This document discusses plagiarism and how to avoid it according to Ashford University's Academic Integrity Policy. It defines plagiarism as using another's work (such as text from printed materials or another student's work) without proper citation. Common acts of plagiarism include copying text verbatim, copying from the internet, recycling old papers, and paraphrasing without citation. The document provides examples of student writing to determine if plagiarism occurred and reviews what constitutes common knowledge versus needing a citation. It emphasizes researching an author's context and citing sources to develop an understanding without plagiarizing.
a Presentation by Department of Trade and Industry (DTI) at the BSP Regional Financial Literacy Campaign for OFWs in Bacolod City, Philippines on June 28, 2007
a Presentation by Department of Trade and Industry (DTI) at the BSP Regional Financial Literacy Campaign for OFWs in Bacolod City, Philippines on June 28, 2007
Student Name
Professor
Course Name
[e1]Date
Annotated Bibliography: Artifacts Readings[e2]
Motoko, Rich. "Literacy Debate: Online, R U Really Reading?" The New York Times. New
York Times, 27 July 2008. Web. 20 May 2009.
Presented[e3] in a journalistic style, “Literacy Debate: Online, R U Really
Reading?” presents a range of opinions regarding whether or not the Internet enhances
literacy. The author pulls quotes from experts and from teenagers to offer perspectives
regarding why the Internet is having such an impact on literacy for this generation. His
variety of sources underscores that even experts don’t agree on whether the Internet
enhances or diminishes literacy. But, regardless of the debate regarding literacy
outcomes, many other countries are beginning to assess Internet literacy, a trend which
the United States is choosing to ignore. The sampling of student quotes also made clear
that students will continue to use the Internet to interact with others and to read and do
research. The question ultimately posed by the author [e4]is what educators will do with
the interest students show in the Internet: will they treat it as a teachable moment, or will
they discount the Internet as a sub-standard form of literacy, allowing students to draw
their own conclusions and lessons from the medium?
Since the article appeared in the New York Times, the reader expects a certain
level of fairness to both sides of the issue. [e5]The author allowed equal time to experts
who approved online reading versus those who believe that students’ literacy levels are
falling because of extensive Internet use, at the expense of traditional print reading. The
quotes from students display a wide range of reasons for Internet usage, from connecting
with others regarding academic topics to reading and writing fan fiction, and the students
showed a wide range of critical thinking and research and writing abilities. By using a
variety of interviewees, as well as statistical data representing both sides of the issue, the
author presents the kind of journalism one would expect from a leading news source in
the United States.
Lamott, Anne. Bird by Bird: Some Instructions on Writing and Life. New York: Anchor, 1995.
Print.
In this selection, essayist Anne Lamott gives practical advice on how writers can
best tackle long writing assignments. Reflecting on her personal experience as essayist
and novelist,[e6] Lamott explains how she personally combats authorial deferments such
as a wandering mind, “shitty” (122) first drafts, and writing without a plan in mind. Most
specifically, Lamott centers on the idea that all writing, no matter how large in scope,
should be written as her own ten-year-old brother was once forced to write a report on
birds in one night – just take it “bird by bird” (122)[e7], or one small piece at a time.
Lamott’s essay is written for struggling writers of .
Essays are generally scholarly pieces of writing giving the author's own argument, but the definition is vague, overlapping with those of an article, a pamphlet and a short story.
Essays can consist of a number of elements, including: literary criticism, political manifestos, learned arguments, observations of daily life, recollections, and reflections of the author. Almost all modern essays are written in prose, but works in verse have been dubbed essays (e.g. Alexander Pope's An Essay on Criticism and An Essay on Man). While brevity usually defines an essay, voluminous works like John Locke's An Essay Concerning Human Understanding and Thomas Malthus's An Essay on the Principle of Population are counterexamples. In some countries (e.g., the United States and Canada), essays have become a major part of formal education. Secondary students are taught structured essay formats to improve their writing skills; admission essays are often used by universities in selecting applicants, and in the humanities and social sciences essays are often used as a way of assessing the performance of students during final exams.
Chicago 17th A uses a footnotes and bibliography format of referencing. Footnotes require you to mark the in-text citation with a superscript number and provide a reference citation within the footnote. Throughout the document, these are numbered in sequential order.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. Academic Integrity Policy
The 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.”
We have designed this tutorial to assist you in detecting and
avoiding plagiarism.
3. What is Plagiarism?
According to the Academic Integrity Policy of Ashford University:
“Plagiarism occurs when a student deliberately uses the ideas, language, or
another writer’s original material (that is not common knowledge) without
acknowledging the source. Plagiarized materials include texts (print or on-
line), as well as the work of other students. Plagiarizing denies the student
the powerful opportunity to develop as an ethical and conscientious human
being. Herein rests the greatest reason not to plagiarize.”
Plagiarism most often occurs when a student fails to properly cite his or her
source of information. We will now explore various errors in citation. For a
review of APA citations, please click here. To begin the tutorial, please
click here.
4. What is Common Knowledge?
Some students have the mistaken notion that they must give credit to a
source only when they use a direct quotation. Paraphrasing (putting ideas
into your own words) or changing a word or two in a source does not relieve
the student of responsibility to credit the source. If an idea is not your own,
you must cite the source in the text of the paper and at the end of the paper
as a reference. The only exception to this rule is if the idea the student uses
is common knowledge. Facts that are common knowledge will generally be
known by many people and can easily be found or referenced. Common
knowledge facts (for example, that the Robert Kennedy was assassinated in
1968) do not need to be documented. However, students must reference
lesser known ideas and interpretations of the common knowledge (for
example, a press release defense attorney Lawrence Teeter made regarding
the possible innocence of Sirhan Sirhan, the accused assassin).
Next
5. Common Knowledge?
Read the two statements below. Click on
the choice that is common knowledge:
3. Albert Camus was born in Mondovi, Algeria in 1913 and died in 1960 in an auto
4. I was saddened when the great guitarist Stevie Ray Vaughan died. I’ll always re
Next
6. Detecting Plagiarism
• We will now explore different examples of
a mock student’s writing. You will first see
the original text from the article, followed
by the student’s use of the material. You
will then determine if the student is
committing plagiarism or not.
Next
7. Example 1
“A 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 author’s 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 author’s 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).”
Acceptable Plagiarism
Next
8. Example 2
“While 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 author’s
background and his or her historical context can help the reader ‘arrive at an
educated and consistent understanding (p.2).’”
Acceptable Plagiarism
Next
9. Example 3
“Most 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 man’s 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).”
Acceptable Plagiarism
Next
10. Example 4
“Literature 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 text—once we share in the experience
of ourselves and the author—we 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).”
Acceptable Plagiarism
Next
11. Example 5
“At 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.”
Acceptable Plagiarism
Next
12. Recap: What is Plagiarism I
To 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 student’s work into the plagiarized work.
• “Copy and Paste” plagiarism, which involves copying and pasting
materials from Internet sources and presenting them as one’s
original work.
– The modification of b) with the intent of changing verbiage, changing
words, or interspacing the student’s work into the plagiarized work.
Next
13. Recap: What is Plagiarism II
• The use of another student’s work. Even if the student has the
permission of the other student, the use of another’s 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 another’s work without giving
appropriate credit.
Return to Start
14. Key: Common Knowledge
• Correct
• “Albert Camus was born in Mondovi, Algeria in 1913 and
died in 1960 in an automobile crash.” Is information that
is readily accessible and considered common
knowledge.
• Click Here to Return to Tutorial
15. Key: Common Knowledge
• Incorrect
• The 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
16. Key: Example 1
• Incorrect. 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 Davis’s
original work, the student should first write,
“Further, Davis believes that…”
• Return to Example 1
17. Key: Example 1
• Correct. 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 Davis’s
original work, the student should first write,
“Further, Davis believes that…”
• Return to Example 1
18. Key: Example 2
• Correct. This sentence beautifully
incorporates Davis’s work and expresses
a powerful thought. Davis’s 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
19. Key: Example 2
• Incorrect. The student’s work is not
plagiarized. This sentence beautifully
incorporates Davis’s work and expresses
a powerful thought. Davis’s 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
20. Key: Example 3
• Correct. The student has properly cited
the original material with quotation marks
and cited the source material properly.
Notice how the student has used Davis’s
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 Davis’s original material.
• Return to Example 3
21. Key: Example 3
• Incorrect. 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 Davis’s 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
Davis’s original material.
• Return to Example 3
22. Key: Example 4
• Incorrect. This student has committed
plagiarism. The student paraphrases Davis’s
material in the first sentence, but he or she does
not directly quote or properly cite Davis’s work.
While the student cites the second sentence, the
student is too closely mimicking the author’s
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
23. Key: Example 4
• Correct. This student has committed plagiarism.
The student paraphrases Davis’s material in the
first sentence, but he or she does not directly
quote or properly cite Davis’s work. While the
student cites the second sentence, the student
is too closely mimicking the author’s 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
24. Key: Example 5
• Incorrect. 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
25. Key: Example 5
• Correct. 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