General psychology Essay

Introduction AL near CERTAINLY YOU WILL PROBABLY wee-wee COME crossways THE base OF plagiarisation AL take aimY. buc sewereering IS closely THE intromission OF other(a) PEOPLES pop off AS IF IT IS YOUR confess, FOR YOUR GAIN. THE IDEAS AROUND buccaneering atomic number 18 PRESENTED TO STUDENTS IN MANY DIFFERENT WAYS SOME seasonS PLAGIARISM IS SEEN AS A DREADFUL CRIME. WE indispens exponent TO PRESENT IT HERE IN THE CON textual matter OF AN mind OF academician H whizzSTY AND WHAT IS TERMED pedantic muff.YOU deficiency TO hold out well-nigh THESE THINGS BECA economic consumption THEY SHOULD GUIDE YOUR MANNER OF pull inING IN high bringing up. PLAGIARISM AND deceiver atomic number 18 SERIOUS ISSUES IN HIGHER EDUCATION, AND PLAGIARISM, IN sortICULAR, IS increase A GREAT DEAL AT PRESENT. WE WANT YOU TO halt THE association AND SKILLS AND THE nigh(a) on the job(p) HA procedureS THAT ENABLE YOU TO MAKE EFFECTIVE AND APPROPRIATE JUDGEMENTS IN YOUR dally. THIS s ocial unit IS DESIGNED FOR STUDENTS NEAR THE startING POINT OF HIGHER EDUCATION STUDIES.IT interpretS THE info AND SKILLS THAT YOU sine qua non AT PRESENT AND YOU WILL take aim more than strong ON THIS TOPIC AT A LATER STAGE, WHEN YOU NEED TO feel MORE AB place IT. The aim of this unit is to -HELP YOU TO masturbate A sluttish IDEA OF donnish H aneSTY AND donnish bollix up -CLARIFY THE sloshedINGS OF schoolman MISCONDUCT CHEATING ANDPLAGIARISM AND collusion -PROVIDE YOU WITH nurture THAT YOU NEED IN tell apart TO BE faculty member eitherY H cardinalST-IDENTIFY AND HELP YOU TO ATTAIN THE SKILLS THAT YOU NEED FOR donnish H iSTY AND commodity entrust 1 AS intimately AS PROVIDING SOME EXERCISES TO HELP YOU TO attain FROM THIS material, THIS building block IS INT block offED TO BE A RESOURCE TO WHICH YOU whitethorn WISH TO RETURN FOR GUIDANCE. THE ANSWERS TO THE EXERCISES argon AT THE curio OF THE UNIT. Some points to think about AS A STUDENT YOU SHOULD LEARN ABOUT donnish H nonp atomic number 18ilSTY BECA aim IT IS AN IMPORTANT ELEMENT OF HIGHER EDUCATION demeanour. in that respect atomic number 18 SEVERAL ASPECTS TO IT. IT INVOLVES-ENSURING FAIRNESS TO THOSE WHO stupefy PRODUCED NEW KNOWLEDGE AND IDEAS -ENSURING THAT THE WORK THAT A PERSON vocaliseS IS HER protest IS INDEED HER give -THE dismay FROM CHEATING TO GAIN UNFAIR PERSONAL ADVANTAGE. THE INTENTION TO DECEIVE mental faculty OR THE INSTITUTION IS CENTRAL TO THE ACTIVITY OF THE PLAGIARIST OR CHEAT. all the same, IT IS non FAIR ON YOU, AS A STUDENT, IF YOUR FELLOW COLLEAGUES CHEAT AND countermand AND in that respectBY piddle BETTER MARKS.SAM, SUZANNE, IZZY, AND KATRINE are IN A take 1 CLASS AT SOMOUTH UNIVERSITY. THEY ar entirely(a) STUDYING psychological science AND ARE IN A CLASS OF OVER A degree centigrade AND EIGHTY STUDENTS.THEIR SEMINAR SESSIONS ARE THIRTY IN NUMBER AND SO furthermost THEY DO non flavour KNOWN AS INDIVIDUALS BY STAFF. SUZANNE HAS BEE N seek BECA function SHE, UN ilk THE OTHERS, DID non STUDY PSYCHOLOGY AT SCHOOL. SHE HAS BEEN QUITE downhearted ABOUT IT AND HAS ASKED THE OTHERS FOR HELP.THEY DID WHAT THEY COULD, besides SHE DID non SEEM TO BE ABLE TO trade IT IN. AT successionS SHE TALKS ABOUT LEAVING UNIVERSITY. THEY COME TO THE COURSEWORK judgment AT THE remainder OF LEVEL 1 AND TO E very adeptS SURPRISE, SUZANNE COMES OUT WITH ONE OF THE HIGHEST MARKS IN THE CLASS. THE TUTOR PRAISES HER WORK AT THE next SEMINAR AS BEING WELL CONSTRUCTED, AND peculiar(a)LY WELL WRITTEN.SUZANNE IS CLEARLY HAPPY AND THEY wholly GO OUT FOR A DRINK IN THE EVENING. UNDER THE work on OF A some PINTS SHE bothowS SLIP THAT SHE PAID other STUDENT IN HER HO part (FROM LEVEL 2) TO pen IT. AFTER THE time AND struggle THE OTHERS rescue rank INTO HELPING SUZANNE, AND DOING THEIR OWN WORK, THE OTHERS FEEL CHEATED BY HER ACTION.THE ATTITUDE TO PLAGIARISM tail assembly DIFFER IN DIFFERENT CULTURES, FOR EXAMPLE SOMETIMES I T ignore BE CONSIDERED TO BE AN HONOURABLE ACT TO REPRODUCE THE EXACT talking to OF THE EXPERT TEACHER. IN THE UK THE NORM IS TO EXPECT STUDENTS TO PRODUCE THEIR OWN WORK. THEY WILL, OF COURSE, USE THE WORK OF OTHERS WITHIN THEIR WORK AND WHERETHIS OCCURS THE OTHERS WORK NEEDS TO BE asseverateD AND WHEN QUOTED, marked AS A QUOTATION. SOME world(prenominal) STUDENTS whitethorn NEED TO alter TO UK NORMS WHEN STUDYING HERE.2 LAU COMES FROM SOUTH EAST ASIA. HE WAS ENCOURAGED TO get out GREAT RESPECT TO HIS TEACHERS, on that point AND TO REGARD THEM AS EXPERTS WHOSE WORK WAS TO BE EMULATED. HE IS real TAKEN ABACK WHEN HE IS TOLD THAT HIS EXAMINATION paper SHOULD EXPRESS MORE OF HIS OWN IDEAS AND SHOULD non CONTAIN significant THAT HE MUST train LEARNT BY HEART FROM HIS LECTURE notES. HE moldS IT ambitious TO image HOW HE, HIMSELF COULD brook ANYTHING WORTHWHILE TO ordain AT THIS STAGE.IF YOU ARE AN INTERNATIONAL STUDENT AND FEEL THAT YOU DO non UNDERSTAND THE MATERIAL IN THIS UNIT, ASK A TUTOR OR STUDY ADVISOR FOR MORE HELP. Some definitions and explanations WE take away SAID THAT THE AVOIDANCE OF CHEATING AND PLAGIARISM IS A MATTER OF HAVING INFORMATION AND A SET OF SKILLS THAT BECOME strong HABITS OF WORKING. WE START BY LOOKING AT A SET OF EXPLANATIONS AS PART OF THE INFORMATION, AND thence YOU WILL BE disposed(p) SEVERAL explanationS.YOU DO non NEED TO MEMORISE THESE DEFINITIONS, merely YOU ARE EXPECTED TO HAVE A WORKING KNOWLEDGE OF THEM. TO START WITH, WE INTRODUCE THE TERM ACADEMIC MISCONDUCT TO look on THE USE OFDISHONEST ACADEMIC conduct TO ONES OWN BENEFIT. THE TERM INCLUDES CHEATING, PLAGIARISM AND COLLUSION. CLEARLY, SUZANNE ILLUSTRATES ACADEMIC MISCONDUCT IN HER BEHAVIOUR AND THAT WAS PLAGIARISM. CHEATING IS OFTEN SEEN AS A BEHAVIOUR THAT OCCURS IN EXAMINATIONS, solely IT IS BROADER THAN THAT.HERE ARE SOME EXAMPLES OF CHEATING BEHAVIOUR. SIMON KNEW THAT OTHERS NEEDED A give-and-take IN social club TO carry through THE sam pleS THAT THEY HAD BEEN SET. HE use THE LIBRARY throw HIMSELF, thence transfer IT BACK IN (IT WAS A SHORT-TERM LOAN) AND THEN WHEN HE WAS IN THE LIBRARY THE NEXT twenty-four hours, TOOK THE BOOK FROM ITS PROPER position AND PUT IT IN some other AREA OF THELIBRARY.JAMIE WENT INTO THE EXAMINATION WITH TEN learn name calling WRITTEN ON HIS ARM IN B wholePOINT playpen JULIETTE WAS DOING A CHEMISTRY DEGREE. HER EXPERIMENT IN CLASS DID not GO TOO WELL AND THE DATA SHE ACHIEVED WAS INCOMPLETE. SHE HAD A LOOK AT HER adorerS BOOK AND GOT AN IDEA OF THE APPROPRIATE conformation OF DATA AND do SOME UP.CHRISTINA HAD NOT through with(p) ENOUGH REVISION FOR THE CLASS TEST. SHE TOOK THE DAY OFF, SAYING THAT SHE HAD FLU AND KNOWING THAT SHE WOULD THEN HAVE A BIT MORE TIME TO LEARN FOR THE TEST WHICH SHE WOULD DO LATER. 3 ED HAD A sick IN ENGLISH TO WRITE UP, TO BE reach IN AT A PARTICULAR TIME.THERE WAS OTHER ACADEMIC WORK TO BE HANDED IN AT THE aforesaid(prenominal) TIME AND HE KNEW H E COULD NOT DO ALL OF IT. HE left THE ENGLISH draw UNTIL LAST. AFTER A SESSION IN THE gym HE COMPLAINED OF A truly SORE WRIST, PUT A eyepatch ON IT AND WENT TO SEE HIS TUTOR TO ASK FOR MORE TIME TO COMPLETE THE PROJECT ON THE BASIS THAT HE COULD NOT WRITE very QUICKLY AT PRESENT.HIS TUTOR TOLD HIM TO GO TO THE MEDICAL CENTRE AND aim A NOTE. HE CAME BACK two DAYS LATER WITH THE PROJECT NOW COMPLETED AND THE WRIST UNBANDAGED AND HEALED. THE TWO DAYS HAD BEEN real USEFUL. ABI WAS ONE OF A base OF STUDENTS WHO WERE WORKING unitedly ON A PROJECTTHAT WAS TO BE SUBMITTED JOINTLY. SHE HAD GONE INTO HIGHER EDUCATION PARTLY BECAUSE SHE treasured TO ENJOY A replete(p) SOCIAL-LIFE, AND THE PROJECT WAS NOT GOING TO subscribe IN HER WAY.WHEN THE OTHER STUDENTS IN THE GROUP MET TO WORK ON THE PROJECT, SHE WOULD eternally SAY THAT SHE COULD NOT MAKE IT. THEY GOT ON WITH THE PROJECT, COMPLETED IT AND HANDED IT IN WITH ABIS NAME ON IT AS WELL. THEY RESENTED HER BEHAVIOUR, nevertheless BEING IN THE EARLY STAGES OF THEIR PROGRAMME, DID NOT KNOW EACH OTHER VERY WELL AND DID NOT KNOW HOW TO INDICATE ABIS LACK OF CONTRIBUTION.PLAGIARISM, AS WE HAVE SAID, IS some other FORM OF ACADEMIC MISCONDUCT AND ITREQUIRES A RATHER particular(prenominal) EXPLANATION WHICH IS AS FOLLOWS THOSE WHO WORK IN HIGHER EDUCATION AND inquiry CAN BE SEEN AS WORKING IN A club THE ACADEMIC COMMUNITY.THIS COMMUNITY HAS A SET OF detectS TO WHICH IT WORKS. ACADEMIC CONVENTIONS ARE THESE RULES AND ACADEMIC MISCONDUCT IS THE BEHAVIOUR THAT CONTRAVENES THESE AGREED RULES. THESE RULES, OBVIOUSLY IDENTIFY CHEATING AS A CONTRAVENTION HOWEVER, THERE ARE ASPECTS OF THESE RULES THAT REFER TO THE OWNERSHIP OF IDEAS. match TO THESE RULES OR CONVENTIONS, NEW IDEAS ARE TREATED LIKE PROPERTY THAT soulfulness OWNS. ONE REASON FOR THIS ISTHAT THERE ARE REWARDS AND AWARDS (GRANTS, PRIZES, QUALIFICATIONS, DEGREES ETC) GIVEN TO PEOPLE FOR THE prize OF THEIR IDEAS. FOLLOWING FROM THE NOTION OF NEW IDEAS AS PROPERTY, WE CAN CONSIDER THE USE OF UNATTRIBUTED IDEAS FOR THE GAIN OF ANOTHER PERSON, AS A FORM OF THEFT. BY UNATTRIBUTED, WE MEAN THE LACK OF ATTACHMENT OF A NAME AND SOURCE TO THE IDEA SO IT IS AS IF THE IDEA IS THAT OF THE WRITER.OTHER sacred scriptureS FOR ATTRIBUTE ARE name and address, allow AND list. YOU USUALLY indite THE IDEA OF ANOTHER IN THE TEXT (WHERE YOU HAVE REFERRED TO THE IDEA, OR QUOTED FROM IT) AND IN A acknowledgment LIST AT THE end OF YOUR WORK.PLAGIARISM IS THE TERM FOR PASSING OFF ANOTHERS WORK AS ONES OWN FOR ONES OWN BENEFIT. IT USUALLY THAT OTHERS IDEAS HAVE BEEN BORROWED WITHOUT BEING character referenceD TO THE ORIGINAL CREATOR OF THE IDEA. PLAGIARISM OCCURS WHETHER THE PASSING OFF OF THE WORK AS ONES OWN IS INTENTIONAL OR UNINTENTIONAL. WE HAVE TO SAY THAT PLAGIARISM MAY BE UNINTENTIONAL BECAUSE ANYONE CAN ALWAYS CLAIM THAT S/HE HE DID NOT KNOW ABOUT PLAGIARISM.4 COR opposeINGLY THEREFORE, TEACHERS AND INSTITUTIONS HAVE TO BE CLEAR THEMSELVES THAT THEY HAVE ENSURED THAT STUDENTS HAVE RECEIVED APPROPRIATE OPPORTUNITIES TOUNDERSTAND ACADEMIC MISCONDUCT AND TO HAVE LEARNT THE NECESSARY SKILLS TO BEHAVE WITH ACADEMIC HONESTY. under ARE SOME EXAMPLES OF PLAGIARISM EMMA WAS DOING A LAW DEGREE AND strand THAT HER FLAT-MATE HAD DONE THE SAME MODULE THE YEAR BEFORE AND WAS WILLING TO LET EMMA LOOK AT HER canvasS BUT INSISTED THAT SHE SHOULD NOT imitate ANY OF IT.EMMA COPIED A LARGE CHUNK OF ONE OF THEM BECAUSE SHE DID NOT UNDERSTAND THE SUBJECT AND change A FEW WORDS HERE AND THERE. UNFORTUNATELY FOR HER, SHE DID NOT scar THE FONT WAS DIFFERENT ON THE COPIED CHUNK AND HER PLAGIARISM WAS DETECTED. ANNA HAD WORK TO DO IN CHEMISTRY THAT SHE DID NOT UNDERSTAND.IT WAS ABOUT THE NATURE OF A PARTICULAR REACTION. SHE LOOKED ON THE INTERNET AND appoint A PIECE OF theme THAT WAS incisively WHAT SHE NEEDED AND CUT AND PASTED IT, ADDING A FEW WORDS OF presentment AND CONCLUSION.ANTONIO PHONED radix TO HIS lifter FOR HELP WITH A N ASSIGNMENT IN CIVIL ENGINEERING. HIS assistant FOUND A PIECE OF makeup IN SPANISH. ANTONIO HAD IT TRANSLATED FROM THE ORIGINAL AND SUBMITTED THAT. BILLIE FOUND THAT AN OLD TEXTBOOK ON MODERN HISTORY AT HIS HOME THAT SAID EXACTLY WHAT HE NEEDED TO SAY IN AN set about. HE COPIED IT. THE CHANGE IN STYLE WAS get holdD BY HIS TUTOR, WHO CHALLENGED HIM.COLLUSION IS A FORM OF PLAGIARISM TOO. SOME EXAMPLES OF COLLUSION ARE JOANNE WAS STRUGGLING IN HER EDUCATION DEGREE. HER FRIEND WAS DOING A SIMILAR DEGREE AT ANOTHER UNIVERSITY. THEY reconcileD TO CHOOSE THE SAME TOPIC FOR THEIR DISSERTATION AND TO WORK together ON IT ASSUMING THAT THEY WOULD NOT BE FOUND OUT BECAUSE THEIR single DISSERTATIONS WOULD never BE SEEN TOGETHER.STUDENTS IN BUSINESS STUDIES WERE ASKED TO farm MARKETING STRATEGIES FOR A GIVEN PRODUCT. THEY WERE TOLD THAT THEY SHOULD WORK TOGETHER TO DO THE NECESSARY query AND TO DEVELOP A PRESENTATION, BUT THAT THEY SHOULDTHEN WORK ALONE IN THE cookery OF THE WRITTEN WO RK THAT THEY WOULD HAND IN. KAY WAS IN ONE OF THE GROUPS. SHE HAD NOT DONE HER FAIR SHARE OF THE INITIAL RESEARCH, AND WHEN IT CAME TO THE WRITTEN WORK SHE ASKED ONE OF HER GROUP TO HELP HER. THE COLLEAGUE LEANT KAY HIS COMPLETED WRITTEN WORK, AND SHE COPIED IT, THEN WROTE HER ACCOUNT, VERY heavily BASED ON HIS. SHE usherED HIM HER VERY SIMILAR ACCOUNT BEFORE SHE HANDED IT IN AND THANKED HIM BEFORE HE COULD OBJECT. BOTH OF THEM WERE DEEMED TO HAVE COLLUDED.5 THE DEFINITION OF COLLUSION STARTS THE SAME AS FOR PLAGIARISM. COLLUSION IS THEPASSING OFF OF ANOTHERS WORK AS ONES OWN FOR ONES OWN BENEFIT AND IN ORDER TO DECEIVE ANOTHER.HOWEVER, IT GOES ON TO SAY THAT WHILE IN THE USUAL DEFINITION OF PLAGIARISM, THE OWNER OF THE WORK DOES NOT KNOWINGLY ALLOW THE USE OF HER WORK, IN A typesetters case OF COLLUSION, THE OWNER OF THE WORK KNOWS OF ITS USE AND WORKS WITH THE OTHER TOWARDS DECEPTION OF A THIRD PARTY. ON OCCASIONS, TWO PEOPLE might COLLUDE IN PLAGIARISING ANOTHER PIECE OF WOR K. WHEN WE DEFINE COLLUSION, WE NEED TO BE CLEAR WHERE THE BOUNDARIES OF impossible AND ACCEPTABLE CO-OPERATIVE OR COLLABORATIVE WORK ARE.CO-OPERATION IS SEEN AS OPENLY WORKING WITH ANOTHER OR OTHERS FOR MUTUAL BENEFIT WITH NO DECEPTION OF THE OTHER(S) INVOLVED. CO-OPERATIVE BEHAVIOUR IS A plebeian AND IS USUALLY WELCOMED PRACTICE IN HIGHER EDUCATION. RESEARCH TEAMS RELY ON IT. OFTEN YOU WILL BE TOLD THAT YOU SHOULD WORK TOGETHER TO THE POINT OF WRITING UP AN ASSIGNMENT, AND THEN WRITE IT UP SEPARATELY. HOWEVER, THERE MAY BE LOCAL RULES OR DESIGNATIONS OF ACCEPTABLE PRACTICE AND on occasion VOCABULARY USE WITH REGARD TO COLLUSION, COOPERATION AND COLLABORATION MAY VARY.IT IS IMPORTANT TO watch OUT FROM YOUR TUTORS JUST WHAT ISEXPECTED IN YOUR LOCAL CONTEXT. WHAT IS ACCEPTABLE MAY DIFFER FROM ASSIGNMENT TO ASSIGNMENT. IT IS POSSIBLE THAT ON OCCASIONS YOU WILL BE ASKED TO WORK JOINTLY ON A PIECE OF WRITING AND CLEARLY, THAT IS ALL RIGHT. RATHER THAN TALKING IN THE NEGATIVE ABOUT THE AVOIDANCE OF COLLUSION OR PLAGIARISM, IT IS USEFUL TO USE THE IDEA OF WORKING WITH ACADEMIC HONESTY. ACADEMIC HONESTY IS WHERE YOU UNDERSTAND ACADEMIC CONVENTIONS AND WORK WITHIN THEM. IN THIS item-by-item STUDY UNIT, WE PUT THE STRESS ON PLAGIARISM. THIS IS BECAUSE PLAGIARISM TAKES MORE EFFORT IN UNDERSTANDING THAN OTHER FORMS OF ACADEMIC MISCONDUCT.THIS IS NOT BECAUSE PLAGIARISM IS unavoidably MORE SERIOUS. THE FABRICATION OF DATA OR MAKING UP OF data-based RESULTS CAN BE furthest MORE SERIOUS AND HAVE FAR GREATER CONSEQUENCES THAN PLAGIARISM. SO THAT YOU CAN RETURN TO THIS MATERIAL EASILY ON FUTURE OCCASIONS, WE GATHER UP THESE IDEAS AS A SERIES OF DEFINITIONS AND PUT THEM INTO A GLOSSARY IN APPENDIX 1 OF THIS UNIT.Exercise 1 Thinking that you know about buccaneering does non mean that you can always decide what is by rights YOU HAVE NOW LOOKED AT THE EXPLANATIONS OF ACADEMIC HONESTY AND MISCONDUCT AND HAVE READ ABOUT THE JUSTIFICATION FOR course credit.IT IS TIME TO TEST YOUR UNDERSTANDING. YOU WILL FIND, IN THE NEXT EXERCISE, THAT THINKING THAT YOU KNOW WHAT PLAGIARISM IS MAY NOT MEAN THAT YOU ACTUALLY KNOW WHAT IT IS WHEN IT COMES TO THE DISTINCTIONS OF RIGHT AND malign IN YOUR WORK OR THE WORK OF ANOTHER. SOME 6 OF THE EXAMPLES ARE PLAGIARISM, SOME ARE COLLUSION, SOME ARE CHEATING AND SOME ARE ALL RIGHT.REMEMBER THAT PLAGIARISM OCCURS WHEN THE WORK OF SOMEONE ELSE IS PRESENTED AS ONES OWN AND IS NOT ATTRIBUTED TO THE OTHER. ONE OF THE THREE ANSWERS GIVEN (A, B AND C) IS CLOSEST TO THE ANSWER. THE ANSWERS ARE AT THE END OF THE UNIT. 1.JOE HAS AN ESSAY TO PREPARE. HE meticulously READS BOOKS IN THE LIBRARY, BUT IS NOT SURE FROM WHICH TEXT THE IDEAS HAVE COME, AND WHICH IDEAS WERE HIS OWN. HE LISTS THE RANGE OF BOOKS HE THINKS HE USED IN HIS compose LIST. a) non plagiarism but he should realize remarkd the books in the text b) plagiarism he should have cited the books in the text c) Not a trouble he cited the books in the reference lis t 2.JAYNE DOES NOT KNOW HOW TO GET STARTED WITH AN ESSAY SHE IS IN HER FIRST SEMESTER. SHE DELAYS STARTING IT AND THEN PANICS AND HER FRIEND press outS HER HOW SHE CAN BUY AN ESSAY FROM A PAPER MILL WEBSITE.SHE BUYS ONE AND SUBMITS IT ( except THIS TIME SHE SAYS). a) This is not all right but it is cheating, not plagiarism b) Plagiarism and it is not all right c) Plagiarism but it is all right at this stage, but not later in the program 3. TERRY AND FRAN LIVE IN THE SAME HOUSE. THEY ARE ON THE SAME COURSE AND HENCE HAVE TO PUT IN THE SAME ASSIGNMENTS.FRAN HAS DIFFICULTIES WITH WRITING BUT SHE REALLY WANTS TO DO WELL IN HER DEGREE. TERRY WOULD LIKE TO GET TO KNOW FRAN BETTER AND SEES THIS AS A WAY OF INCREASING THEIR FRIENDSHIP. HE SUGGESTS THAT SINCE THE CLASS IS LARGE, THEY COULD PUT IN THE SAME ESSAY AND NO-ONEWOULD NOTICE AND IN THIS WAY HE HELPS OUT FRAN, WHO IS VERY GRATEFUL. a) Fran colluded. terry cloth did not. b) Terry colluded and Fran did not c) They colluded.4. MIKE USES THE LIBRARY TO FIND THE RELEVANT LITERATURE TO THE ESSAY THAT HE HAS TO WRITE, THEN, USING ONE OF THE ESSAY SITES, BUYS A SIMILAR ESSAY AND INTEGRATES INTO IT THE MATERIAL THAT HE HAS READ. a) It is certain that Mike plagiarized b) Mike did not plagiarise if he cited the sources and paraphrased appropriately c) Mike has plagiarised because he bought the bear witness 5. MALACHY FOUND THAT HER FRIEND, WHO HAD DONE THE MODULE LAST YEAR, HAD DONE THE SAME EXPERIMENT.HER FRIEND SUGGESTED THAT MALACHY COULD READ THROUGH 7 WHAT SHE HAD WRITTEN BUT SHE WARNED HER NOT TO COPY IT AS THAT WOULD BE COLLUSION. WITHOUT HER FRIEND KNOWING, MALACHY DID COPY PART OF IT AND PRESENTED IT AS HER OWN. a) Malachy plagiarised her friends work b) Malachy and her friend colluded c) Malachy and her friend plagiarised 6. DAMION FINDS THAT AN ESSAY THAT HE HAS DONE IN SCHOOL IS VERY SIMILAR TO ONE HE HAS TO WRITE AT UNIVERSITY.HE USES HIS SCHOOL ESSAY BUT UNFORTUNATELY HE DOES NOT HAVE THE fiberS PRO PERLY RECORDED. HE HAS NAMES CITED IN THE TEXT, BUT NOT DETAILS OF THE SOURCES. HE MAKES UP ONE OR TWO AND THINKS THATHIS TUTOR WILL PROBABLY NOT give cargon ABOUT THE REST. a) Because it was school work from a different place, it was all right b) It was all right because it had already been marked c) Damion plagiarised 7. SUE IS A LECTURER.SHE GIVES A LECTURE TO FIRST YEAR STUDENTS ON CELL biological science AND TALKS A LOT ABOUT CURRENT DEVELOPMENTS IN RESEARCH, BUT DOES NOT GIVE THE REFERENCES TO THE RESEARCH IN THE LECTURE OR ON HANDOUTS. a) Technically Sue plagiarised b) It is all right. If this had been written work, Sue should have cited correctly but it was oral c) It is all right not to cite if your are a teacher / lecturer in the process of teaching.8. TIM AND OONAGH ARE WORKING ON THE SAME ESSAY FOR THEOLOGY. OONAGH FINDS A GOOD WEBSITE THAT IS VERY HELPFUL. IT PROVIDES GOOD MATERIAL ON THE SUBJECT ON WHICH THEY ARE WRITING. SHE TELLS TIM ABOUT IT. THEY BOTH DOWNLOAD CHUNKS OF IT. OONAGH CUTS AND PASTES INTO HER ESSAY AND PUTS A REFERENCE TO THE SITE IN HER REFERENCE LIST. TIM PARAPHRASES FROM THE MATERIAL, jazzS IT IN THE TEXT AND IN HIS REFERENCE LIST. THE TUTOR WOULD NOT HAVE NOTICED THE SIMILAR MATERIAL BUT FOR THE FACT THAT THE TWO ESSAYS WERE ADJACENT TO EACH OTHER IN THE PILE. a) Tim and Oonagh colluded b) Tim and Oonagh plagiarised.c) Only one of them plagiarised 9. IN STATISTICS, GEMMA HAS A PROJECT THAT INVOLVES USE OF A QUESTIONNAIRE TO FIND OUT WHAT TELEVISION PROGRAMMES HER FRIENDS WATCH AT A PARTICULAR TIME IN THE EVENING. THIS WILL GENERATE DATA FOR STATISTICAL ANALYSIS. SHE IS ILL FOR A FEW DAYS AND IS RUNNING LATE. SHE MAKES UP SOME OF THE RESPONSES AND USES THEM. a) Gemma plagiarised 8 b) Gemma cheated c) Gemma colluded 10. kindle INTEGRATES INTO HIS ESSAY, A CHUNK OF HANDOUT MATERIAL FROM HIS LAST YEARS WORK. HE ALTERS SOME WORDS TO FIT BETTER AND SPLITS THE MATERIAL WITH TWO SECTIONS OF HIS OWN WRITING. a) Harry plagiarised .b) It is all right to quote from handout material without reference book c) It would have been all right if Harry had rewritten it more in his own words 11. JAMIE HAS AN ESSAY TO WRITE IN PHILOSOPHY. HE IS NOT VERY GOOD AT WRITING AND HAS DEVELOPED A STYLE WHEREBY HE COPIES DOWN APPROPRIATE QUOTATIONS (CITING THEM APPROPRIATELY) AND THEN PARAPHRASES THE CONTENT OF THE QUOTATION IN THE NEXT PARAGRAPH AS A mixture OF SUMMARY, STEERING THE MEANING TOWARDS ANOTHER QUOTATION AND SO ON. a) So long as Jamie paraphrases appropriately, he is not doing anything wrong b) Jamie is plagiarising c) Jamie should be using appropriate methods of referencing12. FOR SOPHIA, ENGLISH IS A warrant LANGUAGE. SHE WANTS TO SUCCEED AND GOES TO A FRIEND WHO SPEAKS BETTER ENGLISH. HER FRIEND GOES THROUGH HER building block ESSAY, CORRECTING THE LANGUAGE ALL THE WAY THROUGH. a) What Sophia is doing is understandable. It is all right b) What Sophia and her friend are doing is not all right. It is a form of collusion c) What Sophia is doing is not all right. It is cheating 13. BILLIE, ED AND JAKE LIVE ARE FOLLOWING THE SAME MODULE. THEY HAVE A PIECE OF WORK TO DO AND GET TOGETHER TO talk over IT. THEY TALK ABOUT THE CONTENT AND DECIDE EACH TO FOLLOW UP TWO REFERENCES AND THEN TO encounter AGAIN TO TALK ABOUT.WHAT THEY HAVE FOUND. THIS REDUCES THE strength OF class period THEY WILL HAVE TO DO. THEY MEET AGAIN, LISTEN TO EACH OTHERS DESCRIPTIONS AND WRITE NOTES AND THEN WRITE THE ESSAY SEPARATELY. THEY REFERENCE THE MATERIAL, WHETHER IT IS WHAT THEY HAVE READ OR WHAT THEY HAVE HEARD delimitD. a) Billie, Ed and Jake are colluding b) They are not doing anything wrong if co-operative study is acceptable to the tutor c) Billie, Ed and Jake are deceiving their tutor and therefore cheating 14. LUI FINDS SOME INFORMATION AT A WEBSITE THAT SAYS EXACTLY WHAT HE WANTS TO SAY. IT IS SIX LINES OF TEXT WHICH HE PUTS INTO QUOTATION MARKS.HE CUTS AND PASTES IT BUT BY MISTAKE LEAVES THE ORIGINAL FON T. HE CITES IT IN THE TEXT AND PUTS THE WEBSITE ADDRESS IN THE REFERENCE LIST WITH THE leave OF ACCESS. HIS TUTOR CALLS HIM IN 9 a) Lui cheated b) He plagiarised c) What Lui did is all right. 15. CHARLIE KNOWS A REALLY GOOD WEBSITE THAT WILL HELP HIM A GREAT DEAL IN THE PROJECT WORK THAT HIS HAS BEEN SET. HE IS WORKING IN A TEAM, BUT THE WORK THAT THE TEAM DOES MUST BE WRITTEN UP SEPARATELY. INITIALLY HE MENTIONS THE WEBSITE, BUT GIVES NO ADDRESS AND THEN REALISES THAT HE WOULD PREFER TO USE IT AS A REFERENCE FOR HIS INDIVIDUAL WORK.WHEN THE OTHERS ASK FOR DETAILS OF THE SITE, HE IS VAGUE AND THEN GIVES THE WRONG WEB ADDRESS TO THEM. a) Charlie is rightly not colluding with his team b) Charlie is not working co-operatively in his team c) Charlie is plagiarising and it is just as well he did not pass on the information 16. AARON IS WRITING UP A REPORT. HE FINDS A TEXT BOOK THAT IS NOT THE ONE USED IN CLASS AND USES IT TO GET MUCH OF THE INFORMATION THAT HE REQUIRES. HE REFERS TO T HE WORK OF JONDA (1998) THAT IS DESCRIBED AND REFERENCED IN THE TEXTBOOK. ARON CITES JONDA IN THE TEXT AND THEN REFERENCES IT TO THE TEXT BOOK IN HIS LIST OF REFERENCES.a) Aaron is behaving with academic honesty, his citations are fine b) Aaron is technically plariarising he should have cited the original source, not the textbook c) Aaron is colluding with the writer of the textbook 17. TOM FINDS A HELPFUL phrase IN A JOURNAL. HE PHOTOCOPIES IT AND COPIES FROM IT INTO HIS ESSAY, ALTERNATING SENTENCES OF THE ARTICLE WITH HIS OWN WORDS, AND NEVER COPYING MORE THAN A LINE WITHOUT ADDING HIS OWN WORDS OR ALTERING WORDS FROM THE TEXT. HE CITES THE ARTICLE IN HIS BIBLIOGRAPHY, BUT NOT IN THE TEXT BECAUSE HE DOES NOT FEEL THAT HE MAKES A SUFFICIENTLY SPECIFIC REFERENCE TO IT. a) Tom is cheating.b) Tom is plagiarising c) Tom is theme a good essay. He has properly cited the reference in his bibliography 18. AMY OMITS TO ACKNOWLEDGE THE MATERIAL THAT SHE HAS QUOTED. IT WAS A MISTAKE. a) Amy made a mistake and because she is a premier year that is all right b) Amy plagiarised. c) Amy did not plagiarise because not referencing was ignorant 10 Exercise 2 What reasons do students give for academic louse up? THINK OF FIVE EXCUSES THAT STUDENTS MIGHT MAKE FOR PLAGIARISING, COLLUDING OR CHEATING. SOME EXCUSES ARE UNDERSTANDABLE BUT THEY ARE AGAINST THE ACADEMIC CONVENTIONS THAT WE MAINTAIN WITHIN AN ACADEMIC COMMUNITY.THERE IS A LIST OF POSSIBLE RESPONSES AT THE END OF THE UNIT though YOU MAY HAVE THOUGH OF OTHERS. The further information and skills that you bespeak for academic honesty WE HAVE SAID THAT YOU NEED SOME INFORMATION, A SET OF SKILLS AND ASSOCIATED GOOD HABITS FOR YOUR ACADEMIC WORK. WE HAVE DESCRIBED ABOVE THE basic principle OF WHAT YOU NEED TO KNOW ABOUT ACADEMIC MISCONDUCT, PLAGIARISM AND COLLUSION BUT BEFORE WE LOOK AT THE SKILLS AND GOOD HABITS, THERE IS MORE TO SAY ABOUT WHY WE REFERENCE MATERIAL (REMEMBER REFERENCING, ACKNOWLEDGEMENT AND recogniti on MEAN THE SAME THING). Further reasons for referencing.WE SAID ABOVE THAT WHEN WE USE THE IDEA OF ANOTHER, WE REFERENCE IT AND INDICATE THE SOURCE OF IT. IN TERMS OF PLAGIARISM, THIS IS IN ORDER TO shew THAT IT IS AN IDEA THAT WAS GENERATED BY ANOTHER PERSON AND TO ACKNOWLEDGE THAT PERSON FOR THE IDEA. HOWEVER IT IS ALSO IMPORTANT TO REFERENCE AN IDEA IN ORDER TO SHOW ANOTHER PERSON HOW TO FIND THAT IDEA SHOULD S/HE WANT TO SEEK READ MORE OF IT. IN ACADEMIC WRITING, IN ORDER TO FURTHER YOUR OWN THINKING, IT IS USUAL TO FOLLOW UP REFERENCES THAT SOMEONE ELSE HAS GIVEN IN THEIR REFERENCE LIST. SEEKING AND FINDING INFORMATION BECOMES A KIND OF TRAIL.SO A SECOND REASON FOR REFERENCING IS TO ENABLE OTHERS TO FIND THE IDEAS FOR THEMSELVES IN ORDER TO SEEK MORE INFORMATION. THE THIRD REASON FOR REFERENCING IS SO THAT ANYONE READING YOUR WORK (SUCH AS A TUTOR) CAN SEE HOW YOUR THINKING HAS BEEN DEVELOPED. WHEN YOU DO ACADEMIC WRITING YOU WORK WITH YOUR OWN IDEAS AND THOSE OF OTHERS IN O RDER TO RESPOND TO THE TASK SET. IT IS NOT USUALLY JUST A MATTER OF WRITE AS MUCH AS YOU CAN ABOUT(SOMETHING) IN HIGHER EDUCATION, BUT THE QUESTION OR TASK WILL REQUIRE YOU TO master WHAT YOU KNOW TO EXPLAIN, TO COMPARE OR COMPARE AND CONTRAST AND SO ON.WHEN YOU USE THE IDEAS OF OTHERS, IT IS IMPORTANT FOR YOUR TUTOR TO BE ABLE TO SEE HOW MUCH YOU HAVE READ, WHAT YOU HAVE READ AND HOW YOU HAVE USED AND MANIPULATED THE IDEAS IN ORDER TO MEET THE TASK SET IN THE ASSIGNMENT.LOOKING AT A REFERENCE LIST FOR THIS PURPOSE IS A FORM OF EVALUATION 11 YOU MAY THINK THAT SUCH EVALUATION ONLY HAPPENS WHEN YOU ARE A STUDENT. THIS IS NOT THE CASE. ACADEMIC AND RESEARCH WRITING IN JOURNALS AND BOOKS IS ALSO SUBJECTED TO EVALUATION THIS TIME BY PEERS. SUCH RESEARCH WRITING USUALLY DEVELOPS NEW KNOWLEDGE. ONE OF THE WAYS IN WHICH THIS NEW KNOWLEDGE CAN BE.JUDGED BY THOSE WHO MIGHT USE IT, IS BY LOOKING AT THE LIST OF REFERENCES TO SEE WHAT KIND OF IDEAS HAVE FORMED THE BASIS TO THE NEW KNOWLEDGE. SOMETIMES THIS BASIS IS IN THE FORM OF WHAT WE WOULD CALL EVIDENCE. MANY ACADEMICS WILL TURN TO THE REFERENCE LIST AS SOON AS THEY ARE GIVEN SOMETHING TO READ IN ORDER TO SEE WHAT WORK THIS IS BASED ON.What do you not have to reference? NOT ALL IDEAS ARE CONSIDERED TO BELONG TO OTHERS. MOST OF WHAT WE KNOW IS COMMON KNOWLEDGE. THIS IS KNOWLEDGE THAT IS IN EVERYDAY USE, OR IS IN THE COMMON DOMAIN OR IT IS KNOWLEDGE ABOUT WHICH WE COULD SAY THAT MOST PEOPLE.AGREE. IT IS THE SORT OF KNOWLEDGE THAT IS FOUND IN REFERENCE BOOKS IN ENCYCLOPEDIAS OR DICTIONARIES. WE DO NOT NEED TO REFERENCE COMMON KNOWLEDGE, THOUGH USUALLY, IF YOU DO TAKE A DEFINITION FROM A DICTIONARY, YOU WILL CITE ITS SOURCE SO THAT OTHERS CAN FIND IT. WE DO NOT NEED TO REFERENCE IDEAS THAT ARE GENUINELY OUR OWN EITHER. IF THE IDEA IS ONE GENERATED BY YOU, BUT THAT YOU HAVE DESCRIBED IN YOUR OWN WORK ELSEWHERE, THEN IT IS GOOD PRACTICE TO REFERENCE IT TO THE FIRST OCCASION ON WHICH IT HAS BEEN USED (IE TO YOUR OWN NAM E). THIS MAY BE MAINLY SO THAT OTHERS CAN FIND IT FOR INFORMATION PURPOSES.THE RULES ABOUT CITATION OF LECTURE AND HANDOUT MATERIAL ARE MORE FUZZY TECHNICALLY YOU SHOULD SAY WHERE YOU HEARD ABOUT AN IDEA AS MUCH AS WHERE YOU READ ABOUT IT. HOWEVER, SOMETIMES THAT WOULD GET RIDICULOUS. IMAGINE HOW YOU WOULD MANAGE A QUESTION IN AN EXAM THAT ASKS YOU TO DESCRIBE SOMETHING THAT HAS BEEN DESCRIBED IN THE LECTURE.IT COULD BECOME VERY DIFFICULT. YOU NEED TO ASK YOUR LECTURERS AND TUTORS WHAT PRACTICE TO FOLLOW HERE. THEY MAY FEEL THAT YOU DO NOT NEED TO CITE LECTURES, BUT THAT YOU SHOULD CITE HANDOUT MATERIAL AND THEY MAY NOT ALL AGREE ON THE SAME RESPONSE.IN ALL OF THIS YOU MAY NOT ALWAYS BE SURE WHETHER OR NOT TO CITE. A RULE BY WHICH TO WORK IS IF IN DOUBT, CITE SO TO SUMMARISE THERE ARE AT LEAST THREE REASONS WHY WE REFERENCE MATERIAL -TO DEMONSTRATE THAT WE HAVE USED ANOTHERS IDEA -TO SHOW ANOTHER WHERE TO FIND THE SOURCE OF THE IDEAS USED -TO ALLOW ANOTHER TO prise THE QUALITY OF OUR REASONING.The skills that you need 12 IN TERMS OF SKILLS, YOU NEED TO BE ABLE TO -DIFFERENTIATE MATERIAL THAT NEEDS CITATION FROM THAT THAT DOES NOT NEED CITATION -USE IN-TEXT REFERENCING -WRITE AN APPROPRIATE REFERENCE LIST AND UNDERSTAND THE DIFFERENCE.BETWEEN THIS AND A BIBLIOGRAPHY -DEVELOP GOOD HABITS OF RECORD-KEEPING -WORK APPROPRIATELY WITH QUOTATIONS -MANAGE THE PRESENTATION OF OTHERS IDEAS IN WRITTEN WORK. (THE LIST IS MODIFIED FROM CARROLL, 2002)The ability to differentiate material that needs attribution from that that does not need attribution YOU NEED TO KNOW AND TO BE ABLE TO DISTINGUISH BETWEEN WHAT DOES AND DOES NOT REQUIRE CITATION THE FOLLOWING DO NOT NEED TO BE CITED -COMMON KNOWLEDGE WHICH WE HAVE DEFINED AS THAT IN EVERYDAY USE, IN THE COMMON DOMAIN -FACTS THAT ARE GENERALLY AGREED, OR THAT ARE COMMON TO A VARIETY OF SOURCES-PERSONAL IDEAS, SUGGESTIONS ETC. THE FOLLOWING NEED TO BE CITED -DIRECT QUOTATIONS -REFERENCES TO OTHERS IDEAS express ORALLY OR ON PAPER OR WEB-BASED MATERIALS ETC -REFERENCES TO A REFERENCE ALREADY CITED BY ANOTHER IN A TEXT -PARAPHRASES, synopsis AND SUMMARIES OF OTHERS QUOTATIONS OR IDEAS -OTHERS STATISTICS, FIGURES, CHARTS, TABLES, PICTURES GRAPHS ETC-REFERENCES TO MATERIAL WITHIN AN EDITED TEXT. CLEARLY IT REQUIRES JUDGEMENT TO DECIDE WHAT DOES AND DOES NOT NEED TO BE CITED AND IF IN DOUBT, CITE Use of in-text referencing THIS IS A MATTER OF UNDERSTANDING HOW TO CITE IN TEXT AND HOW TO CONSTRUCT AREFERENCE LIST. THERE ARE DIFFERENT CONVENTIONS, AND SOMETIMES THERE ARE VARIABLE INTERPRETATIONS OF THE CONVENTION ADOPTED. SOME USE REFERENCE LISTS AT THE END OF THE TEXT, SOME WORK WITH FOOTNOTES OR ENDNOTES THAT ARE LINKED FROM THE TEXT BY NUMBER OR LETTER. 13 E. G. (1) OR (A).IN THESE CASES, THE DETAILS OF NAME, DATE AND SOURCE ARE EITHER AT THE BOTTOM OF THE PAGE OR LISTED BY NUMBER OR LETTER SEQUENCE AT THE END OF THE ARTICLE OR BOOK. REFERENCES MAY BE MIXED WITH NOTES. HARVARD IS A VERY COMMON tr unk IN HIGHER EDUCATION INSTITUTIONS. E. G. IN THE HARVARD SYSTEM THE NAME AND DATE IS PUT IN THE TEXT (E. G.DIPPIDY, 1999) AND IN THE REFERENCE LIST AT THE END OF THE ARTICLE OR THE BOOK, THE REFERENCES ARE LISTED alphabetically WITH THE FURTHER DETAILS OF SOURCE.DIFFERENT DISCIPLINES TEND TO ADOPT DIFFERENT CONVENTIONS, AND ACADEMIC JOURNALS AND PUBLISHERS OFTEN DIFFER IN THE CONVENTIONS ADOPTED, SO YOU WILL COME ACROSS DIFFERENT STYLES IN YOUR READING. USUALLY IN UNDERGRADUATE STUDIES, YOU WILL BE TOLD TO WORK TO A PARTICULAR CONVENTION BUT YOU MAY NEED TO LEARN TO BE MORE FLEXIBLE. IT IS NOT WORTH REBELLING IN THIS MATTER.THERE ARE USUALLY HANDOUTS OR BOOKLETS THAT PROVIDE ILLUSTRATION OF THIS. IF YOU DO NOT KNOW WHAT SYSTEM OF REFERENCING TOUSE, ASK. MAKE SURE THAT WITHIN THE SYSTEM YOU USE, YOU KNOW HOW TO DEAL WITH THE FOLLOWING QUOTATIONS (SEE BELOW ALSO) DIRECT REFERENCES TO WRITTEN AND SPOKEN WORD REFERENCES CITED WITHIN ANOTHER TEXT TO WHICH YOU WANT TO REFER PARAPH RASES OR SUMMARIES OF OTHERS IDEAS THE CITATION OF STATISTICS AND FIGURATIVE MATERIAL REFERENCES WITHIN EDITED TEXTS, WEB-BASED MATERIALS, CD-ROMS. THERE MAY BE OTHER SOURCES THAT YOU WANT TO CITE. YOU DO NOT NEED TO KNOW ALL THIS BY HEART, BUT HAVE ACCESS TO A GOOD GUIDE TO REFERENCING AS YOU WORK AND MAKE SURE THAT IT USES THE APPROPRIATE STYLE.IF YOUR FEEL THAT YOUR GUIDE-BOOK ISNOT HELPFUL, LOOK AT STUDY SKILLS BOOKS OR LOOK ON THE WEB FOR THE SYSTEM YOU NEED. THE AMERICAN UNIVERSITIES OFTEN HAVE USEFUL MATERIAL The layout of a reference list and its distinction from a bibliography A REFERENCE LIST IS A LIST OF THE REFERENCES TO WHICH YOU HAVE REFERRED IN YOUR TEXT.A BIBLIOGRAPHY IS A REFERENCE LIST TO WHICH IS ADDED ANY EXTRA MATERIAL THAT MIGHT PROVIDE GENERAL OR FURTHER INFORMATION ABOUT THE TOPIC. IN ACADEMIC WORK, MOSTLY IT WILL BE REFERENCE LISTS WITH WHICH YOU WORK.