Yang Anqi, Stockwell Sarah, McDonnell Lisa
Division of Biological Sciences, University of California San Diego, La Jolla, California, 92093.
Biochem Mol Biol Educ. 2019 Sep;47(5):589-598. doi: 10.1002/bmb.21282. Epub 2019 Jun 21.
In many of our courses, particularly laboratory courses, students are expected to engage in scientific writing. Despite various efforts by other courses and library resources, as instructors we are often faced with the frustration of student plagiarism and related writing problems. Here, we describe a simple Writing in Your Own Voice intervention designed to help students become more aware of different types of plagiarism and writing problems, avoid those problems, and practice writing in their own voice. In this article, we will introduce the types of plagiarism and writing problems commonly encountered in our molecular biology laboratory course, the intervention, and the results of our study. From the evaluation of 365 student reports, we found the intervention resulted in nearly 50% fewer instances of plagiarism and common writing problems. We also observed significantly fewer instances of severe plagiarism (e.g. several sentences copied from an external source). In addition, we find that the effects last for several weeks after the students complete the intervention assignment. This assignment is particularly easy to implement and can be a very useful tool for teaching students how to write in their own voices. © 2019 International Union of Biochemistry and Molecular Biology, 47(5):589-598, 2019.
在我们的许多课程中，尤其是实验课程，都要求学生进行科学写作。尽管其他课程和图书馆资源都做出了各种努力，但作为教师，我们经常面临学生抄袭及相关写作问题带来的挫败感。在此，我们描述一种简单的“用自己的声音写作”干预措施，旨在帮助学生更清楚地认识不同类型的抄袭和写作问题，避免这些问题，并练习用自己的声音写作。在本文中，我们将介绍在我们的分子生物学实验课程中常见的抄袭和写作问题类型、干预措施以及我们的研究结果。通过对365份学生报告的评估，我们发现该干预措施使抄袭和常见写作问题的发生率减少了近50%。我们还观察到严重抄袭（如从外部来源抄袭几个句子）的情况明显减少。此外，我们发现这些效果在学生完成干预作业后的几周内仍然存在。这项作业特别易于实施，对于教导学生如何用自己的声音写作可能是一个非常有用的工具。© 2019国际生物化学与分子生物学联盟，47(5):589 - 598，2019。
