Tag Archives: plagiarism

On Writing that #@%& Essay


We’ve passed the halfway point in the semester (wait…what?!), and your Final Essay is due soon (wait…WHAT?!). You’re starting to feel the burn…you have nothing to say…but you have to say something. The mere sight of a blank screen puts a knot in your gut and makes your palms sweat. You try to put it out of your mind; it’s not due yet, so maybe you’ll just procrastinate on it until $#@% it’s due TONIGHT!!!1!@!! And then you’ll spend that last-minute panic attack hating yourself, convinced you completely deserve the F that you just know you’re going to get on this utter disaster that you didn’t even spell-check before submitting because holy crap it’s 11:59. Sound familiar? Me too.

I’m not the world’s foremost composition-and-rhetoric expert—not by any stretch of the imagination—but I do have an MFA in writing, and I am a guy who sometimes writes 5,000-word essays for fun (yep, I’m a nerd). I’ve learned a few things in pursuit of that hobby that you may find helpful, so here’s some unsolicited advice.

1. Start early. Better yet, start now. If you don’t know what you’re going to write about yet, you won’t know what you’re going to write about at the last minute. The difference is that if you start it now, you have time to figure that out and you don’t have to do it in a panic. Also, the earlier you start writing on your essay, the earlier you’ll start thinking about it, and the longer it has to marinate in the back of your head. Not all of the writing process happens at the keyboard. Once you’ve started working on a project, it will be there running in the background while you’re doing other things, and that eureka moment is likely to come while you’re doing something completely unrelated. Walking to the cafeteria or driving to pick up your kids. As an example, this point came to me while I was cleaning my cat’s litter box (it’s also my third point #1).

2. Let It Suck. Your first draft is going to be bad. That’s okay. First drafts are always bad. We’ll get back to this later (and you’ll fix it before you turn it in), but for right now, just write. Just write. No matter how bad it is, if you’ve got something on the page, you’ve got something to fix. A blank page is just that: blank.

3. Keep It Simple. You’re not going to write a successful 8-page essay on “imagery in Tess of the d’Urbervilles.” Entire books have been written on that topic. Books. Plural. You might, however, get a successful essay out of that image that shows up in chapter 47, of her hair falling loose dangerously close to the grinding machinery of that steam-powered threshing machine. You might get a successful essay out of examining how that image works as a metaphor for the precarious position of a poor woman in Victorian England, and how that is one of Thomas Hardy’s dominant themes throughout the novel. Or you might choose to take a different approach to that same chapter and write about how the one person offering to take her away from that precarious life is her wealthy rapist. Either way, keep it focused on something small enough to manage in the space you’ve got. And eight pages may feel like a lot when you’re just sitting down to write it, but it’s really not all that much room. Remember, the opposite of focused writing is vague writing, and vague writing doesn’t tend to get the best grades.

4. If you know exactly what you’re going to write, you’re (most likely) wrong. I have seen far too many times when someone wrote a beautiful introduction to their essay, then proceeded to shoot themselves in the foot trying to stick with what they had written in that introduction. Writing projects have a way of getting away from us—of turning out differently than what we sat down to write—and the best way to deal with that is to expect it from the beginning. To that end…

5. Write your introduction last. Sometimes you’ll also see this phrased “write it backwards,” but I don’t like that because it’s not really accurate. In my experience it’s something more like this:

  • a] notes and rough ideas (see below);
  • b] rough body paragraphs;
  • c] outline/structure;
  • d] refined body paragraphs;
  • e] transitions between the paragraphs;
  • f] conclusion;
  • g] introduction.
    (sometimes c and d can be reversed)

6. Start with notes. Use index cards. While you’re doing your research (or reading what you’re planning to analyze), write down the important stuff on index cards. And by “the important stuff” I mean both the relevant details you’re finding in your readings (quotes and such) and your own thoughts about your subject. Be sure to jot down the relevant sources (the bibliographic data) and page numbers on those cards so you can go back to your sources later, and so you have that information when it’s time to write your works-cited list.

Index cards have two primary advantages: one, they force you to keep it short, and two, you can easily shuffle them around while you’re figuring out your structure. Also, according to cognitive scientists, handwriting notes (as opposed to typing them) tends to be better for learning and retention.

7. Write your body paragraphs as mini-essays. Each of your body paragraphs, as you get it closer to finished, should resemble a mini-essay detailing a specific element of your argument (e.g., why X-character or Y-event relates to your main topic). For each element, your goal is to introduce it, analyze what is significant about it, and conclude with why it is relevant to your greater argument.

8. Eschew the thesaurus. (See what I did there?) As a student, you’ve been exposed to a lot of overwritten material. It’s entirely possible you’ve even had teachers encourage you to mimic that sort of writing, because it’s “what academic writing is supposed to look like” (or some such nonsense). Don’t. Seriously. Just don’t. The best writing is simple and direct, and gets its point across without a lot of effort. I like to say write like you’re explaining it to a smart high-school student. Ineloquent applications of unnecessarily obfuscatory verbiage and etymologically arcane esoterica render the trajectory of any presented suppositions virtually impossible to disambiguate. That’s not good writing.

9. Be prepared to rearrange at any point. As you get your body paragraphs more refined, you may find that the most logical progression of your argument isn’t exactly what you expected it to be. Sometimes you may discover that the most interesting thing showing up in your body paragraphs isn’t even what you planned to write about. Sometimes your intended conclusion will totally implode (I’ve had this happen on a major assignment, and it’s really disturbing). That’s why I put outline/structure so late in the process up there, with the option to move it even later, because your ideal structure isn’t always clear from the beginning.

10. Be prepared for your conclusion to change. Obviously, if your body paragraphs start leading to a conclusion other than what you thought you were going to write, then you need to be ready to adapt your conclusion accordingly. When this happens—and it does happen—it’s a lot less painful if you haven’t already committed yourself to a specific conclusion.

11. Now that you have written your conclusion, go back and write your intro. Because it would have been pretty hard to write an effective introduction to an essay when you had no idea what it was going to end up talking about, but now that you know what’s going on inside, you know how to set your reader up to ride along with you.

12. Proofread! Proofread! Proofread! Read it aloud to someone. Or at the very least record yourself reading it and listen to that recording. If you can, have someone else read it back to you. These exercises will help you discover the rough spots, such as awkward language, or unclear analysis, or non-sequitur transitions. Also, depending on how seriously you took “Let It Suck” up there, this stage may involve several passes (even dozens of passes) as you take the raw material of your rough draft and mold it into a finished essay.

13. When you’re satisfied that it’s finished, it’s (most likely) not. First-year undergrads tend to start with this notion that you can hammer out a good essay in a couple of hours, in the middle of the night after staying out too late with your friends, before it’s due in the morning. More advanced students realize that it takes more time than that, and more preparation. Graduate students often spend most of the semester working on the final essay for that 600-level class (or the essay is the cumulative result of that semester-long project). Graduate-degree candidates work for multiple semesters under the supervision of thesis advisors, who read every word critically, usually through several revisions. Professional-grade writers go through numerous revisions (often dozens of them), first on their own, then with feedback from colleagues, then with feedback from agents or editors, and then with feedback from publishers. When you read that story or essay that is just sublimely written, you can rest assured that the first draft looked absolutely nothing like what you’re reading. In fact, likely as not, the first draft looked kinda hopeless.

I say all this not to discourage you as you’re writing your essays, but to emphasize that, as with any creative endeavor, writing is never—ever—a straight-through, beginning-to-end process. It’s more of a process of continuous growth and refinement. The more open you are to that process from the beginning, the more you open yourself to the possibilities of what you can create.

—Jay Parr


Why Writing Matters, And Why You Should Care

by Erin Poythress

You are working on your final essay and preparing to turn in 35% of your grade, and the universe hears you thinking out loud, your curses at the screen. It hears your exhaustion, and perhaps, just the slightest temptation to lift a paragraph or idea from a source you’re reading. You know, since you can’t say it any better than its author did… and anyway it’s 3:00 AM. Maybe this isn’t you. I hope it isn’t you. But if you’re human, you’ve probably at least thought about it. We all have.

This New York Times article describes how plagiarism is on the rise on college campuses all over the country. Any student would be most wise to read this. It isn’t very long, and is a thoughtful approach to a topic that is typically unthoughtfully discussed in class: academic integrity and intellectual property.

Many instructors don’t want to have to spend time discussing plagiarism, and I’ll admit I have felt like students should know this by now. I have also felt that I am only preaching to the choir, since someone lazy and irresponsible enough to cheat clearly isn’t going to bother to read or listen. Often the discussions of cheating that occur the first day of class are like bad sex-ed talks from the 1950s—”don’t ever do it; bad things happen if you do”—without ever talking about what “it” is.

But the notions of authorship and intellectual property have changed in the digital age, and you need to know how this will affect you, because they haven’t changed at UNCG or any other college campus.

If you use someone else’s words or ideas and do not give them credit, it is plagiarism, which is just a fancy word for stealing. In an age where you can illegally download music, books, movies, and where websites routinely steal passages from each other uncredited, this may seem like an antiquated notion. It’s not. Not only is that how the university’s Academic Integrity policy specifically defines plagiarism, but to cut and paste or in any other way claim another’s thoughts as your own does not prepare you for the kind of synthesis and analysis that intelligent people must do to be a successful and productive part of society. The short-term result of plagiarizing any part of your essay in one of my classes is, of course, failing the class. But that concerns me less than its broader implications. And it should concern any student, too.

When you graduate from college, because you will have more education than many of your peers, you will have opportunities to not only be more financially secure in this world, but to shape this world. I would argue that all of us—whether we have a Ph.D. or a third-grade education—have an obligation to be a force of positive change in our communities, and as you join the ranks of those with the most education, you have the opportunity to be more visible and more convincing, since you’ve spent all those years learning to think logically and argue convincingly. But this means you also have an obligation to do your thinking and arguing ethically. It’s not difficult at all to find examples of unethical people who have preyed upon innocent people and even profited. Bernie Madoff comes to mind, but he is one of the more egregious examples of lapses in ethics that occur on smaller scales every day. His crimes had victims with names and bank accounts. You may think intellectual property heists have no such victims, but they do, as the linked article from The Crimson attests. They not only hurt the people who actually did the hard work of composing their thoughts, but they hurt the people that steal them because they help sustain the lie that the ones who steal can generate meaningful, coherent thought. What do you think the world would look like if our country’s great thinkers resorted to cut and paste instead of doing the difficult work of trying to solve our world’s most pressing problems?

This may seem like a strong reaction to a problem you view as minor, but I ask you, if, from here on out, all we do is copy/paste/recycle/reuse all the thoughts that came before without improving them, challenging them, overturning them, how will we solve problems we have never faced? What will be the fate of human innovation if all our thoughts are merely mashups of someone else’s deliberation?

Perhaps original thought is overrated, but I don’t think so. And the university doesn’t think so. And original thought is exactly what is expected in your essays. That doesn’t mean you can’t learn from other people’s ideas, but you must give them credit for lighting your path. Don’t denigrate your own talents by lifting their words verbatim without quotation marks and a citation—you’re all intelligent enough to discuss a topic without resorting to stealing.

Anti-Plagiarism Tools

By Marc Williams

All of my classes in the BLS program involve some kind of essay or research paper.  Additionally, students discuss a variety of course topics using threaded message boards—a kind of virtual classroom discussion.  With both kinds of writing, many students supplement their understanding of the topic by conducting quick online searches.  Sometimes these efforts are deliberate attempts to research but in some cases, students “just want to be sure” their thoughts are on the right track.  In either case, I ask students to document the sources they consult but I suspect that many informal online searches go undocumented.  Unfortunately, students who conduct this kind of informal web research without proper documentation can easily commit an act of plagiarism–even if the student does not intend to deceive.

My rule of thumb for students is to include any source consulted in a bibliography, whether that source is quoted in the paper or not.  Sources that contain unique information or sources that are quoted in the text of the paper require parenthetical citations, a hallmark of Modern Language Association format (MLA).

I’ve found two tools that make online research and documentation just a bit easier.  The Online Writing Lab (OWL), hosted by Purdue University, contains a variety of style and formatting guides, including details on MLA format.  This site is up-to-date with the 2009 MLA format updates, is completely free, and can replace the hard copy version of the MLA Handbook I used to ask my students to purchase.  The OWL contains great information on citing electronic and web sources, which is great for online students who do so much of their research using the web.  Using the OWL can help students present all of their sources in an easy-to-read, easy-to-navigate format.

Second, I’ve found an application called Zotero, which is a plug-in for Mozilla’s Firefox web browser.  With Zotero installed on my browser, I can document a web source in one click.  When I’m conducting a web search, I launch Zotero and the software helps me track all of the information I need to generate bibliographic entries: the site’s name, the date the site was published, the date on which I accessed the material, and the URL.  I can sort the various sources into a folder so all of my sources for one project are stored together.  Zotero allows users to take screen shots so that the content of the web page can be stored along with the citation data.  And files can be attached to each entry, so I can download a PDF of a journal article and save it along with the necessary citation data.