Source Use and Length in Presentational Writing
In a French 5 unit on the environment, students write a 150-word persuasive essay answering “Should the city ban single-use plastic bags?” using two provided sources: a city council notice and a shopkeeper's blog. The rubric rewards thesis, organization, source integration, and language. One student, Marcus, writes 230 words. His thesis is clear, but two sentences are copied verbatim from the blog without quotation marks, and he includes one statistic from the council notice without citation. Department policy says plagiarism results in a zero. Mr. Delgado must decide whether this is plagiarism, a citation error, or a language issue, and how to handle the extra 80 words.
1. What is the appropriate response to Marcus's verbatim sentences?
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The teacher should not assume intent, but he must apply the policy consistently. The first step is a source-use conference: show Marcus the two sentences beside the blog, ask him to explain how he used the source, and distinguish between copying, careless note-taking, and missing citation instruction.
If department policy defines verbatim copying without quotation as plagiarism, the zero applies. But the instructional follow-up should still happen: teach paraphrasing, quotation, and citation. If the policy allows revision for a first offense, use that option. What the teacher should not do is ignore the copying because the essay is otherwise good, or impose a zero without explaining the specific offense.
2. Marcus writes 230 words for a 150-word prompt. How should the teacher handle the extra length?
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First, check what the prompt and rubric actually say. If 150 words is a firm limit, task adherence should be scored, but the penalty should be proportionate and stated in advance. If the prompt says “about 150 words,” modest over-length is not a major offense.
The teacher should ask whether the extra 80 words add relevant content or repetition. A 230-word essay that develops the thesis may be stronger than a padded 150-word essay; a 230-word essay that repeats itself should not be rewarded for length. The rubric should reward quality, organization, and source integration, not verbosity. The teacher should also apply the same standard to all students.
3. Design a rubric row for source integration that would make expectations clear.
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Source integration
- Strong: Uses both sources accurately; paraphrases most ideas in own words; quotes sparingly with quotation marks and attribution; distinguishes source claims from the writer's own position.
- Adequate: Uses both sources but relies on close paraphrase; attribution is present but inconsistent; some ideas blend source and writer voice.
- Developing: Uses one source or uses sources only as decoration; paraphrases weakly; citation is missing or inaccurate.
- Beginning: Copies source language without quotation or attribution; or does not use the sources.
This row makes the difference between using a source and copying a source visible before the assignment is graded.