SUGGESTIONS FOR PROMOTING
ACADEMIC HONESTY
5-Minute Workshop on Citing Sources
 Choose a “tricky” source each day, such as an article being discussed in class or a reference
from the textbook
 Ask students to identify difficult-to-cite examples, and as a class, try to determine the citation (if
you can’t, that’s okay to admit—come back the next day with a suggestion).
 Variation: ask student to determine the difficult citation outside of class, bringing a correct
citation to the meeting.
5-Minute Paraphrase, Summary, Direct Quotation Refresher Workshop
 Similar to the first example, except you start with an important passage from the day’s course
material, talking not only about how to cite it but also how to integrate it with the student’s own
thoughts.
Carefully-Constructed Writing Assignments, which include:
 Clear goals and requirements, reflecting particulars of your course
 Evaluation criteria
 Format and other expectations
 Directions that guide students through a specific writing process
Develop Incremental Assignments Leading to Research Project, such as:
 Brief research proposal, prospectus
 Research update
 Annotated bibliography
 Summaries of journal articles
 Short arguments that lead to a larger paper
 Non-graded work, such as guided journal entries or informal evaluations of journal articles
Encourage Engaged Inquiry
 Discourages mechanical writing
 Ask students to pose real research questions
 Involve students in the discipline’s issues and controversies
Adapt Academic Discourse Conventions in Your Class: (1)
1. How to Ask Research Questions
2. How to Find Sources
3. Why to Find Sources
4. How to Work Sources into the Paper
5. How to Manage Sources
6. How to Cite Sources
7. How to Establish a Rhetorical Context, a Role, an Audience, and a Purpose
Promote the Writing Process:
 Ask students to turn in drafts, notes, scribbles with the final draft (two-pocket folder)
 Hold writing conferences with drafts (generally, the time you spend “correcting” a final draft isn’t
as useful to students as feedback during the writing/research process).
1. From John C. Bean, Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the
Classroom (San Francisco: Jossey-Bass, 2001), 202-04.