Lecture notes

Plagiarism and ways to avoid plagiarism : citing skills

A. Plagiarism in academic writing

* Definitions:

- Copying of another persons ideas, words or work and pretend that they are your own. ( Oxford
Advanced Genie)

- You are kidnapping or stealing someone elses ideas or words and presenting them as if they were
your own. ( The University of Melbourne)

- Plagiarism means using another's work without giving credit Plagiarism is the unacknowledged
use of somebody elses words or ideas. (http://owl.english.purdue.edu)

I. Types of plagiarism:

II. Common errors that could be considered plagiarism

No quotation marks around borrowed language

Be sure to clearly mark the exact words of others by using quotation marks and providing an in-text
citation that points to your source. To avoid accidental use of original material, carefully compare your
language to the source after finishing a summary or paraphrase.

Paraphrase that uses the exact language or sentence structure of a source

Just changing a few words or restating only part of your source material, even if you provide the authors
name and a page number, is not sufficient. You must rephrase the ideas in a passage and refer to the
author and page number when paraphrasing.

Inaccurate or incomplete references

The bibliographic information in your works cited list must lead to the source you cite. You
must both point out the work of others and provide directions to that source. Failure to complete
both aspects of proper documentation could result in a referral to SJA (Office of Student Judicial
Affairs Academic and Science Department at Univesities).
Special concerns about electronic sources

Some Internet sources do not include an author or a page number. When this information is not available,
you will start your works cited entry with the title of the page. Your in-text citation will also refer to the
source by that title.

When using material from a website, the address you refer should match the source you cite. The
homepage is not an adequate address for an article or image that you located through that homepage. For
more information on citing Internet sources using MLA format, refer to the links at the bottom of the
Print and Electronic Citation Guides page available from Shields Library @
http://www.lib.ucdavis.edu/instruc/cites.html

III. Why are Asian students more likely to plagiarize?

- Confucianism appreciates your wide knowledge of others ideas

- Community sense advocates common use

- Text-based learning creates rote learners

- Traditional teaching approach creates passive learners

- No emphasis in proper citations in writing, both in Vietnamese and TLs

IV. Why is plagiarism bad?

- You are cheating yourself by plagiarizing.

- Plagiarism devalues others' original work.

- Plagiarism is a serious offence in scholarship.

- Plagiarism is unethical

V. Punishments for plagiarism:

The plagiarism policy will be strictly enforced. Suspected plagiarism will be checked and cases referred
to the Postgraduate Studies Department.

VI. How to avoid plagiarism?

1) Knowing what to acknowledge:

Three sources:

(1) your independent thoughts and experiences; (2) common knowledge, the basic information people
share; and (3) other peoples independent thoughts and experiences

2) Giving credit for copied, adapted, or paraphrased material:

If you repeat another's exact words, you MUST use quotation marks and cite the source.

If you adapt a chart or paraphrase a sentence, you must still cite.

3) Avoiding using others work with minor cosmetic changes, for instance:

- Using "less" for "fewer,

- Reversing the order of a sentence,

- Altering a spread sheet layout

4) When in doubt, cite.

Better to be safe than not give credit when you should!

B. Citing skills:

* Definitions:

To paraphrase means to restate a portion of a text with the purpose, usually, of clarifying it. A paraphrase
is about the same length (has about the same number of words) as the original passage. A paraphrase
should not include any of the words from the original passage, nor should it follow the same sentence
structure as the original passage, just changing vocabulary. Paraphrased information must be accompanied
by a citation, or in-text reference to the source from which you took the information, just as quoted
material must be. Failure to provide citation will be interpreted by others as plagiarism, even if you list
the source in your bibliography.

To summarize means to restate a portion of a text in a shortened form. A summary should bring out the
main ideas of the passage, and this means that it need not follow the same order as the original text. The
requirements of the summary are that it be clear, concise, and accurate in representing the original text.
Like paraphrased information, summarized information must be accompanied by a citation, or in-text
reference to the source from which you took the information, just as quoted material must be. Failure to
provide citation will be interpreted by others as plagiarism, even if you list the source in your
bibliography.

To quote means to copy exactly a portion of a text, with the purpose of presenting the author's actual
words.

1. Quotations:

1.1 When to quote material?

- Quote passage when the author has said something in a distinctive or especially insightful or
interesting way.

- Quote material that supports the assertions you make in your paper.

- Quote authorities who disagree with a position you are advocating or who offer alternative
explanations or contradictory data.

1.2 When not to quote material?

- Do not quote passage merely to fill in space

- Do not quote passages as a substitute for thinking.

- Do not quote passages because you do not understand the authors ideas well enough to
paraphrase them.

1.3 How much should I quote?

The focus of your essay should be on your understanding of the topic. If you include too much quotation
in your essay, you will crowd out your own ideas. Consider quoting a passage from one of your sources if
any of the following conditions holds:
- The language of the passage is particularly elegant or powerful or memorable.

- You wish to confirm the credibility of your argument by enlisting the support of an authority on
your topic.

- The passage is worthy of further analysis.

- You wish to argue with someone else's position in considerable detail.

The third condition is especially useful in essays for literature courses.

If an argument or a factual account from one of your sources is particularly relevant to your paper but
does not deserve to be quoted verbatim, consider
paraphrasing the passage if you wish to convey the points in the passage at roughly the same
level of detail as in the original
summarizing the relevant passage if you wish to sketch only the most essential points in the
passage
Note that most scientific writing relies on summary rather than quotation. The same is true of writing in
those social sciencessuch as experimental psychologythat rely on controlled studies and emphasize
quantifiable results.

1.4 Integrating quotations into your writing

1.4.1 Block quotations:

- Use with longer quotations.

- Follow APA guidelines (see separate handout on APA guidelines)

1.4.2 Integrated quotations:

1.4.2.1 Introduce the quotation with appropriate verb:

- Precede with a coma

- Employ a verb of saying that fits the overall tone of your essay.

Pattern 1: reporting verb + that + subject + verb

acknowledge admit agree allege argue

assert assume believe claim conclude
consider decide demonstrate deny determine
discover doubt emphasize explain find
hypothesize imply indicate infer note
object observe point out prove reveal
say show state suggest think
(a) Da Souza argues that previous researchers have misinterpreted the data.

(b) Researchers have demonstrated that the procedure is harmful.

(c) Positivists find that social disorders are exacerbated by class factors.

(d) Singh infers that both states are essential.

Note that these verbs all differ in meaning-they cannot be used interchangeably. For example, the verb
argue in sample sentence (a) indicates your judgement that the author's conclusion is based on evidence
and reasoning, but that other conclusions might be possible. The verb demonstrate in sentence (b)
indicates your judgement that the researchers' evidence and reasoning are so convincing that no other
conclusion is possible.

Beware of using the verbs discuss or express followed by that. For example, it is incorrect to write, "The
reviewer expressed that the movie is not worth seeing." You can, however, write the following: "The
reviewer expressed the view that the movie is not worth seeing."

N.B.: Verbs in this category may also appear in a subordinate clause beginning with As:

(e) As Da Souza argues, misinterpretations by previous researchers need to be corrected.

(f) As researchers have demonstrated, the procedure is harmful.

Pattern 2: reporting verb + somebody/something + for + noun/gerund

applaud blame censure criticize disparage

fault praise ridicule single out thank
(a) Smith criticized Jones for his use of incomplete data (OR for using incomplete data).

(b) Both Smith and Jones condemn previous researchers for distorting the data.

(c) Banting thanked Best for his contribution to the discovery of insulin.

Pattern 3: reporting verb + somebody/something + as + noun/gerund/adjective

appraise assess characterize class classify

define depict describe evaluate identify
interpret portray present refer view
(a) Jones describes the findings as resting on irrefutable evidence.

(b) Smith identifies the open window as a source of contamination.

(c) Smith and Jones both present their data as conclusive.

(Written by Martine Johnson, Coordinator, English Programme, International Student Centre, and
revised by Rebecca Smollett, Margaret Procter, and Jerry Plotnick.

1.4.2.1 Introduce a quotation without a verb.

+ A more formal way of quoting

+ Precede with a colon

- Run your sentence and the quotation together

- Pick out only certain words to quote.

+ There are other ways to begin quotations. Here are three common phrasings:

In the words of X, . . .
According to X, . . .
In X's view, . . .
Vary the way you introduce quotations to avoid sounding monotonous. But never sacrifice precision of
phrasing for the sake of variety.

2. Paraphrase

2.1 Paraphrase vs. Summary

Paraphrase/Summary Comparison Chart

Paraphrase Both Summary

Re-states the authors words
Covers a short passage Covers a longer passage
Includes all the points in the original Includes only the main ideas of the
passage original passage
Uses your own words
Is about the same length as the original Is about 60% shorter than the original
passage passage
Preserves the emphasis of the
original passage

2.2 When should I paraphrase, and when should I summarize?

To paraphrase means to express someone else's ideas in your own language. To summarize means to
distill only the most essential points of someone else's work.

Paraphrase and summary are indispensable tools in essay writing because they allow you to include other
people's ideas without cluttering up your essay with quotations. They help you take greater control of
your essay. Consider relying on either tool when an idea from one of your sources is important to your
essay but the wording is not. You should be guided in your choice of which tool to use by considerations
of space. But above all, think about how much of the detail from your source is relevant to your
argument. If all your reader needs to know is the bare bones, then summarize.

Ultimately, be sure not to rely too heavily on either paraphrase or summary. Your ideas are what matter
most. Allow yourself the space to develop those ideas

2.3 How to write a paraphrase?

Read, reread, and annotate the material.

- Look up in a dictionary the meaning of any words you do not know.

- Form your own opinion about the meaning of the passage.

Change words in the passage.

- Substitute synonyms for key terms in the passage.

- Substitute pronouns for nouns when appropriate.

- Change the verbs

Change the sentence structure in the passage.

 - Rearrange the order of ideas presented in the source text.

Combine sentences found in the source text.

- Combine into single sentences ideas presented in two or more sentences in the source text.

Unpack sentences found in the source text.

- Convey in two or more sentences ideas presented in one sentence in the source text.

2.4 Qualities of a good paraphrase

Thorough: It attempts to include all of the authors primary ideas or findings.

Accurate: It attempts to reflect what the author actually wrote.

Fair: It attempts to employ even-handed language and content.

Objective: It attempts to avoid voicing the writers opinion on the topic or the quality of the source text.

3. Summary

3.1. How to write a summary?

Read, reread, and annotate the material.

- Carefully read the material, paying particular attention to the content and structure of the piece.

- Reread and annotate the material, being sure to note:

* The thesis.

* The primary assertions, arguments, or findings and,

* The primary means of support for each point.

Write one-sentence summaries of each section of the text.

Write the first draft of your summary

Check the rough draft of your summary against the source text

Rewrite the summary.

3.2. Qualities of a good summary

Comprehensive: it conveys all the important information in the reading.

Brief: It conveys this information concisely

Accurate: It correctly conveys the authors ideas, findings, or arguments

Neutral: It avoids judgments concerning the readings topic or style.

Independent: It makes sense to someone who has not read the source text.

( Adapted from Wilhoit, 2000)