PDF-The Epistemology of Plagiarism

AAPT ConferenceWorkshop 2010 What this talkdiscussion is not about 1 Concrete advice assignment ideas detection software recommendati ons on plagiarism detection prevention 2 Proper citatio. Gail M. Dummer. Professor Emeritus. Department of Kinesiology. Note. Sources for images, and reference citations for quotations and paraphrased material, are provided in the notes under each slide in the notes version of this PowerPoint presentation – no plagiarism!. Why a Lecture?. Goals for this course include learning how to understand original sources and write about them in your own . words.. Committing plagiarism defeats the purpose of writing assignments. Students who plagiarize are not learning from the assignment.. In academic writing you need. to show that you have researched your subject. to acknowledge the sources you have used to avoid the charge of plagiarism. to ensure that it is your own work written in your own words avoiding collusion. definition & Types . Kim, Jae Yong. Choi. , . Seong. Won. Kwon, Ran . Abitayev. , . Yeldar. What is Plagiarism?. “A quotation of a sentence or two, without quotation marks and without a citation to the true author.” (“What is Plagiarism?” ). Research Rescue Lab. Dr. Kelley Wood. Agenda. Why we should avoid plagiarism. Review . Elements of the parenthetical citation. Elements of the references in the reference list. Types of sources in the reference list. A “how to” workshop. Lupton Library, Fall 2013. NOT. ^. Stealing?. WHAT IS PLAGIARISM?. Plagiarism is the act of presenting another person’s words, work, or ideas as if they are your own.. It’s fraud. Not theft.. UHCL Writing Center. What is plagiarism?. From Latin root of “kidnap,” . plagiarist . meaning “literary thief,” . plagiarism. meaning “the act of stealing literature”. In short, not giving proper credit for using someone’s writing or words.. Clarifying . OSU's Approach. Stefanie Buck, Instructional Design and Ecampus Librarian, OSU Libraries. Lynn Greenough, Instructional Technology Specialist, TAC. Raphelle Rhoads,. College Student Services . (how to not do it). Plagiarism. (why people do it). Don’t know what it is. Don’t consider it wrong. Path of least resistance. Procrastination and pressure. Personal academic insecurities. The thrill of evil. Ms Erika Gavillet. Dr Richy Hetherington. Do you agree to take part?. Yes. No. I don’t know yet. Which of the following professional bodies are you a member of. General Medical Council. The Health Professions Council. How to Understand and Avoid Academic Dishonesty. Adapted . by Professor Foss from Theresa . Waliezer’s. in-class presentation. Presenting another’s original thoughts or ideas as your own. Using another’s exact words without . Things That Should Go Without Saying. There are extreme forms of plagiarism that should be immediately obvious as cheating, but just to be safe, I’m listing them here.. Making up, altering, or forging information is absolutely not permitted on assignments.. Ms Erika Gavillet. Dr Richy Hetherington. Do you agree to take part?. Yes. No. I don’t know yet. Which of the following professional bodies are you a member of. General Medical Council. The Health Professions Council. Dr. William Eggington. Brigham Young University. This presentation begins by assuming that linguistic ways of knowing, analyzing and sharing lead to similar, but unique, positive outcomes. Students trained in linguistic epistemologies, or ways of knowing and thinking, develop valuable abilities that greatly enhance essential life-skills and opportunities for career, personal and interpersonal success. I will review the research related to the development of science and mathematics epistemologies for pedagogical purposes in an effort to develop a model that could be applied to linguistic epistemologies. This will be followed by a critique of the previous, decidedly sparse, work conducted in developing an epistemology of linguistics for pedagogical purposes. I will compare and contrast this work with the proposed model and conclude by suggesting a developmental agenda for linguistic pedagogical practice based upon, not only what we want our students to know about language, but also how we would like them to think about how language functions..