This document provides guidance on avoiding plagiarism in academic writing. It defines plagiarism and notes that instructors use Turnitin to check for originality. Students are advised to cite sources when in doubt, take thorough notes, and not procrastinate on papers. General rules are outlined for quoting, summarizing and paraphrasing sources properly. Students are told that plagiarism denies them the opportunity for ethical development and informed the greatest reason not to plagiarize is for the sake of their own education. Resources on writing tools and detecting plagiarism are also included.

1. Avoiding Plagiarism
· Academic Dishonesty Definition
· Academic Integrity Module
· Recognizing and Avoiding Plagiarism
Avoiding Plagiarism
Address any questions regarding plagiarism to the course
instructor. Students should be aware that Ashford University
instructors utilize Turnitin to determine the originality of
submitted written work. These tools compare students' work
with texts available in internal databases and through Internet
searches.
Check out Turnitin Instructions and FAQs for more information
on Turnitin and how you can use it to avoid plagiarism in your
own paper.
Here are some general rules to follow:
1. When in doubt, cite your sources
2. Refer to the following resources in the AWC when you write
your paper: Guidelines for Quoting a Source, Guidelines for
Summarizing a Source, and Guidelines for Paraphrasing a
Source.
3. MAKE TIME for your paper. Last–minute work makes
plagiarism too tempting.
4. TAKE NOTES as you read and note the sources. This will
make the final construction of your paper that much easier.
5. Do not be afraid to take risks in your work, for fear and lack
of self–confidence often leads to students taking the "easy road"
of resorting to plagiarism. As Nietzsche said, "think
dangerously" (but support your arguments).
6. Most instructors deliberately choose narrow/highly-specified
topics and phrase questions in such a way as to
7. (hopefully) avoid fostering plagiaristic tendencies—but work
to narrow or define your topic in such a way that plagiarism
becomes difficult.

2. 8. As you construct your work, remember that instructors never
fail to check for plagiarism when they read something
suspicious.
9. Finally, and most important:
10. This is YOUR education. To plagiarize denies one of the
powerful opportunity to develop as an ethical and conscientious
human being. Herein rests the greatest reason not to plagiarize.
Click here to view:
Detecting and avoiding Plagiarism Tutorial (PowerPoint)
Writing Tools
· Writing Standards
· Outline
· Thesis generator
· Proofreading
· Writing Reviser
· Microsoft Office 2003
· Microsoft Office 2007
· Microsoft Office 2010
· RefWorks
· Monthly Tips
· Removing Track Changes
Printable PDF
WRITING REVISER TOOL
Writing Reviser is a free resource that you can use to improve
your academic writing. It provides you with automated feedback
on organization, style, and grammar when constructing your
paper. Please note that you are ultimately responsible for the
accuracy and quality of the work you submit. If you have
questions about a specific grammar or usage points the best
practice is to ask your instructor or teaching assistant for
clarification before submitting your paper. If any discrepancies
occur between the instructor or teaching assistant and Writing

3. Reviser, the instructor or teaching assistant's comments or
grades will override those of the Writing Reviser.
Important Note: Writing Reviser was not designed to recognize
or correct APA formatting. Any comments the tool makes
regarding APA formatting should be considered suspect. To
ensure proper APA formatting, please refer to the Ashford
Writing Center or a 6th edition APA manual.RESOURCES
· How to Use Writing Reviser
· Writing Reviser Demo
· Access Writing ReviserFREQUENTLY ASKED QUESTIONS
Below are common questions you may have regarding the
Writing Reviser tool. Please refer to this document along with
the Writing Reviser Job Aid to learn more. What is Writing
Reviser?
Writing Reviser is a free interactive tool that helps you see new
opportunities for expressing yourself with greater precision and
power. You begin by entering a draft paper into Writing
Reviser. An initial assessment helps you see your work
objectively so you can revise with the reader in mind. In regard
to content development, the tool poses leading questions
requiring you to evaluate your paper. Writing Reviser poses
pertinent questions to provide assistance in the areas of
grammar, mechanics, and general use of the program. Who can
access this tool?
This resource is available to students enrolled at Ashford
University. Where can I access this tool?
Writing Reviser is located in the Student Portal. Once logged
into the Student Portal, click on the Learning Tools tab, located
on the left side of the screen. From here, click the Writing
Reviser link. This tool is also accessible in the online
classroom, under the Learning Resources tab in the left
navigation. Do I need specific login information to gain access
to this tool?
No, just click on the Writing Reviser link to get started. What
technology requirements are needed to support this tool?

4. Java 6
Flash 10 What features are available through this tool?
This tool addresses various areas to consider when drafting a
paper, including purpose, audience, word choice, and sentence
structure. How does this differ from the existing writing tools
available to Ashford students?
Writing Reviser is a free resource that offers specific feedback
on the organization, style, and grammar of a written work. You
also have access to the Ashford Writing Center which provides
additional information and guides on grammar, APA format, and
thesis development. Is this resource available 24/7?
Yes Is there a cost to use this resource?
There is no cost to use this resource.
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Revision Checklist

5. Your name:
Date:
� Outline your essay as it currently stands.
Introduction:
State your attention grabber:
State your thesis:
Body paragraph 1:
State your topic sentence:
Summarize your evidence/examples:
Body paragraph 2:
State your topic sentence:
Summarize your evidence/examples:

6. Body paragraph 3:
State your topic sentence:
Summarize your evidence/examples:
Body paragraph 4:
State your topic sentence:
Summarize your evidence/examples:
Body paragraph 5:
State your topic sentence:
Summarize your evidence/examples:

7. Conclusion
Transition word:
How purpose is reemphasized:
� Locate two gaps in the outline where you need to make
connections more clear. See “Is the
Paper Coherent?” in Chapter 9, Section 2 of your textbook.
1.
2.
� How can I make my essay more organized? List two ideas.
1.

8. 2.
� Where can I add more content? List two ideas. Describe what
you might add.
1.
2.
� List 3 to 5 instructions for improvement provided by your
instructor on your week 1 practice essay
that would also helpful as you revise your week 3 draft.
1.

9. 2.
3.
4.
5.
� List 1 to 3 specific suggestions for improvement provided by
your peers from your week 3 draft that
you wish to address.
1.
2.

10. 3.
REVISION CHECKLIST
Shauntelle Hunter
April 14, 2016
Outline your essay as it currently stands.
Introduction: Desert Jewel
State your attention grabber: One should never stop exploring.
State your thesis: Sedona’s sunrise, destination Cathedral Rock,
and Sedona’s vortex.
Body paragraph 1: Sedona’s sunrise
State your topic sentence: “suddenly the light of the world
began to touch the mountains the valley and all that was
present”.
Summarize your evidence/examples: Light of the world is
being used instead of sunrise, a creative way to let reader know
he or she is beginning with first thesis.
Body paragraph 2: Destination Cathedral Rock
State your topic sentence: “lost showed me the most strenuous
and difficult hike through Sedona, but each step was worth the
glorious destination Cathedral Rock”.
Summarize your evidence/examples: Difficult hike, glorious
destination Cathedral Rock, tells the reader the topic and it
syncs with thesis in order.

11. Body paragraph 3: Sedona’s vortex
State your topic sentence: “I backpacked toward stillness,
balance, and harmony through Sedona’s vortex”
Summarize your evidence/examples: Evidence of topic are
words describing vortex, and ending sentence with thesis point.
Conclusion
Transition word: reflect. “As I reflect on Sedona”
How purpose is reemphasized: stating that I reflect on my
experiences, moments captured, and what I found through
adventure in Sedona.
Locate two gaps in the outline where you need to make
connections more clear:
1. I could add a connecting sentence at the end of each
paragraph to connect to the next.
2. I could use words in last sentence to make reader feel the
story is being continued such as: more, continuing, moving
forward, and so on.
How can I make my essay more organized? List to ideas:
1. I could be more in depth with topic sentence for a better
connection with thesis.
2. I could find a way to add the topic at the beginning of each
paragraph making them more structured overall.
Where can I add more content? Describe what you might add.
1. I can always add more about details, if I continue with three
paragraphs they need to be made longer with specifics.

12. 2. I can add details about vortex and the features of Cathedral
Rock. Making these paragraphs the same length as the first one.
List three to five instructions for improvement provided by your
instructor from week one practice essay.
1. Continue to be more specific about events/experiences with
these places.
2. I had many grammar and punctuation errors in week one. I
need to step away, come back and edit in more that one session.
3. I lacked focus in week one for sequence of ideas. I need to
improve on sticking to main idea beginning with a better outline
and narrowing technique.
List one to three suggestion improvements provided by your
peers.
1. The review should that reader wanted specifics and more
detail for the experience. I need to tell a story and not just give
facts.
The part of my essay I revised were many of the areas that
needed concision and clarity. I revised each of them by
carefully reading the comments and focusing on what it was
really asking me to do and why. The recourses I will be using
to improve my writing are a laundry list from Chapter 9
Essentials of college writing including:
· Giving myself more time away after I have completed my
goals for the day.
· Writing any/all ideas down no matter how silly.
· Take time to revise, rewrite and repeat and get feedback from
peers.
· Read aloud to myself
· Congratulate myself when I turn in my final paper, and never
stop improving.