Plagiarism is a major problem among students of all ages. Detection is important but laborious, and should not be needed. A key proponent in deadening the need for detection is an increased level of prevention. There are many ways to prevent plagiarism, herein lay five.

One of the most important components to plagiarism prevention is a classroom understanding of the subject. Many students are unaware both of what exactly plagiarism is and what the consequences can be for it. Student awareness is a primary defense against plagiarism.

Teachers should not only define plagiarism and express the consequences for it, but also should present the students with examples of plagiarism. Seeing plagiarism in action will help confirm student understanding.

Also, teachers should express to the students their standard of intolerance toward plagiarism, and explain the personal detriments of using others' work. The student's best effort is desired, not simply an A' paper. If the best a student can produce is an A', that is wonderful. If the best a student can produce is less than an A', that is fine too. Teachers have the responsibility of relaying to students the importance of their best work, not perfect work. At the same time teachers are responsible both to encourage students to always be doing better and to positively reinforce good work.

Assigning in-class writing exercises is another plagiarism preventative measure easily accommodated by teachers. This serves several purpose, two of which are of utmost importance. First, in-class writing exercises get students engaged in the writing process. Second, teachers are able to see where students are in their writing ability.

The latter of the above two purposes is likewise important in two ways. First, teachers can see what they need to emphasize and who they will need to focus their efforts on. Second, teachers are able to taste and see the writing styles of each student, and are equipped to compare in-class writing with at-home writing.

A third way for teachers to prevent plagiarism is the setting of specific expectations. Students should be assigned a specific formatting style. They should also be expected to use a specified number of sources for research. Furthermore, teachers can expect certain types of information in specific proportions, that is to say, teachers can dictate the number of short quotes, long quotes, paraphrases, statistics, and the like that students must incorporate in their papers. This is an excellent defense against ready-made or purchased written work.

Fourth, teachers must form deadlines. Not only do deadlines keep the teachers on par with their students, deadlines also help students keep on track and avoid procrastination. As well, set deadlines help students avoid plagiarizing. Each step of writing can be a separate deadline in which the student must present evidence of work. These could include but are in no way limited to the following: topic selection, research notes, thesis and outline, handwritten draft, rough typed draft, and then the final copy.

Note that handwritten drafts alone are excellent deterrents of plagiarism.

Finally, teachers must be observant and sensible. If a student appears to be doing less than sufficient amounts of work in class, the teacher should address that issue with the student. When all is said and done, teachers simply need to care for their students, offering help where possible and always encouraging them to do their own and their best work.

Plagiarism can be detected, but should be prevented. Teachers hold the power to prevent plagiarism; they need only claim that power in the classroom.

Learn more about this author, Brandon Davis.
Click here to send this author comments or questions.

---

Add your voice

Know something about Plagiarism in the classroom: Prevention rather than detection?
We want to hear your view. Write now!