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The importance of recognizing the plagiarism
I think some class in which teachers and students can discuss about plagiarsim as well as how to avoid plagiarism is very important. In Vietnam, plagiarism is not much concerned and I hope the necessity of avoiding plagiarism should be increasingly heightened in Vietnam.
Submitted by: Nguyen Thi Bich Ngoc (Vietnam) 04-16-2009 - 01:31:30
Task 11. Study the case.
Is It Plagiarism?
Professor Lee is writing a proposal for a research grant, and the deadline for the proposal submission is two days from now. To complete the background section of the proposal, Lee copies a few isolated sentences of a journal paper written by another author. The copied sentences consist of brief, factual, one-sentence summaries of earlier articles closely related to the proposal, descriptions of basic concepts from textbooks, and definitions of standard mathematical notations. None of these ideas is due to the other author. Lee adds a one-sentence summary of the journal paper and cites it.
Answer the questions:
1. Does the copying of a few isolated sentences in this case constitute plagiarism?
2. By citing the journal paper, has Lee given proper credit to the other author?
(From On Being a Scientist: Third Edition http://www.nap.edu/catalog/12192.html)
Task 12.Listen to the VOA programme and complete the definition of “plagiarism”.
Plagiarism is the ________________________________________. The _________ may be as small as a sentence ________________. Or it may be as _________________ as a whole paper copied – or bought – from somebody else.
Task 13.Listen to the second part of the text, complete it with the omitted words. Formulate the main idea of it. Discuss it with your partner. Share your opinion with the class.
Intellectual dishonesty is _________ ______. The only ________________ now is that the __________ has made it much simpler to __________ other people's work. Yet the same ____________ that makes it _____________ to find information to copy also makes it easier to _______________ plagiarism.
Task 14.Listen to the third part of the recording and tick the technologies which can help to elicit the fact of plagiarism.
Online ebooks,
electronic editor,
online services,
special online catalogues,
Turnitin.com,
google.com,
Internet
How do these technologies work?
Task 15. Match the groups of plagiarists with the punishments they can deserve. Complete the table.
| Punishment | |
| Professional writers | can be |
| School students | can deserve |
| can be |
Task 16. Discuss with your partners the following:
– what “Accidental plagiarism” means;
– what attitude towards “plagiarism” people have in your country.
(Study more information on the CD)
Task 17.Study the original passage and its three versions. Decide what passage (A,B,or C) is a legitimate paraphrase, acceptable summary, plagiarized version. Prove your answer.
The original passage:
Students frequently overuse direct quotation 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. Lester, James D. Writing Research Papers. 2nd ed. (1976): 46-47.
A)
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.
B)
Students should take just a few notes in direct quotation from sources to help minimize the amount of quoted material in a research paper (Lester 46-47).
C)
In research papers students often quote excessively, 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 (Lester 46-47).
Task 18. Read the original source material carefully and then select the entry, either "A" or "B," that you think has not been plagiarized. Summarise the original sources.
| Original Source Material: A naïve mental model in the context of computer programming is that a computer is an intelligent system, and that giving directions to a computer is like giving directions to a human being. | Source:Merriënboer, J. J. van. (1997). Training complex cognitive skills. Englewood Cliffs, NJ: Educational Technology Publications. |
| A) One kind of mental model for the computer is the naïve model. A naïve mental model in the context of computer programming is that a computer is an intelligent system. This model is naïve because giving directions to a computer is like giving directions to a human being. References: Merriënboer, J. J. van. (1997). Training complex cognitive skills. Englewood Cliffs, NJ: Educational Technology Publications. | B)One kind of mental model for the computer is the naïve model. According to van Merriënboer (1997), "A naïve mental model in the context of computer programming is that a computer is an intelligent system, and that giving directions to a computer is like giving directions to a human being" (p. 145). References: Merriënboer, J. J. van. (1997). Training complex cognitive skills. Englewood Cliffs, NJ: Educational Technology Publications. |
| Original Source Material: At this stage the reading strategy adopted by the reader depends on the particulars of the task. The tendency to 'get on with it' seems firmly established in users of manuals and the 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. | Source:Dillon, A. (1994). Designing usable electronic text: Ergonomic aspects of human information usage. London: Taylor & Francis. |
| A) Dillon (1994) summarizes research he conducted to demonstrate that the readers of technical documentation manuals do not read those manuals in linear order. They are impatient to be about their work, jump from the text to the task and back, and only stop to read in-depth if they have no other choice. References: Dillon, A. (1994). Designing usable electronic text: Ergonomic aspects of human information usage. London: Taylor & Francis. | B)The readers of technical documentation manuals do not read those manuals in linear order. They are impatient to be about their work, jump from the text to the task and back, and only stop to read in-depth if they have no other choice. References: Dillon, A. (1994). Designing usable electronic text: Ergonomic aspects of human information usage. London: Taylor & Francis. |
| Original Source Material: While computers are very good at certain tasks, such as diagnosing equipment malfunctions or performing mathematical functions, they are morons at doing 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. | Source:Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation. | |
| A) Computers can do some things and not others. They do not have the ability to identify those features that make each of us unique and different, but they are very good at diagnosing equipment malfunctions or performing mathematical functions. References: Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation. | B)Computers can do some things and not others. Frick (1991) explains that "While computers are very good at certain tasks, such as diagnosing equipment malfunctions or performing mathematical functions .... [they] lack qualitative intelligence, that is, the ability to identify those features that make each of us unique and different" (p. 30). References: Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation. | |
There are two ways to paraphrase.
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