Lesson 11: Avoiding Plagiarism
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Lesson 11: Avoiding Plagiarism

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Lesson 11: Avoiding Plagiarism Lesson 11: Avoiding Plagiarism Presentation Transcript

  • Lesson Eleven Avoiding Plagiarism 1 1 Robert Rauschenberg Satellite , 1955
  • By the end of the lesson, you should know what plagiarism is and how to avoid it. Today’s O bjective
  • Short Reflection Preparation for Final Exam Week 18 Final Portfolio Argument in Life Week 17 Peer Review 2 Peer Review / Editing Week 16 Second Draft / Formal Outline / Reading notes Peer Review 1 Week 15   Introductions / Conclusions Week 14 Avoiding Plagiarism Week 13 First Draft / Outline Example Text/ Introductions Week 12   Example Text Week 11
  • 20% Participation / Portfolio 80% Final Exam / Final Draft Note: your final draft will count as the essay portion of your final exam. Grad i ng
  • “ Plagiarism is the use of facts, opinions, and language taken from another writer without acknowledgement. In its most sordid form, plagiarism is outright theft or cheating…” -Pg 267 in text What is pl a giarism?
  • Let’s look at page 267 in our text. A Brief Intr o duction to Plagiarism
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  • The key to avoiding plagiarism is to make sure you give credit where it is due. When Do W e Give Credit?
  • 1. Words or ideas presented in a magazine, book, newspaper, song, TV program, movie, Web page, computer program, letter, advertisement, or any other medium Wh a t needs to be credited or documented?
  • 2. Information you gain through interviewing or conversing with another person, face to face, over the phone, or in writing Wh a t needs to be credited or documented?
  • 3. When you copy the exact words or a unique phrase Wh a t needs to be credited or documented?
  • 4. When you reprint any diagrams, illustrations, charts, pictures, or other visual materials Wh a t needs to be credited or documented?
  • 5. When you reuse or repost any electronically-available media, including images, audio, video, or other media Wh a t needs to be credited or documented?
  • The bottom line: document any words, ideas, or other productions that originate somewhere outside of you. Wh a t needs to be credited or documented?
  • Wh a t does not need to be credited or documented? 1. Writing your own lived experiences, your own observations and insights, your own thoughts, and your own conclusions about a subject
  • Wh a t does not need to be credited or documented? 2. When you are writing up your own results obtained through lab or field experiments
  • Wh a t does not need to be credited or documented? 3. When you use your own artwork, digital photographs, video, audio, etc.
  • Wh a t does not need to be credited or documented? 4. When you are using "common knowledge," things like folklore, common sense observations, myths, urban legends, and historical events (but not historical documents)
  • Wh a t does not need to be credited or documented? 5. When you are using generally-accepted facts, e.g., pollution is bad for the environment, including facts that are accepted within particular discourse communities, e.g., in the field of composition studies, "writing is a process" is a generally-accepted fact.
  • Every direct quotation, summary, and paraphrase needs to be documented with an in-text note (264). Every essay needs a Works Cited page at the end (281). Now that we know which sources to document, how do we document them?
  • Writer’s family name (Smith 32) Page number in original text where information was found In-Text Notes
  • Writing Direct Quotations Let’s look at page 264 in our text get a general idea about how to use direct quotations.
  • Writing Direct Quotations 1. Keep the source author's name in the same sentence as the quote
  • Writing Direct Quotations 2. Mark the quote with quotation marks, or set it off from your text in its own block, per the style guide your paper follows
  • Writing Direct Quotations 3. Quote no more material than is necessary; if a short phrase from a source will suffice, don't quote an entire paragraph
  • Writing Direct Quotations 4. To shorten quotes by removing extra information, use ellipsis points (...) to indicate omitted text
  • Writing Direct Quotations 5. To give context to a quote or otherwise add wording to it, place added words in brackets, []; be careful not to make any additions that skew the original meaning of the quote
  • Writing Direct Quotations 6. Use quotes that will have the most rhetorical, argumentative impact in your paper; too many direct quotes from sources may weaken your credibility, as though you have nothing to say yourself
  • Remember, only about 10% or less of your paper should be direct quotes.
  • Writing Paraphrases or Summaries 1. Use a statement that credits the source somewhere in the paraphrase or summary, e.g., According to Jonathan Kozol, ....
  • Writing Paraphrases or Summaries 2. If you're having trouble summarizing, try writing your paraphrase or summary of a text without looking at the original, relying only on your memory and notes
  • Writing Paraphrases or Summaries 3. Check your paraphrase or summary against the original text; correct any errors in content accuracy, and be sure to use quotation marks to set off any exact phrases from the original text
  • Writing Paraphrases or Summaries
    • Put quotation marks around any unique words or phrases that you cannot or do not want to change
    • Example:
    • “ Savage inequalities" exist throughout our educational system (Kozol).
  • Let’s look at page 267 in our text. Note F o rms
  • Let’s look at page 268 in our text. In-Text Cit a tions
  • Let’s look at page 269 in our text. W o rks Cited
  • Writer’s family name Blair, Walter. Mark Twain & Huck Finn . Berkeley and Los Angeles: U of California P, 1962. Year of publication Works Cited Publishing companies’ name Place of publication Writer’s given name Title of book
  • Nowadays, women are no longer looked down upon by society, for they are playing an important part in many fields, which cause society to advance. Th e sis Statement
  • Nowadays, women are no longer looked down upon by society, for they are playing an important part in many fields, which cause society to advance. Th e sis Statement
  • This paper tells us Chinese traditional culture. It is divided into several aspects: the first aspect is lead-in, it is not the most important one but give us a general beginning; the second aspect shows excellent points of Chinese traditional culture; the third aspect shows some negative points; the last aspect is a conclusion but not a simple conclusion. The whole paper shows us the author's idea on Chinese traditional culture and how to judge the culture. The author uses relative method. Th e sis Statement
  • In this article we will discuss the situation of graduates' employment in China by analyzing the reasons and measures of their unemployment. Th e sis Statement
  • The quality of college student need to be further improved because, on the one hand, the quality of college students is showing obvious decreasing due to different reason in recent years. on the other hand the fierce competition raises the standard for human resource. Th e sis Statement
  • With the development of the education, more and more students are able to get the college education, but for same reasons, some of them are dishonest, in the long run, dishonest is really horrible, college students should be honest. Th e sis Statement
  • Sex education is necessary for the teenagers because the growing incidence of teenage pregnancies and the rise in HIV. Th e sis Statement
    • You must include the following in your second and final drafts of your paper:
    • In-text citations (pg 268-269)
    • Works cited at the end (pg 269; 281)
  • Review the following pages in your text: Pg. 267 – 270 Pg. 272 – 274 Pg. 281 Also, preview Introductions / Conclusion handouts Reading Assi g nment