Activity 01
Pairs Practice: Paraphrase Relay
Pair students and provide short source texts. Student A paraphrases one paragraph in their own words and structure, then passes to Student B for accuracy check using a rubric. Partners switch roles and discuss improvements before sharing one example with the class.
Explain the various forms of plagiarism and their academic consequences.
Facilitation TipDuring Paraphrase Relay, circulate and listen for pairs that change both words and sentence order before they move to the next station.
What to look forProvide students with three short text excerpts. Ask them to identify which excerpt is properly paraphrased, which contains patchwriting, and which is direct plagiarism. They should briefly explain their reasoning for each.
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Activity 02
Small Groups: Plagiarism Hunt
Divide class into small groups and distribute mixed texts with embedded plagiarism examples. Groups label types of plagiarism, explain why they qualify, and rewrite one instance correctly with citation. Groups present findings to class for consensus.
Differentiate between effective paraphrasing and unintentional plagiarism.
Facilitation TipIn the Plagiarism Hunt, give groups only three minutes per text to find and cite every unoriginal phrase to build urgency and focus.
What to look forStudents write one sentence defining paraphrasing and one sentence defining citation. They then write one sentence explaining why accurate citation is important for academic integrity.
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Activity 03
Whole Class: Citation Stations
Set up four stations with source materials requiring different citations: direct quote, paraphrase, summary, and reference list. Students rotate every 7 minutes, completing one task per station and compiling a final cited paragraph.
Construct a correctly cited passage using both direct quotation and paraphrasing.
Facilitation TipAt Citation Stations, display a sample paragraph with missing citations so students practice inserting in-text references in real time.
What to look forIn pairs, students exchange a paragraph they have written that incorporates source material. Each student checks their partner's work for correct in-text citation format and verifies that paraphrased sections are sufficiently original in wording and structure. They provide one specific suggestion for improvement.
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Activity 04
Individual: Self-Audit Challenge
Students select their own draft or provided text, highlight potential plagiarism risks, and revise with proper citations. They complete a checklist and reflect on changes in a journal entry shared anonymously.
Explain the various forms of plagiarism and their academic consequences.
Facilitation TipFor the Self-Audit Challenge, provide a checklist that mirrors the school’s plagiarism policy so students internalize expectations.
What to look forProvide students with three short text excerpts. Ask them to identify which excerpt is properly paraphrased, which contains patchwriting, and which is direct plagiarism. They should briefly explain their reasoning for each.
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Generate Complete Lesson→A few notes on teaching this unit
Teach this topic through cycles of noticing, doing, and revising. Begin by isolating common traps in short bursts, then give students scaffolds like sentence stems or color-coded templates. Research shows that brief, spaced practice with immediate feedback outperforms one long lesson on rules alone. Avoid overloading with theory; anchor every discussion in student writing samples they can touch and edit.
By the end of these activities, students will confidently distinguish plagiarism from proper citation, revise patchwritten sentences, and blend sources without borrowing voice. Their writing will show original structure, accurate attribution, and clear academic integrity.
Watch Out for These Misconceptions
During Paraphrase Relay, watch for students who believe changing a few words is enough.
Pause the relay at Station 2 and have partners compare their versions side-by-side with the original. Ask them to circle any phrases longer than three words that match the source and revise together before proceeding.
During Plagiarism Hunt, watch for students who assume dates or historical facts never need citation.
At the Common Knowledge Station, give groups borderline examples like ‘The Declaration of Independence was signed in 1776.’ Have them debate and cite evidence from a provided source to determine whether it truly is common knowledge in academic writing.
During Citation Stations, watch for students who think adding more quotes always strengthens their work.
Display a paragraph with six direct quotes and no analysis. Ask students to role-play as editors: they must delete two quotes and replace them with paraphrased analysis, then explain how the voice and flow improved.
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