Cite It Right Workshop,

Graduate Student Writing Support Services

November 19, 2013

Workshop Questionnaireon Plagiarism[1]

Please state Y (Yes) / N (No)/ U (unsure)

  1. Is plagiarism cheating?
  1. Are there occasions when plagiarism is justifiable?
  1. Is it plagiarism to word-by-word copy a text, include a reference, but leave out quotation marks?
  1. Is it plagiarism to translate a text to German without quotation or references?
  1. A course assignmentis undertaken in pairs. While the ability to work together is important, each student is to submit his/her work individually. Is it plagiarism if two students submit highly similar reports, yet do not reference each other?
  1. Is it plagiarism to use one’s own work without referencing?

Workshop Exercise # 1: Detecting Plagiarism

In theSIX cases that follow, the original source material is provided along with a sample of student’s work. Please circle your choice from the options given below. If both types of plagiarism are evident, choose Word-for-Word.

Case # 1

Original Source Material: The study of learning derives from essentially two sources. Because learning involves the acquisition of knowledge, the first concerns the nature of knowledge and how we come to know things.... The second source in which modern learning theory is rooted concerns the nature and representation of mental life.

References:
Driscoll, M. P. (2000). Psychology of learning for instruction (2nd Ed.).Needham Heights, MA: Allyn & Bacon.

Student version: The study of learning derives from essentially two sources. The first concerns the nature of knowledge and how we come to know things. The second source concerns the nature and representation of mental life.

References:
Driscoll, M. P. (2000). Psychology of learning for instruction (2nd Ed.).Needham Heights, MA: Allyn & Bacon.

Which of the following is true for the Student Version above?

  1. Word-for-Word plagiarism
  2. Paraphrasing plagiarism
  3. This is not plagiarism

Case # 2

Original Source Material: Given similarities between software design and instructional design, we argue that rapid prototyping is a viable method for instructional design, especially for computer-based instruction.

References:
Tripp, S. D., & Bichelmeyer, B. A. (1990). Rapid prototyping: An alternative instructional design strategy.Educational Technology Research and Development, 38(1), 31-44.

Student Version: Tripp and Bichelmeyer (1990) suggested that rapid prototyping could be an advantageous methodology for developing innovative computer-based instruction.

References:
Tripp, S. D., & Bichelmeyer, B. A. (1990). Rapid prototyping: An alternative instructional design strategy.Educational Technology Research and Development, 38(1), 31-44.

Which of the following is true for the Student Version above?

a.Word-for-Word plagiarism

b.Paraphrasing plagiarism

c.This is not plagiarism

Case # 3
Original Source Material: There is a desperate need for theorists and researchers to generate and refine a new breed of learning-focused instructional design theories that help educators and trainers to meet those needs, (i.e., that focus on learning and that foster development of initiative, teamwork, thinking skills, and diversity). The health of instructional-design theory also depends on its ability to involve stakeholders in the design process.
References:Reigeluth, C. M. (1999). What is instructional design theory and how is it changing? In C. M. Reigeluth (Ed.), Instructional-design theories and models volume II: A new paradigm of instructional theory.Mahwah, NJ: Lawrence Erlbaum Associates.

Student Version: We need theorists and researchers to generate and refine learning-focused instructional design theories. Such theories will help educators and trainers to meet needs that focus on learning and that foster development of initiative, teamwork, thinking skills, and diversity. Instructional-design theory must involve stakeholders in the design process.

References:Reigeluth, C. M. (1999). What is instructional design theory and how is it changing? In C. M. Reigeluth (Ed.), Instructional-design theories and models volume II: A new paradigm of instructional theory.Mahwah, NJ: Lawrence Erlbaum Associates.

Which of the following is true for the Student Version above?

a.Word-for-Word plagiarism

b.Paraphrasing plagiarism

c.This is not plagiarism

Case # 4

Original Source Material: Memory is given a prominent role in the learning process. Learning results when information is stored in memory in an organized, meaningful manner. Teachers/designers are responsible for assisting learners in organizing that information in some optimal way. Designers use techniques such as advance organizers, analogies, hierarchical relationships, and matrices to help learners relate new information to prior knowledge. Forgetting is the inability to retrieve information from memory because of interference, memory loss, or missing or inadequate cues needed to access information.

References:
Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-71.

Student Version: Memory takes an important role in the process of learning. Learning occurs when information is integrated into student memory in a structured and meaningful way. Teachers can help students learn by arranging that information in useful ways. Advance organizers could be used to assist learners to connect existing knowledge to new knowledge.

References:
Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-71.

Which of the following is true for the Student Version above?

  1. Word-for-Word plagiarism
  2. Paraphrasing plagiarism
  3. This is not plagiarism

Case # 5

Original Source Material: Learning is a complex set of processes that may vary according to the developmental level of the learner, the nature of the task, and the context in which the learning is to occur. As already indicated, no one theory can capture all the variables involved in learning.

References:
Gredler, M. E. (2001). Learning and instruction: Theory into practice (4th Ed.). Upper Saddle, NJ: Prentice-Hall.

A learning theory, there, comprises a set of constructs linking observed changes in performance with what is thought to bring about those changes.

References:
Driscoll, M. P. (2000). Psychology of learning for instruction (2nd Ed.).Needham Heights, MA: Allyn & Bacon.

Student Version: A learning theory is made up of a set of constructs linking observed changes in performance with whatever is thought to bring about those changes. Therefore since "learning is a complex set of processes that may vary according to the developmental level of the learner, the nature of the task, and the context in which the learning is to occur," it is apparent that no one theory can capture all the variables involved in learning (Driscoll, 2000, p.10).

References:
Driscoll, M. P. (2000). Psychology of learning for instruction (2nd Ed.).Needham Heights, MA: Allyn & Bacon.

Which of the following is true for the Student Version above?

  1. Word-for-Word plagiarism
  2. Paraphrasing plagiarism
  3. This is not plagiarism

Case # 6

Original Source Material: The study of learning derives from essentially two sources. Because learning involves the acquisition of knowledge, the first concerns the nature of knowledge and how we come to know things.... The second source in which modern learning theory is rooted concerns the nature and representation of mental life.

References:
Driscoll, M. P. (2000). Psychology of learning for instruction (2nd Ed.).Needham Heights, MA: Allyn & Bacon.

Student Version: Driscoll (2000) concludes that "[t]he study of learning derives from essentially two sources....[T]he first concerns the nature of knowledge and how we come to know things....The second ... concerns the nature and representation of mental life" (p. 10).

References:
Driscoll, M. P. (2000). Psychology of learning for instruction (2nd Ed.).Needham Heights, MA: Allyn & Bacon.

Which of the following is true for the Student Version above?

  1. Word-for-Word plagiarism
  2. Paraphrasing plagiarism
  3. This is not plagiarism

Adapted from:

Workshop Exercise # 2: Paraphrasing and Summarizing

Original Text:

To write successfully at university you need a sense of what the final product should look and sound like, so if possible, read model assignments or if these are not available, study the way in which journal articles have been written in your specific area. These articles may be lengthy and some may be based on research rather than a discussion of issues, but from them you will get a sense of how academic writing ‘sounds’, that is, its tone, and also how respected writers in your field assemble information. You will also gain a sense of the complexity of being an apprentice writer in an academic culture, or rather cultures, where expectations may vary from discipline to discipline, even subject to subject and where you can build a repertoire of critical thinking and writing skills that enable you to enter the academic debates, even to challenge.

Source: Morley-Warner, T. 2001, Academic Writing Is…: A Guide to Writing in a University Context, 2nd ed., CREA Publications, University of Technology Sydney, Lindfield, NSWas cited in “Summarizing, paraphrasing, and quoting (accessed November 17, 2013).

  1. Please write a paraphrase of the above text in the space provided below. Please remember to provide proper citations.

______

  1. Please provide a summary of the above text in the space provided below:

______

Workshop Exercise # 3 on Citation

In this exercise you are asked to properly cite several different works. Please state your choice of citation (APA/MLA/Chicago-Turabian) and then try to format the works cited. Consult your style guide handout.

  1. Guiding Students from Cheating and Plagiarism to Honesty and Integrity, Strategies for Change. Written by Ann Lathrop and Kathleen Foss.Current printing by Libraries Unlimited, 2005, out of Westport, Connecticut and London.

______

  1. Luther H. Martin and Donald Wiebe’s “Religious Studies as a Scientific Discipline: The Persistence of a Delusion,” published in September 2012, in the third issue (number) of the eightieth volume of Journal of the American Academy of Religion, on pages 587-597.

______

.

  1. Examined Life.Featuring SlavokZizek, Cornel West, Peter Singer, Judith Butler.Directed by Astra Taylor, producer Bill Imperial.Sphinx Productions, 88 minutes.Released as DVD by Zeitgeist Films, 2010, New York.

______

Workshop Evaluation Sheet

  1. We appreciate your help in evaluating this workshop. Please indicate your level of agreement/disagreement with each of the following, using the scale as given below:

1(strongly agree) 2 (agree) 3 (disagree) 5 (strongly disagree)

  1. This workshop content met my needs.
  1. 2.3.4.
  1. The exercise on plagiarism was helpful.
  1. 2.3.4.
  1. The exercise on paraphrase and summarization was helpful.
  1. 2. 3. 4.
  1. The exercise on citation was helpful.
  1. 2.3.4.
  1. State something you did not know about which has been clarified by this workshop.
  1. State something this workshop has covered which you knew already.
  1. Any other comments

[1]Erik J. Eriksson and Kirk P.H. Sullivan, “Controlling Plagiarism: A Study of Lecturer Attitudes.” In Student Plagiarism in an Online World: Problems and Solutions, ed. Tim S. Roberts.(New York: Information Science Reference, 2008), 36.