Transcript Creativity Session

Plagiarism and its
prevention
Paul Lam
Research Assistant Professor
Centre for Learning Enhancement And Research (CLEAR), CUHK
CUHK standpoint
• “The Chinese University of Hong
Kong … adopts a policy of zero
tolerance on cheating and
plagiarism. Any related offence will
lead to disciplinary action including
termination of studies at the
University.”
http://www.cuhk.edu.hk/policy/academichonesty/index.htm
• Honesty in Academic Work: A Guide for
Students and Teachers
• http://www.cuhk.edu.hk/policy/academich
onesty/index.htm
What is plagiarism?
• “Using any words or ideas
without giving credit to the
source” (Harris, 2001: p. 26)
• Plagiarism (剽竊*) ≠ Copying (抄襲)
*大英百科全書線上繁體中文版 (http://tw.britannica.com/)
“Plagiarism? But my roommate
gave me permission to use his
paper and said I didn’t have to
cite him.” (Harris, 2001; p. 27)
• Copying: quality issue, marked down
in grades
• Plagiarism: intellectual dishonesty,
disciplinary actions
• “The most obvious and blatant type of plagiarism
is copying whole articles, sections, paragraphs
or whole sentences from other publications
without acknowledgement. This is clearly
unacceptable.
• However, even the use of a few words or
paraphrasing (without actually copying any
words at all) may constitute plagiarism if the
source is not acknowledged.” !!!!
http://www.cuhk.edu.hk/policy/academichonesty/p01.htm
Why people plagiarize?
• Intentional
• Unintentional
• “Students sometimes unintentionally
plagiarize because they are not
aware of the very stringent rules
that apply.”
http://www.cuhk.edu.hk/policy/academichonesty/p01.htm
Plagiarism is easily spotted
• Language proficiency
• Tone changes
• Familiar ideas
• Online services
turnitin
http://www.turnitin.com/static/plagiarism.html
• The CU Way: CUPIDE
http://cupide.cse.cuhk.edu.hk/example/
When to reference?
• Don’t have to Reference
• common knowledge (in your own words)
• your ideas, thoughts etc.
• Have to Reference
• common knowledge (in other’s words)
• ideas taken from other
• when in doubt (better safe than sorry)
Harris, 2001; p. 158
How to reference
• Direct (Quote and cite it)
• Indirect (Cite it)
• Paraphrase
• Summary
Examples: Direct quote (APA style)
• Nevertheless, some science educators
advocate that generic skills should be
“embedded into a student’s mainstream
academic activity rather than treated as a
generic add-on” and are of the view that
“what you assess is what you get”
(Challis, Houston, and Stirling, 2006, p.7
and p.14).
Interaction comes in many different forms. Swan (2003)
explains interaction as the
reciprocal events involving at least two actors
and/or objects and at least two actions in which
the actors, objects, and events mutually
influence each other (p. 4).
She sees that eLearning is able to facilitate at least three
main kinds of learning-enhancing interaction: interaction
with content, with instructors, and with peers.
Examples: Indirect quote (APA style)
• There is, for example, increased
discussion of, and stated commitment to,
graduate capabilities such as critical
thinking, problem solving, self-managed
learning, and interpersonal and
communicative skills (Sharma, 2000).
• Biggs(1996, 2003) put forth the idea of
constructive alignment which focuses on
the synergistic relationship that should
exist between clearly stated learning
objectives for a course and the
assessment.
References
• Biggs, J. (1996). Enhancing teaching through
constructive alignment. Higher Education 32(3),
347–365.
• Biggs, J. (2003). Teaching for quality learning at
university (2nd ed.). Buckingham, UK: SRHE &
Open University Press.
• Learn citation
• What style to use?
http://www.cuhk.edu.hk/policy/academichonesty/p03_4.
htm
• APA style:
http://www.cuhk.edu.hk/policy/academichonesty/p02b.h
tm http://www.apastyle.org/elecsource.html
Common problems
• Wrong decisions about to cite or not
• Incomplete quotes
• Lacking page numbers
• Thought it is paraphrased but actually not
• Failure to state clearly all ideas from the
same source
Case 1
Penguin (1991) said that social members
experience various modes of control. Human
beings often live or work in compact groups.
They are groups in which people are personally
known and to which they are tied by feeling of
personal loyalty (the kind that sociologists call
primary groups). A very potent and
simultaneously very subtle mechanisms of
control are constantly affecting behaviours. They
are persuasion, ridicule, gossip and opprobrium.
Case 2
• Social members experience various modes of
control exerted over them. “Where human beings
live or work in compact groups, in which they are
personally known and to which they are tied by
feeling of personal loyalty (the kind that
sociologists call primary groups), very potent and
simultaneously very subtle mechanisms of
control are constantly brought to bear upon the
actual or potential deviant.” (Penguin, 1991. p.
87) These are the mechanisms of persuasion,
ridicule, gossip and opprobrium.
Tips and resources
• Give yourself more time to write
• Good note-taking
• Software to help:
• RefWorks: http://www.refworks.com/
• EndNote: http://www.endnote.com/eninfo.asp
• Good paraphrasing and summarizing skills
• http://highered.mcgrawhill.com/sites/0070364400/student_view0/summarizing_
and_paraphrasing.html#
• http://www.landmarkoutreach.org/documents/SeditaSum
marizing.pdf#search=%22paraphrasing%20skills%20%2
2
Reference
• Harris, R. A. (2001). The plagiarism handbook: strategies
for preventing, detecting, and dealing with plagiarism. Los
Angeles. CA: Pyrczak Publishing.
Thank You
[email protected]