Towards the beginning of the semester, I frequently debated this topic of research-- I have now felt it necessary to share with you, and in turn gain some feedback on your own opinions and experiences!
Here's a frequent scenario:
Student (9/10 times, a freshman) comes into writing center with an assignment to analyze thematic element within a text -- sometimes one page of text, other times an entire novel of text.
Their Problem(s):
They either can't find any thematic elements themselves, or they don't understand the text enough to explain it, never mind find a thematic element.
My Problem(s) (as tutor):
A. I've either never read the text.
B. I don't have enough time to read the entire text.
Conclusion: Therefore, I cannot establish any grounds with them as to what thematic elements the text may incorporate.
Possible Solutions:
1. Research
2. Try and name off a few common thematic elements I know are explored in gen. ed courses I've taken previously
3. Ask other tutors if they've read the text before
After going through #2 and #3, I am left with research, which has proven to be the most useful tool for me in college literature courses. The debate however, is how 'academically moral' it is to show them these tools and resources that I have discovered and use today.
When I have asked the tutees if they've done any outside research from the text itself, the assignment sheet, and class discussion, more often than not, they had not.
Now while my first instinct when I don't understand something (or know something) is to do research, most of my tutees haven't even had the thought cross their minds.
The piece of information that I've been sharing with them is the following:
These texts that your professors require you to read have (more often than not) been read by many other people, for many, many years. Hence, there is an abundance of information on the texts available to you through various mediums including but not limited to: the Internet, library books, text books, book reviews, journals, film, radio interview etc.
Now personally, I don't find outside research on thematic elements to be a form of plagiarism.
The only time when I feel it becomes plagiarism is if they are taking that recycled thematic element, and using the same information, textual support, facts, research etc. from that source, and not citing it properly-- or acting as if they came to the conclusion themselves.
The good thing (for their professor and the students academic well-being) about these popular texts and articles is that most of the professors are well aware of the information 'out there' on the texts, and can (more often than not) tell when a student is indeed plagiarizing. Therefore, I don't think outside resources are condoning plagiarism, I think they are enriching the learning comprehension experience for a struggling student who understands how to use them properly and honestly.
Now here comes the interactive question:
Do you feel that if a tutee comes in with the above scenario, is it academically moral for me to share my own personal tools of knowledge, and to show them (if needed) resources online (since the Internet is the closest source of reference to/in the writing center) so that their writing processes may proceed?
Also, as we help them brainstorm ideas for papers, essays etc., is helping them utilize online resources to brainstorm themselves close to the same thing?
Thanks for reading!
The way I see it, showing students where to find information online is the kind of thing that they are shown anyway during their library visit for URI 101. As long as they realize they can't plagiarize, why would it be bad for us to show them how to do research? They need to learn sometime. If you end up doing all the work, it might not be as helpful, but that goes for any type of tutoring, whether you use the Internet or not.
ReplyDeleteI agree with Jess...you aren't showing them some sort of secret plagiarism portal. At the same time, it might be best to encourage them to carefully cite the source. If a professor is asking students to extrapolate themes from a work of literature, then finding the theme might be the "work" involved in that particular assignment. If the student cites the source where they've been told, for instance, that "desire" is a prominent theme in "The Sun Also Rises," then they can show their professor that they've done the work of finding textual evidence, etc. separate from that source (which likely comes from a site like sparknotes, so the themes are likely not the most original or the most interesting).
ReplyDeleteI suppose this is the problem:
Unless the assignment asks for outside research, you may be better off reading the back of the novel for plot hints (from which you might be able to help the tutee draft out any number of themes). It might also be better to point the tutee toward JStor as a place to get help since the sources are less likely to be inaccurate and are more likely to impress the professor. I find inaccurate information on a number of well-worn teachable novels via google. Googling "Madam Bovary," for one, will tell students that she takes "many, many lovers" over the course of the novel. In Flaubert's version at least, she only takes two. These kinds of errors can lead a student down the wrong path and can get them accused of plagiarism.
Perhaps, though, these aren't really the most important issues concerning your post. Remember, too, that the tutee ought to have read the assigned text and be able to explain it to you in at least a minimal way. If they haven't read at all, then you could always ask them to read a page or two with you in order to generate a list of possible themes. Then you could encourage them to go somewhere quiet and finish the reading. This won't work if the assignment, of course, is due in an hour.
Because I'm an English major, I've written a lot of papers that require the student to do their own thinking about a theme. A lot of times professors don't require a students to do outside research. In English classes, it all about coming up with your OWN thesis based on some lens that the class uses to read literature. I agree with Cathryn, going on JSTOR is the best bet. Googling a novel and read any old site about it and taking that info about themes is cheating. It allows the students to skip all the analytical and intellectual work that they should be doing by taking an English class. When showing tutees online resources, it is imperative to stress that they must be cited, so they don't think they're just getting an easy out.
ReplyDeleteI think it is a really great and helpful idea to show students how to use the reference databases, etc. Although resources like this are something we think are obvious, taken-for-granted places to look for information and opinions about a text, lots of freshmen have no idea they exist, or don't know how to use them yet. I think that the only risk a tutor is running in the specific situation you gave is steering the student away from the actual assignment. As another English major, I know that many professors are looking for the student to work closely with the actual text of the assigned book/story/poem/essay, and looking at or using outside sources can detract from this close analysis IF the assignment states not to use outside sources. So I would just say to make it clear to the student not to use a journal article or other source in place of their own study of the text. But I know it is difficult for students who have never studied literature closely before to do this, so this is when I might suggest looking at what other people have written about the subject in academic journals as a way to begin thinking about themes, etc., but would stress not copying the authors' words or ideas.
ReplyDelete