Plagiarism Uwc


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Plagiarism Uwc

  1. 1. Dealing with Plagiarism in Consultations<br />
  2. 2. What is plagiarism?<br />The appropriation of another person&apos;s ideas, processes, results, or words without giving appropriate credit.<br />Including: <br />Intentionally, knowingly, or carelessly presenting the work of another as one’s own (i.e., without crediting the author or creator).<br />Failing to credit sources used in a work product in an attempt to pass off the work as one’s own.<br />From:<br />
  3. 3. Intentionally, knowingly, or carelessly presenting the work of another as one’s own (i.e., without crediting the author or creator).<br />Failing to credit sources used in a work product in an attempt to pass off the work as one’s own.<br />Failing to cite the World Wide Web, databases and other electronic resources if they are utilized in any way as resource material in an academic exercise.<br />From:<br />
  4. 4. Attempting to receive credit for work performed by another, including papers obtained in whole or in part from individuals or other sources. Students are permitted to use the services of a tutor (paid or unpaid), a professional editor, or the University Writing Center to assist them in completing assigned work, unless such assistance is explicitly prohibited by the instructor. If such services are used by the student, the resulting product must be the original work of the student. Purchasing research reports, essays, lab reports, practice sets, or answers to assignments from any person or business is strictly prohibited. Sale of such materials is a violation of both these rules and State law. <br />Other similar acts.<br />From:<br />
  5. 5. Take the Library tutorials: From the homepageClass Resources /TutorialsTab to Academic IntegrityEmail your results to your instructor for credit.<br />
  6. 6. Detecting Plagiarism in Consultations<br />Word choice<br />Is the language too sophisticated or complex for the writer? <br />Does the client stumble while reading or have trouble paraphrasing?<br />Example: In teaching about plagiarism, we often define it a “stealing,” but in our zeal to promote academic honesty, we may espouse an ethnocentric and exclusionary form of academic literacy. Since alternate discourses may differ in fundamental ways from academic discourses, advancing very different notions of authorship, originality, and authority, how might we respectfully acknowledge students’ participation in them? <br />
  7. 7. Detecting Plagiarism in Consultations<br />Example: Oftentimes a student who comes from a different country where English is not their native language will find it hard to learn the correct way to write in English. They plagiarize because they are ignorant of Anglophone academic discourse conventions or do not understand what constitutes plagiarism.<br />Style<br />Is there an abrupt change in style?<br />
  8. 8. Detecting Plagiarism in Consultations<br />Example 1: Pecorari has noted that “it has become conventional wisdom in some circles that second-language writers plagiarize frequently” with explanations . . . centering round cultural differences.<br />Sources/Citation<br />Are quotes properly punctuated with page numbers included?<br />Are sources referenced in the paper also referenced in Works Cited?<br />Example 2: Pecorari has noted that it has become conventional wisdom in some circles that second-language writers plagiarize frequently with explanations centering round cultural differences (337).<br />
  9. 9. Detecting Plagiarism in Consultations<br />Sources/Citation<br />How many sources?<br />Are they recent?<br />Do they look right for<br />the assignment?<br />
  10. 10. Detecting Plagiarism in Consultations<br />Formatting<br />Is anyone else’s name on the paper? <br />Are page numbers correct on the paper? <br />Does the font change? <br />
  11. 11. Detecting Plagiarism in Consultations<br />Admission<br />Does the client tell you outright that the paper is plagiarized? (It happens!) <br />Does the client express doubt about whether the paper is plagiarized?<br />Content<br />Does the client seem unfamiliar with the paper or unable to explain what it is about?<br />
  12. 12. “The dictionary defines” is often a sign the writer misunderstands citation . . . Which dictionary?“What is censorship? The dictionary defines it as the act or practice of examining literature, television programs, etc. for the purpose of suppressing or deleting parts deemed objectionable on moral, political, military, or other grounds.” <br />
  13. 13. What do you see?Toxic chemicals in the environment have proven to be quite a hazard. Aluminum, for example, can have serious and deleterious effects on the brain. It is a neurotoxin that has the potential to contribute to neurodegenerative disorders. Avoidance of the major Al sources contributing to encephalopathy syndrome has greatly reduced this problem, although occasional outbreaks still occur.<br />
  14. 14. How to respond . . .<br />Don’t accuse or use the word “plagiarism” in an accusatory tone.<br />Point to the suspicious word or phrase (or citation, etc.) and ask directly about what you’ve noticed.<br />
  15. 15. Is this a word you normally use? Why didn’t you use quotes here? This doesn’t sound like you. Is it a quote? Why didn’t you include this source in the Work Cited? <br />
  16. 16. If your concern is more general . . .<br />If you can’t point to something specific, you can still ask about the style and sources.<br />
  17. 17. This sounds pretty sophisticated. Did you write it alone? This paper doesn’t address the assignment. Did you write it specifically for this class? Your sources are seven years out of date. How did you do the research?<br />
  18. 18. This isn’t the correct way to document. Your instructor may question you about it. A paper that lacks sources could violate the Honor Code.<br />
  19. 19. If you suspect plagiarism, you owe it to the client to mention it.<br />
  20. 20. And if you don’t notice the problem . . .<br />If you miss plagiarism, you miss it. <br />You don’t know most of our clients well; you aren’t as familiar with their assignments or abilities as their teachers; and you are not here to find cheating. <br />
  21. 21. What to do . . .<br />If the student is just misunderstanding how to cite properly or needing help in doing it right, just help<br />If the student is bringing in someone else’s paper, ask him or her to leave. Our Grounds Rules support this<br />Mention it in your report, no matter what the outcome.<br />
  22. 22. No need to judge. . .<br />Plagiarism is often unintentional or resorted to from desperation. <br />Offer to help with starting over—right!<br />
  23. 23. How to help . . .<br />Don’t accept any rationalization or excuse as a justification for plagiarism.<br />Communicate the possible consequences to the student.<br />Suggest positive action.<br />Suggest follow up action.<br /><ul><li>Encourage the student to solve problems by talking to an instructor. Better to be docked for a late paper than be called a cheater.</li></li></ul><li>Consequences might include . . .<br />Failing the assignment or course<br />Tarnished reputation<br />Notation in student record (allows TAMU to track the number of offenses) <br />Academic probation<br />TAMU Student Rules covers plagiarism under scholastic dishonesty.<br />
  24. 24. And if you think your warnings fall on deaf ears . . . <br />Consider that you have alerted the student that someone is wise, and he or she may change behavior or make corrections without letting you know.<br />