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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:
The Truth:
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:
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.
Understanding a passage
Internalizing the meaning of the text
Restating the important points in your own voice
There are three ways to represent the work or ideas of another author in your
writing
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!
You must always indicate when you are quoting, summarizing or paraphrasing
ideas that are not your own.
Quoting
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
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 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
Be careful
Approach to paraphrasing:
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)
Please read the original source material carefully and then select the entry, either (A) or (B),
that you think has not been plagiarized.
(A) One kind of mental model for the (B) One kind of mental model for the
computer is the nave model. A nave mental computer is the nave model. According to
model in the context of computer van Merrinboer (1997), "A nave mental
programming is that a computer is an model in the context of computer
intelligent system. This model is nave programming is that a computer is an
because giving directions to a computer is like intelligent system, and that giving directions
giving directions to a human being. to a computer is like giving directions to a
human being" (p. 145).
Reference:
Reference:
Merrinboer, J. J. van. (1997). Training
complex cognitive skills. Englewood Cliffs, NJ: Merrinboer, J. J. van. (1997). Training
Educational Technology Publications. complex cognitive skills. Englewood Cliffs, NJ:
Educational Technology Publications.
(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
instruction. "In the traditional behavioral instruction. In the traditional behavioral
paradigm, feedback is the consequence of a paradigm, feedback is the consequence of a
response, typically reinforcement for an response. That response is typically
appropriate behavior" (Driscoll, 2000, p. 65). reinforcement for an appropriate behavior.
Reference:
3
(A) Two components must be present in (B) Two components must be present in
an instructional design theory. The first an instructional design theory. The first
component is methods for facilitating human component (methods) describes how human
learning and development. The second is learning will be supported, and the second
those aspects of the context that do influence component (situation) describes when certain
selection of methods, or the situation. methods ought to be used (Reigeluth, 1999).
Reference: Reference:
Original Source Material: If one were going to Source: Webb, E., Campbell, D.,
be limited to a single method, then certainly the Schwartz, R. & Sechrest, L.
verbal report from a respondent would be the (1966).Unobtrusive measures:
choice. With no other device can an investigator Nonreactive research in the social
swing his attention into so many different areas of sciences. Chicago, IL: Rand McNally.
substantive content, often simultaneously, and
also gather intelligence on the extent to which his
findings are hampered by population restrictions.
(A) In gathering verbal reports from (B) The advantages claimed for verbal
subjects the investigator can swing his reports as a form of data gathering are that
attention into many different areas of "an investigator [can] swing his attention into
substantive content, and gather intelligence so many different areas of substantive
on the extent to which his findings are content, often simultaneously, and also
hampered by population restrictions. gather intelligence on the extent to which his
findings are hampered by population
Reference: restrictions" (Webb, Campbell, Schwartz &
Sechrest, 1966, pp. 172-173).
Webb, E., Campbell, D., Schwartz, R. &
Sechrest, L. (1966). Unobtrusive measures: Reference:
Nonreactive research in the social
sciences.Chicago, IL: Rand McNally. Webb, E., Campbell, D., Schwartz, R. &
Sechrest, L. (1966). Unobtrusive measures:
Nonreactive research in the social
sciences.Chicago, IL: Rand McNally.
Original Source Material: At this stage the reading Source: Dillon, A. (1994). Designing
strategy adopted by the reader depends on the usable electronic text: Ergonomic
particulars of the task. The tendency to 'get on with it' aspects of human information
seems firmly established in users of manuals and the usage.London: Taylor & Francis.
present sample reported moving freely from 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 he (B) The readers of technical
conducted to demonstrate that the readers of documentation manuals do not read those
technical documentation manuals do not read manuals in linear order. They are impatient to
those manuals in linear order. They are be about their work, jump from the text to
impatient to be about their work, jump from the task and back, and only stop to read in-
the text to the task and back, and only stop depth if they have no other choice.
to read in-depth if they have no other choice.
Reference:
Reference:
Dillon, A. (1994). Designing usable electronic
Dillon, A. (1994). Designing usable electronic text: Ergonomic aspects of human
text: Ergonomic aspects of human information usage. London: Taylor & Francis.
information usage. London: Taylor & Francis.
Original Source Material: Interactive multimedia Source: Schwier, R., & Misanchuk,
instruction brings mediated instruction from more than E. (1993). Interactive multimedia
one source to bear on an instructional problem which instruction. Englewood Cliffs, NJ:
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- (B) Designers had realized by the mid-
1990s that the various forms of media, 1990s that the various forms of media,
previously viewed as separate, were put previously viewed as separate, were put
together in multimedia instruction to form an together in multimedia instruction to form an
integrated experience for learners. integrated experience for learners (Schwier &
Misanchuk, 1993).
Reference:
(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
Knowledge partial list of possible goals for learning.
Skills
Strategies Reference:
Attitudes (Driscoll, 2000)
Driscoll, M. P. (2000). Psychology of learning
Reference: for instruction (2nd ed.). Needham Heights,
MA: Allyn & Bacon.
Driscoll, M. P. (2000). Psychology of learning
for instruction (2nd ed.). Needham Heights,
MA: Allyn & Bacon.
9
Original Source Material: Media experiences equal Source: Reeves, B., & Nass, C.
human experiences .... People's responses show that (1996). The media equation: How
media are more than just tools. Media are treated people treat computers, television,
politely, they can invade our body space, they can and new media like real people and
have personalities to match our own, they can be a places. Cambridge, MA: Cambridge
teammate, and the can elicit gender stereotypes. University Press.
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.
(A) Reeves and Nass (1996) describe (B) People interact with media as if it
many experiments they have carried out to were other people. Even when people know
test the theory that people interact with objectively that images of people on television
media as if it were other people. They have screens are not real, or that computers are
shown in multiple ways that even when machines instead of human beings, we treat
people know objectively that images of people these things as if they were real -- were
on television screens are not real, or that human.
computers are machines instead of human
beings, we treat these things as if they were
real -- were human.
Reference:
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 (B) Computers can do some things and
not others. They do not have the ability to not others. Frick (1991) explains that "While
identify those features that make each of us computers are very good at certain tasks,
unique and different, but they are very good such as diagnosing equipment malfunctions or
at diagnosing equipment malfunctions or performing mathematical functions .... [they]
performing mathematical functions. lack qualitative intelligence, that is, the ability
to identify those features that make each of
Reference: us unique and different" (p. 30).