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One source plagiarism, two sources research Encouraging good academic practice

One source plagiarism, two sources research Encouraging good academic practice. Cordelia Warr School of Arts, Languages and Cultures. Why should we avoid plagiarism?. (Scary) Definition.

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One source plagiarism, two sources research Encouraging good academic practice

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  1. One source plagiarism, two sources researchEncouraging good academic practice CordeliaWarr School of Arts, Languages and Cultures

  2. Why should we avoid plagiarism?

  3. (Scary) Definition • Plagiarism is presenting the ideas, work or words of other people without proper, clear and unambiguous acknowledgement. It also includes 'self-plagiarism' (which occurs where, for example, you submit work that you have presented for assessment on a previous occasion), and the submission of material from 'essay banks' (even if the authors of such material appear to be giving you permission to use it in this way). • http://www.humanities.manchester.ac.uk/studyskills/essentials/writing/avoiding_plagiarism.html

  4. A student’s view • So, if I quote and footnote as much as possible I can avoid plagiarism?

  5. An academic’s view

  6. Avoiding plagiarism? • Prevents cheating BUT • Does it promote good practice? • Does it encourage academic development?

  7. Embedding good practice Approaches: • Inform (What is plagiarism?) • Learn and test (e.g. Plagiarism quizes) • Enable

  8. Embedding and Enabling: some ideas • Embed (at L1, week on week exercises) • Use an article from which the footnotes have been removed • Citation exercises (followed by discussion): • (1) Place a number/‘x’ where you think the footnotes should be placed • (2) Provide footnotes and ask students to place them in the relevant part of the text • Enable (particularly L2 and L3) • Article summaries • Regular (100 word) summaries marked and discussed in class (What are the main arguments in the article? What is the evidence used to support the arguments?) • Article comparisons • Encourages critical thought about different viewpoints

  9. Further reading • Peter Ashworth, Philip Bannister, Pauline Thorne, ‘Guilty in whose eyes? University students’ perceptions of cheating and plagiarism in academic work and assessment’, in Studies in Higher Education 22/2 (1997), 187-203. • Chris Park, ‘In other (people’s) words: Plagiarism by university students – literature and lessons’, in Assessment and Evaluation in Higher Education 28/5 (2003), 471-488.

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