History Second YearJanuary 2020

Who am I?

Director of Second Year Studies:

Dr Simon Peplow

• Email: Simon.Peplow@warwick.ac.uk

• Room: H0.11

• Office Hours: Thursday 10-11am; Friday 11am-12pm (email me for availability outside of those hours!)

Have questions? Get in touch!

History Office Term 2 Office Hours

• The History Office (H3.22) will have office hours every weekday during term.

• Monday-Friday morning open hours: 9:30-11:30

• Monday-Friday afternoon open hours: 14:00-15:00

• If you have an emergency or an urgent question please feel free to visit the UG Coordinators in H3.22 outside of these times and they will be able to help you.

• HistoryOffice@Warwick.ac.uk

Good Academic Practice

Understanding Plagiarism

• The University defines plagiarism as ‘reproducing one’s own work or the work of another person or persons without proper acknowledgement’.

• The reproduction of work includes the following: copying: i.e., repeating phrases/sentences word-for-word.

modifying: i.e., closely paraphrasing another’s work by simply changing a few words or altering the order.

borrowing: i.e., presenting another person’s ideas or concepts as your own, even if you do so in your own words.

Understanding Plagiarism

• A distinction should be made between poor academic practice and cheating.

Poor academic practice typically (but not exclusively) occurs when the referencing is inadequate, but not in a way which suggests an attempt to deceive the marker.

https://warwick.ac.uk/fac/arts/history/students/undergraduate/teaching/assessment/plagiarism/

CAN YOU SPOT PLAGIARISM?The sentences on the right use the passage on the left as a secondary source. Do they cite the passage correctly or do they constitute plagiarism?

‘From a class perspective this put them [highwaymen] in an ambivalent position. In aspiring to that proud, if temporary, status of “Gentleman of the Road”, they did not question the inegalitarian hierarchy of their society. Yet their boldness of act and deed, in putting them outside the law as rebellious fugitives, revivified the “animal spirits” of capitalism and became an essential part of the oppositional culture of working-class London, a serious obstacle to the formation of a tractable, obedient labour force. Therefore, it was not enough to hang them –the values they espoused or represented had to be challenged.’1

1 Peter Linebaugh, The London Hanged: Crime and Civil Society in the Eighteenth Century (London:Allen Lane, 1991), p. 213.

1. Although they did not question the inegalitarian hierarchy of their society, highwaymen became an essential part of the oppositional culture of working-class London, posing a serious threat to the formation of a biddable labour force.

2. Although they did not question the inegalitarian hierarchy of their society, highwaymen ‘became an essential part of the oppositional culture of working-class London [and] a serious obstacle to the formation of a tractable, obedient labour force’.1

3. By aspiring to the title of ‘Gentleman of the Road’, highwaymen did not challenge the unfair taxonomy of their society. Yet their daring exploits made them into outlaws and inspired the antagonistic culture of labouring London, forming a grave impediment to the development of a submissive workforce. Ultimately, hanging them was insufficient –the ideals they personified had to be discredited.1

4. Peter Linebaugh argues that highwaymen represented a powerful challenge to the mores of capitalist society and inspired the rebelliousness of London’s working class.1

CAN YOU SPOT PLAGIARISM?The sentence below uses the passage on the top as a secondary source. Does it cite the passage correctly or does this constitute plagiarism?

‘From a class perspective this put them [highwaymen] in an ambivalent position. In aspiring to that proud, if temporary, status of “Gentleman of the Road”, they did not question the inegalitarian hierarchy of their society. Yet their boldness of act and deed, in putting them outside the law as rebellious fugitives, revivified the “animal spirits” of capitalism and became an essential part of the oppositional culture of working-class London, a serious obstacle to the formation of a tractable, obedient labour force. Therefore, it was not enough to hang them – the values they espoused or represented had to be challenged.’1

1 Peter Linebaugh, The London Hanged: Crime and Civil Society in the Eighteenth Century (London: Allen Lane, 1991), p. 213.

Although they did not question the inegalitarian hierarchy of their society, highwaymen became an essential part of the oppositional culture of working-class London, posing a serious threat to the formation of a biddable labour force.

PLAGIARISM

[PHRASES COPIED VERBATIM FROM THE SOURCE, JUST A FEW WORDS CHANGED. NO REFERENCE

TO ORIGINAL AUTHOR AND NO INDICATION THAT THESE WORDS ARE NOT THE WRITER’S OWN.]

CAN YOU SPOT PLAGIARISM?The sentence below uses the passage on the top as a secondary source. Does it cite the passage correctly or does this constitute plagiarism?

‘From a class perspective this put them [highwaymen] in an ambivalent position. In aspiring to that proud, if temporary, status of “Gentleman of the Road”, they did not question the inegalitarian hierarchy of their society. Yet their boldness of act and deed, in putting them outside the law as rebellious fugitives, revivified the “animal spirits” of capitalism and became an essential part of the oppositional culture of working-class London, a serious obstacle to the formation of a tractable, obedient labour force. Therefore, it was not enough to hang them – the values they espoused or represented had to be challenged.’1

1 Peter Linebaugh, The London Hanged: Crime and Civil Society in the Eighteenth Century (London: Allen Lane, 1991), p. 213.

Although they did not question the inegalitarian hierarchy of their society, highwaymen ‘became an essential part of the oppositional culture of working-class London [and] a serious obstacle to the formation of a tractable, obedient labour force’.1

PLAGIARISM

[CONTAINS MIXTURE OF ATTRIBUTED AND UNATTRIBUTED QUOTATION, SUGGESTS THAT FIRST

PART IS ORIGINAL – BUT IT ISN’T. ALL QUOTED MATERIAL MUST BE WITHIN QUOTATION MARKS.]

CAN YOU SPOT PLAGIARISM?The sentence below uses the passage on the top as a secondary source. Does it cite the passage correctly or does this constitute plagiarism?

‘From a class perspective this put them [highwaymen] in an ambivalent position. In aspiring to that proud, if temporary, status of “Gentleman of the Road”, they did not question the inegalitarian hierarchy of their society. Yet their boldness of act and deed, in putting them outside the law as rebellious fugitives, revivified the “animal spirits” of capitalism and became an essential part of the oppositional culture of working-class London, a serious obstacle to the formation of a tractable, obedient labour force. Therefore, it was not enough to hang them – the values they espoused or represented had to be challenged.’1

1 Peter Linebaugh, The London Hanged: Crime and Civil Society in the Eighteenth Century (London: Allen Lane, 1991), p. 213.

By aspiring to the title of ‘Gentleman of the Road’, highwaymen did not challenge the unfair taxonomy of their society. Yet their daring exploits made them into outlaws and inspired the antagonistic culture of labouring London, forming a grave impediment to the development of a submissive workforce. Ultimately, hanging them was insufficient – the ideals they personified had to be discredited.1

PLAGIARISM

[EXACTLY IMITATES STRUCTURE OF ORIGINAL PASSAGE, JUST USES SYNONYMS FOR ALMOST EVERYWORD. EXPRESS ARGUMENT IN OWN WORDS, RATHER THAN A ‘TRANSLATION’ OF THE ORIGINAL.]

CAN YOU SPOT PLAGIARISM?The sentence below uses the passage on the top as a secondary source. Does it cite the passage correctly or does this constitute plagiarism?

‘From a class perspective this put them [highwaymen] in an ambivalent position. In aspiring to that proud, if temporary, status of “Gentleman of the Road”, they did not question the inegalitarian hierarchy of their society. Yet their boldness of act and deed, in putting them outside the law as rebellious fugitives, revivified the “animal spirits” of capitalism and became an essential part of the oppositional culture of working-class London, a serious obstacle to the formation of a tractable, obedient labour force. Therefore, it was not enough to hang them – the values they espoused or represented had to be challenged.’1

1 Peter Linebaugh, The London Hanged: Crime and Civil Society in the Eighteenth Century (London: Allen Lane, 1991), p. 213.

Peter Linebaugh argues that highwaymen represented a powerful challenge to the mores of capitalist society and inspired the rebelliousness of London’s working class.1

CORRECT!

[THIS IS A BRIEF SUMMARY OF THE ARGUMENT WITH APPROPRIATE ATTRIBUTION]

CAN YOU SPOT PLAGIARISM?The sentences on the right use the passage on the left as a secondary source. Do they cite the passage correctly or do they constitute plagiarism?

‘From a class perspective this put them [highwaymen] in an ambivalent position. In aspiring to that proud, if temporary, status of “Gentleman of the Road”, they did not question the inegalitarian hierarchy of their society. Yet their boldness of act and deed, in putting them outside the law as rebellious fugitives, revivified the “animal spirits” of capitalism and became an essential part of the oppositional culture of working-class London, a serious obstacle to the formation of a tractable, obedient labour force. Therefore, it was not enough to hang them –the values they espoused or represented had to be challenged.’1

1 Peter Linebaugh, The London Hanged: Crime and Civil Society in the Eighteenth Century (London:Allen Lane, 1991), p. 213.

1. Although they did not question the inegalitarian hierarchy of their society, highwaymen became an essential part of the oppositional culture of working-class London, posing a serious threat to the formation of a biddable labour force.

2. Although they did not question the inegalitarian hierarchy of their society, highwaymen ‘became an essential part of the oppositional culture of working-class London [and] a serious obstacle to the formation of a tractable, obedient labour force’.1

3. By aspiring to the title of ‘Gentleman of the Road’, highwaymen did not challenge the unfair taxonomy of their society. Yet their daring exploits made them into outlaws and inspired the antagonistic culture of labouring London, forming a grave impediment to the development of a submissive workforce. Ultimately, hanging them was insufficient –the ideals they personified had to be discredited.1

4. Peter Linebaugh argues that highwaymen represented a powerful challenge to the mores of capitalist society and inspired the rebelliousness of London’s working class.1

PLAGIARISM

PLAGIARISM

PLAGIARISM

CORRECT!

How can I make sure I avoid accidental plagiarism?

• When making notes, make sure to be clear if you’re copying a quote or rewriting ideas in your own words.

• If not quoting directly, rewrite the ideas using different words and sentence structures than the original text.

• When taking notes, write down the full reference of the source used – including page numbers!!

• Make sure to put any unique words or phrases that you cannot (or don’t want to) change in quotation marks.

• Double check to make sure!

• Reference correctly...

Referencing

• Do these examples need references?

1. A direct quotation from a secondary work.

2. A reference to a well-established fact –e.g., ‘WWII lasted from 1939-1945’.

3. A reference to an author’s argument –e.g., ‘Jim Bradbury argues that the Anarchy was essentially a civil war’.

4. A reference to an obscure fact – e.g., ‘On 1 September 1928, Ahmet Zogu declared Albania to be a monarchy and proclaimed himself king.’

Referencing

• When referencing multiple sources within one single sentence:

1. Footnote needed directly after each time someone/something is referenced1,even if this is the middle of the sentence.2

2. Multiple footnotes needed at the end of the sentence.1 2 3

3. One footnote needed at the end of the sentence, which contained multiple references each separated by a semi-colon (;).1

First name

First name

Surname

Book Title

Book Title

Location published

Year published

Page number(s)

p(p).

(

Open Brackets

) Close Brackets

Surname, Book Title Location published:

Year published)

(

p(p).Page number(s).

Footnotes – Book

Publisher

Publisher,

Volume Number:

First name

First name

Surname

‘Article Name’

Article Name

Journal title

Year

Page number(s)

Volume Number

(

Open Brackets

)

Close Brackets

Surname, ‘Article name’, Journal title,

Year ),( Page number(s).

p(p).

‘Journal title’

Footnotes – Article

Issue Number

Issue Number

Bibliographies

• Author’s surname comes first, list organised alphabetically.

• Separate list into ‘Primary Sources’ and ‘Secondary Sources’.

• Footnotes reference the part of the source that’s being cited, but the bibliography gives the whole of the source.

• Edited collections need a separate entry for each chapter used.

Example:

Earle, Rebecca, Potato (New York: Bloomsbury Academic, 2019).

Davies, Jonathan, ‘The Ideal Student: Manuals of Student Behaviour in Early Modern Italy’, in Scholarly Self-Fashioning and Community in the Early Modern University, ed. by Richard Kirwan (Farnham: Ashgate, 2013) pp. 21-38.

Philp, Mark, ‘The Corruption of Politics’, Social Philosophy and Policy, 35:2 (2018), 73-93.

What’s wrong with this list?

Bibliographies

• Author’s surname comes first, list organised alphabetically.

• Separate list into ‘Primary Sources’ and ‘Secondary Sources’.

• Footnotes reference the part of the source that’s being cited, but the bibliography gives the whole of the source.

• Edited collections need a separate entry for each chapter used.

Example:

Davies, Jonathan, ‘The Ideal Student: Manuals of Student Behaviour in Early Modern Italy’, in Scholarly Self-Fashioning and Community in the Early Modern University, ed. by Richard Kirwan (Farnham: Ashgate, 2013) pp. 21-38.

Earle, Rebecca, Potato (New York: Bloomsbury Academic, 2019).

Philp, Mark, ‘The Corruption of Politics’, Social Philosophy and Policy, 35:2 (2018), 73-93.

Referencing

• Use ‘single’ quotation marks unless you’re including a ‘quote “within” a quote’.

• Long quotations (more than 40 words) should be set on a new line and indented, without quotation marks (but use this sparingly, don’t want too many quotes!).

• Put footnote at end of the sentence after the full stop.1

• Each sentence should only have ONE footnote!

Combine multiple references within one footnote; separate them using semi-colons; like this is doing.

Other tips

• Be consistent! – ideally with the department’s guide:

https://warwick.ac.uk/fac/arts/history/students/undergraduate/teaching/assessment/referencing/

• Speak to tutors before essays for advice, and also afterwards for feedback/clarification – can do so even if the module has already ended!

• Also speak to personal tutors – office hours, etc.

Might help to see both, get different perspectives.

Personal Tutors and Mitigating Circumstances

Personal Tutor Meetings

• 3 scheduled meetings over the year.

• Meeting 1 – Term 1, Weeks 1-2: • Academic Support/Wellbeing.

• Meeting 2 – End of Term 1/Beginning of Term 2:• Employment/Volunteering.

• Meeting 3 – End of Term 2: • Assessment/Marking Criteria/Feedback/Revision.

• Don’t forget: you can also meet in office hours, and you can suggest items for group discussions.

Extensions to Assessment Deadlines

• You can apply for extensions via Tabula up until the submission date.

• Please try to request extensions at least 48 hours in advance of the deadline – it can take up to 2 working days for them to be actioned.

• Please ensure you provide appropriate evidence to support your request for an extension. This can come in after the deadline (although

you’ll need to email it directly to me) – I can still approve an extension after the deadline, as long as the request came in before the deadline.

Mitigating Circumstances

• To declare longer-term or ongoing issues, use new Mitigating Circumstances portal in Tabula.

• Tabula > My Student Profile > Personal circumstances.•More information (including a video

walkthrough) available here: https://warwick.ac.uk/services/its/servicessupport/web/tabula/manual/cm2/mit-circs/declare

History Department

Events Calendar

https://warwick.ac.uk/fac/arts/

history/calendar/

History Department Seminar Series:

• Tues 18th February 5pm Lola Olufemi (Cambridge)

Co-hosted by the Queer History Reading Group in celebration of LGBT History Month.

• Weds 26th February 5pm Prof. Catherine Hall (UCL)

Co-hosted by the Feminist History Seminar in celebration of Women’s History Month.

Also, Facebook (The History Department at the University of Warwick) and Twitter (@WarwickHistory).

Any questions?