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DO...
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DON'T...
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Consult
with your Library
Liaison to verify the availability of the most recent library
resources - schedule a session on how students can best complete the
research portion of the assignment as part of a library session.
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Assume
your students are skilled researchers; they are most likely skilled
net surfers, which is a different and often irrelevant skill. |
Discuss
your assignment in class, online, and during your office hours.
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Rely
on students to find their own topic without your assistance.
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| Give
ample time for completion of the work. |
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Give
out an assignment orally or on the spur of the moment, or presume
that students will meet your deadline without prodding and reminders.
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Tell
students what they are supposed to learn in the assignment and relate
this to the larger objectives of the class -- e.g. "You will
learn the most efficient way of locating and evaluating the quality
of scholarly articles in cultural anthropology."
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Ask students to do something you haven't successfully done yourself
or assign scavanger hunts - these assignments frustrate students without
giving them useful skills. |
To
discourage plagiarism and help those who need structure, break up
large assignments into smaller pieces -- for example,
Topic Selection
Thesis Statement
Short list of resources and how they were located
First draft
Revision and final draft of paper
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Hand
out the identical topic or task to a large class. |
| Require
that students cite and defend the validity of their sources. |
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Tell
students simply to "find it on the Internet".
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