"Plagiarism is a crime.

Dont let it happen to YOU

Mostly adapted from : Harvard Graduate School of Education online module

http://isites.harvard.edu/icb/icb.do?keyword=paraphrasing&pageid=icb.page411062

WHAT IS PLAGIARISM?

Plagiarism is presenting someone else's words or ideas as your own. The following
are all examples of plagiarism:

Quoting or paraphrasing material without citing the source of that material.

Sources can include Web sites, magazines, newspapers, textbooks, journals, TV
and radio programs, movies and videos, photographs and drawings, charts and
graphs; any information or ideas that are not your own.

Quoting a source without using quotation marks -- even if you do cite it.

Buying a paper online or downloading a paper from a free site.

Copying or using work done by another student.

Citing sources you didn't use.

Turning in the same paper for more than one class without the permission of both
teachers.

Reasons for Plagiarism:

Bad time management

Grade expectation
Low self esteem
Everyone does it
Instructor wouldnt know nor notice
Laziness

The Truth:
 Business writing should move projects forward
Skills are learnable, habits take time
how is just as important as what
Readers dont read every single message they receive
Your writing defines you

NOTE TAKING

The best way to avoid plagiarism is to take careful notes. When taking notes, always do
the following:

First, read the entire text and summarize it in your own words. Then paraphrase
important points and copy usable quotes. Enclose quotes in quotation marks.

Carefully distinguish between material that is quoted, material that is paraphrased,

material that is summarized, and your own words and ideas. Consider using
different colored ink for each type of source.

Include in your notes all the information you will need to cite your sources.

Copy all source information into your working bibliography using the format your
teacher has provided.

Print any Web pages you use. Write the URL and the date on the Web page if it
isn't included on the printout.

Save all your notes and printouts until you receive your final grade.

Paraphrasing:

The Merriam-Webster Online Dictionary defines the noun paraphrase as a restatement

of a text, passage, or work giving the meaning in another form.

Why worry about paraphrasing?

Your ability to restate ideas in your own words signals to your readers that you
understand the subject matter.
In education and psychology, the use of long quotes is not preferred.
Paraphrasing allows you to succinctly compare, contrast and synthesize the ideas
of scholars in your own field.
Paraphrasing allows you to represent the ideas of others and demonstrate how
your own ideas relate to and build on the ideas of other scholars.
 Paraphrasing correctly avoids inadvertent plagiarism.

How much do I need to change?

When paraphrasing correctly it is not enough:

To change one or even a few words

To readrrange the words
To replace the words with synonyms
To omit a few words
To change the punctuation
To reorder the phrases in a sentence
To reorder the sentences in a paragraph

What is paraphrasing really about?

Paraphrasing is really about:

Understanding a passage
Internalizing the meaning of the text
Restating the important points in your own voice

Rules for quoting, summarizing and paraphrasing

There are three ways to represent the work or ideas of another author in your
writing

You can quote

You can summarize
You can paraphrase

When you quote a text you need to follow different rules from when you summarize
or paraphrase a text.

You are required to know and use the rules for quoting, summarizing and
paraphrasing texts.

Following these rules will help you avoid inadvertently committing plagiarism!

The rules are not difficult to understand or follow. You are responsible for even the
minimal plagiarism in my courses. GIVE CREDIT to the real AUTHOR. Your friends
previous projects contribute NOTHING to your own learning let alone YOUR GRADES!
What if I want to quote, summarize, or paraphrase a source, but theres no author
to credit?

You must always indicate when you are quoting, summarizing or paraphrasing
ideas that are not your own.

If theres no author you need to use something else instead.

Use the title in place of the authors name.
If theres no year of publication listed use (n.d.) in place of the year.

Quoting

Use APA style.

Summarizing

When summarizing another authors text you must:

Accurately reflect the authors message
Cite theauthors last name
Note the year of publication
Use your own words
Use your own sentence structure

Example: summarizing a text

According to Strauss (2008), childrens books that are awarded the Newbery Medal for
excellence focus on topics that are so sophisticated and serious they may actually discourage
childrens desire to read.

Reference:

Strauss, V. (2008, December 16). Plot twist: The Newbery may dampen kids reading. The
Washington Post. Retrieved from http://www.washingtonpost.com

Example: Paraphrasing Correctly

Example of paraphrase

According to Strauss (2008), childrens books that are awarded the Newbery Medal for
excellence sell well even though they tend to focus on difficult topics, such as death and
developmental disabilities. Instead of promoting childrens interest in books, these topics
are so sophisticated and difficult for children to comprehend they may actually
discourage childrens desire to read.

Strauss, V. (2008, December 16). Plot twist: The Newbery may dampen kids reading. The
Washington Post. Retrieved from http://www.washingtonpost.com
Paraphrasing Correctly

When paraphrasing you must

Accurately reflect the authors message

Cite the authors last name
Note the year of publication
Use your own words
Use your own sentence structure

Haphazard note taking can be dangerous!

Will you remember?

What was paraphrased and what was a direct quote?

Where the quotes and paraphrases came from?
What the original text said?

Be careful

Conducting research and taking notes

When typing or pasting text into a word file

Always type the exact text

Always use quotation marks in your notes
Always include the citation information of author, date and page number/s
Always not your interpretations and ideas for your paper in a separate document
Recheck all paraphrases in the final edit
Always recheck the paraphrasing in the final version of your paper:
Make sure you used your own words
Make sure you used your own sentence structure
Make sure the paraphrased text still accurately \reflects the meaning
communicated in the original source. It is a good idea to keep your notes handy.

Approach to paraphrasing:

Deep understanding of the material

Reword, rephrase, restructure:
 Reread the passage, highlight the ideas that support your argument, without
looking a the original passage write the important ideas in your own words, then
check to make sure that you have reworded, rephrased, and restructured the text.

WRITING THE PAPER

The following tips on the writing process also will help you avoid plagiarism.

Read your notes carefully and make sure you understand the material before you
begin to write.

Write a preliminary draft without looking at your notes. Leave spaces where you
think you'll want to include quotes or supporting material.

Use your own words as much as possible. No one expects you to write like an
expert or a professional writer. You should, however, write like a serious,
intelligent student.

Cite all sources as you write your rough draft.

Read through your final draft and make sure all uncited ideas are your own

In order to avoid plagiarism, you need to understand that the purpose of a research paper
is to learn;

to absorb information,

internalize it,

understand it,

and explain it

-- not just to research and write it. You need to keep in mind that "plagiarism occurs when
a sequence of ideas is transferred from a source to a paper without the process of
digestion, integration, and reordering in the writer's mind, and without acknowledgment
in the paper." (Source: "A Note on Plagiarism" from the Mansfield University Student
Handbook)

How to Recognize Plagiarism

https://www.indiana.edu/~istd/practice.html
Please read the original source material carefully and then select the entry, either (A) or (B),
that you think has not been plagiarized.

Original Source Material: A nave mental model Source: Merrinboer, J. J. van.

in the context of computer programming is that a (1997).Training complex cognitive
computer is an intelligent system, and that giving skills.Englewood Cliffs, NJ: Educational
directions to a computer is like giving directions to Technology Publications.
a human being.

(A) One kind of mental model for the
computer is the nave model. A nave mental
model in the context of computer
programming is that a computer is an
intelligent system. This model is nave
because giving directions to a computer is
like giving directions to a human being.
Reference:
Merrinboer, J. J. van. (1997). Training
complex cognitive skills. Englewood Cliffs,
NJ: Educational Technology Publications.
(B) One kind of mental model for the
computer is the nave model. According to
van Merrinboer (1997), "A nave mental
model in the context of computer
programming is that a computer is an
intelligent system, and that giving directions
to a computer is like giving directions to a
human being" (p. 145).
Reference:
Merrinboer, J. J. van. (1997). Training
complex cognitive skills. Englewood Cliffs,
NJ: Educational Technology Publications.

Original Source Material: In the traditional Source: Driscoll, M. P.

behavioral paradigm, feedback is the consequence of (2000).Psychology of learning for
a response, typically reinforcement for an instruction(2nd ed.). Needham
appropriate behavior. Heights, MA: Allyn & Bacon.
(A) Feedback is not conceived identically (B) Feedback is not conceived identically
among the various schools of thought in among the various schools of thought in

(A)
instruction.
Two "In the traditional
components must behavioral
be present in (B)
instruction.
Two In the traditional
components mustbehavioral
be present in
paradigm,
an feedback
instructional is the
design consequence
theory. The first of a paradigm,
an feedback
instructional is the
design consequence
theory. The first of a
response, typically
component reinforcement
is methods for an
for facilitating human response. That
component response
(methods) is typically
describes how human
appropriate
learning and behavior" (Driscoll,
development. 2000, p.
The second is 65). reinforcement
learning will befor an appropriate
supported, and thebehavior.
second
those aspects of the context that do influence component (situation) describes when certain
Reference:
selection of methods, or the situation. methods ought to be used (Reigeluth, 1999).

Driscoll, M. P. (2000). Psychology of learning

Reference:
for instruction (2nd ed.). Needham Heights,
MA: Allyn &
Reigeluth, C.Bacon.
M. (1999). What is instructional
design theory and how is it changing? In C.
M. Reigeluth (Ed.),Instructional-design
theories and models volume II: A new
paradigm of instructional theory. Mahwah,
NJ: Lawrence Erlbaum Associates.
Reference:
Reigeluth, C. M. (1999). What is instructional
design theory and how is it changing? In C.
M. Reigeluth (Ed.),Instructional-design
theories and models volume II: A new
paradigm of instructional theory. Mahwah,
NJ: Lawrence Erlbaum Associates.

Original Source Material: Instructional design Source: Reigeluth, C. M. (1999).

theory requires at least two components: methods
for facilitating human learning and development
(which are also called methods of instruction), and
indications as to when and when not to use these
methods (which I call situations). Although the
term "context" has a similar meaning in lay
language and is often used in education, not all
aspects of the context influence which methods
should be used. Therefore, I use the term
"situation" to refer to those aspects of the context
that do influence selection of methods.
What is instructional design theory
and how is it changing? In C. M.
Reigeluth (Ed.), Instructional-design
theories and models volume II: A new
paradigm of instructional
theory.Mahwah, NJ: Lawrence
Erlbaum Associates.
 4

Original Source Material: If one were going to
be limited to a single method, then certainly the
verbal report from a respondent would be the
choice. With no other device can an investigator
swing his attention into so many different areas
of substantive content, often simultaneously, and
also gather intelligence on the extent to which his
findings are hampered by population restrictions.
Source: Webb, E., Campbell, D.,
Schwartz, R. & Sechrest, L.
(1966).Unobtrusive measures:
Nonreactive research in the social
sciences. Chicago, IL: Rand McNally.

(A) In gathering verbal reports from
subjects the investigator can swing his
attention into many different areas of
substantive content, and gather intelligence
on the extent to which his findings are
hampered by population restrictions.
Reference:
Webb, E., Campbell, D., Schwartz, R. &
Sechrest, L. (1966). Unobtrusive measures:
Nonreactive research in the social
sciences.Chicago, IL: Rand McNally.
(B) The advantages claimed for verbal
reports as a form of data gathering are that
"an investigator [can] swing his attention
into so many different areas of substantive
content, often simultaneously, and also
gather intelligence on the extent to which his
findings are hampered by population
restrictions" (Webb, Campbell, Schwartz &
Sechrest, 1966, pp. 172-173).
Reference:
Webb, E., Campbell, D., Schwartz, R. &
Sechrest, L. (1966). Unobtrusive measures:
Nonreactive research in the social
sciences.Chicago, IL: Rand McNally.

5
Original Source Material: LCD [Learner-
Centered Design] thus extends existing design by
(a) facing comprehensive cognitive complexity as
a central concern, (b) extending design to the
system's information content, and (c) visualizing
all users (students, workers, consumers young and
old) as distributed learners seeking understanding.
Source: Reeves, W. (1999). Learner-
centered design: A cognitive view of
managing complexity in product,
information, and environmental
design.Thousand Oaks, CA: Sage
Publications.

(A) In explaining how he proposes to (B) Learner-centered design expands

extend the current view of design, Reeves
(1999) adds three primary components to
design, including fundamental emphasis on
human cognition, designing content equally
with interface, and considering everyone who
will use the design to be a learner.
Reference:
Reeves, W. (1999). Learner-centered design:
A cognitive view of managing complexity in
product, information, and environmental
design. Thousand Oaks, CA: Sage
Publications.
current design by acknowledging total
cognitive complexity as a core concern,
expanding design to the information content
of the system, and seeing all users as
distributed learners who seek understanding.
Reference:
Reeves, W. (1999). Learner-centered design:
A cognitive view of managing complexity in
product, information, and environmental
design. Thousand Oaks, CA: Sage
Publications.

Original Source Material: At this stage the reading Source: Dillon, A.

strategy adopted by the reader depends on the (1994). Designing usable electronic
particulars of the task. The tendency to 'get on with text: Ergonomic aspects of human
it' seems firmly established in users of manuals and information usage.London: Taylor &
the present sample reported moving freely from Francis.
manual to system in order to achieve their goal. Only
three readers manifested any tendency to read
around an area or fully read a section before moving
on and even these admitted that they would be
tempted to skim, and tend to get bored if they felt
that they were not resolving their problems and only
read complete sections if all else failed.

(A) Dillon (1994) summarizes research (B) The readers of technical

he conducted to demonstrate that the
readers of technical documentation manuals
do not read those manuals in linear order.
They are impatient to be about their work,
jump from the text to the task and back, and
only stop to read in-depth if they have no
other choice.
documentation manuals do not read those
manuals in linear order. They are impatient
to be about their work, jump from the text to
the task and back, and only stop to read in-
depth if they have no other choice.
Reference:

Reference: Dillon, A. (1994). Designing usable electronic

text: Ergonomic aspects of human
Dillon, A. (1994). Designing usable electronic information usage. London: Taylor & Francis.
text: Ergonomic aspects of human
information usage. London: Taylor & Francis.

Original Source Material: Interactive multimedia Source: Schwier, R., & Misanchuk,
instruction brings mediated instruction from more E. (1993). Interactive multimedia
than one source to bear on an instructional problem instruction. Englewood Cliffs, NJ:
which the learner experiences as integrated (although Educational Technology Publications.
sometimes complex) medium. We can think of it in
terms of many single inputs, with one multi-channel
output. The instruction may contain motion images
from a video disc, computer animation, text screens,
and sound from a compact disk, for example, but the
instruction is a tapestry woven from these sources.
The learner experiences the tapestry, not the
individual threads.

(A) Designers had realized by the mid-
1990s that the various forms of media,
previously viewed as separate, were put
together in multimedia instruction to form an
integrated experience for learners.
(B) Designers had realized by the mid-
1990s that the various forms of media,
previously viewed as separate, were put
together in multimedia instruction to form an
integrated experience for learners (Schwier &
Misanchuk, 1993).

Reference:

Schwier, R., & Misanchuk, E.

(1993).Interactive multimedia
instruction.Englewood Cliffs, NJ: Educational
Technology Publications.

Original Source Material: By instruction I mean Source: Driscoll, M. P.

any deliberate arrangement of events to facilitate a (2000).Psychology of learning for
learner's acquisition of some goal. The goal can instruction(2nd ed.). Needham
range from knowledge to skills to strategies to Heights, MA: Allyn & Bacon.
attitudes, and so on. The learners can be adults or
children of any age, background, or prior
experience. The setting in which learning takes
place can be formal, school-based, on-the-job, or in
the community - wherever programs for learning
are being designed and implemented.

(A) The definition of instruction is broad, (B) Driscoll (2000) defines instruction
including any deliberate arrangement of broadly as "any deliberate arrangement of
events to facilitate a learner's acquisition of events to facilitate a learner's acquisition of
some goal, including the learning of: some goal" (p. 25). She includes learning
knowledge, skills, strategies and attitudes in
 a partial list of possible goals for learning.
Knowledge
Reference:
Skills
Driscoll, M. P. (2000). Psychology of learning
Strategies for instruction (2nd ed.). Needham Heights,
MA: Allyn & Bacon.
Attitudes (Driscoll, 2000)

Reference:

Driscoll, M. P. (2000). Psychology of learning

for instruction (2nd ed.). Needham Heights,
MA: Allyn & Bacon.

Original Source Material: Media experiences equal
human experiences .... People's responses show that
media are more than just tools. Media are treated
politely, they can invade our body space, they can
have personalities to match our own, they can be a
teammate, and the can elicit gender stereotypes.
Media can invoke emotional responses, demand
attention, threaten us, influence memories, and
change ideas of what is natural. Media are full
participants in our social and natural world.
Source: Reeves, B., & Nass, C.
(1996). The media equation: How
people treat computers, television,
and new media like real people and
places. Cambridge, MA: Cambridge
University Press.

(A) Reeves and Nass (1996) describe
many experiments they have carried out to
test the theory that people interact with
media as if it were other people. They have
shown in multiple ways that even when
people know objectively that images of
people on television screens are not real, or
(B) People interact with media as if it
were other people. Even when people know
objectively that images of people on
television screens are not real, or that
computers are machines instead of human
beings, we treat these things as if they were
that computers are machines instead of real -- were human.
human beings, we treat these things as if
they were real -- were human.

Reference:

Reeves, B., & Nass, C. (1996). The media

equation: How people treat computers,
television, and new media like real people
and places. Cambridge, MA: Cambridge
University Press.

10

ou think has not been plagiarized.

Original Source Material: While computers are Source: Frick, T. (1991). Restructuring
very good at certain tasks, such as diagnosing education through
equipment malfunctions or performing technology.Bloomington, IN: Phi Delta
mathematical functions, they are morons at doing Kappa Educational Foundation.
things your dog or cat can do, such as recognizing
you and acknowledging your presence. Computers
lack qualitative intelligence, that is, the ability to
identify those features that make each of us
unique and different.

(A) Computers can do some things and
not others. They do not have the ability to
identify those features that make each of us
unique and different, but they are very good
at diagnosing equipment malfunctions or
performing mathematical functions.
(B) Computers can do some things and
not others. Frick (1991) explains that "While
computers are very good at certain tasks,
such as diagnosing equipment malfunctions
or performing mathematical functions ....
[they] lack qualitative intelligence, that is,
the ability to identify those features that
Reference:
Frick, T. (1991). Restructuring education
through technology. Bloomington, IN: Phi
Delta Kappa Educational Foundation.
make each of us unique and different" (p.
30).
Reference:
Frick, T. (1991). Restructuring education
through technology. Bloomington, IN: Phi
Delta Kappa Educational Foundation.