wonder they’re bored. They haven’t yet realized that life is infinitely more interesting from the stage coach; that life exists in the margins as well as the headlines, and we should not simply focus on the large, obvious lessons we underline but the small details where we learn what we are and are not good enough at to get upset to begin with.

We’re too busy for that. Before they’re out the classroom door, students are calling each other, talking and walking from building to cars, elbows bent, phone tucked tight to their ears. We’re completely plugged in. There’s no time to think. Don’t stop, don’t listen, and don’t figure it out. Just keep yourself plugged in to create the illusion that something’s getting done.

And we keep missing the good stuff because we don’t have time. A college where I used to teach had a reading by one of America’s leading poets, Reetika Vazirani. Maybe a dozen people showed up. There was enough room for her cute two-year-old to run around the auditorium, climb across chairs and make everyone laugh. Reetika’s poetry was magic. Students who did show up sat looking at their laps while Reetika read:  

Little by little, I’ll figure it out

I’ll say to them, Relax, we’ll live to be a hundred

I’ll sort things out.

And her child danced down steps toward the small crowd. They missed that for the noise. Noise, that unlike the rest of our lives, won’t ever fade but instead will grow in intensity until it blends to the point of saturation, and becomes inaudible, an undercurrent of indiscernible distraction.

I can’t help but sympathize with students. They see the careers of their parents or friends, and they know at best the future holds the slow erosion of enthusiasm.

Early before class one day, I waited for my student with the plagiarized 9/11 paper to show up. Some papers are so moronic I pray they were plagiarized just so I don’t have to believe one of my students wrote that crap. I read a paper once which began, “Shakespeare wrote Hamlet almost a decade ago.”  Another paper I received once had the same page printed three times. When I pointed out the mistake, he said he couldn’t think of anything else to write but knew the paper had to be 800 words, so he just copied it a few times.

When the student with the plagiarized paper returned, I was ready. “Ah, did you find it?” I asked when he came in and tried to sit down without looking at me.

“No,” he said, as I knew he would. Pride sucks.

“It’s okay. I brought a copy. Shall I read it to you?”

“No.”

“Great! Here goes:”

I believe our best education has nothing at all to do with the classroom or the assignments or the degree. It’s between the lines and off to the side of the narrative where we discover the best of what we need. This isn’t original; in fact, it’s a thought and practice older than formal education.  I don’t remember much from grammar school, which they called it then because they still taught grammar there. But I do remember my teacher taking us all out one April afternoon to lie in the grass on our backs and stare at the sky while she told us about the tragedy aboard Apollo 13 going on right then in space above us. All the discussions about what went wrong and how they might not make it back were irrelevant until we rested in the grass and stared at the sky.

The thing is, we’re all the same. Conditioning has them believing that life is supposed to be some Reality Television show. There’s no plot, no writers, no purpose.  Suicide is the second leading cause of death among college students behind accidents. In fact the rate is higher among college students than it is for the same age group who aren’t enrolled in college—you know why? Because life is infinitely more interesting than most of the crap we’re fed in school. No one cares about most of the material we spend so much time preparing.  In the real world, however, we tend to seek out challenges we know we are up to, where in college students face new levels of expectations, and when they’re not up to the task they complain instead of asking themselves if they’re good enough to be there to begin with, if they’re willing to get better. They’re trying to make sense of it all—or want someone to help them, and when they can’t they rely upon what others have done and plagiarize that.  No wonder they’re bored. Hell, I’m bored.

Sometimes I try and picture my students as toddlers and help them not in a childish way but in a way which I hoped faculty had helped my son, as if he were their own. Was he paying attention when teachers taught?

Was I?

Recently I remembered Reetika’s son, who ran through the vacant auditorium while his mother read poetry. Shortly after that reading, just before taking her own life, Reetika—riddled with psychological challenges—killed her son. I’m tuning that one out. There’s no lesson there. Sometimes I picture my son at twenty, wondering which of my students he would have been like and how would I have answered his questions, approached his plagiarized paper.

I stared at the young man that plagiarized the 9/11 story and asked if he were ready. He turned his head to one side, trying not to make eye contact. “Hey, it’s from the local paper! Well, let’s see:

“There are still no words for September 11’ by…”  I stared at him: “Oh my god, Dude, should I go on?” He laughed a little at my sarcasm because he knew what came next and because, really, it’s so laughable.

“There are still no words for September 11’ by…” I stopped and looked at him. “You’ve got to be kidding,” I said.

He spoke quietly: “I didn’t know you wrote it.”

“Where’d you get this?” I asked. A friend of his gave it to him from his developmental English class but had taken my name off his copy.

“I was set up,” he said.

“You think? Do it over. Here. Now. You’ve got the whole class.”

I opened the door and the class came in. I talked about something, I forget what since I wasn’t really listening, and after class everyone left and he gave me his paper. He wrote:

September 11th scared the hell out of me. I was only fifteen and our country was being attacked. I remember rumors that a bomb had been planted at the State Department and I really thought it was just starting, that we were at war right here in America. My brother was nineteen at the time and in the Army in North Carolina, and I couldn’t sleep. Our teacher talked to us about it during the following period at school, but I wasn’t listening. I was thinking of my brother and about war. I was thinking about how a few hours earlier my friends and I were talking about how some guy bought us beer that weekend and we hung out in Croatan, and suddenly none of us was talking at all, and no one wanted to. We just stood around and said, “Damn,” and we were scared.

He found his voice. “I’m disappointed,” I said. “This is way better writing than the one I wrote that you tried to plagiarize.”

“See you Thursday.”

Most students don’t find their own voice or would even hear it over all the noise. When things finally do settle down and it gets quiet and the cell phones are turned off, most of us wouldn’t know our own voice. Maybe we’re scared. I know I am. Maybe we don’t want to know what we sound like, preferring instead to fall into some mainstream composite of expectation and predictability. I tried to tell my son to figure things out for himself. Don’t rely upon being taught, but instead, learn. They’re not the same thing. I hope he listened.

And I’m certain he hoped I listened as well. I tried to pay attention, but it was hard back then with the constant noise of students and papers and classes and all the other voices in my head. So sometimes, too often I suppose, it was difficult to always pay attention and listen to everything. And that scares me.

Turns out it is the small stuff that mattered. It’s the details I should have paid attention to. In class I wonder if I have any right to get angry when they’re cheating with AI; I mean, maybe if I were a better professor they wouldn’t do it. But it’s more than that: In the hallways, in conversations, in all lessons I want to drill into them that the larger objective is not difficult to digest; it is the details that we need to spend more time focusing on. It’s the same for college students as it was for toddlers. You see, I had this fear when my son was little that I would get mad at him one day and he would turn to me and say, “Dad, you’re not a good enough father to get mad. Maybe if you’d practiced a little more.”

Copy That

~ aviewfromthiswilderness ~ Leave a comment

This week the assignment in college comp is to write an essay about the positive and negative effects (or short term/long term; physical/emotional, whatever) of involvement in extracurricular activities. Research and valid support from experts are required. Today I read some rough drafts.

Out of twenty something papers, fourteen of them quoted as their source the same “study” done by two professors at the University of Pakistan. Their papers “reflect” the findings in a predictably vague and non-committal way, with language intended for fifth graders and excessive repetition for extreme ADHD readers. My students have not yet figured out that AI writing generally sucks anyway.

After some frustration, I took a moment to Google “Studies of the effects of extracurricular activities,” and the first six or so hits were UCLA, University of Wisconsin, Oklahoma State, Notre Dame, US Department of Education.

National Institute of Health, Texas A&M, Nature. The list of accepted expert sources is extensive.

So what gives?

Ah! I thought. I know exactly what gives.

I Googled “information about the effects of extracurricular activities,” and the first five hits? University of Pakistan. I googled “statistics and quotes about extracurricular activities” and the same Pakistani people popped up. Then I Googled “Essays about the effects of extracurricular activities” and the same people showed up. Go figure.

Quick recount: Test scores started to drop at high schools and universities about the time technology slipped into the curriculum, not unlike obesity showing up more often after the explosion of fast-food restaurants nationwide, or the numbers of hyperactive and anxiety-prone students skyrocketing with the introduction of specialty coffee shops and power drinks. After Texas instruments introduced the calculator to the classroom, the slide rule (kids, look it up) slid out of use. The conversation in the seventies was that students weren’t learning math, they were learning how to use a calculator.

This has been going on since some Bronze Age dad figured out a flint stone started fire faster than rubbing together two sticks. At the time, if he handed his preteen two sticks, the kid might have stared at them like they were relics from the Neanderthal Age.

In all math classes and for all homework, teachers used to exclaim, “Do your own work.” Not meaning don’t cheat, though I suppose that too, but meaning do NOT use electronics such as a Texas Instrument calculator to figure out the solution.

Writing terrifies students because they simply don’t do it. And if they can use AI programs to complete their work AND know the material, well, whatever. But writing is different; it is organic, but most importantly it has been proven to be the most effective tool in learning. It directly aids in retention, and we can actually teach ourselves material and figure out solutions to problems simply by writing about them, page after page. It is called Writing to Learn, and in Days of Yore, it was standard practice, wherein an eighth-grade class might be assigned Hamlet to read, and then their homework was to write two-thousand words about “Hamlet’s madness” or “Laertes revenge,” and so on. The process of writing exposed the characters to the writer with far more accuracy than “thinking” about it, or even talking about it, and the students became better writers, learned to do their own work, and gained valuable confidence in the process. That’s the key issue here—the absolute lack of confidence on the part of the student to write coherently.

But that individual, organically generated (OG?) writing ebbed during a time when individual assignments were sacrificed for “Group Work.”


But I digress. I got carried away as is apt to happen when writing. I do it a lot, though, so I don’t mind. But my students do not do it and they apparently do mind, even in a class they know was a writing class. They avoid it anyway and would rather spend time finding other people who already wrote what I’m looking for. The problem is this isn’t a history class where all I really want to know is if they understand the pressure felt by a group of soldiers on D-Day, which still should be met with original writing of course. No, this IS a writing class, where the lesson we learn is how to actually do it and the subject matter is secondary. We don’t learn how to steal it or copy it or get through by being so howl-at-the-moon lazy that I question how they got through high school to begin with.

(breathe in, breathe out)

Don’t be so quick to assume the student with the 4.0 GPA earned it. Don’t assume the new hire knows the material; they might have just learned how to present information as if they know what they’re doing. Do not automatically believe the students would make good graduate students because they seemed to excel during their undergraduate studies. They may have actually excelled at finding material, not figuring it out on their own.

So how can we tell if students are doing their own work?

Here’s what I do:

I get to know them. I pull a chair into the middle of the room, and we talk about their hobbies, their siblings, their experiences being away at college for the first time, and what they do for fun to relieve the stress of classes. I adopted Leo Buscaglia’s requirement of a “Voluntary-Mandatory” meeting at least once a semester, where every student was required to volunteer to go to his office at least once for five minutes, introduce themselves, and talk about what they want out of the class. So I do that, and I have thoroughly enjoyed getting to know my students better now than I did in the thirty years I was at a different college.

Does it work?

NO! Half my class thinks Hamza Abbasi of the University of Pakistan is the source for all things extracurricular in the American schools. And they all told me so using exactly the same words as each other.

Tomorrow I’m handing out slide rules and asking them for the square root of 3987.5. That will give me time to read more rough drafts.

What He Said

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It’s raining out, and I can hear thunder in the distance. It is supposed to be like this for the next day or so, and seeing as how I’m finishing up the semester, I made some tea, grabbed a snack, and have set in to grade writing assignments.

The good news is, these students, unlike where I worked fulltime for thirty years, do their own work. The bad news is not all of them. I have two papers I must investigate; that is Google various phrases, unique sentence structures. Easy, since previously I could expect a dozen or more per semester. These days early in the semester I tell stories about previous attempts at intentional plagiarism, and I always conclude my pontificating with this story:

Some of you have heard this before; it bears repeating, so allow me to plagiarize myself:

I gave an assignment in October of 2005 asking for students to dig into their memory and write five hundred words about September 11th, 2001. I wanted them to reflect on what will remain one of the most significant days in our lives. When the attacks occurred, these students for the most part were about fifteen, so as early teens they had very guttural, organic reactions. How, I wondered, do they remember that day? I thought it was a good assignment—a specific event but a vague enough request for them to wander where they wished. One student wrote of her aunt who never made it out of the South Tower. Another wrote about her sense of horror and disbelief, which, she wrote, she could never correctly capture on paper. Several actually commented they didn’t think it affected their lives at all while others spit out what they kind of paid attention to with one ear from local television reports—about heightened security, conspiracy factors, the indescribable loss of life that spontaneously erupted on TV that morning. But one student’s piece caught my attention. He wrote, in part:

In a way, September 11 demonstrated, more than any one phrase can contain, the strength of our Constitution. The day became the beginning of a new era of the democratic process, and the definition of how we will defend our liberty, maintain our principles and remember our purpose—to stand as an example of humanity’s potential. It was Memorial Day. It was Victory Day.

I read this with amazement. No student, I thought, could possibly be that stupid. While I admired his choice, I remained baffled by his idiocy. I asked for the rough draft and received exactly what I knew I would: A similar, hand written version with some words written differently and others crossed out.

“You plagiarized this,” I said, which, understand, is rare for teachers to say. We receive copied material all the time, but nearly never have enough proof to say, directly, “You didn’t write this.”

“I didn’t plagiarize that!”

“Yeah, you did.” I think he was put off by my small laugh.

He continued to challenge me. Normally, plagiarized papers frustrate faculty members when they know an assignment was plagiarized—either from another student or from one of the many web sites offering papers for sale— but can’t prove it.

“Yes, you did. Tell me why I shouldn’t kick you out right now.”

“Because I didn’t plagiarize it.”

“Okay, I’ll tell you what. Go do some homework. I want you to bring me a copy of the original. If you do, I’ll let you redo the assignment without penalty.” I figured the embarrassment enough would be sufficient.

Once, a student turned in a paragraph she plagiarized from our own text. Another time a student turned in a paper right out of the psychology textbook assuming I wouldn’t recognize that his in-class writing had the ability of a seventh grader and the essay he turned in was written by Freud.

Not long ago I Googled  the term “college papers” and found the top ten of about 4,750,000 sites including essaytown.com, papercamp.com, duenow.com, term-paper-college.com, schoolsucks.com, chuckiii.com and, my favorite, smarttermpapers.com, where on the home page they offer “custom papers” with the following guarantee: “A 100% original document based on exact requirements given by you!” What is bothersome is their promise that “all writers hold at least a master’s degree.” But my favorite highlighted guarantee is that “all papers are plagiarism free—we use a plagiarism detection program to ensure that all texts are original.” When I tell my students that the papers are plagiarized the minute their name is placed at the top, they don’t really get it.

When students plagiarize and I know it but I can’t really prove it, I have to decide if I am to bluff and call them on it, spend time doing research to try and find the original source, or, since all writing is subjective and can be criticized, rip it to pieces anyway giving a C or D to the student who worked so hard at finding a professional piece that met my requirements. I did that once and the student, without thinking, exclaimed, “But this was in Time Magazine!”

I had a student once complain I didn’t accuse her of plagiarizing. She said she thought the work was brilliantly written and that she was convinced I would demand of her the origin of the information. Some are that good. Some papers are so moronic I pray they were plagiarized just so I don’t have to believe one of my students wrote that shit. A paper I received once had the same page printed three times. When I pointed out the mistake, he said he couldn’t think of anything else to write but knew the paper had to be 800 words so he just copied it a few times. I started to tell him that was not a good idea and he interrupted complaining of the requirements and how I am being unreasonable.

The mystery to me is why they would be involved in any activity during which they decided they simply haven’t got the ability, so they have someone else do it. On the surface the motivation is clear: The dude wants an A in my class and he’s too busy to get all the work done and watch TikTok videos. But something deeper is amiss; the generation of students currently calling themselves sophomores or juniors have become accustomed to finding work instead of figuring it out. Since birth, they have been taught to “find” the answers, to “find the directions” to “find the best rating for some diner.” The ability to figure it out has receded. No one asks for directions anymore when we used to also inquire, “And where is a great local place to eat?” No one asks others to take their picture, when doing so can often lead to a conversation, which can lead to the discovery of unsearchable information. The best answers are most often spontaneous; and the secret formula to writing is originality.

To use someone else’s work is to say, quite clearly actually, “I’m simply not up to this, so I’m going to pretend I’m better at it than I am.” Some call it cheating. I call it a reality check. If you need to plagiarize in order to continue on a particular path, you’re on the wrong path.

Step off.

Back to the assignment: When the student with the plagiarized paper returned. I gleefully asked (a bit too gleeful I suppose), “Did you find it?” No, he said. To be honest I didn’t expect to see him again.

“No,” he said, as I knew he would.

“It’s okay. I brought a copy. Shall I read it to you?”

“No.”

“Great! Here goes! Hey, it’s from the Virginian Pilot! Well, let’s see:

“’There are still no words for September 11’ by…” I paused. “Oh my god, Dude, should I go on?” He laughed a little at my sarcasm because he knew what came next and because, really, it was so laughable.

“’There are still no words for September 11’ by…” I stopped and looked at him.

“You’ve got to be kidding,” I said.

He spoke quietly: “I didn’t know you were the one who wrote it.”

It’s raining harder now, and the temperature is dropping. Time to put another log on the fire, get some hot water, and fill a bowl with Cheez-Its. Of course.