ldu_mba plagiarism slides

8/3/2019 LDU_MBA Plagiarism Slides

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THE LEARNER DEVELOPMENT UNITHelping you make the most of your studiesHelping you make the most of your studiesHelping you make the most of your studiesHelping you make the most of your studies

•MBA

•LDU Session Week 6 November 2011

•Avoiding Plagiarism

• Our aim is to help all Middlesex University studentsOur aim is to help all Middlesex University studentsOur aim is to help all Middlesex University studentsOur aim is to help all Middlesex University students fulfill your potential and achieve as much as possible fulfill your potential and achieve as much as possible fulfill your potential and achieve as much as possible fulfill your potential and achieve as much as possible



The LDU – What do we do? 1

•Learner Development Profile [LDP]

•Academic Writing and English Language

Development

•Numeracy Development

•Support for Dyslexic Students

•Student Learning Assistants



Academic Writing & Language Development [AWL]

• Who we are:• Nick Endacott, Malcolm Clay, Luciano Celini

• What we do:

• Work with you in core lectures [sometimes!]

• Run seminars on writing in your programme/s

• Run open workshops in the Williams Building• Give confidential one-to-one tutorials [30 mins]

• We can help you to:

• write UG / MA / PhD level assignments / genres

• read, analyse and make sense of complex journalarticles – in any subject

• help you complete your dissertation



AWL – What do we do?

Workshops

• Face-to-face

• Practical classes• Max of 30 students in a

class

Tutorials

• “I’ve written my first piece of

coursework - is the language formal and academic enough?”

• “How do I write a case summary?”

• “

atmosphere

• Start in week 3 / week 6

• Two-hours long

• 3-week courses

• One-off workshops

and conclusion and tell me what my grammatical weaknesses are?”

• “Could you have a look at my essay plan for this assignment?”

• “Do you think I’ve referenced thisessay correctly?”

• “Could I practice my presentation

with you?”



Academic Writing and Language

Development [AWL]

•We work confidentially with all students:

•Students with English as 1st language

• nd

•Students with English as an additionalLanguage

•Anyone!

•Our services are free!



Where do I find out more?

•unihub

•LDU Learning Lounge - ground floor Williams Bldg

•0208 411 4609

•[email protected]

•Our aim is to help all Middlesex University

students fulfill your potential and achieve as much

as possible



MKT 4100 Avoiding Plagiarism Workshop

Session aims:

•Develop understanding of what “plagiarism” is•Raise awareness of why citation / referencing

•Explore what constitutes “good” paraphrasing

& summarising [mechanical ≠ “bigger picture”]•Introduce helpful language



What is Plagiarism?

•Using language exactly as it is used by someoneelse in books, articles etc.

•Using other people’s ideas or theories or

“facts” or “knowledge” without attribution

•Paraphrasing / summarising what you read

without stating the source

•‘Witless’ paraphrasing

•To kidnap [plagiarius in Latin = a kidnapper]



What to Reference?

•Distinctive ideas ‘belonging’ to someone whooriginally proposed the idea as ‘fact’ /

‘knowledge’

•Information/data from a particular source [e.g.

stat st ca n o, case stu es, reports

•Verbatim phrases / chunks [i.e. quotes /

quotations]

•Non-common knowledge [? issue – what qualifies as

“common” / “non-common” knowledge …?]



Complicating Issues ...

•Authority of texts

•Fields (cf. e.g. Academia / Journalism /

Literature)

•Genre cf. e. . Journal Article Textbook

Encyclopaedia / Essay / Report)

•Contexts (e.g. in the eyes of the law / at

university / at work)

•Purposes of writer



Grey areas …

•“Patchwriting”, i.e. joining together

sentences from various different sources

to form a paragraph

• s w e un erstoo as p ag ar smunless detailed references are provided at

every stage and for each sentence /extract



Sources inside Sources

•How will you deal with these?

•Honestly (i.e. indicate the genuine origin

of your material (e.g. Smith 2003 in

Johnson 2005 ?

•Or strategically (i.e. just cite the

secondary source (e.g. Smith 2003))?

(Dishonest – but it looks as if you’ve read

the original secondary source = ethos)



Avoiding Plagiarism?

•Write notes in your own words

•Be fanatical about keeping notes of where you

get your information from when making notes

,

system of referencing

•Always provide a full list of references in yourbibliography

•When in doubt – give a reference!!



Mechanics of Paraphrasing …

•Change the syntax [i.e. the word order]

•Change the word class [i.e. verb⇒

a ec ve; ver ⇒ noun; noun⇒ veretc]

•Use synonyms



Avoiding Plagiarism?

•Really though, it’s all aboutunderstanding

—The culture

—

—The reasons

—The material you read on yourprogramme



Interactive Nature of Reading

you

responsestexts



How we learn at university_

Your own unique understanding of the topic



Why Reference?

•To give yourself credibility [i.e. to establishyour right to participate]

•To make yourself persuasive – giving evidencein your arguments

•To give credit to the original author for the

original ideas [i.e. respect; face]

•To give your readers clear and sufficient detail

for them to locate idea/s for themselves



Why Reference?

•To deflect criticism of the idea/s from you onto your source/s

•To avoid seeming to plagiarise

⇒⇒⇒⇒ avo ng p ag ar sm s ac ua yan issue of face, credibility,

persuasion, understanding,interpretation &“ownership”

•And … it’s difficult … so …



Thinking Writing

WritingThinking

Re-

thinking

Re-

writing

Re-rethinking



Some Practice …

•“I really like you, and I think you’re agreat friend. But …”

•“I think we’re going to have to let you

go”



Jamie Oliver Extract … Paraphrase 1

• Rewritten in new language

• Only most relevant material (cf. just

repeating the original in revised language)

• Notice the word 'antipasti‘ – paraphrasable?

• Original author (Jamie Oliver) fully credited – we know whose “knowledge” this is



Jamie Oliver Extract … Paraphrase 2

•Minimal changes:—many original words remain

—structure of individual sentences—structure of overall argument

•No reference [in-text or in a bibliography]

•No editing of information

•Has the writer understood the original?

•This is likel to be considered la iarism



Mechanics of Paraphrasing …

•Change the syntax [i.e. the wordorder]

•Change the word class [i.e. verb⇒

a ec ve; ver ⇒ noun; noun⇒ veretc]

•Use synonyms



The Realities of Paraphrasing/Summarising …

•What’s your purpose?

•What are you trying to do?

•Why are you using the material?

•How does it fit into your writing?

•How can you use it?

•How will you use it in your writing?

⇒⇒⇒⇒ paraphrase / summarise accordingly



Implications … the essential importance of …

•Knowing your purposes / aims

•Knowing why you’re using the material

•Knowing the material itself

•Understanding how the material fits into

the bigger picture [yours and the

community’s]

⇒⇒⇒⇒ “genuine” paraphrasing /

summarising



Thinking Writing

WritingThinking

Re-

thinking

Re-

writing

Re-rethinking



Academic Writing as a Process

Thinking&

Reflecting&

PlanningReading& Note-

Editing &Checking

Drafting &Redrafting

Writing &Rewriting



Interactive Nature of Reading

you

responsestexts



Some more practice...

• Globalisation has been defined in a variety of ways. The World

Bank (n.d) is credited with introducing the term into economic

mainstream. Since then a lot of definitions have been advanced;

each based on contexts such as economic, social, cultural,

political and technological. Taking a chronological view, in the

1990’s, the scope of the definitions of globalisation seemed to

focus on the effects of distant events on local happenings

(Giddens, 1990); the increased absence of geographical

restrictions on socio-cultural arrangements (Waters, 1995); the

accelerated distribution of information (Albrow, 1996) and the

speed of integration across national borders (Friedman, 1999).



Some more practice...

• Globalisation has been defined in a variety of ways. The World

Bank (n.d) is credited with introducing the term into economic

mainstream. Since then a lot of definitions have been advanced;

each based on contexts such as economic, social, cultural,

political and technological. Taking a chronological view, in the

1990’s, the scope of the definitions of globalisation seemed to

focus on the effects of distant events on local happenings

(Giddens, 1990); the increased absence of geographical

restrictions on socio-cultural arrangements (Waters, 1995); the

accelerated distribution of information (Albrow, 1996) and the

speed of integration across national borders (Friedman, 1999).

f



Language of Reporting

•Argue

•Claim

•Suggest

•Show

•Demonstrate

i i



Summarising Nouns

•Approach facet characteristicsolution trend process aspectstage tendency difficulty manner

subject class factor consequenceproblem step technique category

topic element method typefeature purpose answer evaluation

situation assessment circumstances

L S i S



Language to Summarise Sources

•The essence of the argument is that ...

• In essence, Smith’s (2003) argument isthat ...

•Essentially, what Smith (2003) arguesis that ...

•At its heart, what Smith (2003) arguesis that ...

L t E l t S



Language to Evaluate Sources

•Echoing …, … [main clause]

•Following …, … [main clause]

• er v ng rom …, … ma n c ause

•Based on …, … [main clause]

•In a …, … [main clause]

L f E l ti Attit d



Language of Evaluation – Attitude

•Surprisingly, …

•Inevitably, ...

•Surprisingly, ...

•Wisely, ...

•Sagely, ...

•Sensibly, ...

•Most surprising of all,...

•Conveniently, ...

•As might be expected,

...

•Quite rightly, ...

•Even worse, ...

•Disturbingly, ...

L f E l ti St l



Language of Evaluation – Style

•Quite frankly, ...

•More simply put / Put

more simply, ...

•Putting it bluntly, ...

•Strictly speaking, ...

•Technically speaking,

,

...

•In a word, ...

•In short, ...

...

Conclusions



Conclusions ...•Knowing better what plagiarism actually is

•Knowing how to avoid it:

—Religious attention to detail when note-taking(precise source, pinpoint page number, whetheryour notes are verbatim or already paraphrased)

— roper parap ras ng .e. mov ng eyonmechanical altering of lexis, syntax & structure)⇒ focusing on & understanding what someone issaying as opposed to what s/he says – thisrequires + SHOWS genuine UNDERSTANDING]

—Religious attention to referencing (what & how)

—When in doubt, GIVE A REFERENCE !!

ldu_mba plagiarism slides

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