Integrating sources and avoiding plagiarism in academic writing

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Integrating sources and avoiding plagiarism in academic writing

One of the greatest frustrations for an instructor is to be in the midst of reading a student essay and suddenly and abruptly to hear a dramatic shift in the "voice"—the rhetorical style and vocabulary of the text—to the extent that the instructor senses that he or she is suddenly reading the work of another writer.

After the instructor obtains proof of transgression, students are accused of stealing and must suffer the consequences: If the instructor cannot find the proof, he or she calls the student into his or her office and tries to get the student to confess.

Further, this mode of disseminating information frequently does not respect scholarly conventions for citation and thus provides students with examples that undermine academic policy and the spirit of a scholarly conversation and exchange of ideas.

This kind of scenario describes, in short, plagiarism in its most blatant manifestation: However, identifying, punishing, and preventing plagiarism is often not so clear-cut as the above scenario suggests.

This notion of plagiarism assumes that texts are pieces of property, owned by a single author. The increasing emphasis on process writing, in the form of peer critiques, visits to the writing center, and multiple drafts of essays, can render the line between plagiarism and collaboration and the boundaries that define intellectual private property unclear at best for both instructors and students.

Rather than merely reiterating the university policy on punishing plagiarism, this section will attempt to address the mixed messages that a liberal arts curriculum can send to students regarding the production of scholarly writing by means of some specific guidelines on how to help students identify, and avoid engaging in, plagiarism.

All references throughout this section will draw from this source. Giving clear guidelines regarding documentation conventions: Professional organizations such as the APA and the MLA provide clear guidelines that formalize documentation conventions in their handbooks.

It is a good idea to order one of these handbooks as a required text in the course; students will inevitably need and use it throughout their academic careers and beyond and it is a waste of time to illustrate these conventions in class.

However, do give specific direction in terms of the mechanics of quoting and paraphrasing, and allot time in class for students to practice. Often students plagiarize unwittingly simply because they have not yet learned or practiced the fine points of and strategies for giving credits to other writers for their words and ideas.

Adjust your assignments so they change from quarter to quarter and address the kinds of conversations unique to this particular class.

In her essay on "Competing Notions of Authorship," Sue Carter Simmons also points out the effectiveness of encouraging students to draw from their personal experience—and to use the personal I—in their essays.

Students may feel more invested in their own authorship when they are given permission and encouragement to bring their own experiences and perspectives into the writing.

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Another suggestion Simmons makes is to cut back on the number of different writing assignments per course. Instead of launching multiple assignments, assign papers with several revisions. It is quite difficult to plagiarize a series of first, second, and final drafts of the same essay Articulating the difference between collaboration and plagiarism: One of the integral components of participating in an academic community is learning how to exchange ideas with other students or colleagues, and how to provide each other with constructive criticism.

Rather than laying out a stringent anti-plagiarism policy that reiterates university policy on your syllabus or writing assignment and leaving it at that, describe how you understand the distinction between sharing and stealing.

And keep this conversation open throughout the quarter as you approach new activities and assignments.

The Purdue Writing Lab Purdue University students, faculty, and staff at our West Lafayette, IN campus may access this area for information on the award-winning Purdue Writing Lab. This area includes Writing Lab hours, services, and contact information. Avoiding plagiarism means knowing how to integrate sources correctly into your writing, understanding the rules of the style guide you’re using, and having a big-picture understanding of academic honesty: the “why” behind all those seemingly arbitrary rules. In academic writing, the “Quote Sandwich” approach is useful for incorporating other writers’ voices into your essays. It gives meaning and context to a quote, and helps you avoid plagiarism. It gives meaning and context to a quote, and helps you avoid plagiarism.

Encouraging collaboration in writing groups: In her essay, "The Ethics of Appropriation in Peer Writing Groups," Candace Spigelman raises the question of "how to negotiate the demands for legitimate appropriation and attribution while engaging in wholly collaborative and intertextual enterprise of peer group response and collective revision" Spigalman underscores the fact that in the work of a writing group, the text comes to be seen and treated as "community property" as peers offer criticisms, raise questions, and even suggest sentence-level as well as concept-level revisions.

In the face of rigid statements issuing dire warnings about plagiarism, students may be confused about how to use these comments.

integrating sources and avoiding plagiarism in academic writing

It is a good idea to share your own experience with collaboration and the fact that professional writers rely on peer critiques all the time as a way of encouraging them to draw from such conversations. However, it is also a good idea, as Spigalman suggests, to ask students to write an acknowledgement page to accompany their essays, crediting ideas or language that came directly from peers.

We often hear that students from other cultures have been socialized in ways that encourages practices that look like what instructors in the United States would call plagiarism—that, in different cultural contexts, these practices are seen as forms of respect.

Further, this research has demonstrated that students raised in cultures outside of the United States can describe and define plagiarism to the same extent that students raised and educated in the US can.

Recognize the fact possibility that we may identify plagiarism more easily when reading essays written by non-native English speakers because, in fact, it becomes more visible: This does not mean that it non-native English speakers are more apt to plagiarize.In academic writing, the “Quote Sandwich” approach is useful for incorporating other writers’ voices into your essays.

It gives meaning and context to a quote, and helps you avoid plagiarism. It gives meaning and context to a quote, and helps you avoid plagiarism. Heroes and Villains - A little light reading.

Here you will find a brief history of technology. Initially inspired by the development of batteries, it covers technology in general and includes some interesting little known, or long forgotten, facts as well as a few myths about the development of technology, the science behind it, the context in which it occurred and the deeds of the many.

Avoiding plagiarism means knowing how to integrate sources correctly into your writing, understanding the rules of the style guide you’re using, and having a big-picture understanding of academic honesty: the “why” behind all those seemingly arbitrary rules.

Avoiding plagiarism means knowing how to integrate sources correctly into your writing, understanding the rules of the style guide you’re using, and having a big-picture understanding of academic honesty: the “why” behind all those seemingly arbitrary rules.

Turnitin provides instructors with the tools to prevent plagiarism, engage students in the writing process, and provide personalized feedback. sources are better for establishing the issue’s background, while others can ex-plain a specific person or group’s opinion about a topic.

Remember to ask of each source, “What can this evidence help me do?” INTEGRATING SOURCES AND AVOIDING PLAGIARISM To integrate sources into your paper, you can either paraphrase or .

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