Understanding the Importance of Authorship. HOW TO USE THIS WORKSHOP #1: Read each slide carefully #1: Read each slide carefully #2: Do each activity

Understanding the Understanding the Importance of AuthorshipImportance of Authorship

HOW TO USE THIS WORKSHOPHOW TO USE THIS WORKSHOP

#1: Read each slide #1: Read each slide carefullycarefully #2:#2: Do each activity as posted; they Do each activity as posted; they

are numbered: are numbered: Example:Example: Activity #4Activity #4 #3: Note: some slides ask you to #3: Note: some slides ask you to

copy that slide or copy the copy that slide or copy the internet info.—read carefullyinternet info.—read carefully

#4: You will need your syllabus, #4: You will need your syllabus, textbook, and internet access textbook, and internet access

#5: Hand #5: Hand allall in to your teacher. in to your teacher.

BEFORE WE BEGIN, Let's CONSIDER BEFORE WE BEGIN, Let's CONSIDER THE PURPOSE OF THIS WORKSHOPTHE PURPOSE OF THIS WORKSHOP

The purpose of the workshop is to The purpose of the workshop is to help students understand the help students understand the importance of authorship—both their importance of authorship—both their own and that of others.own and that of others.

THREE GOOD REASONS THREE GOOD REASONS TO CONSIDER:TO CONSIDER:

Since most students would never consider plagiarizing Since most students would never consider plagiarizing or cheating on purpose, this workshop serves to or cheating on purpose, this workshop serves to reinforce established positive behaviors.reinforce established positive behaviors.

Some plagiarism occurs by accident, so this workshop Some plagiarism occurs by accident, so this workshop can help students identify and nip problems before they can help students identify and nip problems before they develop.develop.

JCC wants to help students become independent JCC wants to help students become independent thinkers, writers, and workers. This workshop might thinkers, writers, and workers. This workshop might answer any questions you might have concerning what answer any questions you might have concerning what is and what is not appropriate ethical behavior.is and what is not appropriate ethical behavior.

::– The word is everywhere: it haunts manuals, syllabi, textbooks, and The word is everywhere: it haunts manuals, syllabi, textbooks, and

classroom discussions. Warnings about this act peppers college classroom discussions. Warnings about this act peppers college language and includes various forms of punishment. A school textbook language and includes various forms of punishment. A school textbook might state the following: “might state the following: “Any actAny act of of PLAGIARISMPLAGIARISM will be addressed will be addressed accordingly either with a accordingly either with a failingfailing grade on the assignment, a grade on the assignment, a failingfailing grade in the class, or grade in the class, or dismissaldismissal from school.” from school.”

YIKES!YIKES!

– But what, exactly, is plagiarism, and how do academic institutions But what, exactly, is plagiarism, and how do academic institutions address this issue?address this issue?

– Most importantly, how do we perform as students without treading on Most importantly, how do we perform as students without treading on this thin ice?this thin ice?

SUMMARIZE, PARAPHRASE, SUMMARIZE, PARAPHRASE, QUOTEQUOTE

Learning how to do these in depth is examined Learning how to do these in depth is examined in another workshop, and they are carefully in another workshop, and they are carefully explained in your textbook.explained in your textbook.Review these skillsReview these skillsEach section of this workshop will ask you to Each section of this workshop will ask you to practice one of these techniques:practice one of these techniques:

Quote: state exactly, word for word with quotation marksQuote: state exactly, word for word with quotation marksParaphrase: borrow tone/phrasesParaphrase: borrow tone/phrasesSummarize: describe completely in your own wordsSummarize: describe completely in your own words

WHAT IS PLAGIARISM?WHAT IS PLAGIARISM?In all of your writing, its best to begin In all of your writing, its best to begin by listing what you already know by listing what you already know about the subject. about the subject. When I began school, I thought that When I began school, I thought that plagiarism is when someone cheats plagiarism is when someone cheats or when they do not give credit for or when they do not give credit for work that’s not their own. work that’s not their own. But I’ve come to find out that it is But I’ve come to find out that it is more than thatmore than that. .

Let's begin by exploring what you think the word means. Let's begin by exploring what you think the word means. On a blank piece of paper, define “plagiarism” in your own On a blank piece of paper, define “plagiarism” in your own words. words. Do not look it up anywhere for this partDo not look it up anywhere for this part. Only list . Only list what you know about it now. what you know about it now.

Next, list five ways that someone can commit plagiarism. Next, list five ways that someone can commit plagiarism. Its ok if you do not understand the term just yet; to begin, Its ok if you do not understand the term just yet; to begin, we are exploring what you we are exploring what you thinkthink it is. it is.

Finally, list three questions you have about plagiarism and Finally, list three questions you have about plagiarism and three places you might go for the answers.three places you might go for the answers.

(Remember, we are listing what we already know)(Remember, we are listing what we already know)

ACTIVITY TWO:ACTIVITY TWO:COMPARE YOUR LIST TO MY LIST:COMPARE YOUR LIST TO MY LIST:

Incorrectly citing source Incorrectly citing source Stringing along cut and pasted portions of text without clear citations Stringing along cut and pasted portions of text without clear citations Not citing source in text Not citing source in text Not including a Work Cited Page after using a sourceNot including a Work Cited Page after using a sourceNot citing summary, paraphrase, or quote correctly or at allNot citing summary, paraphrase, or quote correctly or at allTaking information out of contextTaking information out of contextHanding one paper in for two separate classes/assignmentsHanding one paper in for two separate classes/assignmentsAdding text to another’s work, or allowing another to write portions of your paperAdding text to another’s work, or allowing another to write portions of your paperIncorrectly attributing a source to an authorIncorrectly attributing a source to an authorRearranging words from a source, but not citing it as a paraphraseRearranging words from a source, but not citing it as a paraphraseNot crediting a teacher, lecture, or conference that helped you develop your ideaNot crediting a teacher, lecture, or conference that helped you develop your ideaBuying a paper from someone and claiming it as your own work Buying a paper from someone and claiming it as your own work Making up a sourceMaking up a source

Print this slide (slide #9) and staple it to your workshop Print this slide (slide #9) and staple it to your workshop activities--activities--

Circle any of the above that you did not know aboutCircle any of the above that you did not know about

NOW THAT WE HAVE OUR NOW THAT WE HAVE OUR

LISTS, WHERE DO WELISTS, WHERE DO WE

FIND ANSWERS TO FIND ANSWERS TO

OUR QUESTIONS?OUR QUESTIONS?

FIRST AND FOREMOSTFIRST AND FOREMOST

• ALWAYS ALWAYS ALWAYSALWAYS ALWAYS ALWAYS

CONSIDER YOUR CONSIDER YOUR

Your instructor is a valuable resource. Visit their office often, Your instructor is a valuable resource. Visit their office often, and ask them questions about sources, developing ideas, and ask them questions about sources, developing ideas, and citations. They want to help, and they are your most and citations. They want to help, and they are your most important resource in college—if you have any questions important resource in college—if you have any questions about your work, ask them first about your work, ask them first

WHAT DOES YOUR INSTRUCTOR’S WHAT DOES YOUR INSTRUCTOR’S SYLLABUS SAY ABOUT PLAGIARISM?SYLLABUS SAY ABOUT PLAGIARISM?

You will need your instructor’s syllabus for this part.You will need your instructor’s syllabus for this part.

Before we begin, keep this in mind: Before we begin, keep this in mind: Research activity includes any time you venture Research activity includes any time you venture outside of your own experiences to look for outside of your own experiences to look for answers to a question.answers to a question.

Looking at your instructor’s syllabus for this workshop Looking at your instructor’s syllabus for this workshop

IS RESEARCHIS RESEARCH, , because you are looking for an answer to a because you are looking for an answer to a

question.question.

The next few slides will help us practiceThe next few slides will help us practicecrediting others from the get-go.crediting others from the get-go.

ACTIVITY THREEACTIVITY THREEQUOTE INSTRUCTOR’S SYLLABUSQUOTE INSTRUCTOR’S SYLLABUS

• STEP #1: Draw a line down the middle STEP #1: Draw a line down the middle of a clean piece of paper. At the top left of a clean piece of paper. At the top left side, write down the ‘thing’ you are side, write down the ‘thing’ you are looking at. If it is a book, write down looking at. If it is a book, write down the name, publication information, the name, publication information, author(s), pages that you looked at, and author(s), pages that you looked at, and where you found it (which library or where you found it (which library or collection).collection).– For this assignment, you are looking at your For this assignment, you are looking at your

instructor’s syllabus. Write down the word instructor’s syllabus. Write down the word syllabussyllabus, the instructor’s name, which college, , the instructor’s name, which college, which semester, and what the goal is.which semester, and what the goal is.

– See next slide for an example:See next slide for an example:

IT MIGHT LOOK SOMETHING LIKE THIS: Syllabus: Dr. Smith JCC Psychology 131-05 Winter 06 Purpose: Trying to define Plagiarism Found: “Academic Honesty Policy” part of

syllabus

ACTIVITY 4ACTIVITY 4 QUOTE QUOTE INSTRUCTOR’S SYLLABUSINSTRUCTOR’S SYLLABUS

• STEP #2: Write down the paragraph where STEP #2: Write down the paragraph where plagiarism is explained in the syllabus. It plagiarism is explained in the syllabus. It might be found under “Academic Policy”. might be found under “Academic Policy”.

• BE SURE TO BE SURE TO INTRODUCE THE SOURCEINTRODUCE THE SOURCE AND AND CITE ITCITE IT AT THE END. AT THE END.

• BE SURE TO USE BE SURE TO USE QUOTATION MARKSQUOTATION MARKS AT AT THE BEGINNING AND THE END OF THE THE BEGINNING AND THE END OF THE SECTION SINCE YOU ARE SECTION SINCE YOU ARE QUOTINGQUOTING YOUR INSTRUCTOR.YOUR INSTRUCTOR.

See example on next slide:See example on next slide:

IT MIGHT LOOK SOMETHING LIKE THIS: Syllabus: Dr. Smith JCC Psychology 131-05 Winter 06 Purpose: Trying to define Plagiarism Found: “Academic Honesty Policy” part of

syllabus

My Psychology 131-05 syllabus says: “JCC

has an academic honesty policy, which will beadhered to in this class. Plagiarism is consideredCheating and includes submitting another’swork as your own or quoting /paraphrasing

without citing original source” (Smith).

I’m introducing the cite here

I’m citing the source here

ACTIVITY 5ACTIVITY 5 QUOTEQUOTE INSTRUCTOR’S SYLLABUSINSTRUCTOR’S SYLLABUS

• Step #3: On the right side of the paper Step #3: On the right side of the paper talktalk about the about the syllabus definition. syllabus definition.

• Compare the list you have and the statement on the syllabus. Compare the list you have and the statement on the syllabus. How are they similar? How are they similar?

• Does the syllabus statement include anything that you did Does the syllabus statement include anything that you did not include in your original brainstorming list? What is the not include in your original brainstorming list? What is the new information? new information?

• What is the tone (the way it sounds)? Why do you think the What is the tone (the way it sounds)? Why do you think the policy is in the syllabus?policy is in the syllabus?

• DO NOT SKIP THIS STAGE IN YOUR WRITING. ENGAGEDO NOT SKIP THIS STAGE IN YOUR WRITING. ENGAGE WITH WITH THE SOURCE, AND TALK TO YOURSELF ABOUT HOW IT FITS THE SOURCE, AND TALK TO YOURSELF ABOUT HOW IT FITS INTO YOUR TOPIC.INTO YOUR TOPIC.

IT MIGHT LOOK SOMETHING LIKE THIS: Syllabus: Dr. Smith JCC Psychology 131-05 Winter 06 Purpose: Trying to define Plagiarism Found: “Academic Honesty Policy”

part of syllabus

My Psychology 131-05 syllabus says:“JCC has an academic honesty policy,which will be adhered to in this class.Plagiarism is considered Cheating andincludes submitting another’s work asyour own or quoting /paraphrasingwithout citing original source” (Smith).

My thoughts about syllabus definition:

The tone of the definition sounds serious. I don’t think she is playing around.

I’m not sure what this is—maybe I’ll ask her about it.

Why is this here? Do I need it?

DO NOT SKIP THIS STAGE IN YOUR DO NOT SKIP THIS STAGE IN YOUR WRITING. ENGAGE WITH THE SOURCE, AND WRITING. ENGAGE WITH THE SOURCE, AND

TALK TO YOURSELF ABOUT HOW IT FITS TALK TO YOURSELF ABOUT HOW IT FITS INTO YOUR TOPICINTO YOUR TOPIC..

• Not mandatory for workshop, but please consider:Not mandatory for workshop, but please consider:

• You might want to practice what a paraphrase, You might want to practice what a paraphrase, a summary, and a quote of this example looks a summary, and a quote of this example looks like. If so, talk to yourself about that piece of like. If so, talk to yourself about that piece of information. Try to look at the source in four information. Try to look at the source in four ways, each of which must be cited in your workways, each of which must be cited in your workSummarySummary----What is the overall message of what you read? What is the overall message of what you read? ParaphraseParaphrase--Can you reword the information, mostly using your --Can you reword the information, mostly using your own words? own words? QuoteQuote--Are any words important enough to keep? --Are any words important enough to keep? Reflection/connectionReflection/connection --How does this information help develop --How does this information help develop my topic? my topic?

Add this information to the right side of your notes. See following Add this information to the right side of your notes. See following example:example:

IT MIGHT LOOK SOMETHING LIKE THIS: Syllabus: Dr. Smith JCC Psychology 131-05 Winter 06 Purpose: Trying to define Plagiarism Found: “Academic Honesty Policy” part of syllabus






Summary My Psychology 131-05 syllabus warns students against dishonesty as it lists several ways that students can get in trouble (Smith).

Paraphrase: My Psychology 131-05 syllabus talks about plagiarism and calls it “cheating”. It

also warns students about misrepresenting work without crediting original source (Smith)

Quote: My Psychology 131-05 syllabus says that “[Plagiarism is considered Cheating” (Smith).

Reflection: I can clearly see that this is a serious topic, but it does not help me understand exactly what plagiarism is—I don’t want to cheat by accident?????

ACTIVITY 6ACTIVITY 6 QUOTE INSTRUCTOR’S SYLLABUSQUOTE INSTRUCTOR’S SYLLABUS

• The final step (step #4) includes The final step (step #4) includes creating a work cited page as you creating a work cited page as you research. There are many ways to do research. There are many ways to do this, and your instructor will have you this, and your instructor will have you practice one or more choices. practice one or more choices.

• YOU MIGHT CHOOSE TO WRITE A CITATION YOU MIGHT CHOOSE TO WRITE A CITATION DOWN ON THE NOTE PAGE.DOWN ON THE NOTE PAGE.

See next screen for See next screen for example:example:

WORK CITED MIGHT BE ADDED TO NOTE PAGE:

Syllabus: Dr. Smith JCC Psychology 131-05 Winter 06 Purpose: Trying to define Plagiarism Found: “Academic Honesty Policy” part of syllabus


Pamphlet/Syllabus: page 771 in textbook

Work Cited

Smith, Patricia. Psychology 131-05 Syllabus. Jackson Community College Jackson, Michigan. Winter 2006.





Summary My Psychology 131-05 syllabus warns students against dishonesty as it lists several ways that students can get in trouble (Smith).

Paraphrase: My Psychology 131-05 syllabus talks about plagiarism and calls it “cheating”. It

also warns students about misrepresenting work without crediting original source (Smith)

Quote: My Psychology 131-05 syllabus says that “[Plagiarism is considered Cheating”

(Smith).

I can clearly see that this is a serious topic, but it does not help me understand exactly what plagiarism is—I don’t want to cheat by accident?????

OR OR YOU COULD CREATE A WORK YOU COULD CREATE A WORK CITED PAGE CITED PAGE

AS YOU GO:AS YOU GO:• When you create your work cited page, it should be on a When you create your work cited page, it should be on a

clean sheet of clean sheet of paper-paper-look on pgs. 605-623 in your textbook for examplelook on pgs. 605-623 in your textbook for example• The first word on the left margin will be the word inside the The first word on the left margin will be the word inside the

parenthesis in your text. For example, in the following work parenthesis in your text. For example, in the following work cited citation, the first word at the left margin will be the cited citation, the first word at the left margin will be the word inside the parenthesis in your text:word inside the parenthesis in your text:

Work CitedWork Cited

Smith, Patricia. Psychology 131-05 Syllabus. Jackson Community Smith, Patricia. Psychology 131-05 Syllabus. Jackson Community

College Jackson, Michigan. Winter 2006.College Jackson, Michigan. Winter 2006.

You will use the first wordYou will use the first word, Smith, Smith, inside your parenthetical citation in your , inside your parenthetical citation in your writing:writing:

Some instructors write an academic honesty policy statement in their Some instructors write an academic honesty policy statement in their syllabus. They use terms such as “plagiarism” and “misusing sources” syllabus. They use terms such as “plagiarism” and “misusing sources” when warning students about honesty (Smith ).when warning students about honesty (Smith ).

SAMPLE WORK CITED PAGE

Agy 5

– Work Cited

Smith, Patricia. Psychology 131-05 Syllabus. Jackson Community

College Jackson, Michigan. Winter

2006.

ACTIVITY 7ACTIVITY 7

For this workshop, For this workshop, do bothdo both. Add your . Add your work cited information on the left side work cited information on the left side of the paper, of the paper, and and create a work cited create a work cited page with your instructor’s syllabus as page with your instructor’s syllabus as the first entry. the first entry.

Cite your instructor’s syllabus as Cite your instructor’s syllabus as a a pamphlet. pamphlet. Use my example on the Use my example on the previous slide as a guide.previous slide as a guide.

We will add to this work cited page as the workshop We will add to this work cited page as the workshop moves along.moves along.

ANOTHER GREAT RESOURCE IS YOUR TEXT BOOK

• Your textbook is a valuable tool. For this next section, we will use it to better understand the term “plagiarism” as we learn how to credit both our own work and that of others.

• Using the previous work as an example, Let's go through the same process as we look at what the textbook has to say.

ACTIVITY 8Let's SEE HOW THE TEXTBOOK DEFINES PLAGIARISM

• STEP #1: On a clean sheet of paper, draw a line down the middle.

• At the top left, write down any important information you have about this ‘thing’ (in this case, the textbook) such as the title, the authors names, publication information, where you found it, and the page numbers that you read or considered.

PARAPHRASE THE SOURCEWrite down information for textbook citation:

What is this thing: A bookTitle:Writing: A Guide for College and Beyond.Author: FaigleyPublication info: Pearson Longman 2007Pages used: 590Where found: class book/own it

ACTIVITY #9PARAPHRASE

• STEP #2: Paraphrase is when we talk about the text and borrow some of the original language (use quotes for the words you borrow) or we change some words from the original .

•• BE SURE TO INTRODUCE THE PARAPHRASE FIRST

(WHERE DOES THIS INFO COME FROM?) AT THE BEGINNING OF THE BORROWED INFORMATION, AND CITE WHERE THE INFO COMES AT THE END.

• I will paraphrase a different book on the next slide; use my paraphrase as an example.

PARAPHRASE THE SOURCE:Restating the information by borrowing language, tone, ideas from the text:What is this thing: A bookTitle: The St. Martin’s Guide to WritingAuthors: Axelrod and CooperPublication info: 7th ed./Bedford St. Martin/2004Pages used: 756-757Where found: class book/own it

According to The St. Martin’s Guide toWriting, there are only five instances thata quote is used. One instance is when aword stresses a point in a solid way;another time is then an authority is used. A third reason to quote is when theinformation is different from othersources. Finally, we can quote when wewant to stress an author’s opinions orwhen the word is the topic. (Axelrod 747)

Notice how I introduced the source

Notice that most of this is in my own words but ideas/phrases are from the original source

Notice that I cited the book and page # at the end.

ACTIVITY # 10PARAPHRASE

• STEP #3 On the right side of the paper, talk about the information. Is any of this new information to you? How does it develop your understanding of the topic?

PARAPHRASE THE SOURCE:Restating the information by borrowing language, tone, ideas from the text:What is this thing: A bookTitle: The St. Martin’s Guide to WritingAuthors: Axelrod and CooperPublication info: 7th ed./Bedford St. Martin/2004Pages used: 756-757Where found: class book/own it

According to The St. Martin’s Guide toWriting, there are only five instances thata quote is used. One instance is when aword stresses a point in a solid way;another time is then an authority is used. A third reason to quote is when theinformation is different from othersources. Finally, we can quote when wewant to stress an author’s opinions orwhen the word is the topic. (Axelrodand Cooper 747)

MY IDEAS:

I did not know that I had to cite a paraphrase. I was taught that if I rearranged my words around, then all was ok—oopps!!

I also did not know that quoting is so rare. I think in my earlier papers I quoted allot, but I guess that’s not ok.

I will use the part that talks about quoting when “expressing a point” so I only quote when I need to.

Question: how is a paraphrase different than a summary?

ACTIVITY #11PARAPHRASE • STEP #4: Add your work cited information on

the left side of the paper and to the work cited page you have already started with your instructor’s syllabus

Cite the textbook information as a bookwith one author. Turn to page 612 in your textbook for an example.See next two slides as examples:

PARAPHRASE THE SOURCE:Restating the information by borrowing language, tone, ideas from the text:What is this thing: A bookTitle: The St. Martin’s Guide to WritingAuthors: Axelrod and CooperPublication info: 7th ed./Bedford St. Martin/2004Pages used: 756-757Where found: classbook/own it

According to The St. Martin’s Guide toWriting, there are only five instances thata quote is used. One instance is when aword stresses a point in a solid way;another time is then an authority is used. A third reason to quote is when theinformation is different from othersources. Finally, we can quote when wewant to stress an author’s opinions orwhen the word is the topic. (Axelrodand Cooper 747)

ADD WORK CITED INFORMATION HERE; see page 770 for “book with more than one author” for example.

MY IDEAS:

I did not know that I had to cite a paraphrase. I was taught that if I rearranged my words around, then all was ok—oopps!!

I also did not know that quoting is so rare. I think in my earlier papers I quoted allot, but I guess that’s not ok.

I will use the part that talks about quoting when “expressing a point” so I only quote when I need to.

Question: how is a paraphrase different than a summary?

PARAPHRASE THE SOURCE:Restating the information by borrowing language, tone, ideas from the text:

Agy 4 Work Cited

Smith, Patricia. Psychology 131-05 Syllabus. Jackson Community College Jackson, Michigan. Winter 2006.

ADD TEXTBOOK CITATION—BE SURE TO PUT IN ALPHABETICAL ORDER—LOOK IN TEXTBOOK

ACTIVITY TWELVESUMMARY

Consider the consequences of plagiarism, whether accidental or purposeful:

List five possible consequences.

Let's SEE IF COLLEGE POLICY CAN HELP US ADD TO OUR DEFINITION OF PLAGIARISM AND ITS CONSEQUENCES:

#1: How about JCC?

--Click on the JCC website

--Click “Academics”

--Click “Office of Academic Deans”

--Click “Student Resources” (left side)

--Click “Academic Honesty Policy”

ACTIVITY 13: SUMMARYPrint this policy and attach it to this workshop

Highlight the definition of plagiarism as it is stated in the policy.

Circle the options the instructor has if plagiarism is found.

ACTIVITY FOURTEENSUMMARY

STEP #1: On a clean sheet of paper, draw a line down the middle.

At the top left, write down any important information you have about this ‘thing’ (in

this case, the JCC Website) such as the title of the site, the title of the web page, the url address, when you found it.

SUMMARIZE THE SOURCE:WHAT IS IT ABOUT IN A NUTSHELL?

Title of site:Title of web page:Url address:Date accessed:

ACTIVITY FIFTEENSUMMARY

STEP #2: SUMMARIZE THE JCC WEB PAGE THAT TALKS ABOUT PLAGIARISM AND ACADEMIC HONESTY.

BE SURE TO USE ONLY YOUR OWN WORDS FOR THIS.

BE SURE TO INTRODUCE THE SUMMARY FIRST (WHERE DOES THIS INFO COME FROM?) AT THE BEGINNING OF THE BORROWED INFORMATION, AND CITE WHERE THE INFO COMES AT THE END.


The JCC website talks about… ( ).

Remember: Even with summary, you should intro. source first and add citation at the end of summary.


ACTIVITY SIXTEENSUMMARY

STEP #3: On the right side of the paper, talk about the information. Is any of this new information to you? How does it develop your understanding of the topic?




Talk to yourself on this side of paper; what are the consequences of plagiarism? What other topics are discussed? How is it related to the other sources?

ACTIVITY SEVENTEENSUMMARY

STEP #4: For this activity, do both again. Add a work cited citation to your left sided notes and also to your work cited page you have started (the one with your syllabus and textbook)

Cite the JCC website. (page 619 in textbook)Use my example as a guide, and look at the sample in your

textbook for reference—page 619. Remember, not all information for web site citations are available; if you cannot find a piece of information, skip it and move to the next part. You should be able to list the web site, web site sponsor, the date you accessed it, and the url address.

SUMMARIZE THE SOURCE:WHAT IS IT ABOUT IN A NUTSHELL?Title of site: Jackson Community

CollegeTitle of web page: JCC Home PageUrl address:Date accessed:


Example:Monroe County Community College Web

Page. Monroe Community College. 17 Jan. 2006<http://www.monroeccc.edu.prose/prose.

Talk to yourself on this side of paper


Agy 4

Work Cited

Smith, Patricia. Psychology 131-05 Syllabus. Jackson

Community College Jackson, Michigan. Winter

2006.

ADD TEXTBOOK CITATION

ADD JCC WEBSITE CITATION

BE SURE TO PUT IN ALPHABETICAL ORDER

ACTIVITY 18ACTIVITY 18COMMON KNOWLEDGECOMMON KNOWLEDGE

Common knowledge includes examples Common knowledge includes examples such as the death of a president such as the death of a president (Kennedy was (Kennedy was

assassinated),assassinated), common celebrations common celebrations (Christmas is on (Christmas is on

Dec. 25Dec. 25thth), ), or commonly known events or commonly known events (Elvis was a rock (Elvis was a rock

and roll star)and roll star). .

For activity 18, list 5 examples of common For activity 18, list 5 examples of common knowledge.knowledge.

IF IN DOUBTIF IN DOUBT

CITE ! CITE ! According to Mrs. Agy’s text ……………(59)According to Mrs. Agy’s text ……………(59)

CITE ! CITE ! Some researchers believe …………(Smith 18)Some researchers believe …………(Smith 18)

CITE ! CITE ! Jones agrees and takes it a step further with ….(19)Jones agrees and takes it a step further with ….(19)

CITE CITE ! In Peter Jackson’s film , we see ………..( ! In Peter Jackson’s film , we see ………..( KingKing))

LOOK CLOSELY AT THE LOOK CLOSELY AT THE PREVIOUS SLIDES:PREVIOUS SLIDES:

I highlighted when the source was introduced and when it is cited at I highlighted when the source was introduced and when it is cited at the end. This tells reader that the end. This tells reader that everything between the intro. of everything between the intro. of source and end citation belongs to the author:source and end citation belongs to the author:

Let's answer some questions you might have about this:Let's answer some questions you might have about this:

--Do we cite even if we are using our own words? YES!!!!--Do we cite even if we are using our own words? YES!!!!

--Do we cite even if we rearrange the words? YES!!!!--Do we cite even if we rearrange the words? YES!!!!

--Do we cite even if we got an idea from that source? YES!!!--Do we cite even if we got an idea from that source? YES!!!

--Do we have to introduce the summary/para./or quote? YES!!!--Do we have to introduce the summary/para./or quote? YES!!!

--What happens if we don’t? --What happens if we don’t?

Then your reader is confused—where does one author Then your reader is confused—where does one author begin and begin and another end? another end?

BLOCK IN OUR RESEARCHBLOCK IN OUR RESEARCH The textbook explains the importance of The textbook explains the importance of

understanding how to cite summary, understanding how to cite summary, paraphrase, and quotes. paraphrase, and quotes. Learning how to Learning how to do these in depth is examined in another do these in depth is examined in another workshopworkshop; for now, let's look at what we ; for now, let's look at what we know about avoiding plagiarism in these know about avoiding plagiarism in these instances.instances.

QUESTION #1QUESTION #1

WHAT IS THE “MOST IMPORTANT WHAT IS THE “MOST IMPORTANT THING” WHEN DOCUMENTING?THING” WHEN DOCUMENTING?

ANSWER TO #1:ANSWER TO #1:

THE READER KNOWS WHERETHE READER KNOWS WHERE

YOU BEGIN AND ENDYOU BEGIN AND END

AND WHERE AND WHERE

OTHER SOURCES OTHER SOURCES

BEGIN AND ENDBEGIN AND END

EXAMPLE OFEXAMPLE OFBOXING IN SOURCESBOXING IN SOURCES

Psychology Inside and OutPsychology Inside and Out defines a defines a neuron as “a small part of the nervous neuron as “a small part of the nervous system that transmits information”system that transmits information” (Smith (Smith and Jones 15).and Jones 15). I was unaware that the I was unaware that the neuron is part of this system.neuron is part of this system.

Everything afterEverything after Psychology Inside and OutPsychology Inside and Out belongs to the belongs to the authors Smith and Jones, and everything afterauthors Smith and Jones, and everything after (Smith and (Smith and Jones 15)Jones 15) belongs to the essay writer.belongs to the essay writer.


2. What is one way to avoid 2. What is one way to avoid misquoting or not giving credit to misquoting or not giving credit to another source?another source?

ANSWER FOR #2ANSWER FOR #2

TAKE CAREFUL NOTES FROM THE TAKE CAREFUL NOTES FROM THE BEGINNING. BEGINNING.

PLACE PARENTHETICAL CITATIONS IN PLACE PARENTHETICAL CITATIONS IN THOSE NOTES FROM THE THOSE NOTES FROM THE GET-GOGET-GO

CONSIDER CONSIDER THE LASTTHE LAST

THREE HOURSTHREE HOURS

THE FIRST 18 SLIDES WERE THE FIRST 18 SLIDES WERE PRACTICE FOR BUILDING GOOD PRACTICE FOR BUILDING GOOD NOTE TAKING SKILLSNOTE TAKING SKILLS


HOW DO WE KEEP FROM STRINGING HOW DO WE KEEP FROM STRINGING ALONG QUOTES AND SOURCES SO ALONG QUOTES AND SOURCES SO WE DON’T CONFUSE THE READER?WE DON’T CONFUSE THE READER?

ANSWER TO #3ANSWER TO #3

USE SIGNAL PHRASES AT THE BEGINNING USE SIGNAL PHRASES AT THE BEGINNING OF THE SOURCE SO WE KNOW WHERE OF THE SOURCE SO WE KNOW WHERE ONE BEGINS AND WHERE ANOTHER ENDS:ONE BEGINS AND WHERE ANOTHER ENDS:

According toAccording to Smith………………(57) Smith………………(57)

Some authorsSome authors think……………(Smith 57) think……………(Smith 57)

ResearchersResearchers state……..(Agy 23) state……..(Agy 23)

One college websiteOne college website says ………..(Jackson) says ………..(Jackson)

Diana AgyDiana Agy, in her essay, “Belinda” believes…., in her essay, “Belinda” believes….(screen 2)(screen 2)

EXAMPLE OF PLAGIARISMEXAMPLE OF PLAGIARISMStringing along quotes:Stringing along quotes:

College campuses help students learn how to College campuses help students learn how to communicate and think critically. One study explains how communicate and think critically. One study explains how workshops and personal interaction help students get more workshops and personal interaction help students get more involved in their learning. I think that this is very important. involved in their learning. I think that this is very important. When I came to Jackson Community College, I was shy, but When I came to Jackson Community College, I was shy, but the programs on campus helped me better express myself. the programs on campus helped me better express myself. Learning how to express ourselves helps builds student’s Learning how to express ourselves helps builds student’s self esteem with over 30% improving critical thinking, self esteem with over 30% improving critical thinking, according to a study (Smith 98).according to a study (Smith 98).

Did Smith say all of this?Did Smith say all of this? Does any of it come from the student Does any of it come from the student writer? Any from a possible 2writer? Any from a possible 2ndnd source? Did the writer block in their source? Did the writer block in their sources?sources?

Look at next screen to see ways to introduce sources:Look at next screen to see ways to introduce sources:

REVISEDREVISED EXAMPLE— EXAMPLE—NO MORE PLAGIARISMNO MORE PLAGIARISM

College campuses help students learn how to communicate College campuses help students learn how to communicate and think criticallyand think critically. . One studyOne study explains how workshops and explains how workshops and personal interaction help students get more involved in personal interaction help students get more involved in their learningtheir learning (Jones 10).(Jones 10). I think that this is very important. I think that this is very important. When I came to Jackson Community College, I was shy, but When I came to Jackson Community College, I was shy, but the programs on campus helped me better express myself.the programs on campus helped me better express myself. According to a leading researcherAccording to a leading researcher in academic training, in academic training, learning how to express one’s self helps builds self esteem learning how to express one’s self helps builds self esteem with over 30% improvement critical thinkingwith over 30% improvement critical thinking (Smith 98).(Smith 98).

Yellow shows two authors and their worksYellow shows two authors and their works Pink shows student’s words.Pink shows student’s words. Red shows the introduction and the end citationRed shows the introduction and the end citation All are easy to distinguishAll are easy to distinguish

ACTIVITY NINETEEN:REGROUP: WHAT IS PLAGIARISM and WHY SHOULD WE TAKE NOTE?

Compose a paragraph explaining what you have found in your three earlier sources (syllabus, textbook, and JCC website). Use your notes for this.

Begin with the author or the site. I’ll help:Professor Smith says the plagiarism is …(Smith)

The book, Writing: A Guide for College and Beyond adds to the definition by saying that plagiarism . . . (Faigley)

The JCC Student Resource page talks about consequences such as…(Jackson )

The . . . spaces are where you talk to your reader about what that source said. If you use any of their words, be sure to put them in quotation marks (NOTE: Limit these to one quote. Try to say what each said in your own words.)

Does it look something like this?The red is source info., and the purple is the student

writer. Its easy to see whose words belong to whom. The red lines show intro and citation of sources.

Some colleges are helping students better understand how to cite their sources. Many students come from a previous experience where they have not yet learned the importance of giving credit for authorship. Colleges address the issue of honesty and citation in several ways. For example, a psychology instructor from Hanover Community College, specifically calls dishonesty “plagiarism” in his syllabus. He also says “all acts of academic dishonesty will be addressed” (Schmoe). When reading this, students might be concerned if they do not yet know what the term plagiarism means. The textbook used by Hanover writing students further explains plagiarism as “intentional” or “unintentional” use of another’s words, thoughts, or phrases without giving credit (Jones 78). The textbook information is valuable because it tells students that even unintentional plagiarism is something to consider. Finally, a community college website clearly address the importance of honesty, the punishments for cheating, and the need for the college to address the issue (Hanover). For me, I know that I will not willingly cheat, but I will be sure to visit my instructor if I am unclear about citing sources.

YOUR LAST ACTIVITY (#20)

In the essay your are working on:

-Look at a single paragraph where you use a source(s)

-Highlight your source information in it

-Circle where source begins and where it ends

-Draw a line connecting beg. and end. (see previous ex.)

-In a different color, highlight where you are talking (this part you did not get from any source).

Retype this paragraph blocking in your sources and making sure all information is clearly attributed to author.

ANSWER THE QUESTION BELOW AND HAND IN WITH ALL 20 ACTIVITIES:

Write a mini-paragraph (6-9 sentences long)that talks to your instructor about what you have learned

from this workshop.

Be very specific and clear in your response.

Attach this response to the other 20 activities.

Hand all work to your instructor (3 hour credit)We wish you great success—please let us know how we can help!

Documents

Understanding the Importance of Authorship. HOW TO USE THIS WORKSHOP #1: Read each slide carefully #1: Read each slide carefully #2: Do each activity