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Attributing Sources and Avoiding Plagiarism: Evidence of Plagiarism

Corrections

Oh, Dear!

The author of the first draft has clearly plagiarized content from her sources in paragraphs 3, 6, 7, 12 and 13.

But wait! There is time. She will not be penalized for plagiarism until she submits the paper for a grade or publishes it in a journal or on a public web site.

Please review the corrections she made for the final draft and the reasons for them. Discuss any questions you have with your class. 

Attribution Exercise: Sample Essay, Corrections

Paragraph So, What is College For? 
3

In emphasizing graduates' responsibility to promote the common good, its first president did not propose a new role for Bowdoin College. He drew instead on a general social ethos that assigned priority to social responsibility over individuals' self indulgence. "No phrase except 'liberty' was invoked more frequently by the revolutionaries than the 'public good'"


Corrected Draft:

"In emphasizing graduates' responsibility to promote the common good, McKeen hardly proposed a new role for the American college. Instead, he drew on a general social ethos that assigned priority to social responsibility over individuals' self indulgence" (Dorn, p. 1573; attributed by Dorn to Bowen et al., 2005). "No phrase except 'liberty' was invoked more frequently by the revolutionaries than the 'public good'" (Quoted by Dorn from Gordon S. Wood (1969)).


Why? Changing a few of an author's words and failing to attribute your source is plagiarism! Prefer direct quotes to paraphrasing a small amount of the text. Each direct quote requires an "in text" reference citing its location in the original source (Author, p.  #). Each "in text" reference matches a source in your "References" at the end of the paper. If you cite more than one source by the same author, distinguish them by year published (Author, 2012, p. #).

6 Dorn suggests that Leland and Jane Stanford would have been happy to know that their fortune funded Herbert Hoover's college education. A young engineer of modest origins who became rich through his occupation, and later dedicated himself to public service through relief work in Belgium during World War I, Hoover fulfilled Stanford's purpose in promoting both personal success and public welfare. We might assume, with Dorn, that the Standords would be sad to learn of views held by some 21st century students enrolled in or preparing for college. In recent focus groups conducted by the American Association of Colleges and Universities students rated material wealth in a well paid profession as their top reason for wanting to attend college, and "civic responsibility" as the least important and least interesting outcome of a higher education (Dorn, p. 1590-1591).
7 McArthur addresses the enduring economic, social and cultural purposes of higher education in the wake of the worldwide recession that began in 2008. Deploring commoditization and compartmentalization of curriculum, and "functionalist" and "employability" initiatives the economic collapse inspired in agencies responsible for higher education funding in the U.K., McArthur argues for "a higher education that helps to make us all happier, more virtuous, more creative and more human" (McArthur, 2011, p. 747; emphasis in original).

Why? Transcribing any text, even a sentence fragment, directly from a source and failing to use quotation marks and an "in text" reference is plagiarism!

12

Behaviour and composite skill ratings both indicated that students perceive that they have strong capabilities in the 'social responsibility and accountability', 'working effectively with others' and 'developing professionalism' skill sets, broadly aligning with the results from other, industry-based studies. The weakest mean ratings for 'thinking critically', 'developing initiative and enterprise' and 'self-awareness,' relative to other skill sets, are also consistent with employer perceptions; but student ratings are inflated, suggesting that they believe themselves to be reasonably capable in these ares, whereas in contrast the evidence from industry suggests skill deficiencies (Jackson, 2011, p. 352).


Why? When quoting an extended passage (more than two sentences), use a block quote format, and be sure to include an "in text" reference at the end of the block. The author neglected to do this in the first draft of this sample essay. Block quotes are preferable to paraphrasing a single paragraph just to avoid quoting. Paraphrase with citations to summarize, compare and contrast content throughout your source. Keep in mind that no more than 10% of your paper or presentation should consist of of direct quotations. Readers want to know what you have to say about the topic!

13

Jackson (2011) proposes using rubrics to address disparities in workplace experience and employer satisfaction that over confidence of new hires may create. Students can be introduced to detailed expectations for each skill set through the use of rubrics specifying behaviors and levels of attainment in the discipline and in the workplace. This approach would go a long way to coordinate student preparation with employer expectations.


Why? Stating a conclusion or solution from one of your sources as if it were your own in plagiarism! Give credit, then take the opportunity to offer your perspective on the issue.

  References Dorn, C. (2011). From "Liberal professions" to "lucrative professions": Bowdoin College, Stanford University, and the civic functions of higher education. Teachers College Record. 113(7), 1566-1596.

Jackson, D. (2012). Business undergraduates' perceptions of their capabilities in employability skills: implications for industry and higher education. Industry and Higher Education, 26(5), 345-356.

Jackson, D., and Chapman, E.  (2011). Non-technical competencies in undergraduate  business degree programmes: Australian and UK perspectives. Studies in Higher Education. 37(5) 541-567.

McArthur, J. (2011). Reconsidering the social and economic purposes of higher education. Higher Education Research & Development, 30(6), 737-749.