Detecting and avoiding Plagiarism Tutorial

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  • Detecting and Avoiding Plagiarism

  • Academic Integrity PolicyThe Academic Integrity Policy of Ashford University States:

    Students of Ashford University will follow expected levels of academic integrity. Ashford University defines academic misconduct as dishonest and/or deceptive attempts to fulfill academic requirements. Cheating, furnishing fabricated or false information to Ashford University officials and adjuncts (such as lying to affect a grade change), and plagiarism constitute acts of academic misconduct, and will be met with censure.

    This tutorial will assist you in detecting and avoiding plagiarism. Footer here

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  • What is Plagiarism?

  • What is Common Knowledge?Footer here

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  • Common Knowledge?Read the two statements below. Click on the choice that is common knowledge:

    Albert Camus was born in Mondovi, Algeria in 1913 and died in 1960 in an automobile crash.

    I was saddened when the great guitarist Stevie Ray Vaughan died. Ill always remember when he said that love was the only cure for all the pain in the world. He said that love is the only thing we can take with us out of this life, and hell be missed.

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  • Detecting PlagiarismWe will now explore different examples of a mock students writing. You will first see the original text from the article, followed by the students use of the material. You will then determine if the student is committing plagiarism or not.

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  • Example 1A piece of literature has a social meaning, which means that the author produced the work within a certain historical and social context. The language the author uses, the social conventions he or she mentions, and descriptions of time and place all form the social meaning of the authors work. We may be part of a very different social context than the author; but by investigating the social context of the author, we can arrive at a clearer understanding of the authors message.From Davis, S. (2005). Engaging the Text. Retrieved May 31, 2006, from LIB326: Historical Contexts and Literature from Ashford University Web site: http://blackboard.ashford.com. (taken from page 1)Student wrote: A piece of literature has a social meaning, which means that the author produced the work within a certain historical and social context. Thus, by studying the context of an author, we can better understand his or her message (Davis, 2005, p. 1).AcceptablePlagiarismNextFooter here

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  • Example 2While we might not actually know with certainty what the author meant to portray in a particular work, by understanding such factors as his or her social class, ethnicity, gender, belief systems, and historical milieu we can arrive at an educated and consistent understanding.From Davis, S. (2005). Engaging the Text. Retrieved May 31, 2006, from LIB326: Historical Contexts and Literature from Ashford University Web site: http://blackboard.ashford.com. (taken from page 2)Student wrote: As Davis (2005) indicates, although we might not actually know what an author meant to portray, a careful exploration of the authors background and his or her historical context can help the reader arrive at an educated and consistent understanding (p.2).AcceptablePlagiarismNextFooter here

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  • Example 3Most authors have consistent themes that carry through their works. For example, a single story by Camus might seem hopelessly confusing until we have read more Camus. We might then realize that the author concerned himself with themes such as mans need to find meaning in the world.From Davis, S. (2005). Engaging the Text. Retrieved May 31, 2006, from LIB326: Historical Contexts and Literature from Ashford University Web site: http://blackboard.ashford.com. (taken from page 2)Student wrote: I agree with the importance of reading multiple works, because, as Davis (2005) relates, I was hopelessly confused upon reading my first story by Albert Camus (p.2). I found, however, that as I read more about the author, I did find consistent themes throughout his work (p.2).AcceptablePlagiarismNextFooter here

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  • Example 4Literature has the power to allow us to see into another time and place: it allows us to share in the pain and joy of our shared humanity. In studying literature, we often get frustrated when we try to decipher what a piece of writing means. Rather than becoming frustrated, once we engage with the textonce we share in the experience of ourselves and the authorwe become part of the text itself.From Davis, S. (2005). Engaging the Text. Retrieved May 31, 2006, from LIB326: Historical Contexts and Literature from Ashford University Web site: http://blackboard.ashford.com. (taken from page 1)Student wrote: A piece of writing can bring the reader back to another time in history. Instead of getting frustrated by literature, we can really share our experiences with the author (Davis, 2005, p. 1).AcceptablePlagiarismNextFooter here

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  • Example 5At times, when confronted with a text that seems difficult to read, we can learn more about the manner in which an author wrote by doing some research. For example, the poet T.S. Eliot (1888-1965) belonged to a group of poets called the imagists, and they styled their work in opposition to the sentimental works of poets such as Wordsworth. From Davis, S. (2005). Engaging the Text. Retrieved May 31, 2006, from LIB326: Historical Contexts and Literature from Ashford University Web site: http://blackboard.ashford.com. (taken from page 1)Student wrote: Davis (2005) believes that research can help us learn more about the manner in which an author wrote. For example, through research we would find that the poet T.S. Eliot wrote in a very different way than the sentimental poet Wordsworth.AcceptablePlagiarismNextFooter here

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  • Recap: What is Plagiarism ITo summarize, Ashford University defines the following acts as acts of plagiarism:

    Copying text from printed materials, which include books, magazines, encyclopedias, and newspapers, et al.

    The modification of a) with the intent of changing verbiage, changing words, or interspacing the students work into the plagiarized work.

    Copy and Paste plagiarism, which involves copying and pasting materials from Internet sources and presenting them as ones original work.

    The modification of b) with the intent of changing verbiage, changing words, or interspacing the students work into the plagiarized work.

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  • Recap: What is Plagiarism IIThe use of another students work. Even if the student has the permission of the other student, the use of anothers work constitutes an act of collusion, which constitutes an act of plagiarism.

    The use of materials purchased from Internet sources.

    Recycling of old papers for a current course. Students may only use previous work to support current work (and the previous work must be cited properly).

    Paraphrasing or summarizing anothers work without giving appropriate credit.

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  • Key: Common KnowledgeCorrectAlbert Camus was born in Mondovi, Algeria in 1913 and died in 1960 in an automobile crash.

    This information is readily accessible and considered common knowledge.

    Click Here to Return to Tutorial

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  • Key: Common KnowledgeIncorrectThe author of this statement is paraphrasing the text of an interview Stevie Ray Vaughan gave at the Mann Music Center in Philadelphia, Pa. on 6/30/87. By not stating the source, the author is committing an act of plagiarism.Click here to return to tutorial

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  • Key: Example 1Incorrect. The student commits plagiarism because the first sentence is a direct quote without a proper citation. While the student cites the second sentence, since the sentence so closely reflects Daviss original work, the student should first write, Further, Davis believes thatReturn to Example 1

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  • Key: Example 1Correct. The student commits plagiarism because the first sentence is a direct quote without a proper citation. While the student cites the second sentence, since the sentence so closely reflects Daviss original work, the student should first write, Further, Davis believes thatReturn to Example 1

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  • Key: Example 2Correct. This sentence beautifully incorporates Daviss work and expresses a powerful thought. Daviss name begins the sentence, and the student uses direct quotations set off with quotation marks, and he or she is sure to cite the source of the original material.Return to Example 2

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  • Key: Example 2Incorrect. The students work is not plagiarized. This sentence beautifully incorporates Daviss work and expresses a powerful thought. Daviss name begins the sentence, and the student uses direct quotations set off with quotation marks, and he or she is sure to cite the source of the original material.Return to Example 2

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  • Key: Example 3Correct. The student has properly cited the original material with quotation marks and cited the source material properly. Notice how the student has used Daviss words to support his or her own. Thus, the student is careful to show the reader both his or her opinion and the relation of that opinion to Daviss original material. Return to Example 3

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  • Key: Example 3Incorrect. The student has not committed plagiarism. The student has properly cited the original material with quotation marks and cited the source material properly. Notice how the student has used Daviss words to support his or her own. Thus, the student is careful to show the reader both his or her opinion and the relation of that opinion to Daviss original material. Return to Example 3

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  • Key: Example 4Incorrect. This student has committed plagiarism. The student paraphrases Daviss material in the first sentence, but he or she does not directly quote or properly cite Daviss work. While the student cites the second sentence, the student is too closely mimicking the authors original work. As with Example 1, the student must use either his or her own language and cite the source, or be more careful in showing the reader that he or she is paraphrasing the author.Return to Example 4

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  • Key: Example 4Correct. This student has committed plagiarism. The student paraphrases Daviss material in the first sentence, but he or she does not directly quote or properly cite Daviss work. While the student cites the second sentence, the student is too closely mimicking the authors original work. As with Example 1, the student must use either his or her own language and cite the source, or be more careful in showing the reader that he or she is paraphrasing the author.Return to Example 4

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  • Key: Example 5Incorrect. The student has committed plagiarism. While the student gives credit to Davis, he or she does not let the reader know the source he or she used. Regarding the second sentence, the student commits plagiarism because his or her paraphrasing of Davis is much too similar to the original work and is not cited. Return to Example 5

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  • Key: Example 5Correct. The student has committed plagiarism. While the student gives credit to Davis, he or she does not let the reader know the source he or she used. Regarding the second sentence, the student commits plagiarism because his or her paraphrasing of Davis is much too similar to the original work and is not cited.Return to Example 5

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