Avoiding plagarism information tutorial

8/7/2019 Avoiding plagarism information tutorial

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Using Print and Electronic SourcesMost accidental occurrences of plagiarism involve problems with three techniques for using sourceinformation: quotation, paraphrase, and summary. These problems can occur with any kind of source

print materials (such as books and magazines), electronic sources (such as Web pages or electronic

databases), images (from print or the Internet), interviews, and so on. The problems usually do notresult from failing to credit a source but from failing to do so accurately. This section defines the three

techniques for using sources and shows examples of plagiarism involving each. Because these three

techniques figure prominently in the issue of plagiarism, we will revisit them throughout this tutorial.

Read the excerpt below from Gary J. Patronek's "The Problem of Animal Hoarding," originallypublished in Municipal Lawyerand later posted on the Web. After reading it carefully, click on the

quotation, paraphrase, or summary link to learn more about the technique and to see an example of

unintentional plagiarism.

ORIGINAL SOURCE

Although the stereotypical profile of a hoarder is an older, single female, living alone and known as the

neighborhood "cat lady," in reality this behavior seems to cross all demographic and socioeconomicboundaries. As hoarders tend to be very secretive, many can lead a double life with a successfulprofessional career--hoarding behavior has been discovered among doctors, nurses, public officials,

college professors, and veterinarians, as well as among a broad spectrum of socioeconomically

disadvantaged individuals (Patronek 1).

References

Patronek, Gary J. "The Problem of Animal Hoarding." Municipal Lawyer 42.3 (2001). 4Mar. 2002 .

QUOTATIONPARAPHRASESUMMARY

QuotationA quotation reproduces an actual part of a source to support a statement or idea or to provide anexample. The length of a quotation can range from a word or phrase to several paragraphs.

Example of plagiarism:

According to Patronek (2001), the practice of animal hoarding can be found in a broad

spectrum of socioeconomically disadvantaged individuals. Thus, agencies investigating

reports of animal hoarding should be prepared to deal with people coming from a variety ofbackgrounds.

What's wrong?

Two things. First, the writer did not place quotation marks around the quotation (in italics). Second, the

specific location, generally the page number of the citation, does not immediately follow the quotation.
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Correction:

According to Patronek (2001), the practice of animal hoarding can be found in "a broad

spectrum of socioeconomically disadvantaged individuals" (p. 1). Thus, agencies

investigating reports of animal hoarding should be prepared to deal with people comingfrom a variety of backgrounds.

What's right?

The writer used quotation marks to indicate the beginning and end of the quotation. The page number

follows immediately after the quotation. Unlike many Internet sources, this document does includepage numbers. If you are quoting from an Internet document without page numbers, use other

identifying information provided in it. For example, if the paragraphs are numbered, provide the

paragraph number in your parenthetical citation, using either the paragraph symbol or the abbreviationpara.: (Smith, 2001, 5) or (Smith, 2001, para. 5). In a document without numbered pages or

paragraphs but with named subdivisions, the name of the subdivision may be used to identify the

location of the quotation: (Perez, 2002, Findings section). If there are no page numbers, paragraph

numbers, or named subdivisions, provide only the name of the author(s) and the date. If no author isidentified, use a shortened form of the title.

Rules to Remember:

Regardless of the length of your quotation, to avoid plagiarism, observe these rules whenever you

quote:

1. Copy the material from your source to your paper exactly as it appears in the original. Use

ellipses, three spaced periods (. . .), to indicate where words or phrases have been omitted. Usesquare brackets ([ ]) to insert essential words not found in the original.

2. Enclose short quotations (under 40 words) in quotation marks.

3. Indent long quotations (40 words or longer) approximately 1/2 inch from the left margin. Beginthe quotation on a new line and double-space throughout. Put the parenthetical citation (author,

date, page number) after the period at the end of the quotation. Do not enclose the blocked

quotation in quotation marks.4. Provide clear attribution to your source so that your readers know the origin of the quotation.

5. Immediately follow each quotation by a citation indicating the specific source information

required.

ParaphraseA paraphrase is a restatement in your own words and sentence structure of specific ideas or informationfrom a source. Paraphrase is useful when you want to capture certain ideas or details from a source but

do not need or want to quote the author's actual words.


Although an animal hoarder is stereotypically thought of as an older, unmarried woman,


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living by herself and known as the neighborhood "cat lady," this behavior evidently crosses

socioeconomic and demographic lines (Patronek, 2001, p. 1).

What's wrong?

The wording and sentence structure of the paraphrase are too close to the original.

Correction:

Animal hoarding may be practiced by a person of any age, gender, or socioeconomic

background, not just by an older woman thought of as the local "cat lady" (Patronek, 2001,p. 1).

What's right?

The ideas from the source are conveyed in the writer's own words and sentence structure.

Rules to Remember:

To avoid plagiarizing when you paraphrase, be sure to follow these rules:

1. Use your own words and sentence structure. Your paraphrase must not duplicate the writer's

words or phrases. If your paraphrase includes words "borrowed" from the original, you must use

quotation marks within your paraphrase to indicate quoted material.2. Introduce all paraphrases with clear attribution to your source so that your readers know the

origin of your information.

3. Make sure your paraphrase is an accurate and objective restatement of the writer's specificideas.

4. Immediately follow your paraphrase with a citation indicating the specific source of the

information. Although the Publication Manual of the American Psychological Association statesthat authors are not required to provide a page or paragraph number with a paraphrase, it

encourages authors to do so.

SummarySummary is a brief restatement in your own words of the main ideas in a source. Summary is used to

convey the general meaning of the ideas in a source, without specific details or examples that mayappear in the original. You can summarize a paragraph, a chapter, an Internet document, or even an

entire book, depending on the needs of your paper.


According to Patronek (2001), not all animal hoarders fit the stereotypical profile of the

neighborhood "cat lady" but can come from any demographic and socioeconomic group.

Some hoarders are successful professionals including doctors, nurses, politicians, and


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teachers. Thus, agencies investigating reports of animal hoarding should be prepared to deal

with people from a variety of backgrounds.

What's wrong?

Some of the writer's language remains too similar to the source. In addition, the writer's ideas are not

distinguished from those in the source because the citation does not immediately follow the summary.

Correction:

According to Patronek (2001), animal hoarders can come from any demographic andsocioeconomic group, including successful professionals (p. 1). Thus, agencies

investigating reports of animal hoarding should be prepared to deal with people with a

variety of backgrounds.

What's right?

The writer has separated his/her own ideas from the summarized ideas of the source by placing thecitation immediately after the summary. As noted in the discussion of paraphrasing, the Publication

Manual of the American Psychological Association states that authors are not required to provide a

page or paragraph number with a paraphrase, but it encourages authors to do so. Providing the locationof the summary of a portion of a document is equally desirable.

Rules to Remember:

When summarizing, adhere to the following rules to avoid plagiarism:

1. Write the summary using your own words. If you "borrow" words or phrases from your source,

you must use quotation marks within your summary to indicate quoted material.

2. Introduce all summaries with clear attribution to your source so that your readers know theorigin of the information.

3. Make sure your summary is an accurate and objective restatement of the writer's main ideas.

4. Immediately follow your summary with a citation indicating the specific source of the

information.


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Avoiding Plagiarism


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SEVEN RULES

This section takes an in-depth look at seven rules that will help you avoid unintentionalplagiarism. It provides examples of problems that result when the rules are not followed,

shows how to correct the problems, and offers practice exercises to help you develop

accurate documentation skills. Remember that these rules apply equally to print andonline documents.

1

.

Provide clear attribution of outside sources; this can be done with

parenthetical citations, lead-in or signal phrases, or a combination thereof.

Attributions may contain the name of the author and that individual's professional

affiliation or the name of the organization that provided the information for your

paper. Introductory phrases such as "Sheila Costas observes" or "According to thePresident's Initiative on Race" clearly identify your source and incorporate the

information smoothly into your paper. To learn more about attribution and to test

your knowledge, go to Attribution

2.Identify all words and phrases taken from sources by enclosing them within

quotation marks, unless those words or phrases are commonly used expressions orclichs. To learn more about quotes and to test your knowledge, go to Quotation

Marks

3.Follow all quotations, paraphrases, and summaries of outside sources with

appropriate and complete citations. You may omit a citation only when the

information that you have included in your attribution is sufficient to identify the

source in your bibliography and no page number is needed. Citations shouldimmediately follow the material being quoted, paraphrased, or summarized. To

learn more about citations and to test your knowledge, go to Citation

4

.Use your own words and sentence structure when you paraphrase. A

paraphrase should capture a specific idea from a source but must not duplicate the

writer's phrases and words. To learn more about paraphrasing and to test your

knowledge, go to Paraphrase

5

.

Be certain that all summaries and paraphrases of your sources are accurate

and objective. You must clearly distinguish your own views and ideas from thoseof your sources. To learn more about accurate and objective representation of

sources and to test your knowledge, go to Loyalty to Source

6.Include all of the sources cited in your paper in the References list that followsthe body of your paper. Be sure that all of the required information for each entry

is accurate and complete. To learn more about a References list and to test your

knowledge, go to References

7

.

Provide documentation for all visual images, charts, and graphs from printed

or electronic sources. Be certain to accurately record the URL for Internet sourcesso that your citation will be correct. Images, charts, and graphs require

documentation whether they are "pasted" into your paper as illustrations or

summarized within the text of your paper. To learn more about documenting visuals


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AttributionRead the excerpt below and the example of plagiarism that follows it. When you are familiar with theissue, test your knowledge with the six practice exercises.

ORIGINAL SOURCE

What accounts for the government's ineptitude in safeguarding our privacy rights? Is privacy regardedby ordinary citizens and public policy makers as a trivial right unworthy of their attention? Or are we

powerless victims of technology that has stripped away our privacy without our ability to recognize

what was happening? (Spinello, 1997, p. 9)

References

Spinello, R. A. (1997, January 4). The end of privacy. America, 176, 9-13.
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The greatest threat to privacy may be our failure to recognize that it is beingeroded by the very technology that many regard as beneficial, particularly the

use of computers for commercial transactions. Electronic money transfers and

credit card purchases over the Internet expose important private informationabout our finances to unscrupulous hackers. "[A]re we powerless victims of

technology that has stripped away our privacy without our ability torecognize what was happening?"(9).

What's wrong?

There is no lead-in or signal phrase that provides attribution to the source (in italics), and

no author is identified in the citation.

Correction:The greatest threat to privacy may be our failure to recognize that it is being

eroded by the very technology that many regard as beneficial, particularly theuse of computers for commercial transactions. Electronic money transfers and

credit card purchases over the Internet expose important private information

about our finances to unscrupulous hackers. Journalist Richard A. Spinelloraises this question when he asks, "[A]re we powerless victims of technology

that has stripped away our privacy without our ability to recognize what was

happening?" (9). Unfortunately, it may be ignorance, not apathy, that is

creating the problem.

Or

The greatest threat to privacy may be our failure to recognize that it is being

eroded by the very technology that many regard as beneficial, particularly the

use of computers for commercial transactions. Electronic money transfers and

credit card purchases over the Internet expose important private informationabout our finances to unscrupulous hackers. Journalist Richard A. Spinello

asks whether we have become "powerless victims of technology that has

stripped away our privacy without our ability to recognize what washappening" (9). Unfortunately, it may be ignorance, not apathy, that is

creating the problem.

What's right?

Both examples provide a lead-in or signal phrase that identifies the source.

Do you understand the concept?

Try your hand at a practice exercise:


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Practice #1

Practice #2

Practice #3

Practice #4

Practice #5

Practice #6

Quotation MarksRead the following excerpt then look at the examples of plagiarism involving the incorrect use of

quotation marks in a quotation, paraphrase, and summary. When you are familiar with the issue, test

your knowledge with the two practice exercises.

ORIGINAL SOURCE

To begin with, language is a system of communication. I make this rather obvious point because to

some people nowadays it isn't obvious: they see language as above all a means of "self-expression." Of

course, language is one way that we express our personal feelings and thoughtsbut so, if it comes tothat, are dancing, cooking and making music. Language does much more: it enables us to convey to

others what we think, feel and want. Language-as-communication is the prime means of organizing the

cooperative activities that enable us to accomplish as groups things we could not possibly do as

individuals. Some other species also engage in cooperative activities, but these are either quite simple(as among baboons and wolves) or exceedingly stereotyped (as among bees, ants and termites). Not

surprisingly, the communicative systems used by these animals are also simple or stereotypes.

Language, our uniquely flexible and intricate system of communication, makes possible our equallyflexible and intricate ways of coping with the world around us: in a very real sense, it is what makes us

human (Claiborne, 1983, p. 8).

References

Claiborne, R. (1983). Our marvelous native tongue: The life and times of the English

language. New York: New York Times Books.


Quotation


According to Robert Claiborne (1983), human beings' use of language is unique and
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differentiates them from animals and other living creatures; in a very real sense, it is what

makes us human (p. 8).

What's wrong?

Quotation marks do not appear around quoted source (in italics).

Correction:

According to Robert Claiborne (1983), human beings' use of language is unique and

differentiates them from animals and other living creatures; "in a very real sense, it is whatmakes us human" (p. 8).

What's right?

Quotation marks appear around quoted source.

Paraphrase


Robert Claiborne (1983, p. 8) postulates that language-as-communication makes it possible

for human beings to work cooperatively with each other to achieve results that might be

difficult for a single person working alone.

What's wrong?

Within the paraphrase, quotation marks do not appear around words taken directly from the source (in

italics).

Correction:

Robert Claiborne (1983, p. 8) postulates that "language-as-communication" makes it

possible for human beings to work cooperatively with each other to achieve results thatmight be difficult for a single person working alone.

What's right?

Within the paraphrase, quotation marks appear around words taken directly from the source.


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Summary


In his analysis of language, Robert Claiborne (1983, p. 8) makes a distinction between

language used as a means of self-expression and language-as-communication. It is the latterthat distinguishes human interaction from that of other species and allows humans to workcooperatively on complex tasks.

What's wrong?

Within the summary, quotation marks do not appear around words or phrases taken directly from the

source.

Correction:

In his analysis of the uses of language, Robert Claiborne (1983, p. 8) makes a distinctionbetween language used as "a means of self-expression" and "language-as-communication."

It is the latter that distinguishes human interaction from that of other species and allows

humans to work cooperatively on complex tasks.

What's right?

Within the summary, quotation marks appear around words or phrases taken directly from the source.

Do you understand the concept?Try your hand at a practice exercise:

Practice #1

Practice #2

Practice #3

Practice #4

CitationRead the following excerpt then look at the examples of plagiarism involving the improper citations ina quotation, a paraphrase, and a summary. When you are familiar with the issue, test your knowledge
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with the practice exercise.

ORIGINAL SOURCE

Science is a way of thinking much more than it is a body of knowledge. Its goal is to find out how the

world works, to seek what regularities there may be, to penetrate to the connections of thingsfromsubnuclear particles, which may be the constituents of all matter, to living organisms, the human social

community, and thence to the cosmos as a whole. Our intuition is by no means an infallible guide. Our

perceptions may be distorted by training and prejudice or merely because of the limitations of our senseorgans, which, of course, perceive directly but a small fraction of the phenomena of the world. Even sostraightforward a question as whether in the absence of friction a pound of lead falls faster than a gram

of fluff was answered incorrectly by Aristotle and almost everyone else before the time of Galileo.

Science is based on experiment, on a willingness to challenge old dogma, on an openness to see theuniverse as it really is (Sagan, 1979, p. 13).

References

Sagan, C. (1979). Broca's brain. New York: Random House.


Quotation


Carl Sagan (1979) describes science as a means of critically examining the world around us

in which both sensory perceptions and even common sense may deceive us. As he states inBroca's Brain, "Our intuition is by no means an infallible guide." The scientist mustquestion his own preconceptions to discover truth through actual and repeated

experimentation.

What's wrong?

Page number citiation is missing.

Correction:

Carl Sagan (1979) describes science as a means of critically examining the world around usin which both sensory perceptions and even common sense may deceive us. As he states in

Broca's Brain, "Our intuition is by no means an infallible guide" (p. 13). The scientist must

question his own preconceptions to discover truth through actual and repeated

experimentation.

What's right?

Page number citiation is included.
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Paraphrase


Carl Sagan (1979) argues that science's objective is to discover the relationship between all

things in our world, from the smallest atoms to the universe itself. To do this, a goodscientist must question commonly accepted truths, prior knowledge, and even theinformation received through the senses. For instance, common sense tells us that a heavier

object, such as a pound of lead, will fall through space faster than a very light object, such

as fluff, even if all friction is removed. However, actual experimentation demonstrates thatthis is not true. A scientist must be willing to dispute popular beliefs, even if others

disagree.

What's wrong?


Correction:

Carl Sagan (1979, p. 13) argues that science's objective is to discover the relationship

between all things in our world, from the smallest atoms to the universe itself. To do this, agood scientist must question commonly accepted truths, prior knowledge, and even the

information received through the senses. For instance, common sense tells us that a heavier

object, such as a pound of lead, will fall through space faster than a very light object, suchas fluff, even if all friction is removed. However, actual experimentation demonstrates that

this is not true. A scientist must be willing to dispute popular beliefs, even if others

disagree.

What's right?

Page number citiation is included.

Summary

Example of plagiarism:Carl Sagan (1979) disputes the view of science as a collection of facts to be memorized.For Sagan science is a way of discovering truths about the world we live in that are not

readily available to us through our senses and that may be distorted by our preconceptions

and prior learning. A true scientist must accept nothing at face value.


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What's wrong?


Correction:

Carl Sagan (1979, p. 13) disputes the view of science as a collection of facts to be

memorized. For Sagan science is a way of discovering relationships and truths about the

world we live in that are not readily available to us through our senses and that may be

distorted by our preconceptions and prior learning. A true scientist must accept nothing atface value.

What's right?

Page number is included.

Do you understand the concept?Try your hand at a practice exercise:

Citation: Practice #1

Citation: Practice #2

ParaphraseRead the excerpt below and the example of plagiarism that follows it. When you are familiar with the

issue, test your knowledge with the two practice exercises on paraphrasing.

ORIGINAL SOURCE

There is accumulating evidence that Americans are growing uneasy with the new consumerism.Surveys show that many believe materialism is ruining the country, perverting our values, and

damaging our children. We yearn for what we see as a simpler time, when people cared less about

money and more about each other. After drugs and crime, people see materialism as the most serious

problem affecting American families. In a recent book, the Princeton sociologist Robert Wuthnowargues that we are ambivalent about money. On the one hand, we want it, are strongly committed to

success and achievement (it has been said that it is how America keeps score), and believe in hard

work. At the same time, we hold the contradictory view that money is profane, polluted, even evil.Talking about how much we have, or make, is taboo. Doing something for money seems dirty in a way

that doing it for love, personal fulfillment, or social commitment is not (Schor, 1998, p. 24).

References

Schor, J. B. (1998) The overspent American. New York: Harper Perennial
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There is growing proof that many Americans are uncomfortable with current levels of

consumerism. According to Juliet B. Schor (1998, p. 24), studies demonstrate that a large

number of people think that America's obsession with accumulating possessions isundermining our values and hurting future generations. We wish for a less complicated time

when we cared more about our neighbors and less about our income level. After crime and

drugs, many view materialism as having the most negative impact on family life. Asevidence, Schor cites the work of Princeton sociologist Robert Wuthnow, who asserts that

we have mixed feelings about money. We like having money, we measure our success by

how much money we have, and we value hard work to earn it. However, we also think thatmoney is dirty and even evil. Revealing how much we earn is considered bad manners. It is

considered better to do something for love, social relationships, or personal ideals than for

money.

What's wrong?

Wording and sentence structure follow the source too closely.

Correction:

Juliet B. Schor (1998, p. 24) points to growing ambivalence about wealth.While manyAmericans consider income level a strong indicator of success and enjoy acquiring the

luxuries that money can buy, at the same time surveys reveal that they recognize the

negative effects that rampant materialism can have on personal values and family life.Many people, she says, feel nostalgia for an earlier time when relationships with others

took precedence over earning money. Schor also cites the work of Princeton sociologist

Robert Wuthnow, who describes Americans' mixed feelings about money and material

possessions. Discussing our salary or bank account is considered bad manners, he says,because money itself is seen as inherently tainted by greed and corruption. Basing our

actions on lifestyle choices or personal relationships is considered far more acceptable than

basing our actions on the desire to make money.

What's right?

Uses original wording and sentence structure to re-state the ideas in the original.



Practice #1

Practice #2

Practice #3

Practice #4
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Loyalty to SourceRead the following excerpt then look at the examples of plagiarism involving the incorrect usage ofparaphrase and summary. When you are familiar with the issue, test your knowledge with the two

practice exercises involving a distorted source.

ORIGINAL SOURCE

Generations ago, the commercial messages intended for consumers' ears came in highly concentrated,

reliable forms. There were three TV networks, AM radio only, a handful of big-circulation national

magazines and each town's daily papers, which all adults read. Big brand-name goods were advertisedin those media, and the message got through loud, clear, and dependably. Today, we are nearing a

hundred TV channels, and we have remote controls and VCRs to allow us to skip all the ads if we

choose to. There's FM radio now, a plethora of magazines catering to each little special interest, aWorld Wide Web of infinitely expanding sites we can visit for information and entertainment and a

shrinking base of daily newspaper readers, all of which means that it is harder than ever to reach

consumers and convince them to buy anything at all (Underhill, 1999, pp. 31-32).

References

Underhill, P. (1999). Why we buy: The science of shopping. New York: Simon & Schuster.

PARAPHRASESUMMARY

Paraphrase


According to his analysis of consumer behavior in Why We Buy, Paco Underhill (1999, pp.31-32) notes that in the past there were not many ways to advertise products. With very few

television channels, radio stations, magazines, and newspapers, it was very difficult to

reach the average person through advertising. While consumers were familiar with thewell-known brand names, they were not aware of all the other products available. Now the

situation has improved. The Internet, multiple television stations, FM radio, videotape

players, and magazines on every subject allow advertisers to spread their message to a

wider range of potential customers.

What's wrong?

The paraphrase distorts the meaning of the source.

Correction:

According to his analysis of consumer behavior in Why We Buy, Paco Underhill (1999, pp.
http://wps.pearsoncustom.com/pcp_ashford_plagiarism_2006932681/54/13863/3548967.cw/content/index.html#paraphrasehttp://wps.pearsoncustom.com/pcp_ashford_plagiarism_2006932681/54/13863/3548967.cw/content/index.html#paraphrasehttp://wps.pearsoncustom.com/pcp_ashford_plagiarism_2006932681/54/13863/3548967.cw/content/index.html#summaryhttp://wps.pearsoncustom.com/pcp_ashford_plagiarism_2006932681/54/13863/3548967.cw/content/index.html#paraphrasehttp://wps.pearsoncustom.com/pcp_ashford_plagiarism_2006932681/54/13863/3548967.cw/content/index.html#summary


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31-32) notes that in the past it was easier to effectively market a product to consumers

because there were easily identifiable ways of reaching them. Consumers watched only a

few television channels, listened to AM radio only, and turned to one local paper for their

daily news. Now consumers can access multiple television stations, and remote controlsand VCR's have made it possible to avoid television advertising altogether. The number of

magazines has also expanded along with radio through FM stations. In addition, the

Internet offers thousands of sites for viewing and news, and, as a result, newspaper saleshave declined. All of this progress has increased the difficulty of effectively delivering a

consistent and focused message to consumers about products available to buy.

What's right?

The paraphrase accurately conveys the meaning of the source.

SummaryExample of plagiarism:

Paco Underhill (1999, pp. 31-32) notes that advertisers find it easier to market theirproducts today because there are so many more mediums by which to communicate their

message than there were thirty or forty years ago. Americans can watch, hear, or read

advertising on television, radio, newspapers, magazines, and the Internet. Advertisers have

more ways to reach consumers than ever.

What's wrong?The summary distorts the meaning of the source.

Correction:

Paco Underhill (1999, pp. 31-32) notes that advertisers find it more difficult to market theirproducts today than in the past because the mediums through which Americans receive

their news and entertainment have expanded enormously. Television, radio, newspapers,

magazines, and the Internet present consumers with a much wider range of choices thanthirty or forty years ago. As a result, advertisers are less certain about how to effectively

communicate their message.

What's right?

The summary accurately conveys the meaning of the source.




18/29

ReferencesRead the excerpt below from a student paper on Guy de Maupassant and the example of plagiarisminvolving the References entry that follows it. When you are familiar with the issue, test your

knowledge with the practice exercise.

ORIGINAL SOURCE

For students attending a private school, school uniforms have long been a way of life. Most public

schools, however, do not require their students to wear uniforms. That began to change in the 1990s as

educators looked for ways to deal with a widely perceived crisis in education. Impressed by thesuccesses found in private schools--the so-called "Catholic school effect" (Bryk, Lee, & Holland, 1993,

pp. 286-287)--educational reformers looked for practices that might be transferred to public school

settings. Among the ideas they considered was the adoption of school uniforms. The idea seems to becatching on. According to a survey conducted by the National Association of Elementary School

Principals in May 2000, 10% of the principals surveyed said that their schools already had adopted a

uniform policy and another 11% were considering the concept. Although schools adopting these

policies have reported improved student behavior and academic achievement, critics question theeffectiveness and even the legality of the practice.

References

Bryk, A., Lee, V., & Holland, P. (1993). Catholic schools and the common good.

Cambridge, MA: Harvard University Press.

National Association of Elementary School Principals. (2000). School uniforms: How andwhy. Principal Online. Retrieved February 16, 2002, fromhttp://www.naesp.org/misc/uniforms.htm


References

Bryk, A., Lee, V., & Holland, P. (1993). Catholic schools and the common good.Cambridge, MA: Harvard University Press.

What's wrong?

The References list does not include all the works cited in this paragraph.

Correction:

References


19/29

Bryk, A., Lee, V., & Holland, P. (1993). Catholic schools and the common good.

Cambridge, MA: Harvard University Press.

National Association of Elementary School Principals. (2000). School uniforms: How and

why. Principal Online. Retrieved February 16, 2002, fromhttp://www.naesp.org/misc/uniforms.htm

What's right?

The References list includes all the works cited in the paragraph.



Practice #1

Practice #2

Citation for ImagesWhen you copy and paste a graph, chart, line drawing, map, or photograph into a document, you shouldlabel the image as a figure, give it a number, and provide it with a brief caption that includes the

citation. Examine the original source below and the examples of plagiarism that follow it involvingimproper citations when documenting and summarizing an image. When you are familiar with theissue, test your knowledge with the practice exercise on visual images.

ORIGINAL SOURCE

References

U.S. Department of Health and Human Services, Centers for Disease Control and

Prevention, National Institute for Occupational Safety and Health. (1996). Asbestosis

mortality. Retrieved February 15, 2002, from http://www.cdc.gov/ niosh/w7asbmrt.html

DOCUMENTING AN IMAGESUMMARIZING AN IMAGE

Documenting an Image


There has been a significant overall rise worldwide in the median age at death among those

suffering from asbestosis. As the following graph illustrates, since 1968 the median age has
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increased from about 60 to about 74 by 1992:

What's wrong?

There is no label, number, caption, or citation to indicate the source of the image.

Correction:


suffering from asbestosis. As the following graph illustrates, since 1968 the median age hasincreased from about 60 to about 74 by 1992:

Figure 1. Asbestosis: Median age at death, U.S. residents age 15 and over, 1968-1992. From Asbestosis Mortality by U.S. Department of Health and HumanServices, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, 1996, retrieved February 15, 2002, from

http://www.cdc.gov/niosh/w7asbmrt.html

However, in the United States, the median age for men and women together has tended tobe more stable throughout that entire time, with fewer sharp increases or decreases fromyear to year, rising from about 72 to 75 in that same period.

What's right?

The graph is presented with a label, number, caption, and citation to indicate its source.

If you were writing for publication, you would need to obtain permission from the copyright owner.

Following the publication information (or following the URL if the image came from a Web site),provide a statement that you have obtained that permission. It would follow this form: Copyright 2002

by the Name of the Copyright Holder. Reprinted [or adapted] with permission.

Summarizing an Image



suffering from asbestosis. Since 1968 the median age has increased from about 60 to about

74 by 1992. However, in the United States, the median age for men and women together

has tended to be more stable throughout that entire time, with fewer sharp increases ordecreases from year to year, rising from about 72 to 75 in that same period.

References

U.S. Department of Health and Human Services, Centers for Disease Control

and Prevention, National Institute for Occupational Safety and Health. (1996).Asbestosis mortality. Retrieved February 15, 2002, from http://www.cdc.gov/

niosh/w7asbmrt.html


21/29

What's wrong?

There is no attribution or citation for the graph that is being summarized.

Correction:


suffering from asbestosis. According to the National Institute for Occupational Safety andHealth, the median age has increased from about 60 in 1968 to about 74 by 1992. However,

in the United States, the median age for men and women together has tended to be morestable throughout that entire time, with fewer sharp increases or decreases from year to

year, rising from about 72 to 75 in that same period (U.S. Department of Health, 1996).

References

U.S. Department of Health and Human Services, Centers for Disease Control

and Prevention, National Institute for Occupational Safety and Health. (1996).Asbestosis mortality. Retrieved February 15, 2002, from

http://www.cdc.gov/niosh/w7asbmrt.html

What's right?

Attribution and citation (illustrated here in italics) provided for the summary of the graph.



Extended AnalysisHere's your opportunity to test how well you can recognize plagiarism. Read the following student

paper about the legal conflict between Napster and the music industry. Pay careful attention to theunderlined segments, which indicate where outside sources are being quoted, paraphrased, or

summarized. Six of these underlined segments address problems with one or more of the seven rules of

avoiding plagiarism. To review, the seven rules for avoiding plagiarism are:

1. Attribution: Provide clear attribution of outside sources by using lead-in or signal phrases tointroduce information from sources.

2. Quotation Marks: Identify all words and phrases taken from sources by enclosing them within

quotation marks.3. Citation: Follow all quotations, paraphrases, and summaries of outside sources with appropriate

and complete citations.

4. Paraphrase: Use your own words and sentence structure when you paraphrase.

5. Loyalty to Source: Be certain that all summaries and paraphrases of your sources are accurate


22/29

and objective.

6. References: Include all of the sources cited in your paper in the References list or References

page that follows the body of your paper.

7. Citation for Images: Provide documentation for all visual images, charts, and graphs fromprinted or electronic sources.

By clicking on each underlined segment in the sample paper, you can view the original source of the

quotation, paraphrase, or summary and the documentation from the essay's References list. Study theseclosely. If you think that the source has not been documented correctly, either within the paper itself orwithin the paper's References list, select the rule (or rules) that applies to the error. If the source appears

to have been documented correctly, choose No Problem.

STUDENT PAPER

The School Uniform Debate

For students attending a private school, school uniforms have long been a way of life. Most public

schools, however, do not require their students to wear uniforms. That began to change in the 1990s as

educators looked for ways to deal with a widely perceived crisis in education. Impressed by thesuccesses found in private schools--the so-called "Catholic school effect" (Bryk, Lee, & Holland, 1993,

pp. 286-287)--educational reformers looked for practices that might be transferred to public schoolsettings. Among the ideas they considered was the adoption of school uniforms. The idea seems to be

catching on.According to a survey conducted by the National Association of Elementary School

Principals in May 2000, 10% of the principals surveyed said that their schools already had adopted a

uniform policy and another 11% were considering the concept. Although schools adopting thesepolicies have reported improved student behavior and academic achievement, critics question the

effectiveness and even the legality of the practice.

The first large public school district to require school uniforms was the Long Beach Unified SchoolDistrict (LBUSD). Beginning in the fall of 1994 students from kindergarten through eighth grade were

required to wear uniforms, a policy that affected approximately 60,000 students in seventy schools

(Brunsma & Rocquemore, 1998).In a letter to the editor of theLong Beach Press-Telegram, the

LBUSD board president explained the board's reasons for adopting the policy:

Uniforms improve discipline, self-esteem and self-respect. They focus attention upon

learning and away from such distractions as fashion competition and gang intimidation.

Requiring uniforms enhances school security by permitting identification of non-students

who try to enter the campus. Weapons have been concealed in jumpsuits, overcoats, andbaggy gang clothing. (Polacheck, n.d.)

The uniform policy was widely heralded as a success. According to the superintendent of the schooldistrict, during the first year of the policy, suspensions dropped by 32%, school crime by 36%, fights

by 51%, and vandalism by 18% (Cohn, 1996, p. 38). When the U.S. Department of Education (1996)

produced aManual on School Uniforms, it put the LBUSD at the top of its list of model policies andprovided several additional statistics for the school district, including a 34% decrease in assault and

battery offenses, a 50% decline in weapons offenses, and a 74% decline in sexual assaults.

Other schools adopting uniform policies have testified to positive results as well. Peter Caruso (1996, p.
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84) reports that principals and teachers in schools in Chicago, Florida, Georgia, Louisiana, Maryland,

New York, and Virginia identify such improvements as an increased number of students on the honor

roll and significant decreases in the number of discipline problems after the implementation of a

uniform policy. Richard K. Murray (1997) provides more detailed data in his study of two middleschools in Charleston, South Carolina, concluding that school uniforms have a positive impact on

school climate.

Proponents claim other advantages as well. Many say that school uniforms save money for parents,since uniforms often cost less than other clothing. For instance, Carl. A. Cohn, superintendent of the

LBUSD, suggests that a parent can buy three entire uniforms for the cost of a single pair of designer

jeans.Officials at South Shore Middle School in Seattle, Washington, estimate that clothing costs are as

much as 80% lower for students wearing uniforms, and they believe that the economic benefits toparents are further enhanced by the durability of the clothing and the consistency of style from year to

year (U.S. Department of Education, 1996).

Despite widespread support for uniform programs, not everyone has welcomed them. Some are

skeptical of the claims that uniforms actually cause the improvements cited by proponents. David L.Brunsma and Kerry A. Rockquemore (1998) call attention to several other LBSUD programs that were

implemented simultaneously with the uniform policy, including a reassessment of content standards, a

million dollar grant to develop alternative pedagogical strategies, and the Focused Reporting Project.Compared to those efforts, requiring uniforms is a visible but relatively superficial change. Concerned

that school administrators seem to focus exclusively on uniforms, Brunsma and Rockquemore suggest

that attention to this simple change "renews an interest on the parts of parents and communities andprovides possibilities for supporting additional types of organizational change" (p. 60). On the whole,

however, they regard uniforms as symptomatic of a "quick-fix" mentality and do not appear optimistic

about the likelihood of support for more substantial reforms that may be "costly and demand energyand a willingness to change on the part of school faculty and parents" (p. 60).Calling the widespread

public discussions of uniforms a "diversion," Loren Siegel (1996) is still more outspoken on this point:"We need to be very cynical about political leaders who promote uniforms in the face of crumbling

school buildings, overcrowded classrooms, and dwindling educational funds" (p. 39).

The other major objection to school uniforms is the concern that requiring a student to wear a school

uniform violates that student's free speech rights. That is the position of such organizations as the

American Civil Liberties Union of Pennsylvania (2000), which emphatically tells students that "schooluniform policies do violate your First Amendment rights."

Court decisions concerning uniforms have been more complex. Although a number of lawsuits haveaddressed First Amendment rights in connection with restrictive dress codes, only a few have been filed

about mandatory uniforms in public schools.The first ruling involving uniforms, a 1995 case fromMaricopa County, Arizona, upheld the school's policy. The judge found that, even though the

mandatory uniform requirement did "regulate free expression," the reasons for that policy were

"appropriate matters of concern to the School Board and that the policy itself [was] reasonable" (ascited in Paliokas, Futrell, & Rist, 1996, p. 33).
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A more recent Louisiana case broadened the concern beyond First Amendment issues. After the Bossier

Parish School Board mandated school uniforms for the1999-2000 school year, a group of forty parents

sued the school board. In addition to claiming that this policy violated students' First Amendment rights

to free speech, they argued that it failed to respect religious differences, created an undue financialburden that effectively excluded some students from the free education guaranteed by the state

constitution, and violated the Fourteenth Amendment by denying students' freedom of choice.

The district court in which the case was tried ruled in favor of the school board, and that decision wassubsequently upheld by the Fifth Circuit Court of Appeals. Although the decision issued by the latter

court does not cite the Maricopa case, the line of reasoning concerning First Amendment rights is

essentially the same. The decision issued by the Fifth Circuit Court of Appeals acknowledges that the

First Amendment "applies to the students' choice of clothing" (Canady et al. v. Bossier, 2001, sectionIIA) but maintains that this First Amendment protection "is not absolute, especially in the public school

setting" and that educators have "an essential role in regulating school affairs and establishing

appropriate standards of conduct" (section IIB). Reviewing a variety of precedents involving restrictivedress codes, the court noted that the Bossier Parish regulations were not aimed at specific viewpoints

and that the policy was "viewpoint-neutral on its face and as applied" (section IIC).

Concerning the claim that the uniform policy did not account for certain religious practices, the court

did not base its decision on legal principles but dealt with the inadequacy of the evidence presented,noting that those bringing the charges "have not established that the uniform policy has interfered with

their right to free exercise of religion" (Canady et al. v. Bossier, 2001, section IIC, note 7). This

wording seems to leave open the possibility that a case might be made on this point, however. Theclaim that uniforms imposed an undue financial burden was similarly dismissed for lack of evidence,

along with the comment that "it is hard to imagine how the purchase of uniforms consisting of a certain

color of shirt and pants could be any more expensive than the normal cost of a student's school clothes"(section III). Finally, the court did not pursue the question of Fourteenth Amendment rights, stating

that, in this particular case, those rights were covered by First Amendment rights, which had not beenabridged (section III).

As these two court cases suggest, the legal question is not simple. Whereas both decisions clearlyacknowledge that mandatory uniforms may violate First Amendment rights, the courts have not

regarded those rights as absolute, particularly in public school settings. In addition, since a uniform

policy dictates what all students must wear rather than prohibiting selected items of clothing, its aimdoes not appear to be to prevent the expression of any particular viewpoint. Without completely

resolving the question, then, one can conclude at least that a mandatory uniform policy is more

consistent with First Amendment rights than a restrictive dress code is.

Questions about the effectiveness of school uniforms are even more difficult to resolve. Most reports ofimprovements following the introduction of school uniforms quantify the changes, but they fail to

examine whether the new policy is the real cause of the change. In addition, results are usually gathered

at the first opportunity. Without any long-range data, it is impossible to know how much to attribute tothe policy itself and how much to the attention that would come with the implementation of any new

policy. Certainly, the other new policies in the LBUSD schools should be taken into account in

assessing the changes that occurred there. Until more concrete information is available, the debate over
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school uniforms should not end.

Unfortunately, many research efforts on the issues involved with school uniforms seemed to end in the

late 1990s. There are still many important questions that need to be asked, however. In 2002, for

example, Adolfo Santos of the Department of Political Science at the University of HoustonDowntown posted the report of his study of school uniforms electronically. Santos suggests that school

uniforms may have negative consequences. Commenting on the results of his study, Santos says, The

data presented here hint at the possibility that school uniforms may actually have a deleterious effect onsuspension rates. Clearly, we need to know more about school uniforms and their effects if we are tomake wise choices about them.

References

American Civil Liberties Union of Pennsylvania. (2000). Know your rights: A manual forpublic school students in Pennsylvania. Retrieved October 15, 2004, fromhttp://www.aclupa.org/kyr/KYR_manual-2000.pdf

Brunsma, D. L., & Rockquemore, K. A. (1998). Effects of student uniforms on attendance,

behavior problems, substance use, and academic achievement. Journal of Research inEducation, 92, 53-62.

Bryk, A., Lee, V., & Holland, P. (1993). Catholic schools and the common good.Cambridge, MA: Harvard University Press.

Canady et al. v. Bossier Parish School Board, No. 99-31318 (5th Cir. January 23, 2001).

Retrieved October 15, 2004, from http://www.ca5.uscourts.gov/opinions/pub/99/

99-31318-cv0.htm

Caruso, P. (1996, September). Individuality vs. conformity: The issue behind schooluniforms. NAASP Bulletin, 80(581), 83-88.

Cohn, C. A. (1996, September/October). Should students wear uniforms? Yes. Learning,25(2), 38.

Murray, R. J. (1997, December). The impact of school uniforms on school climate. NAASP

Bulletin, 81(592), 106-112.

National Association of Elementary School Principals. (2000). School uniforms: How and

why. Principal Online. Retrieved February 16, 2002, from

http://www.naesp.org/misc/uniforms.htm

Polacheck, K. (n.d.). Uniforms help solve many school problems [Letter to the editor].Long Beach Press-Telegram. Retrieved October 15, 2004, from

http://www.lbusd.k12.ca.us/

Santos, A. (2002, September 2). Dressing down Houstons school uniform policies [Msg

539] Message posted to http://groups.yahoo.com/group/SchoolUniformsDebate/message/539.

Siegel, L. (1996, September/October). Should students wear uniforms? No. Learning,

25(2), 39.

U.S. Department of Education. (1996, February 29). Manual on school uniforms. Retrieved

January 30, 2002, from http://www.ed.gov/updates/uniforms.html
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Wrap-up

Congratulations on successfully completing Longman's Avoiding Plagiarism tutorial. As you know,plagiarism often results from the unintentional failure to document sources accurately. Remember the

following rules to avoid plagiarism:

1.Provide clear attribution of outside sources by using lead-in or signal phrases to introduce

information from sources. Attributions may contain the name of the author and that individual's

professional affiliation or the name of the organization that provided the information for your paper.

2.Identify all words and phrases taken from sources by enclosing them within quotation marks,

unless those words or phrases are commonly used expressions or clichs. 3. Follow all quotations, paraphrases, and summaries of outside sources with appropriate and

complete citations, unless the information that you have included in your attribution is sufficient to

identify the source in your bibliography and no page number is needed. Citations should immediatelyfollow the material being quoted, paraphrased, or summarized.

4.Use your own words and sentence structure when you paraphrase. Paraphrase should capture aspecific idea from a source but must not duplicate the writer's phrases and words.

5.Be certain that all summaries and paraphrases of your sources are accurate and objective. You

must clearly distinguish your own views and ideas from those of your sources.

6.Include all of the sources cited in your paper in the Works Cited list or References page that

follows the body of your paper. Be sure that all of the required information for each entry is accurate

and complete.

7.Provide documentation for all visual images, charts, and graphs from printed or electronicsources. Be certain to accurately record the URL for Internet sources so that your citation will becorrect. Images, charts, and graphs require documentation whether they are "pasted" into your paper as

illustrations or summarized within the text of your paper.


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This statement is common knowledge.

World War II began in 1939 and ended in 1945.

Your Answer: True

True. This statement is common knowledge. It does not need to be cited because it is a commonlyknown event.

2.


An average tuna salad sandwich has 610 calories.

Your Answer: True

Correct

Answer:

False

False. This statement is not common knowledge. It needs to be cited because it provides informationfrom a specific source that is not commonly known.

3.


The teen pregnancy rate declined by two percent between 1999 and 2000.

Your Answer: False

False. This statement is not common knowledge. It needs to be cited because it contains specific

information from a research study that is not commonly known.

4.


At the autumn equinox, the hours of day and night are equal.

Your Answer: True


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True. This statement is common knowledge. It does not need to be cited because it is a commonly

known natural phenomenon.

5.


The freezing point of water is 32 degrees Fahrenheit or 0 degrees Centigrade.

Your Answer: True


known scientific fact.

6.


Abraham Lincoln was the 16th president of the United States of America.

Your Answer: True


known historical fact.

7.


The critic Stephen Greenblatt argues that the religious conflicts of his period, especially those thatoccurred during his youth, had an effect on Shakespeare's work.

Your Answer: False

False. This statement is not common knowledge. It needs to be cited because it expresses the opinion

of an individual literary critic.

8.


Hurricanes come in varying degrees of strength, rated from Category 1 to Category 5.

Your Answer: True


known scientific observation


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9.


There are 5,283 hospice programs in the United States.

Your Answer: False

This statement is not common knowledge. It needs to be cited because it provides information from a

specific source that is not commonly known.

10.


Aluminum cans make up less than one percent of solid waste in the U.S.

Your Answer: False

This statement is not common knowledge. It needs to be cited because it provides information from aspecific source that is not commonly known.

Avoiding plagarism information tutorial

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