Cinnabar and Alabaster

passages
par. 2 "plagiarism results from a complex interaction among personal, academic, organizational, and social factors. in the personal domain, plagiarism is an issue of personal integrity...however, engaging plagiarism as a moral issue by explicitly teaching the ethical aspects of plagiarism or by implementing honour codes...is only part of the solution"
par. 3 telling them not to do it isn't enough; "plagiarism education is more than learning 'the rules of engagement' for academic writing; it is a process of socializing students to work in academic communities"
par. 4 solutions: "in addition to explicitly teaching how to use the work of others in academic work, it is critical that professors design learning and assessment that discourage plagiarism...[by] increasing the relevance of course content and assignments to students' life experiences, setting assignments in the specific context of the course, changing course assignments from term to term, designing smaller assignments that build on each other to facilitate time management and to generate a paper trail, and providing clear expectations and feedback to reduce anxiety about outcomes" (this totally wobbles back & forth between sounding pedagogical & sounding like policing. she characterizes it as both--well, as both "deter[ing] plagiarism" and "facilitat[ing] effective learning and assessment"--but doesn't look at how each thing works in each (both) way(s). i was really hopeful at "we need to acknowledge the larger social context in developing educational and disciplinary strategies to deal with plagiarism," but all she really meant is that there's well-publicized cheating in the public eye & so students have a warped sense of what "integrity" signifies, so we need to teach "the values that underpin academic work, and the importance of academic integrity, in particular." but what is academic about integrity, and what are "the values"--if there's a finite & universal set--that do this underpinning?).