Ethical Issues in the Completion of Writing

Projects

James Brown, M.S.

Simone Conceição , Ph.D.

UURBANRBAN EEDUCATIONDUCATION DDOCTORALOCTORAL PPROGRAMROGRAM

Avoiding Plagiarism

UURBANRBAN EEDUCATIONDUCATION DDOCTORALOCTORAL PPROGRAMROGRAM

How to effectively use the works and words of others, without crossing the line or committing a crime in the process.

Plagiarism – A Definition

Sometimes called “intellectual theft,” is the use of another’s words or works as if they were your own, and/or without giving proper credit to the source.

You can also plagiarize your own works by submitting them for multiple academic credit without acknowledging that they were previously used or published.

Copyright Violation Vs. Plagiarism

Copyright involves the distribution of material without the author’s consent; for example, you can credit the author, distribute the work, and still violate the copyright.

Copyright is often a legal problem, handled by courts; Plagiarism is usually a civil problem, handled within a disciplinary procedure of an organization.

Three Acts of Plagiarism

Failing to cite quotations and others’ ideas Failing to enclose borrowed language in

quotation marks Failing to put summaries and

paraphrases in your own words

D. Hacker (as cited in Wikipedia, 2006)

Four Types of Plagiarism

Intentional – you copy an entire essay Accidental – through sloppy scholarship, you

don’t properly paraphrase, summarize, cite, or list references

Self-plagiarism – you “borrow” one of your papers and use it in another class

“Cryptomnesia” – Unconscious or unmindful stealing from other sources

(Wikipedia, 2006)

How Common is Cheating?

A recent study by Green and Saxe (as cited by Stover & Kelly, 2005) revealed that around 80% of undergraduates admit to some form of cheating or collaboration.

Since about 77% of these students go on to graduate school, the problem is passed on (Stover & Kelly, 2005).

What Happens When Students Cheat?

Cheating may begin in order to avoid losing a perceived advantage in competition

This is especially common in business schools and other highly competitive programs

Once the habit is formed, this strategy often follows into the work world

RESULT:

Cheating creates ethical problems for everyone; it can affectlarge corporations and businesses and cost thousands ofinnocent people their jobs and livelihoods. (e.g., Enron)

Consequences of Plagiarism

Rarely involves criminal punishment, but can lead to devastating consequences such as: Loss of degree Loss of career Loss of credibility Large fines, if copyright is violated

Strategies for Dealing with Plagiarism

Policies and Procedures at UWS Chapter UWS 14:

Student Academic Disciplinary Procedures Educational Opportunities

Such as this workshop

Discussion Point

Take a moment to review the Student Academic Disciplinary Procedures, Chapter UWS 14. (Handout)

For the UWM Graduate School, the link to this document is

http://www.uwm.edu/Dept/Grad_Sch/StudentInfo/uws14.html

The Academic Writer

Two primary requirements for academic writing: To make an original contribution to the literature To situate your paper within the context of your

field among those already published

SOURCE: “Using the Work of Other Authors.” (2004, para. 1). Retrieved 9/22/2006 from the website of Central European University at http://www.ceu.hu/writing/sources.htm

How Many Words Constitute Plagiarism?

No set number of words However, even a few words that are

recognizable, keywords, or repeatedword for word, can represent plagiarism

SOURCE: “Using the Work of Other Authors.” (2004, para. 17). Retrieved 9/22/2006 from the website of Central European University at http://www.ceu.hu/writing/sources.htm

What are the Benefits of Citing Other Works?

It builds your authority It helps place your work in the field You help readers find more information on the

topic You acknowledge your intellectual debt to

scholars who have preceded you

SOURCE: “Using the Work of Other Authors.” (2004, para. 17). Retrieved 9/22/2006 from the website of Central European University at http://www.ceu.hu/writing/sources.htm

How do You Give Credit?

Use proper citations with the text of the paper Give proper references with complete details

of the cited works Use the style and publication guidelines of

the American Psychological Association’s (APA) Publication Manual (5th Ed.)

Pop Quiz!

What are the three acts of plagiarism that one can commit in writing academic papers? 1 2 3

If you unintentionally forget to credit a source, it isn’t really plagiarism. T or F

Pop Quiz (Answers) Three acts of plagiarism:

Failing to cite quotations and others’ ideas Failing to enclose borrowed language in

quotation marks Failing to put summaries and paraphrases in

your own words. Plagiarism must be intentional:

False. Your intentions here are not the issue; avoid making this error– always be conscious of your sources.

Propping Yourself Up

Think of the three-legged stool. You won’t fall if you…

1. Cite and reference your quotations

2. “Use quotation marks for direct quotes”

3. Use your own words for paraphrases and summaries

Avoiding Plagiarism – Three Main Ways to Cite

Direct quotation Paraphrase (rewording the concepts) or

summary (shortened version) Integrate the author and information into the

text

SOURCE: “Using the Work of Other Authors.” (2004, para. 8). Retrieved 9/22/2006 from the website of Central European University at http://www.ceu.hu/writing/sources.htm

Problem Areas in Academic Writing

1: Quoting

2: Paraphrasing

3: Summarizing

4: Citing

This section is adapted from Menager-Beeley, R. & Paulos, L. (2006).

Problem Area 1: The Case of the Excessive Quotations

Stringing together frequent and/or long quotes from other authors can cause you to lose your authority and your voice Detracts from impact of paper Indicates lack of own view Constitutes a form of plagiarism Diminishes opportunity for self-

scholarship and contribution

Problem Area 1: The Case of the Excessive Quotations

Since the inception of the term digital divide, coined by Dr. Simon Moors for a 1996 British Broadcasting Corporation interview (Wikipedia, 2006), the definition of this phenomenon has evolved from a simple socio-economic demarcation between “those who have access to telephones, personal computers, and the Internet across demographic groups” (Pinkett, 2001, p. 1), to include a much broader description of the gap in terms of these groups’ abilities to use an array of information and communications technologies (ICTs), including literacy and technical skills, as well as the availability of quality and useful digital content (Wikipedia, 2006). Davis Foulger (2001) frames the modern digital divide in terms of a series of cliffs (barriers) or a continuum of choices. He concludes his argument as follows:

The digital divide (or digital cliff) of digital have not countries…can only be bridged by resolving the economic, infrastructure, computer access, and literacy gaps….The digital divide (or digital continuum) of digital have countries …will be bridged by making the use of Internet resources so inexpensive, appealing, and indispensable that even those who would prefer not to use such resources will feel obligated to do so. (para. 3)

Brown, J. (2006). Narrowing the digital divide: Teaching strategies for a culturally-aware urban adult basic education program

Whose

voice is

this?

1

2

3

4

Problem Area 2: The Case of the Stolen Phrase

The most common reasons for failing to properly acknowledge paraphrases: Poor note-taking and scholarship Not enough time allowed to complete paper Failure to recognize that paraphrases

still require citations You have been bitten by the plagiarism

vampire (rare but painful)

Problem Area 2: The Case of the Stolen Phrase (Cont.)

Specific requirements for writing a proper paraphrase: Avoid exact structure of passage Avoid using mainly synonyms to re-state the

thought Include all the thoughts and the intent of

the passage It should be approximately the same length as

the original passage Avoid changing the meaning

Look into my eyes!

Your Turn: Can You Paraphrase This Famous Passage?

Such is the general purport of this legendary superstition, which has furnished materials for many a wild story in that region of shadows; and the spectre is known, at all the country firesides, by the name of the Headless Horseman of Sleepy Hollow.  It is remarkable that the visionary propensity I have mentioned is not confined to the native inhabitants of the valley, but is unconsciously imbibed by every one who resides there for a time. However wide awake they may have been before they entered that sleepy region, they are sure, in a little time, to inhale the witching influence of the air, and begin to grow imaginative—to dream dreams, and see apparitions.

Washington Irving (1783–1859).  Irving, W. (2001). Rip Van Winkle and the legend of Sleepy Hollow. In Charles W. Elliott (Ed.), Harvard Classics Shelf of Fiction (Vol. X, Part 2).Retrieved 10/03/06 from http://www.bartleby.com/hc

Your Turn: Is This a Good Paraphrase?

ParaphraseThe Headless HorsemanHeadless Horseman was a legendary spectrelegendary spectre of the village of Sleepy Sleepy HollowHollow. The visionvision was not confined to the inhabitants of the villagenot confined to the inhabitants of the village alone, but also unconsciously absorbedunconsciously absorbed by everyone who visited there for a while. In aIn a little timelittle time, they, too, began to imaginebegan to imagine it in their dreamsdreams and to see the apparition.apparition.

OriginalSuch is the general purport of this legendarylegendary superstition, which has furnished materials for many a wild story in that region of shadows; and the spectrespectre is known, at all the country firesides, by the name of the Headless Horseman of Sleepy Hollow. It is remarkable that the visionvisionary propensity I have mentioned is not confined to the native inhabitants of the valleynot confined to the native inhabitants of the valley, but is unconsciouslyunconsciously imbibed by every one who resides there for a time. However wide awake they may have been before they entered that sleepy region, they are sure, in a little in a little timetime, to inhale the witching influence of the air, and begin to grow imaginativebegin to grow imaginative—to dream dreams, and see apparitions—to dream dreams, and see apparitions.

Your Turn: Is This a Good Paraphrase?

ParaphraseIrving’s (2001) famous passage, in which he introduces the Headless Horseman Headless Horseman of Sleepy Hollowof Sleepy Hollow, illuminates the infectious nature of the ghost story, passed on by villagers among themselves and any visitors unlucky enough to visit the village for visit the village for a while.a while. The story had such visual powervisual power that even these casual visitors would quickly succumb to the story. It wasn’t long before they, too, could easily imagine imagine the ghost galloping along the countryside. A nightmarish ambience hovered over the village and fed their superstitions.superstitions.

OriginalSuch is the general purport of this legendary superstition, which has furnished materials for many a wild story in that region of shadows; and the spectre is known, at all the country firesides, by the name of the Headless Horseman of SleepyHeadless Horseman of Sleepy HollowHollow.  It is remarkable that the visionary propensityvisionary propensity I have mentioned is not confined to the native inhabitants of the valley, but is unconsciously imbibed by every one who resides there for a timeresides there for a time. However wide awake they may have been before they entered that sleepy region, they are sure, in a little time, to inhale the witching influence of the air, and begin to grow imaginativeimaginative—to dream dreams, and see apparitions.apparitions.

You are getting sleepy!

Problem Area 3: The Case of the Superficial Summary

Unlike a paraphrase, your goal in using a summary is to significantly shorten the original source and refer to the points relevant to your own work. Use the C.I.E. approach

Central Intelligence Estimate boilsdown the facts

Avoid trivializing or sensationalizingthe author’s findings

Avoid changing the conclusion or meaning Be sure to cite Be sure to provide a reference

Scholarship is a grave concern of

mine!

Problem Area 4: An Advanced Case of APA

There are too many rules for citations and references to remember all by yourself Have the APA Publication manual handy for

reference Make friends with an editor Learn quickly with our online

learning objects (LOs) Avoid speeding through your work; take the time to

do a good job

Hee

Hee!

(2006)

Let’s Clean Out the Skeletons in the Closet Quiz!

Which of the four types of plagiarism is

the most common?

Unintentional; however, this is not an acceptable excuse.

Let’s Clean Out the Skeletons in the Closet Quiz!

How long should a

paraphrase be?

About the same length as the original passage.

Let’s Clean Out the Skeletons in the Closet Quiz!

Where can you find the UWM

Code on Academic

Conduct and Plagiarism?

UWS 14 can be found online; also, be sure to get the handout!

Let’s Clean Out the Skeletons in the Closet Quiz! (Last one.)

What’s the easiest way

to avoid plagiarism?

Don’t hurry your work; cite sources and include references.

You did it! Now this house rocks!

References American Psychological Association. (2002). Publication manual of the American

Psychological Association (5th ed.). Washington, DC: American Psychological Association

Brown, J. (2006). Narrowing the digital divide: Teaching strategies for a culturally-aware urban adult basic education program. Unpublished manuscript, University of Wisconsin-Milwaukee.

Central European University (n.d.) Using the work of other authors. Retrieved 9/22/06 at http://www.ceu.hu/writing/sources.htm

Irving, W. (2001). Rip Van Winkle and the legend of Sleepy Hollow. In Charles W. Eliott (Ed.), Harvard Classics Shelf of Fiction (Vol. X, Pt. 2). Retrieved 10/3/2006 from http://www.bartleby.com/hc

Menager-Beeley, R. & Paulos, L. (2006). Understanding plagiarism: A student guide to writing your own work. Boston: Houghton Mifflin Company.

Plagiarism. (n.d.) Retrieved 9/21/06 from the web site of Wikipedia at http://en.wikipedia.org/wiki/Plagiarism

Stover, M. & Kelly, K. (2005). Institutional responses to plagiarism in online classes: Policy, prevention, and detection. Retrieved 9/21/2006 from the web site of the 18th Annual Conference on Distance Teaching and Learning at http://www.uwex.edu/disted/conference/

UWM Graduate School. (n.d.). UWS 14: Student academic disciplinary procedures. Retrieved 9/23/06 at http://www.uwm.edu/Dept/Grad_Sch/StudentInfo/uws14.html

Questions?

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Thank You!

HappyWriting!

(James & Simone, 2006)

UURBANRBAN EEDUCATIONDUCATION DDOCTORALOCTORAL PPROGRAMROGRAM

Audio clip from: Michael Jackson’s Thriller (1983)