Using Writing Assignment Designs to Mitigate Plagiarism

Abstract

Growth in large courses, particularly in public higher education institutions, poses a number of critical challenges within the context of dramatic increases in Internet use in the larger society. Now students find it easy to copy others’ work without citation, extension, or application of critical thinking skills. If not appropriately addressed, such plagiarism threatens the very authenticity of the educational experience, with such concerns as quality and effectiveness of instruction seeming almost irrelevant. This research focuses on the design of writing assignments to detect and prevent plagiarism. Three types of writing assignments were examined using the “Turnitin” detection system to gauge potential plagiarism. The conclusion is that faculty can design assignments to mitigate plagiarism.

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