Lucky Lou and the purloined passage

Welcome to **//Lucky Lou and the case of the purloined passage.//** This is an episodic adventure game for a single player. As (color: "red")[**Lucky Lou**], first-time university instructor, your goal is to teach your students the difference between right and wrong when it comes to dong their academic work. Original thinking is right, cheating is wrong. You will get points along the way by making choices, some of them easy and some of them tough. In the end, (color: "red")[**Lucky Lou**] needs to have a clear conscience … or as clear as it can be. **<big>Rules</big>** You begin in neutral position: The conscience scales are are evenly balanced and your score is 0. <hr><center> <img src="https://farm8.staticflickr.com/7898/33309677728_b3335a7ee4_m.jpg" width="200" height="176" alt="Scales of justice 6 final"> </center></hr><hr> As you move through the game, you will **<big>gain</big>** or **<big>lose</big>** points: * lose points for a guilty conscience (the scales tip left) * gain points for a clear conscience (the scales tip right) Your score will increase or decrease accordingly. <center> <img src="https://farm8.staticflickr.com/7812/33309819268_29547eb938_n.jpg" width="320" height="160" alt="Scales of conscience collage"> </center><hr></hr> There are (color: "green")[**three episodes**]<episodes| in the game. You have choices to make in each. (click-append: ?episodes)[ (do you play them all or not?)] One last thing: Some content is hidden ... you'll have to figure out how to find these hidden treasures. Hint: (color: "green")[**Colour**] matters. **<big>Ready to play?</big>** [[Let’s go|Episode One]] ...

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[[Startup]]

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<img src='https://avataaars.io/?avatarStyle=Circle&topType=ShortHairShortFlat&accessoriesType=Round&hairColor=SilverGray&facialHairType=Blank&clotheType=ShirtVNeck&clotheColor=PastelGreen&eyeType=Happy&eyebrowType=Default&mouthType=Twinkle&skinColor=Pale' />(color: "red")[**Lucky Lou**] **<big>Wow</big>**, I can’t believe it. I have my first teaching gig. I feel one part excited, and two parts (color: "green")[terrified]<terrified|. (click-append: ?terrified)[ (but I can't let that show)] Such a big responsibility but I think I’m ready to teach this course on famous forgeries and frauds. It’s a really juicy topic and get’s students thinking “good vs evil,” right vs wrong,” all that “ethical dilemma” stuff. I don’t have much time to get ready … it’s mid-August already and I have to write a course outline, figure out grading and think about how to talk about academic integrity and the dreaded “p” word: Plagiarism. But I can do this! [[One week later …]]

You’re feeling pretty good (color: "red")[**Lucky Lou**]. You’ve made it to week five, students keep coming to class and your colleague [[David]] even came into class to talk about <big>(color: "green")[copying]<copying|.</big> (click-append: ?copying)[ as well as cheating and sampling] The [[first assignment]] is due after Reading Week and you’re excited about this assignment because you think the topic is cool! Students get to write about **<big>famous cases of forgery and fraud</big>** (a person or thing intended to deceive others, typically by unjustifiably claiming or being credited with accomplishments or qualities.) And you’ve given them **<big>three</big>** really [[intriguing choices]]:

Well (color: "red")[**Lucky Lou**], this could be the **best day** of your life or it could be the **worst day** of your life! You choose but watch out ... you only have **<big>three seconds</big>** to make your choice! {(set: $timer to 3)} [(link: "Best day")[ (replace: ?limited)[ [[Best day]] ] ] (link: "Worst day")[ (replace: ?limited)[ [[Worst day]] ] ] ]<limited| { (live: 5s)[ (set: $timer to it -1) (if: $timer is 0)[ (stop:) (replace: ?limited)[] Out of time! ] (else:) [ You have $timer seconds remaining ] ] }

Okay, feeling better ... I have a draft of my [[course outline]], with some basic guidelines, assignments and grades. But apparently I have to include a statement about academic integrity and plagiarism in my outline. **<big>Choices, choices, choices.</big>** <hr> |= **Choice 1** Maybe I should find out if being [[conscientious?|Question1]] is the same as having a conscience. =| **Choice 2** Maybe I should look for the university integrity policy. [[Of course!|Quest1]] |==|   <p> **<big>(color: "green")[Which choice will you make? ]<choice|</big>** (click-append: ?choice) [Choose wisely!]</p> |= **Choice 3** Well, maybe I should take an [[academic integrity quiz.|Take the quiz]] =| **Choice 4** (link: "I think I already have a clear conscience!")[(set: $scale to it - 5)(goto:"ScalesB")] I guess I'll dive right into teaching. |==|

(set: $search to (prompt: "What's your name?", "")) (if: $scale >-25) [$search, that's very interesting. Based on an analysis of the linguistic history of your name, you definitely should try taking the [[conscientious test.|conscientioustest]]] But of course, I can't make you take my advice and taking a test doesn't make your conscience any more or less [[clear|One week later …]].

<a href="https://www.truity.com/test/how-conscientious-are-you"; target="_blank">Check it out!</a> And then back to where you [[started|One week later …]]

<a href="https://library.carleton.ca/sites/default/files/help/FYSM%201700A%20outline.pdf"; target="_blank">Read Lucky Lou's course outline</a>

(color: "red")[**Lucky Lou**], you have to get a copy of the Carleton University Academic Integrity Policy. Try the following: * Check in the [[instructors' lounge]]. * Check with the departmental [[assistant]]. * Wander over to the [[library]] and visit the research help desk. Your **<big>(color: "green")[choice]<choice|.</big>** (click-append: ?choice)[ Think carefully]

<img src='https://avataaars.io/?avatarStyle=Circle&topType=LongHairCurly&accessoriesType=Blank&hairColor=BrownDark&facialHairType=Blank&clotheType=ShirtScoopNeck&clotheColor=PastelRed&eyeType=Default&eyebrowType=Default&mouthType=Default&skinColor=Light' /> You meet your colleague **Erin** in the hallway and she's [[happy to chat|Erinvideo]]. Her message to students is that it's easy for teachers to find out who's cheating.

Nothing … he’s off at lunch. Rooster's has a special on [[pitas!|Quest1]]

Lucky Lou meets a friendly librarian who asks, [[“What about searching the university website?"|Question2]]

(set: $search to (prompt: "What are our search terms?", "")) [$search, interesting search terminology. And we got a hit! Looks like there's a website for the [[policy.|policy]]]

<a href="https://carleton.ca/registrar/academic-integrity/"; target="_blank">**Better read it**</a> **<big>Whew</big>** ... that's **<big>(color: "orange")[heavy reading]</big>** but at least I found it. Although there's a lot more to academic integrity than just plagiarism. There are [[core values]] and **<big>(color: "orange")[eleven different]</big>** forms of academic misconduct.

Oh man ... I'm nervous. I think I'll start with **three questions** about citation. **Question 1** As long as you put another person’s words into your own words, you don’t need to cite the other person. [[True?|Q1]] OR [[False?|Q2]]

<a href="https://cuportfolio.carleton.ca/view/view.php?t=X7ZVYdtqh5ep8uFa93RU"; target="_blank">Check it out!</a> (Psst! Click on Erin's video.) Erin's advice seems really sensible. But then you meet your colleague Steve. Steve has a quirky sense of humour ... but [[his advice|Stevevideo]] is a bit different. <img src='https://avataaars.io/?avatarStyle=Circle&topType=NoHair&accessoriesType=Blank&facialHairType=BeardMagestic&facialHairColor=BrownDark&clotheType=Hoodie&clotheColor=Gray01&eyeType=Wink&eyebrowType=UpDownNatural&mouthType=Default&skinColor=Light' />

<a href="https://cuportfolio.carleton.ca/view/view.php?t=X7ZVYdtqh5ep8uFa93RU"; target="_blank">Check it out!</a> (Psst! Click on Steve's video.) So Steve's funny, but won't his advice be confusing for students? (link: "Sigh, at least I found the policy!")[(set: $scale to it + 5)(goto:"Scales")]

The core academic integrity values are: <div class="value"> * Honesty * Trust * Fairness * Respect * Responsibility</div> Why do these values **matter?** Folks in the academic community believe that upholding these values ensures: * the **credibility** of the degrees students earn * that members of the community are **reputable citizens** And these values, along with the policy **must be upheld** by current students as well as unregistered on graduated students (i.e., alumni)! And I can't get over **<big>how many forms</big>** of [[academic misconduct]] there are.

The **<big>(color: "orange")[eleven forms]</big>** of academic misconduct are <big> * Plagiarism * Unauthorized resubmission of work * Unauthorized cooperation/collaboration (group work) * Misrepresentation * Impersonation * Withholding * Obstruction and interference * Disruption of classroom activities * Improper access and dissemination * Assisting in the violation of the Standards of Academic Integrity * Cheating on tests and exams</big> Oh my ... clearly academic integrity is **<big>more</big>** than plagiarism. But how do I explain this to **<big>my students?</big>** Maybe I'd better [[talk to some colleagues]]!

Nope nothing there, except old magazines, stale tea bags and a microwave. [[Back to Square One|Quest1]]

Look at you, (color: "red")[**Lucky Lou!**] Your conscience scales are being tipped! <div class="image"> <img src="https://farm8.staticflickr.com/7913/40223815673_094373aaba_m.jpg" width="200" height="176" alt="Scales of justice 3 final"> </div> **Your conscience:** With $scale points, (if: $scale > 0)[you have a clear conscience!] (else-if: $scale <5)[unfortunately, you have a guilty conscience] (set: $scale to $scale) This is the end of [[this episode|Nextstep]]

<img src='https://avataaars.io/?avatarStyle=Circle&topType=ShortHairSides&accessoriesType=Blank&hairColor=Brown&facialHairType=Blank&clotheType=CollarSweater&clotheColor=Blue03&eyeType=Squint&eyebrowType=Default&mouthType=Twinkle&skinColor=Light' /> David has interesting things [[to say|Interview One]] [[Episode 2]]

[[Episode 2]]

<a href="https://cuportfolio.carleton.ca/view/view.php?t=X7ZVYdtqh5ep8uFa93RU"; target="_blank">Take a listen!</a> (Psst! Listen to David C.'s audio on Facebook.) Well, good to know that the course page I've set up is [[the place for study groups|intriguing choices]]! Maybe I'll think about the other choices.

... students have to use **five academic sources** for their assignment. And (color: "red")[**Lucky Lou**], you know that sometimes this is a challenge for novice researchers. What **<big>do</big>** you do? {[ <div class="modal"> <div class="modal-content"> (link: "Video?")[ (replace: ?modal)[ [[Have students watch a video on sources.]] ] ] <br> (link: "Library?")[ (replace: ?modal)[ [[Send students to the library.]] ] ] <br> (link: "Trust my students?")[ (replace: ?modal)[ [[Trust it will all work out and move on.]] ] ] <br> ](modal|} (link-repeat:"Make a choice!")[(show:?modal)]

Some of the friendly librarians have made some instructional videos, including one of the difference between popular and academic sources plus the peer-review process. I can definitely put this video on your online course page so that students can watch it! **(color: "red")[Boy, am I lucky].** <a href="https://cuportfolio.carleton.ca/view/view.php?t=X7ZVYdtqh5ep8uFa93RU"; target="_blank">Check it out!</a> (Psst! Click on **Popular vs academic sources.**) (link: "But maybe I need to do more?")[(set: $scale to it + 2)(goto:"little snag")]

**<big>Eric Hebborn</big>** Hebborn is considered one of the most famous (or infamous) art forgers of the 20th century. <a href="https://www.cbc.ca/radio/day6/episode-428-bissonnette-s-sentence-art-forgery-k-pop-at-the-grammys-leolist-human-trafficking-and-more-1.5009885/how-master-art-forger-eric-hebborn-keeps-playing-a-great-trick-from-the-grave-1.5009931"; target="_blank">Interesting newspaper article!</a> **<big>Led Zeppelin</big>** <a href="https://www.rollingstone.com/music/music-news/led-zeppelins-10-boldest-rip-offs-223419/"; target="_blank">Interesting newspaper article!</a> **<big>Carleton University students</big>** <a href="https://www.theglobeandmail.com/news/national/cheating-carleton-students-punished/article4137225/"; target="_blank">Interesting newspaper article!</a> (color: "green")[Prof. David] (color: "green")[Jackson,]<Jackson| has some advice for students who think a social media study group is a good idea: (click-append: ?Jackson)[ who teaches communication and media studies,]: [[Don't go there]]. I can't wait to read the papers. But there's one [[little snag]].

What next ... I could go to [[Episode 2]] or [[Episode 3]]. Or I could **<big>retire.</big>** Teaching is hard work.

I feel so lucky. My students have handed in their papers … mostly on time ...and I’ve started my marking. Im using a [[rubric]] based on one that David shared with me. And I’m impressed by what I’m reading. Most students have followed the assignment instructions. Bravo! But I’m just noticing two issues that are problematic: * Students aren’t always using their chosen [[citation style]] correctly or consistently. * Plus, some students are mixing up popular sources (like newspaper articles) with academic sources (i.e., peer reviewed journal articles). **<big>What do I do?</big>** [[Don’t worry]] about it. Happens to everyone one. [[Check in with a colleague]]—never hurts to have a second opinion.

OMG … I feel (color: "red")[sick and definitely unlucky]. I’m marking student assignments and I think I have my first case of plagiarism. One of the students wrote about Led Zeppelin and started off their assignment with the following passage: <blockquote> A US appeals court has ordered a new trial in a lawsuit accusing Led Zeppelinof copying an obscure 1960s instrumental for the intro to their classic 1971 rock anthem //Stairway to Heaven//.</blockquote><blockquote>A federal court jury in Los Angeles two years ago found Led Zeppelin did not steal the famous riff from the song Taurus by the band Spirit. But a three-judge panel of the ninth US circuit court of appeals in San Francisco ruled unanimously that the lower court judge provided erroneous jury instructions that misled jurors about copyright law central to the suit. It sent the case back to the court for another trial. A phone message left with an attorney for Led Zeppelin, Peter Anderson, was not immediately returned.</blockquote><blockquote>Michael Skidmore, a trustee for the estate of the late Spirit guitarist Randy Wolfe, filed the lawsuit against Led Zeppelin in 2015. Jurors returned their verdict for Led Zeppelin after a five-day trial at which the band members Jimmy Page and Robert Plant testified. Page says he wrote the music and Plant has claimed the lyrics, saying Stairway was an original. In several hours of often-animated and amusing testimony, they described the craft behind one of rock’s best-known songs.</blockquote> At first I thought they were using some of the transcript from David’s interview … and then I put the passage into Google and realized that they had copied the material right out of an article in //[[The Guardian.]]// This is a **<big>(color: red)[purloined passage!!]</big>** **<big>Think, breathe</big> ...** don’t (color: "green")[panic]<panic|. (click-append: ?panic)[(because it won't help)] Okay, I again have to make a choice: * I could better get a [[second opinion.]] * I could follow the letter of the law and [[report]] this to the dean.

<a href="https://cuportfolio.carleton.ca/view/view.php?t=X7ZVYdtqh5ep8uFa93RU"; target="_blank">Take a listen!</a>

Look at you, (color: "red")[**Lucky Lou!**] Your conscience scales are being tipped! <div class="image"> <img src="https://farm8.staticflickr.com/7913/40223815673_094373aaba_m.jpg" width="200" height="176" alt="Scales of justice 3 final"> </div> **Your conscience:** With $scale points, (if: $scale > 0)[you have a clear conscience!] (else-if: $scale <5)[unfortunately, you have a guilty conscience]. **Doing nothing** for your students does nothing for their academic success. (set: $scale to $scale) This is the end of [[this episode|Nextstep]]

Oh no, that’s wrong! The answer is **False.** Whenever you use another person’s words or ideas, you must cite the source. Putting the ideas into your own words does not change the fact that you have gotten the ideas from another person. [[Try Question 2]]

**Congrats—you’re right.** The answer is **False.** Whenever you use another person’s words or ideas, you must cite the source. Putting the ideas into your own words does not change the fact that you have gotten the ideas from another person. [[Try Question 2]].

So sorry, the answer is **False.** Every quoted word must be either enclosed in quotation marks or set off from the main text as an indented block quotation, in addition to having the appropriate citation. [[Try Question 3]]

**Congrats—you’re right.** The answer is **False.** Every quoted word must be either enclosed in quotation marks or set off from the main text as an indented block quotation, in addition to having the appropriate citation. [[Try Question 3]].

**Congrats—you’re right.** The answer is ** True.** Ideas from sources need attribution, whether the ideas are quoted, summarized, paraphrased or merely referred to. Maybe I need to find that academic policy, regardless of whether I’ve taken this test or not. (link: " Maybe I need to find that academic policy!")[(set: $scale to it + 1)(goto:"Quest1")] regardless of whether I’ve taken this test or not. I really do need to understand what's expected of me and my students.

Oh my, not this time. The answer is ** True.** Ideas from sources need attribution, whether the ideas are quoted, summarized, paraphrased or merely referred to. (link: " Maybe I need to find that academic policy!")[(set: $scale to it + 1)(goto:"Quest1")] regardless of whether I’ve taken this test or not. I really do need to understand what's expected of me and my students.

**Question 2** As long as you put the author’s name at the end of a paragraph, it is permissible to quote the author, even if you do not use quotation marks or a blocked indent quotation. [[True?|Q3]] OR [[False?|Q4]]

**Question 3** Even if you do not quote, you must cite the use of an idea you found during your research. [[True?|Q5]] OR [[False?|Q6]]

Of course it's a good idea that students know how to find the library [[website]] ... so many good search tools available via the site. But ... do students know what to do once they get to the site? Problably not. So many choices, not enough training.

The Research Help Desk is easy to find ... it's located at on the main floor of the library, at one side of the Circulation Desk (i.e., the desk where students sign out books). The friendly librarian is happy to help. She searches the catalogue (jsut an old-fashioned word for database) and finds a book: * [[Student plagiarism in an online world|catalogue link]] She also finds a handout out on [[paraphrasing]] ... always useful!

Oh, I am so excited! The friendly librarian is coming to class next week. She is going to show students how to find peer-reviewed journals articles, books, how to ask questions via the [[online Chat!]] and how to [[cite their sources]]. She has even suggested [[Library Jeopardy!]] (link: "This workshop is a great idea!")[(set: $scale to it + 10)(goto:"Scales")]

(color: "red")[**Lucky Lou**], you reach out to your friendly librarian--yes, there is actually a librarian who supports students and faculty in the Forgeries and Fraud subject area. The librarian gives you three options: 1. Put the [[library website]] in your online course. 2 Give the students bonus points for [[finding a book]] and handout on plagiarism. 3. Ask the librarian to give an [[in-class session]] on finding academic sources. Your **<big>(color: "green")[choice]<choice|.</big>** (click-append: ?choice)[ Think carefully]

<a href="https://library.carleton.ca/"; target="_blank">Check it out!</a> But if the website is a bit overwhelming, maybe the librarian's second option is [[better|finding a book]].

<a href="http://catalogue.library.carleton.ca/record=b2472412"; target="_blank">Check it out!</a> And that [[handout|finding a book]] sounds interesting too!

<a href="https://carleton.ca/csas/wp-content/uploads/Paraphrasing.pdf "; target="_blank">Check it out!</a> But is this enough? Maybe students still could benefit from an [[in-class session]].

<a href="https://library.carleton.ca/help"; target="_blank">Check it out!</a> This [[in-class session]] is going to be really helpful.

<a href="https://library.carleton.ca/help/citing-your-sources"; target="_blank">Check it out!</a> This [[in-class session]] is going to be so useful.

Are you sure? (link: "Yes!")[(set: $scale to it -20)(goto:"ScalesC")] No, but it's **<big>too</big>** late to turn back (link: "now.")[(set: $scale to it -20)(goto:"ScalesC")]

Look at you, (color: "red")[**Lucky Lou!**] Your conscience scales are being tipped! <div class="image"> <img src="https://farm8.staticflickr.com/7913/40223815673_094373aaba_m.jpg" width="200" height="176" alt="Scales of justice 3 final"> </div> **Your conscience:** With $scale points, (if: $scale > 0)[you have a clear conscience!] (else-if: $scale <5)[unfortunately, you have a guilty conscience]. **Doing nothing** for your students does nothing for their academic success. (set: $scale to $scale) This is the end of [[this episode.|Nextsteps]]

What next ... I could go to [[Episode 3]]. Or I could **<big>retire.</big>** Teaching is hard work.

Double-click this passage to edit it.

Material [[Best day]]

Better send out the link to the library page on [[citing your sources]] again. Maybe hold a special study session on citing correctly too!

Why worry? Maybe this just confirms the "law of averages,'' that every class is going to have some folks who follow instructions and some folks who don't. (link: "My work here is done.")[(set: $scale to it - 3)(goto:"ScalesD")]

Maybe I'll check in with [[ Laura]]. She teaches high school students for a long time and might have some good tips.

<a href="https://library.carleton.ca/help/citing-your-sources"; target="_blank">Check it out!</a> Good information for [[moving forward|Best day]]

<a href="https://www.theguardian.com/music/2018/sep/28/led-zeppelin-plagiarism-taurus-spirit-stairway-to-heaven-new-trial."; target="_blank">Check it out!</a> This is definitely [[a problem|Worst day]].

So went looking for my colleague [[Lee]].

<a href="https://cuportfolio.carleton.ca/view/view.php?t=X7ZVYdtqh5ep8uFa93RU"; target="_blank">Check it out!</a> (Psst! Click on Laura's video.) <img src='https://avataaars.io/?avatarStyle=Circle&topType=ShortHairSides&accessoriesType=Blank&hairColor=Brown&facialHairType=Blank&clotheType=CollarSweater&clotheColor=Blue03&eyeType=Squint&eyebrowType=Default&mouthType=Twinkle&skinColor=Light' /> I also ran into David at the UniCentre at lunch today and he says, [[“Citations are mechanics.”]] So I just have to use my rubric to deduct marks based on how well a student has cited a source.

**<big>Whew</big>** … this is **<big>not</big>** academic misconduct. Same thing with wrong sources … a mechanical failure that means students lose marks but nothing more. So, maybe I need to have the librarian in again and review the different between popular and academic sources and the peer review process. What is the conventional wisdom? Say something once, say it twice, say it three times. Wow, I feel better … I was feeling nervous about a potential academic integrity policy violation. I just hope students are finding the course interesting and useful … (link: "Maybe I’d better ask them.")[(set: $scale to it + 5)(goto:"ScalesD")]

Look at you, (color: "red")[**Lucky Lou!**] Your conscience scales are being tipped! <div class="image"> <img src="https://farm8.staticflickr.com/7913/40223815673_094373aaba_m.jpg" width="200" height="176" alt="Scales of justice 3 final"> </div> **Your conscience:** With $scale points, (if: $scale > 0)[you have a clear conscience!] (else-if: $scale <5)[Unfortunately, you have a guilty conscience. **Doing nothing** (or very little) for your students does nothing for their academic success.] (set: $scale to $scale) This is the end of [[this game|Scoring system]].

Double-click this passage to edit it.

<a href="https://cuportfolio.carleton.ca/view/view.php?t=X7ZVYdtqh5ep8uFa93RU"; target="_blank">Check it out!</a> (Psst! Click on Lee's video.) Well, Lee talked a lot about what he tells students and he thinks that there’s no doubt … this is plagiarism so I am supposed to report this case to my department head. But do I **<big>really want</big>** to do this? So I think I have two choices: * Give the student the [[benefit of the doubt]]. * Report this case directly to my [[faculty dean]].

**<big>Making sense of your score</big>**. Here is how points are awarded for your choices throughout the game. **Episode One** **Episode Two** **Episode Three** Try [[again?|Start]]

Maybe the student didn’t really know that this “copy and paste” is plagiarism. I took a look at the student’s previous work—which is okay—so I could take the “benefit of the doubt” route and assume this is **<big>accidental</big>**. This means I could give the student some feedback like, “This passage is plagiarized." And assign a grade of (color: "green")[0]<0|. (click-append: ?0)[ (**Really?!**)] [[OMG]].

Or I could follow the follow the letter of the law and (link: "report this directly to my faculty dean.")[(set: $scale to it +15)(goto:"ScalesD")].

Some how my faculty dean found out that I didn’t report this case of plagiarism and has asked to meet with me. What will this do (link: "to my teaching career?")[(set: $scale to it -20)(goto:"ScalesD")]