TUTORING PROJECT 1

Tutoring Project

Rebecca Johnston-Carter

EDSU 532: Effective Literacy Instruction for Single Subject Candidates

Instructor: Krissy Kurth

4/19/2016

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Introduction

Dean1 is a 17 year old male currently enrolled in 12th Grade at Morro Bay High School in

Morro Bay California. Dean is from mainland China and has spent the past two years in the United

States in order to improve his English in preparation for college. He has been admitted to Worcester

Polytechnic Institute in Worcester Massachusetts and is planning to double major in Engineering

and Business. Dean is a member of his school’s tennis team and has several friends whom he

frequently spends time with, although these friends tend to be fellow Chinese exchange students.

Although I was not able to access any formal assessments of Dean’s language proficiency, I would

estimate that he is at either a proficient or advanced proficient level of English proficiency as the

errors he most frequently makes are similar to those made by Native English speakers of his age and

academic ability.

I met Dean through my mother, Liz, who is Dean’s current host mother. Dean was originally

staying with another host mother, but halfway through the school year this woman was unable to

host Dean any longer. Liz had previously hosted a student through Dean’s exchange program and

stepped in to offer Dean a place to stay for the remainder of the school year. Dean moved into Liz’s

house in January of 2016 after spending his Christmas break in China. After hearing about my

tutoring project Liz suggested that I approach Dean and offer to tutor him, since he had just

received what Liz called a “disappointing” report card.

Needs Assessment

Dean agreed to participate in this tutoring project, but was unable to locate the report card

which had concerned Liz. However Dean was able to single out his current English class,

Expository Reading and Writing, as the class he was currently having the most difficulty with.

Expository Reading and Writing is a course developed by a task force of California teachers and

1 Not his real name.

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California State University faculty members which is designed to promote college readiness

through an in-depth study of expository, analytical and argumentative reading and writing.

In order to get a more complete view of Dean’s needs I arranged to observe his class on

March 22nd. The day before my observation Dean told me that, although he was struggling

academically with the subject, he enjoyed the class itself because his teacher, Sherry Wright,

“doesn’t send you to the office if you’re late, so everyone comes like 5 minutes after the bell.” Dean

went on to explain to me that “no one really takes [the class] seriously, since we’re all seniors and

it’s almost summer” and that he particularly was not taking the class very seriously due to the fact

that he’d already received his acceptance letter from Worcester Polytechnic Institute and did not

believe what he was learning would help him in college.

Before the class began Dean conversed easily with his classmates, two of whom he later

identified as particularly good friends of his. Dean seemed to be awake and engaged with his peers.

However once the class period began Dean placed his head down on the desk and spent most of the

class period with his head on his desk or looking at his cell phone. When called upon by Mrs.

Wright to summarize a newspaper article that the class had been told to read the previous night, it

became clear that Dean had not done his homework. Instead of summarizing the article Dean

restated the headline and the first sentence of the article. After this brief participation Dean

remained silent during the classroom discussions lead by the teacher and did not raise his hand.

Even when the teacher split the class up into small groups of three or four students Dean remained

very quiet and did not participate in the discussion, despite the fact that the group he was in

included one of his friends whom he had been speaking with before class started.

After observing Dean’s class I sat down with Dean to go over work that he had previously

done for Expository Reading and Writing. This included one of the handouts (see page 13) which

had been assigned as homework and had been due that day in class. This handout, which Dean had

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started but had not completed, was neither collected nor inspected by Mrs. Wright. Later

conversations with Dean revealed that it was a frequent occurrence that Mrs. Wright would assign

homework but would never collect or inspect said homework. Dean expressed annoyance with this

and with Mrs. Wright’s habit of “putting a number or a letter [grade] at the top, and nothing else.”

Dean also showed several pieces of work which he had previously done either in class or as

homework. This included a quick write (see page 14) and an essay on whether or not teenager

criminals should be sentenced as adults. (See pages 15 - 17) Apart from the work itself, one of the

most telling observations I made was how Dean kept his school work “organized”. When I asked

for samples of his class work and homework Dean pulled out a literal stack of papers, five or six

inches tall, which contained homework, class work and handouts from many different classes

thrown together. As Dean flipped through this stack looking for material from Expository Reading

and Writing he located a handout near the middle of the pile which he informed me was a handout

he thought he had lost and which he needed so that he could complete that night’s Economics

homework.

In addition to going over prior homework and class work I asked Dean what he believed he

had the most difficulty with in his English class and what he wanted to get out of our tutoring

sessions. After some prodding Dean replied that he had trouble retaining the information he read,

such when he was reading Into The Wild by Jon Krakauer and could not retain what he read for long

enough to fill out the handouts which were assigned as homework for each chapter. Dean also

informed me that was easily annoyed by his teachers expecting him to do work which he believed

wasn’t representative of what he would do in college.

After this discussion Dean started his homework for that night and I observed that he was

able to take an essay prompt, break it down and explain in his own words what the teacher wanted.

However he admitted to me that he didn’t really know how to structure an essay and tended to just

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write, without any sort of outline or plan. As I watched Dean complete his homework I came to

realize that he utilized this same approach with most of his homework and in general strived to

complete his homework and school work, at least for Expository Reading and Writing, in as little

time and with as little effort as possible.

Formulation and Implementation of Tutoring Plan

After my observation of Dean’s class and my conversations with Dean, I decided that I

could best help Dean by focusing on three areas— note taking, essay structure and organization. I

believed that by focusing on these three areas I would help Dean address the problems which he had

identified and the problems which I saw in his work which I had reviewed.

I decided to focus on note taking skills and strategies because Dean had told me that he had

difficulty remembering information when he read and information that was presented in class.

When questioned Dean informed me that he was not in the habit of taking notes, especially not in

his Expository Reading and Writing class. When I observed Dean’s class I noticed that he did not

even have a notebook or binder and had to borrow paper from a classmate when the teacher gave

the class the task of completing a quick write.

Essay structure became one of the areas that I wanted to focus on after I examined some of

Dean’s work, such as his essay on teenage criminals (see pages 15 - 17) and came to the conclusion

that it was very unlikely that Dean had completed an outline. This suspicion was confirmed in my

later conversations with Dean and when I observed him writing a short essay on the Zika virus. (See

page 19)

The final area that I chose to focus on was organization, which I picked after I saw the six

inch tall stack of papers which contained a mix of handouts, class work and paper work form all six

of Dean’s classes. Conversations with Dean revealed that he did not have a binder or notebook for

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any of his classes and would simply place everything in his backpack and then place the resulting

pile on top of the stack which was on the floor of his room in Liz’s house.

During my conversations with Dean I realized that he places a lot of value on the “real

world” application of what he is learning and what he does in school. For example Dean told me

that, since he wants to double major in Engineering and Business, he tends to exert more effort in

his Math and Science class then he does in his English and History classes. So I chose to

additionally focus on helping Dean connect the three areas listed above and his class work in

general to what he would be expected to do in college by including as many examples as possible.

Additionally I planned to include in each session time for Dean to complete some of his

homework, particularly homework for Expository Reading and Writing. I wanted to do this so that I

could help Dean connect that work to his future classes as Worcester Polytechnic Institute and so

that I could see if Dean was putting into practice what we went over during our tutoring sessions.

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Log of Tutoring Events

April 10th

I started the first tutoring session by asking Dean to go over his approach to writing an

essay. Dean told me that he was used to writing quick response essays for his school in China,

where he only had a few minutes to write an essay and since he had never learned to do otherwise

that was how he approached writing the longer essays he was assigned in Expository Reading and

Writing. Dean described that approach as a “mental outline” although when pressed to give a more

complete description Dean’s approach was more brainstorming then outlining.

After this conversation I brought out Dean’s essay on teenager criminals (see pages 15 - 17)

and a worksheet from Vancouver Community College’s Learning Center intended to help students

create essay outlines. (See page 24) I asked Dean to pretend that he hadn’t written the essay and use

it to fill out this worksheet.2 After he completed this activity Dean remarked that the outline made a

lot more sense then what he had been doing. We proceeded to go over several other worksheets and

handouts from Vancouver Community College’s Learning Center.

As Dean did not have any homework specifically for his Expository Reading and Writing

class we ended the tutoring session by going over previous essay prompts and quick write prompts

that Dean had encountered and coming up with outlines for them.3

April 11th

At the end of my prior session with Dean I had encouraged him to tell me if there was

anything specific that he needed help with or wanted to focus on. At that point he asked me if we

could go over plagiarism, since he was somewhat confused as to what it was and how to avoid it. So

I started the session by going over plagiarism, using material from Indiana University and UC

2 Although I provided Dean with a paper copy of the worksheet and a pencil, Dean did not fill out the worksheet and instead went through it audibly with me.

3 Again Dean did not write anything down, even after I made up an essay prompt and wrote an outline.

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Davis. (See page 24) After going over this information with Dean I used the fact that good note

taking can help you avoid plagiarism to transition to talking about note taking, one of the three

primary areas I had decided to focus on.

I had observed that Dean did not keep notebooks or binders for his classes and through

conversations with Dean had learned that he did not usually take notes and would only take out

paper in class to complete class work. In prior conversations he had mentioned the difficulty he had

with reading Into The Wild by Jon Krakauer and filling out handouts for the chapters assigned each

night. He had been unable to highlight the book as it was not a personal copy and hadn’t thought to

take notes instead, partially because he thought it was too much work for a book that he didn’t like

and thought was boring.

I presented and demonstrated several different styles of note taking, including mind maps /

spider diagrams, outlining, split page format, the Cornell method and “Cornell light” a variation on

the Cornell method which I personally use. I also went over various strategies which I believed

could make note taking easier for Dean, such as using abbreviations, taking notes with different

coloured pens, recording classes for later review and taking notes in Chinese instead of English.

This marked one of the first times that Dean seemed to be genuinely interested in the

information that I was presenting. Dean was very interested in the Cornell method and was eager to

take the Cornell method templates that I had printed out.

Again Dean claimed that his only homework was for Economics, so we ended the session

after I showed Dean where he could located the template I had used for the Cornell notes so that he

could print more if he needed to and where Liz kept extra three rings binders and a hole punch so

that he could take those notes to and from school in an organized fashion.

April 12th

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In order to help demonstrate the importance of note taking and organization to Dean, who

had expressed some confusion over why I found his lack of both so problematic and to connect

what I was going over in our tutoring sessions with the “real world”, I started this tutoring session

by showing Dean my textbook and notebook from Psych 117, a course I am currently taking at

Allan Hancock College. I showed Dean how I had modified the Cornell method to better fit my own

learning style and gave him examples of note taking styles and modifications to those styles which

worked for my friends and former classmates.

I also showed Dean my planner and ran through different ways in which one could be kept,

such as how I combined using my cell phone and a paper planner. Dean seemed to be very

interested in my planner and was asked me a lot of questions about why I had mine laid out the way

I did and the different sorts of planners which one could buy. During this conversation Dean made

an offhanded remark that he “didn’t have a backpack” because he’d stopped using his previous one

since it “wasn’t cool”. I replied that Liz could take Dean to Staples where he could get a planner

and a backpack, but Dean merely shrugged off this suggestion and used Liz’s arrival to end the

session early, despite the fact that we had just started talking about an assignment he had been given

to write a letter to the students and parents of students at Morro Bay High about the school cafeteria.

Dean later emailed me the letter he sent in, which obviously had not been proofread and seemed to

still be a work in progress, despite the fact that he said he’d turned it in. (See page 18)

April 13th

I began this session by asking Dean if he had any homework and was informed that he

needed to do a report on a current event for his American Government class. This report, which

consisted of a short essay which was to be presented in class, had been assigned two days

beforehand but Dean was only starting it now due to it being due on the 14th. When I asked why

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Dean had not started the paper earlier he told me that he was planning on “just using” a similar short

essay which he’d been assigned for his Economics class a few weeks ago. Although I tried to lead

Dean through writing a new essay, given the fact that not only was such a thing academically

dishonest, but that it technically wouldn’t satisfy the requirements of the prompt, given the fact that

the current event was supposed to have occurred over the past three to four days, Dean ended up

using the Economics current event with some minor rewrites. (See page 19) When I pointed out a

few problem parts of the essay and asked if he thought he should edit it Dean remarked that he

would do so after finishing his Chemistry homework. I asked him to email me a copy of the

“finished” short essay and when it arrived I found that it was almost exactly the same as it had been

when our tutoring session ended.

This session in particular illustrated for me Dean’s desire to do things as quickly as possible

and with as little effort as possible. Even with both myself and Liz, who teaches at the local

University, pointing out that he shouldn’t reuse essays and the importance of editing and

proofreading, Dean did not even use Word’s built in spellchecker. In addition it was clear to me

that, despite the fact that we had gone over plagiarism in depth, Dean had simply copied and pasted

text from the news website he used as a source into his essay.

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April 15th

Dean began this session by asking me several questions about college, so that became the

main topic of our tutoring session. I used this discussion to help link Dean’s current classes to his

future at Worcester Polytechnic Institute by talking about how, like many colleges, WPI has general

requirements which students are required to complete in addition to the requirements for their

major. I pulled up the WPI website and showed Dean that he was required to take five classes in the

Humanities and Arts, of which two are required to be Social Studies courses and thus were likely to

include essays of some kind. Liz chimed in to tell Dean that she frequently has Engineering students

in her largest class, which is considered an easy class to take to satisfy the university’s general

requirements and includes four or five essays of varying lengths.

Towards the end of the session Dean pulled up a short essay on terrorism (see page 20)

which he was supposed to edit and attempted to get me to do this for him. After I insisted that he

edit the essay himself Dean attempted several times to try to effectively trick me into editing and

proofreading the essay for him, while making a few “attempts” to do so himself until I need to

leave.

April 16th

Dean and I did not meet on April 16th but there was a significant development which I have

chosen to include here. While I was visiting Liz she informed me that Dean’s quarterly grades had

come in the mail. While his grades were in general very good, ranging between an A in Engineering

Concepts to a B- in Chemistry and AP Physics, Dean had received an F in Expository Reading and

Writing. Per Morro Bay High’s rules Dean is no longer allowed to participate in extracurricular

activities, such as the tennis team. Additionally Liz, who had previously taken a “hands off”

approach to being Dean’s host mom, decided that she needed to implement more strict rules. Until

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Dean either raises his grade in Expository Reading and Writing or school ends he will have to turn

his computer, cell phone and other electronics in to Liz before she goes to sleep at 9 PM.

I was present when Liz showed Dean his report card and informed him that he could no

longer be on the Tennis team and told him her new rules. Dean responded by trying to bargain with

Liz in an attempt to push the “electronics curfew” back to 10 pm by protesting that he needed his

electronics for homework and claiming that his Expository Reading and Writing teacher “hadn’t

turned in any grades since January” because she was focusing on directing the school play. Liz

remained firm and, after spending some time alone in his room before once again trying to convince

Liz that he need his computers beyond 9 pm, Dean bowed to her demands.

April 19th

Our last session occurred on the second day that Dean had been subjected to the new rules

resulting from his report card. It was difficult for me to see any change in Dean’s attitude towards

his schoolwork, most likely due to the short amount of time that he’d been under the new rules.

Dean started the session by pulling out his phone to show me a picture of the whiteboard for his

American Government class which had his homework written on it, which consisted of three

questions about gerrymandering. After showing me this Dean attempted to get me to answer the

three questions for him, albeit in a way that made me question if that was what he really was trying

to do. It took some prodding for Dean to go to his textbook and the internet to research

gerrymandering and even when he did that Dean copied down the information he found instead of

putting it in his own words, even when I encouraged him to do so. Once again Dean seemed

focused on shortening the time and work involved in doing his homework and not if that would

negatively affect his grade.

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Samples of Student Work

Pre-Tutoring Project – Homework Handout

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Pre-Tutoring Project – In Class Quick Write

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Pre-Tutoring Project – Essay(Page 1)

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Pre-Tutoring Project – Essay(Page 2)

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TUTORING PROJECT 18

To students and their parents

Nowadays, expecially in Morrobay High School, the food in cafeteria has become a real

problem. This is not a personal complaint, but a warning that every student and their parent should

be aware of.

The main problem is that the food is wildly lack of nutritions. Walking into the cafeteria

during lunch time, we can see the long waiting line strech out of the gate. For lunch, there are

backed hamburgers, pizzas and PB&J sandwich with a friut and chocolate milk. It doesn’t matter if

you choose hamburger, pizza or PB&J, they are all over 400 callories. Not to mention if you ever

want a bag of donuts or chips, you just add another 300 callories into your lunch. The pizza is from

the same store everyday. It’s extremely greasy that there are extra oil on the bottom. The hamburger

is backed with aluminum wrapping paper. I feel like they are heating up the hamburgers every

single day. Some of them even lasted for weeks, just because no one wants them, and it’s such a

waste to threw them away and get new ones. Which made the hamburgers even heathier.

Furthermore, the prrice of the food is so incrediblely high. They charge two dollar for one piece of

pizza, and 1.50 for a bottle of water. They made the cheap chocolate milk really cheap, so mostly

the kids buy milks instead of water. The milk is flavor milk and contains tons of suger, In this

situation, lots of students can’t eat much and neither can eat healthy.

There is no one who is more concern about their kids than their parents. Parents should

gather together and make donations. Then they should take turns to supervise the planning making

of the school cafeteria to make sure their donated money is properly used. They should get some

experts review the lunch made by school and have the staff try them first. They should cut down the

price as well by adding more fruit and veggie and make sure the food is fresh everyday. They

should suggest their kids to eat at cafeteria so they will get access to fast food restaurant like

tacobell as little as possible. If parents were willing to make efforts and take times doing this, the

food at school would be a good thing for kids to enjoy. Not only parents need to make a move,

students also need to do their job. Make sure there is no waste of food, have lunch at a certain time,

and make reports to the supervisors when the quality of food start to drop.

Letter – Food At Morro Bay HighNote: Original had no indentations at the start of a new paragraph.

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Video: https://www.youtube.com/watch?v=oakplNJe6Bg

Zika virus is scarier than we originally thought. Last night, on NBC news. Scientists in college research center and National Institute of Health said that the Zika virus is getting way more spreaded that we thought and a cure to the disease has not been invented yet. They are urging the government that more funding is need on fighting Zika.

Doctors are presing their case for Congress to fund $1.9 billion for researching the disease and reassuring the results. Lots of people including me are expecting the government to take money which was using for the Ebola to fight Zika. The US government should definitely take the responsibility to protect its citizens from getting hurts. The solution for devastated diseases like Zika should also be considered during the presidential election.

What we face a problem like that, first thing we should think about was that how to stop this virus from becoming more and more infective. Effort is needed from both of the government and every single citizen. On the government side, they are funding more labs to hire more scientists trying to figure out a cure. Besides, more intensively and strictly examining at airports, train stations and the border lines towards those travelers coming from places where the cases of zika virus has been discovered is necessary. The government should also encourage people especially pregnant women to take blood test. To reduce the cost, the united nation should recruit volunteers to form small groups and perform

free blood tests. Since the Olympics is coming, Brazil should take the responsibility and face the consequences. If a cure still has not been found, they should seriously think about putting of the event or even cancel it.

The war against the virus can not reach a victory without the efforts coming from every citizens. People should travel those areas as little as possible and try to be as cooperative as possible. One sould see his healthcare provider if he developed the symptoms and have visited an area where Zika is found. There are already people had been diagnosed with this virus in over 30 states which means it has a great possibility for it to transfer to northern area in notime. According to the WHO, mosquitoes are actively transmitting Zika in 30 countries. So, wearing insect repellant and mosquito net are necessary.

Genetic scientists are trying to modify the gene chain of the mosquito to stop the spread of the disease. I personally don’t think that is a good idea. When I heard the news the first thing popped into my head is Jurassic Parks. Mother nature has specifically designed every single animal and we have no idea what kind of creature will come out that lab if they just change its original gene. Besides, with the overuse of pesticide, antibody has already been established in their body. It could be totally out of control if we make it stronger or weaker. Even we try to kill every single mosquito on the planet which is agreed by several experts. Would it break the food chain from the bottom? Or if we kill them with poisons, would the poisons accumulate through the food chain and cause damage to human in the end? No matter

Current Event Report – Zika VirusNote: Original had inconsistent indentations at the start of each paragraph.

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what we do, we need to consider the consequences seriously and objectively.

Today’s news should catch our attention that the virus should be taken way more

seriously. The government need to plan out enough funding. It’s their job to protect its people and any type of excuse is not acceptable.

Using ethnic profiling to prevent future

terrorism is one of the least effective ways and

a main source of social conflicts. But I agree

with the idea that the national security weighs

more than individual freedom.

 Due to the researches carried out by the

NAACP, African Americans constitute less

than 0.8 million of the total 2.3 million

incarcerated population. And nation wide,

african americans only represent 26% of the

juvenile arrest. Not to mention only 2.6 million

African Americans reported for using an illicit

drug compared to 14 million of the white

population. Those numbers informed us that at

least in America, African Americans are not the

main crime contributors. Maybe some inner

city crimes caused by several african americans

formed the stereotype that a young african

american guy walking alone on the street has

more chance to be a robber than a white guy.

Using ethnic profiling is unfair to those

innocent african americans and hispanics.

Because we can’t change our skin color doesn’t

mean we can’t change our human kind.

Suspecting people only based on their race can

create serious social conflicts. I think we need

to learn the lesson from civil right movement.

Due to african americans’ history, poor

education and unique culture made people view

them as potential suspects. At the same time,

we saw a large number of african americans

making contributions on sports, science and

other fields through their hard works. Racial

profiling is a total ignorant of civil freedom and

is beyond humanity.

When we look at the "Freedom Is Not

Free" engraved on the Washington, D.C.

Korean War Veterans Memorial, we know that

freedom always costs something. There would

never be true freedom when a society had

security issues. I don’t think anyone would go

out protesting that their freedom was offended

because the police did investigations on a group

of people when there were crimes take place all

the time or the nation was under a certain type

of threat. Those veterans are great examples

telling us that the security of the nation always

comes first. Terrorism became a hot topic after

911, and other methods should be applied

rather than just suspecting innocents through

their races. Like individual self-protection

skills needed to be improved by training in

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school or forming clubs to teach the public how

to defend themselves.

 According to lots of historical reasons,

the prejudice towards other races especially

african americans always exists.I think racial

profiling is just another excuses for

discrimination and it will be ridiculous and

denied by most people that if the nation would

actually use it as a way to enhance national

security.

Short Essay – Terrorism

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Closing Comments

My initial impression of Dean following my observation of his Expository Reading and

Writing class was that he was a very intelligent student with a good grasp of English whose primary

problem was that he did not focus on and put effort into classes which did not interest him or which

he did not think were not important for college. As I started to have tutoring sessions with Dean this

impression was strengthened, especially when I saw the disinterested approach Dean took towards

his work in general and in polishing his work before turning it in.

I also came to realize that Dean was not a student to whom self-discipline comes naturally.

Dean does not have a set sleep schedule and frequently will stay up past midnight on school nights.

He is supposed to take the bus from Liz’s house to Morro Bay, but will frequently spend so long

getting ready in the morning so that Liz has no choice but to take Dean to school herself. He will

frequently stay up all night playing computer games and will order out food even when Liz

purchases groceries or prepares meals specifically for him.

As an exchange student Dean’s parents, who I would assume are used to motivating their

son, were too far away to effect change and despite the fact that his host mother, Liz, has four other

children, she was unused to teenagers who required close supervision. As Liz explained to me, “I

focused a lot on parenting when you and your siblings were young, so when you hit teenage years

you knew better. I didn’t have to tell you guys to go to sleep, to do your homework or to focus on

school work.” Because of this she was at first unwilling to take a more hands on approach with

Dean, something which only changed when she saw Dean’s report card.

Despite my tutoring sessions with Dean and Liz enforcing strict rules, I can’t be too

optimistic about Dean’s chances of changing his habits and improving his grade significantly before

school ends in June. This is mostly due to the fact that Dean was remarkably uninterested in most of

our tutoring sessions and I believe only continued to go to them because I offered to drive him to

TUTORING PROJECT 23

school on the days following said sessions. I believe that Dean will not change his habits or make

use of the strategies I taught and discussed with him unless something truly drastic happens, such as

Worcester Polytechnic Institute threatening to reconsider his application.

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Resources Used

Alvin Jr. High. (n.d.). Cornell Notes Template. Retrieved April 19, 2016, from Alvin Jr. High:

http://www.alvinisd.net/cms/lib03/TX01001897/Centricity/Domain/2193/Cornell%20Notes

%20Template.doc

Office of Student Judical Affairs. (2003, September). Avoiding Plagiarism: Mastering the Art of

Scholarship. Retrieved April 19, 2016, from Office of Student Judical Affairs:

http://sja.ucdavis.edu/files/plagiarism.pdf

VCC Learning Center. (2016). Pathways - Writings. Retrieved April 19, 2016, from Vancouver

Community College Learning Center:

http://library.vcc.ca/learningcentre/worksheets/ELS_Writing.cfm

Writing Tutorial Services. (2014, April 7). Plagiarism: What It is and How to Recognize and Avoid

It. Retrieved April 19, 2016, from WTS Pamphlets on Common Writing Situations:

http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml