Plagiarism, Academic Conventions, & Annotated Bibs

PLAGIARISM & PARAPHRASING--

PRACTICING CONVENTIONS OF ACADEMIC WRITING

Portions of this presentation are adapted from:

•The Writing Resources Center: http://wrc.uncc.edu/

•They Say/I Say: The Moves that Matter in Academic Writing, 1st ed., pp. 39-47, by Gerald Graff and Cathy Birkenstein.

•DePaul University School for New Learning: Teaching Resources

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AVOIDING PLAGIARISM

Writers need to understand current definitions of plagiarism, which havechanged over time and differ from culture to culture.

Plagiarism is a cultural concept:

Many cultures do not recognize Western notions of plagiarism, which rest on the belief that language and ideas can be “owned” by writers.

In many countries other than the U.S., using the words and ideas of others without attribution is considered a sign of respect as well as an indication of knowledge.

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What is “Plagiarism”?

What is NOT “Plagiarism”?

Most current discussions of plagiarism fail to distinguish between plagiarism and misuse of sources.

A student who attempts (even if clumsily) to identify and credit a source, but who misuses a specific citation format or incorrectly uses quotation marks, has not plagiarized.

In an instructional setting, plagiarism is when a writer deliberately uses someone else’s language, ideas, or other original (not common-knowledge) material without acknowledging its source.

Definition applies to print or online texts, to manuscripts, and to the work of other students.

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UNDERSTAND WHY TO CREDIT SOURCES…CORRECTLY

BUILD ETHOS-- Show you’re a knowledgeable and credible researcher. Demonstrate fairness—that you have considered multiple points of view. Offer background for your research by placing it in the context of the work of others (joining the conversation). Help readers follow your thoughts and understand how your ideas relate to those of others. Point readers where to go to find more information on your subject.

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Materials That Require AcknowledgementQuotations,

paraphrases, summariesFacts not widely known

or claims that are arguable

Help provided by others

Materials That Do NOT Require AcknowledgementCommon knowledgeIdeas available in a wide variety of

sources (like news events or Wikipedia type information)

Your own findings from primary or field research

Note: LANGUAGE ALWAYS COUNTS! If you use exact wording of ANYTHING, even something that is found multiple places, you MUST cite it.

OUTSIDE MATERIAL = IDEAS OR WORDS FROM SOURCES

Quoting (Writing to Repeat): presenting ideas and wording of a source unchanged from the original (placed within quotation marks and cited).

Paraphrasing (Writing to Translate): presenting ideas of a source unchanged but expressing them in your own writing style (doesn’t need quotation marks, but still should be cited)

Summarizing (Writing to Condense): presenting important ideas of a source in briefer form and in your own writing style (doesn’t need quotation marks, but still should be cited)

FOR YOUR RESEARCH GUIDE…

1. CURRENT CONVERSATION -- paraphrasing, summarizing, and perhaps small amounts of direct quotes • Try not to rely on direct quotes as the idea is to teach this issue to someone else in simple terms.

2. DISCOURSE GUIDE -- primarily paraphrasing• The point is to define terms easily for readers. You may use visual aids and hyperlinks to more formal

definitions.

3. ANNOTATED BIB -- primarily summarizing• Also trying to do this using your own way of phrasing and without directly quoting more than necessary terms

or phrases

4. RESEARCHER GUIDE -- You may use direct quotes. It’s often useful to take notes by paraphrasing so that you have this step done for your essay. • If you are keeping direct quotes, please note where the source came from and why you are keeping it.

WHAT MAKES A GOOD PARAPHRASE?

Student often unintentionally misuse sources when they attempt to paraphrase: to

rephrase someone else’s ideas into your own words and sentence patterns.

A good paraphrase…• Expresses someone else’s ideas in your own words and in your own style:

• WORD CHOICE• SENTENCE STRUCTURE• ORDER OF IDEAS

• Includes a citation- both in-text and bibliographic.

TIPS FOR PARAPHRASING--1. Review original material until you understand it

completely (can explain it to a 7 year old)2. Write out what the original material said using your

own words.3. Avoid looking at the source!4. Compare the original to yours to check for the same

meaning.5. Attach a citation, even if the paraphrase is a quick

reference.

Original

The rise of industry, the growth of cities, and the expansion of the population were the three great developments of late nineteenth century American history. As new, larger, steam-powered factories became a feature of the American landscape in the East, they transformed farmhands into industrial laborers, and provided jobs for a rising tide of immigrants. With industry came urbanization, the growth of large cities (like Fall River, Massachusetts, where the Bordens lived), which became the centers of production as well as of commerce and trade.”

Too Close

The increase of industry, the growth of cities, and the explosion of the population were three large factors of nineteenth century America. As steam-driven companies became more visible in the eastern part of the country, they changed farm hands into factory workers and provided jobs for the large wave of immigrants. With industry came the growth of large cities like Fall River where the Bordens lived, which turned into centers of commerce and trade as well as production.

An Unacceptable Paraphrasing Is Too Close to the Original

Original

Students frequently overuse direct quotations in taking notes, and as a result they overuse quotations in the final [research] paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes.

Too Close

Students often use too many direct quotations when they take notes, resulting in too many of them in the final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted material. So it is important to limit the amount of source material copied while taking notes.

Black= Same as Original Red= Synonyms added while maintaining

sentence structure Blue = An Added Transition… The Only

New Material

An Unacceptable Paraphrasing Is Too Close to the Original

OriginalStudents frequently overuse direct quotations in taking notes, and as a result they overuse quotations in the final [research] paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes.

GoodIn research papers, students often over rely on quotes, failing to keep quoted material down to a desirable level. Since the problem usually originates during note taking, it is essential to minimize the material recorded verbatim and instead take notes in your own words.

Good rule of thumb: If it can be color-coded to show similarities, then it is too close to the original.

Paraphrasing Examples

PATCHWORK PLAGIARISM

Direct "patchwork" plagiarism is when a writer copies material from several writers and rearranges that material with no attempt to acknowledge the original sources.

This also happens by copying material in multiple places from a source and then trying to piece them together, again without proper acknowledgement or paraphrasing appropriately.

Patchwork Plagiarism Sample 2

Patchwork Plagiarism Sample 1

Bad Paraphrase SampleIt is a misconception that plagiarism relies on a percentage.

A STRONG SUMMARY (FOR ANNOTATED BIB)

1) Begins by introducing the source using specific information about it (title, author, genre)

2) Stays focused-- Provides the main purpose and thesis of the source as well as the main points.

3) Remains in present tense4) Uses your own words to show understanding and doesn’t rely on

quoted material from the source. (Terms and phrases are okay.)5) Remains Objective– A reader should not be able to discern your

opinion about the issue or the source by how you summarize it.1) Use author signals– Ex. According to the author…2) Avoid evaluative adjectives to describe points.

HOW TO SUMMARIZE--

1. Read the source; be sure you understand it. • You should be able to explain the gist of it to someone without looking at it

before you start.

2. Outline the article and/or highlight or list major points.3. Write a first draft (a few sentences) without looking at the article.4. Always paraphrase ideas and points. If you do copy a phrase from the

original (even if only a few words)— It should be a necessary phrase that cannot be paraphrased. It should be in "quotation marks."

5. CHECK IT FOR– accuracy, appropriate author signals, a hyperlink to a web source, information that may need to be added or trimmed

A STRONG EVALUATION MIGHT ADDRESS…(FOR ANNOTATED BIB)

1) Relevant author and/or publication background and credentials2) Recentness and/or relevance of the information or source3) The specific usefulness of the source: perspective, study results,

background info, organization/presentation of ideas…4) Any bias the author, publication, or group might have5) The credibility of the sources referenced by the authorThis is a essentially a few sentences that gives your opinion on the quality of the text as a source of information on the issue for future researchers.Avoid getting too far into your opinion about the issue itself, and avoid discussing how you plan to use it in your paper.

EXAMPLE ANNOTATION

Lopez-Duran, Nestor PhD. “Bully victims may be at risk for developing psychotic symptoms.” Child Psychology Research Blog, 11 May 2009. Web. 5 March 2010.

In this article, Nestor Lopez-Duran discusses a 2009 longitudinal study examining correlations between victimization and psychotic symptoms. Lopez-Duran states that findings point to bullying as having different levels of consequences for victims. He notes that study results indicate that adults who have experienced psychotic disorder likely have a history of victimization and that being bullied during childhood doubles the risk of developing psychotic symptoms. Finally, he examines possibilities why these children are at high risk of developing psychotic disorders and discusses the “dose response,” which deals with effects based on how often a child is bullied. Lopez-Duran is currently an Assistant Professor of Psychology at the University of Michigan where he researches mood disorders concerning children and adolescents. He also coordinates neuropsychology assessment services at the University Center for the Child and the Family and is an editor for Child-Psych research. This is a recent study, and the presentation of possibilities and symptoms aids in understanding how effects could be interrelated and mutually causational.

Word Count-- 164

WHAT’S WRONG HERE?

CDC’s Diabetes Program. June 27, 2006. November 11, 2007. <http://www.cdc.gov/diabetes/faq/basics.htm> The CDC is the National Center for Chronic Disease Prevention and Health promotion. I wanted to use this source because they are every credible. The main reason why I used this site was because it gave the symptoms of diabetes. I wanted to let people know exactly Diabetes was and what it does to the body. A lot of people think that Diabetes is not as serious as it really is. It also explained the difference between Type I and Type II Diabetes and who they affect.

WHAT’S WRONG HERE?

Shafii, Mohammad and Shafii, Sharon Lee. Clinical Guide to Depression In Children and Adolescents. Washington DC: America Psychatric Press, 1992. Print.This source breaks down several aspects of depression, starting with age groups. The authors do a remarkable job comparing all differences in all the ages between children and adolescents. They go in-depth about all different causes and types of depression. Also they discuss possible outcomes of depression, along with treatments.The main author of this book, Mohammad Shafii, is the Director of the Child and Adolescent Psychiatry Residency Training Program in the Department of Psychiatry and Behavioral Sciences at University of Louisville, Kentucky. Not only does Shafii teach and understand depression, but he also personally deals with children and adolescents dealing with this problem. The other author, Sharon Lee Shafii, is the Editor-in-Residence of the same Residency Training Program in Louisville, Kentucky. Also, Ms. Shafii was previously Assistant Head Nurse in the Adolescent Service at the Neuropsychiatric Institute of the University of Michigan Medical Center. This source is very useful for my research and in understanding the topic better.