Your professor may or may not care which citation system you use. For the purpose of avoiding plagiarism, it doesn't matter, as long as you clearly indicate where every quotation and paraphrase comes from. What is "paraphrase"? Paraphrase is repeating in your own words the thought expressed in someone else's words. Paraphrase ranges from a very loose rewording of the text's basic idea okay to a nearly-identical version of the words or sentence structure of the original text not okay.
This spectrum means there is no sharp boundary between appropriate and inappropriate paraphrase. Basically, paraphrase is inappropriate where a reasonable person would say that you have stopped thinking and writing in your own words and are simply restating someone else's thoughts without admitting it.
Most commonly, students get in trouble by writing words that stay too close to the original for too long with no signal but a reference to indicate the source. Here are three tips to avoid those problems:. Don't stop thinking. Understand your source well enough to explain its meaning in your own words. Never paraphrase by copying someone else's words into your paper and then changing them around.
Keep paraphrase as short as possible. If your paraphrase goes over a sentence or two, you've probably stopped writing your own words. Signal your source in the text , not just with a reference. If you are in a conversation and think someone else's words are important enough to repeat, you ordinarily explain who said it. Similarly, if a source is important enough to paraphrase, it is important enough to mention in your text, not just in a footnote.
What are the most common kinds of plagiarism? At OU there are three common kinds of plagiarism: whole-paper, cut- and-paste, and cut-and-paste with references. Whole-paper plagiarism. In this form of plagiarism, all or most of the student's paper is lifted from another student or a published source, for example the Internet, a book, or a print article.
It is especially bad to buy a paper from any source that offers ready-made term papers. Students who have engaged in this form of plagiarism in the past have been expelled from the University. Cut-and-paste plagiarism. In this form of plagiarism, parts of a paper ranging from phrases and sentences to entire paragraphs are taken from the Internet or somewhere else and incorporated into the student's paper with no signal that they are not the student's own expression.
Cut-and-paste plagiarism with references. In this form of plagiarism, words or ideas in a paper are included from another source, a reference to the source is included, but there is no quotation signal. Again, the problem is that a reference indicates only that the accompanying text is somehow derived from or related to the cited source. A reference alone does not show that the text is a direct quotation from that source. Thus a reference alone.
A direct quotation with a reference but without quotation marks is plagiarism. What are the penalties for plagiarism? At OU, acts of plagiarism can receive institutional penalties ranging from a letter of reprimand to required coursework to expulsion.
All academic misconduct offenses also receive grade penalties determined by the instructor. Grade penalties are not restricted to the value of the assignment and may be up to an F in the course. Juniors and seniors who plagiarize any significant portion of a paper should expect at least a suspension for a spring or fall semester. Under the right circumstances even freshmen and sophomores may also receive suspensions or even be expelled for plagiarism. The test in an academic misconduct case is whether the student knew or should have known that his or her actions amounted to misconduct.
Whether or not you learned them in high school, whether or not you took freshman English, whether or not you ever heard a teacher mention them, as an OU student you are expected to know the basic rules of academic integrity.
If those basic rules get broken, you are guilty of academic misconduct. Another frequently-heard excuse is that the student included material from another source and then either "just forgot to add the references" or else put them in but "accidentally turned in the wrong draft. Cut-and-paste papers usually contain lots of directly-quoted material that substitutes for the student's own writing, appears without.
In such cases, the quoted text substitutes for the student's own writing. Merely "adding the footnotes" never cures plagiarism if words have been directly quoted. Curing the plagiarism with footnotes and quotation marks often reveals that the student did a lot of copying but very little actual thinking or writing. Really curing plagiarism means starting from the beginning: thinking and writing first, quoting and signaling as appropriate. Stringing together words downloaded or copied from elsewhere has nothing to do with true writing and is never, ever a good way.
Sometimes students "write" a paper not by generating words from their own understanding, but by copying text, then changing a few words so the passage is no longer an exact quotation. This approach is a form of improper paraphrase. It defeats the purpose of the writing assignment, which is to form a real understanding and then express it in one's own words. If the words and structure of the original are changed enough, the end result of the copy-then-change approach may be different enough from the source that it finally becomes your "own," sort of.
Usually, that requires far more work than just writing your own words in the first place. Far more often, the work is only superficially different and the result is a charge of plagiarism. Donna Housman. Preparing emotionally competent early educators. Chad Aldeman. The scarcity mindset that plagues education news.
Stay up to date on the latest news, research and commentary from Kappan. What you can do: Let students know the consequences of plagiarizing. Students are less likely to plagiarize deliberately if they perceive the cost of getting caught as too high.
Make sure to have a clear statement in your syllabus, and let students know that you use Turn-It-In, Google, or some other method of checking their sources. Make it so hard to plagiarize that they might just as well write the paper. Requesting these things does not mean you necessarily have a whole lot more work to do.
You can use a peer response exercise or in-class work for quick reviews of many of these items. If you ask for multiple drafts, only check for a few things on each draft for example, just for main idea and basic structure on the first draft or just for citation format on a second draft. Besides preventing plagiarism, collecting these documents can help you assess student learning and, when necessary, intervene before the bitter end.
Make it hard to plagiarize by designing assignments around specific, focused questions or issues. Avoid general topics like character in Hemingway. There are so many papers on the internet on such topics that the temptation may be too great. What you can do: Help students learn how to pace themselves and organize their work, especially if the task you have given them is complex, and they are novices.
This can be done by warning them of common process problems at the start, by assigning intermediate steps, by conducting an ongoing discussion of their process online discussion groups are good for this and do not take class time , and by modeling your process. Explicitly discuss with students why the assignment is important in the context of the class and of their learning.
Tell them what transferable skills and knowledge they will gain from doing this assignment. Finally, as in 10, make the risks and consequences of being caught clear. What you can do: Help students see how they already have expertise in many areas, such as movie reviews, their favorite music, sports, or leisure activity, and equate learning academic jargon with the learning they have already done to master these other topics.
Have students write down their ideas before, during, and after research. The student who has put down their guesses about what they will find and who has written a response immediately after reading a source will be less likely to act as a passive collector of information. Situate research as the attempt to test and refine their hypothesis.
Show students examples of student papers with uncited summaries and paraphrases and require them to identify and correct the problem. When a paper is handed in, give it a quick scan. If the student only cited direct quotes, he or she may be neglecting summaries and paraphrases. What you can do: Teach students to put their source material out of sight when they write their summaries so they are not tempted by the lovely words of the author. Look for papers in which the citations only come at the end of paragraphs.
This is often a sign that the student thinks the citation in the last sentence covers all borrowing from the source anywhere in the paragraph. What you can do: Explicitly discuss with students the goals of their research. Acknowledge up front that citation styles, especially for internet sources, are in flux.
Work with other teachers in your school or better yet, your district to develop citation rules that govern all student work, and use those rules consistently from teacher to teacher and subject to subject.
Help students learn how to extrapolate from the examples presented in style manuals to craft citations for unusual sources. What you can do: Teach students strategies for organizing their notes. Insist that students include citations in all drafts.
Students often will say they will put the citations in later, but then they forget where they go. Tell them they can work on formatting citations in later drafts, but all drafts must be cited. What you can do: Make sure every source in the references corresponds to a citation in the text. If there are more sources in the references than in the text, ask where the source appears in the text.
See also the suggestions for 6 and 7 above. Discuss with students the need to digest and analyze material in more sophisticated ways.
Work with them on summarizing rather than paraphrasing. Discuss and ensure that students understand the reasons for citing sources. Foreground and discuss with students the context-specific nature of what does and does not count as plagiarism Price, Before attempting any writing project, learn about plagiarism. Find out what constitutes plagiarism and how to avoid it.
The rules are easy to understand and follow. If there is any question about missing attribution, try using an online plagiarism checker or plagiarism detection software to check your writing for plagiarism before turning it in. Laziness or dishonesty can lead to a ruined reputation, the loss of a career, and legal problems. Login Buy Credits. Consequences of plagiarism include: Destroyed Student Reputation Plagiarism allegations can cause a student to be suspended or expelled.
Destroyed Professional Reputation A professional business person, politician, or public figure may find that the damage from plagiarism follows them for their entire career.
Destroyed Academic Reputation The consequences of plagiarism have been widely reported in the world of academia. Legal Repercussions The legal repercussions of plagiarism can be quite serious. Monetary Repercussions Many recent news reports and articles have exposed plagiarism by journalists, authors, public figures, and researchers. Plagiarized Research Plagiarized research is an especially egregious form of plagiarism. No Reputation is Immune to Plagiarism.
What is self-plagiarism? Find out how to avoid it. Buy Credits.
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