reference correctly avoid plagiarism
TRANSCRIPT
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Avoiding Plagiarism
Referencing Correctly and
Avoiding Plagiarism
Dr David Rowland
The Learning Hub, Student Services
The University of Queensland
To obtain PoerPoint slides!
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Avoiding Plagiarism
"('ectations of academic
riting Academic riting is ###
) *an ordered 'resentation
) of a distinctive 'osition or 'oint of vie) ell su''orted by evidence+ Hounsell, -./01#
) The %uestion is! how does a writer correctly
acknowledge where their evidence has come from?
2# Hounsell in Ch 3 of 4# 5arton, 2# Hounsell and 6# "ntistle
"ds#1, The Experience of Learning Scottish Academic
Press, "dinburgh, -./01#
7
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Avoiding Plagiarism
8n a nutshell
) Referencing ansers the reader %uestion!
*Ho do you 9no:+
Academic readers are li9e the &ury in a court of la;1
)
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Avoiding Plagiarism
Chec9 your understanding! te(t citations
re%uired:Remember!
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F
Ho is it done:•
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3
How is it done?8n>te(t, Author 2ate1 >> APA6ote that there are many different styles# The 'rinci'les are the same,
only the formatting'unctuation varies#1
There is much anecdotal evidence from
academic staff, learning su''ort staff and
students that mature age students study
differently com'ared ith younger studentsMen9ins, -./.1# Student age has been found to
be a factor in study success ?F#
Author>2ate
citations herever
the reader ould
as9, *Ho do you
9no:+
2ate hel's
distinguish
beteen 'a'ers by
the same author
and hel's the
reader &udge ho
u'>to>date the
references are#
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/
Ho is it done: APA1
8n>te(t, Author 2ate1! 5ulti'le references and
different numbers of authors
The 'roblem ith familiarity is that it can give you the feeling
that you 9no something hen you really donDt ?hy not here:@#
4or e(am'le, in e('eriments here sub&ects had to first %uic9ly
&udge hether they could recall the anser to a %uestion before
trying to give the anser, it as found that if the %uestions
included elements that the sub&ects had been e('osed to in a
'rior activity in the e('eriment, then they ere li9ely to think
they 9ne the anser to the %uestion even hen they didnDt
Reder , -./3E Reder Ritter , -..7E Smith et al#, -..O1#
Ada'ted from! 701#
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.
"(am'les! 8n>te(t, Author 2ate1> "(act %uotation must be ac9noledged ith%uotation mar9s1
> Source cited in another source A recent focus for research on the 'rocess of learning
has been on learning strategies# Learning strategies
have been defined as *N behaviours of a learner that areintended to influence ho the learner 'erceives
information+ 5eyer, -.//, cited in Croft, -./., '# O1#
?6ormally only the source you read i#e# Croft -./.11
ould go in the reference list#@
Source! 2evlin, 5# -..F1, Higher Education Research and
Development , vol#-O, 6o#-!O->F#
Article you read Author of definition
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--
4urther "(am'lesCiting a group or organisation author which is readily identified
by its abbreviation:
• Te(t Australian overnment Publishing Service ?APS@,
-..01# ?4irst citation#@
• Te(t APS, -..0, '# OF1# ?Subse%uent citation#@
• Gtherise, continue to cite the grou' author in full#
•
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-7
"(am'les J 4urther 'ointsLarge %uotations 0 or more ords in APA1 ma9ing a
change to the original te(t
Vy including oracy in this discussion, 8 am subscribingto the definition of literacy 'rovided by the federal2e'artment of "m'loyment, "ducation and Training2""T1!
Literacy involves the integration of reading,riting, listening, speaking and critical thin9ing#
8t includes the 9noledge hich enables a
speaker , riter or reader to recognise and use
language a''ro'riate to different socialsituations# ?my italics@ 2a9ins, -.., '# 01
Source! "dards , H# -..O1 Academic "kills Advising#
Towards a Discipline# '#3F#
Alternatively! ?italics added@ or ?italics not in original@
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-=
"(am'les J 4urther 'ointsChanging original or 'roblem ith original
indicated ith changes in s%uare brac9ets
8t is the *dis'arate e('ectations of language ?hich@contribute to misunderstanding and confusionbeteen staff and their students+ 5eyer, -.//,'#/.1#
Source! "dards , H# -..O1 Academic "kills Advising#Towards a Discipline# '#30#
N but 'lagiarism is literary fraud hereby Wone
riter sets forth the ords or ideas of another riteras his ?sic@ on in order to get gainD Hatch,-..7!-71#
Source! Stevenson, 5# -..31 draft article1#
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Referencing several sentences from the one
source• 8s it o9ay to stic9 the reference at the end of several
sentences summarised from one source:8n the case of 'hysics, several differences beteen the 'roblem>
solving a''roaches of e('erts and novices have been found#
4irst, novices tend to follo a 'urely formula>driven a''roach,
hereas e('erts tend to use %ualitative reasoning in addition to
using formulas#Second, e('erts often use diagrams to hel' decide hat
calculations need to be made, hereas this is rarely the case
amongst students#
4inally, hile students tend to classify 'roblems according to
their su'erficial 'hysical attributes e#g# itXs a s'ring 'roblem1,
e('erts tend to classify 'roblems according to the 'hysical
'rinci'les e(em'lified by the 'roblem e#g# itXs a conservation of
energy 'roblem1 Kan Heuvelen, -..-1#
Ho does the riter 9no this:
Ho does the riter 9no this:
Anser! 6o;
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-F
Ho to avoid having to reference everysentence!
N 8n the case of 'hysics, Kan Heuvelen -..-1 notes thatthe folloing differences beteen the 'roblem>solving
a''roaches of e('erts and novices have been found# 4irst,
novices tend to follo a 'urely formula>driven a''roach,
hereas e('erts tend to use %ualitative reasoning in
addition to using formulas# Second, e('erts often use
diagrams to hel' decide hat calculations need to be
made, hereas this is rarely the case amongst students#
4inally, hile students tend to classify 'roblems according
to their su'erficial 'hysical attributes e#g# itXs a s'ring'roblem1, e('erts tend to classify 'roblems according to
the 'hysical 'rinci'les e(em'lified by the 'roblem e#g# itXs
a conservation of energy 'roblem1# ###
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-3
ther e!a"ples of referencing "ultiple
sentences fro" one source
According to Mones 7-1, or9ing in teams has the
folloing advantages and disadvantages#
Advantages include such things as N# 8n contrast to
these 'otential benefits, or9ing in teams may have
disadvantages such as N#
The %uestion of Y as investigated in a study by
Mones 7=1, ho loo9ed at descri'tion of sam'le
e('eriment# 8n this study, three e('erimental
conditions ere used, -, 7 and =# 8t as foundthat condition = led to far better outcomes than
conditions - and 7, hich both led to similar
outcomes#
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Reference lists
Ho do you organise these so that itDs easy
to find a cited article:
4or author>date in>te(t referencing!
al'habetically by the first authorDs family
name#
-/
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Reference List! APA
Antonaco'oulou, "#, abriel, # 7-1# "motion, learning and
organisational change! Toards an integration of'sychoanalytic and other 'ers'ectives# $ournal of%rganisational hange &anagement , '(O1, 0=O>0O-#
Chanoc9, # 731# =73#
reen,
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7
"(am'les! 8n>te(t, numericalSu'erscri'ts and round brac9ets also often used#1
Surveys have consistently found that more 'eo'le
mention alcohol as a cause of drug>related death
than tobacco ?7, =@# Similarly, alcohol is more li9ely
to be vieed as 'art of the #drug 'roblem$ than
tobacco, although both tobacco and alcohol are
mentioned far less fre%uently than either heroin or
mari&uana ?7@# 6evertheless, alcohol accounts for a
ide range of community 'roblems, such as N?0J
F@#
Source! 5cAllister, 8# -..O1# Drug and Alcohol Review '(-
'./0'1+2
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Avoiding Plagiarism77
) Library citation style guides! htt's!
#library#u%#edu#auhel'referencing>style>
guides
) Referencing softare Ref
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"(am'les of "nd6ote *"rrors+
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70
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Avoiding Plagiarism
student>integrity>and>misconduct
http://ppl.app.uq.edu.au/content/3.60.04-student-integrity-and-misconducthttp://ppl.app.uq.edu.au/content/3.60.04-student-integrity-and-misconducthttp://ppl.app.uq.edu.au/content/3.60.04-student-integrity-and-misconducthttp://ppl.app.uq.edu.au/content/3.60.04-student-integrity-and-misconducthttp://ppl.app.uq.edu.au/content/3.60.04-student-integrity-and-misconducthttp://ppl.app.uq.edu.au/content/3.60.04-student-integrity-and-misconduct
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Avoiding Plagiarism
Ho is it 'oliced:
) 8f lecturers notice a significant &um' in the
standard of riting, can 'ut the unusually good
te(t through a search engine li9e oogle#
) 5any assignments must be submittedelectronically through Turnitin #turnitin#com1#
) Turnitin chec9s submissions against everything in
its database J ebsites, electronic sources, other
studentsD assignments, N >> for strings ofmatching te(t#
Sam'le Turnitin Re'ort
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7.
Sam'le Turnitin Re'ort#
A string of matching
te(t is not
necessarily
'lagiarism#
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Avoiding Plagiarism
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=-
Chec+ing your understanding: ,cceptable -araphrasing?
*
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Avoiding Plagiarism
ou must give credit for the 'hrasings of
others by 'utting direct %uotations in
%uotation mar9s
"#g#
A recent focus for research on the 'rocess of
learning has been on learning strategies#Learning strategies have been defined as *N
behaviours of a learner that are intended to
influence ho the learner 'erceives information+
5eyer, -.//, cited in Croft, -./., '# O1#
Source! 2evlin, 5# -..F1, Higher Education
Research and Development , vol#-O, 6o#-!O->F#=7
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Avoiding Plagiarism
Vest use of sources! correctly ac9noledged
referenced1E 'ara'hrased ellE 'lus evidence of
critical thin9ing#
5any 'eo'le lac9 confidence in 'rivate and 'rofessional lives#
Karious techni%ues have been used over the years to hel'
overcome this 'roblem# 4or e(am'le, the crystal ball techni%ue
of "ric9son Stanton, -..O1 as used as far bac9 as -.O0 to
encourage 'eo'le to imagine themselves successfully
'erforming their 'rofessional tas9s and to or9 out hat ste's it
ould ta9e to get there# 5ore recently, Stanton -..O1 claims
that a similar techni%ue has 'roved successful in decreasing the
an(ieties of academics# Hoever, one might %uestion the
effectiveness of this techni%ue as a stand alone method and‑
consider the danger of ignoring other 'ossible factorscontributing to the lac9 of confidence# 4actors that must be
considered include hat Mohnson -..., '# 771 terms *minimal
'roficiency level 'rere%uisites+, and others e#g# Langton -./3E
Paterson -..1 have referred to as *re%uired com'etencies+# ###
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Avoiding Plagiarism
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Avoiding Plagiarism
To avoid *'lagia'hrasing+, donDt see it as your &ob to summarise
hat your sources said, see it as your &ob to answer 8uestions
based on the entirety of hat you have learned#
Cla(ton -...! -F1! *
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To 'ara'hrase, ta9e brief notes under focus %uestions and
then turn into a synthesised 'aragra'h ithout loo9ing at the
original source e(ce't to chec9 details after riting1#
Regarding allof the sorts ofnegativeoutcomes thatcan comefrom diversity,
are thereays thatmight hel' ateamovercomethese'roblems:
4oster *team 'sychological safety+ through theuse of e('licit norms of grou' behaviour 5uand nyaali, 7=1#
Particularly for students ine('erienced ithgrou' or9, 'rovide training in grou' dynamicsand management, and mentoring during the
time of the 'ro&ect Ga9ley et al#, 701# Problems can be reduced by instructors ta9ing
a hand in grou' selection e#g# by choosingmi(ed ability grou'sE ma9ing sure there is agender balance in mi(ed>se( grou'sE chec9ing
that members of grou's have common times oncam'us hen they can meet1 ref#1#
A th l f t 9i t d
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00
Another e(am'le of ta9ing notes under
research %uestions
Research %uestion! > hel's to clarify thin9ing students
understood material 3OB better hen em'loying this techni%ue#
• Marthmut 7F!-F31 >> sim'lifies conce'ts and hel's students to
see ho ideas on the same issue are similar or different#• Smith 7/!F31 >> ###
• Remember to note any limitations though;
– Smith 7/!F31 >> ###, though it should be noted that this asfor secondary school students, hether the same is true for
tertiary students is 'erha's %uestionable because ###
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Para'hrasing! 2o 6GT reord &argon
"#g# 8n 'sychology there is a 'henomenon 9non as *the
fundamental attribution error+#
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Scenarios J "(am'le -
0F
8f you have ritten a first draft and yourfriend as9s to read it to get a fe ideas, is it
ise to hand it over:
) 6o, even if they didnDt intend to co'y your or9, oncetheyDve seen ho you tac9led the to'ic it ill be hard
for them to do it their on ay, hich can lead to
unintentional 'lagiarism#
) 8f your friend 'lagiarises, you ill both get into trouble#
) 8t is better to offer other forms of hel', such as 'ointers
on ho to get started or ho you ent about tac9ling
the assignment#
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Scenarios J "(am'le 7
ou have been given an o'en choice of assignment
for a 'articular course# ou have 'reviously ritten
an assignment for another course hich you feel
ould be suitable for this one also#
To what extent can you legitimately use this previouswork for the new assignment?
ou canDt get a degree by submitting the same
assignment over and over N or even tice# 8f you do,
it *self>'lagiarism+#
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9hat level of olla,oration is Accepta,le?
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Collaboration versus Collusion! Remember it is also
'lagiarism to use the un'ublished ideas ords or
others ithout 'ro'er ac9noledgement
8s it collusion if students discuss for an assignmentthat is to be done individually!
a# in general terms ho they might go aboutfinding relevant references for an assignment:
6ob# in general terms hat they thin9 the lecturer is
as9ing them to do for a 'articular assignment:
6o
c# hat the thesis and main lines of argument inan essay should be:
es
8f in doubt, chec9 ith your lecturer or tutor#0.
Gther reasons students are sometimes
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O7
Gther reasons students are sometimes
tem'ted to or unintentionally 'lagiarise
) *Cutting and 'asting+ is a *shortcut+ ta9en to meet a 'ressing
assignment deadline#) Lac9 of confidence in 9noledge and understanding or ritten
communication s9ills#
) Having sources right ne(t to them hile they try to rite ma9es it
difficult to say things in any ay other than the ay the original
source said it#) To avoid these tem'tations, start your assignments early and give
yourself 'lenty of time to digest the material and rite things in your
on ords#
\ *To rite ell, you first have to rite#+
\ 8nge 5eburn! ]ood riting is a 'rocess of iteration# ou haveto get the ideas out of your head so you can start fi(ing them#]htt'!thesishis'erer#com7-=.7Oho>to>rite>faster
) Plus get hel' to develo' your general study and riting s9ills#
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Avoiding Plagiarism
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4or more 'ractice and to chec9 your
understanding ###
### do the UniversityDs online Academic
:ntegrity Tutorial
htt's!#u%#edu#auintegrity
4urther %uestions: As9 tutors and lecturers or a Learning Adviser
at Student Services#
O0
ey Points Referencing
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OO
ey Points J Referencing• Any ideas, facts, diagrams, 'ictures or 'hrasings you get from
someone else need to be referenced#
– To convince the reader that youDve done your research and 9nohat youDre tal9ing about#
– To give credit here credit is due for the or9 of others hich
inform your riting#
• 8n>te(t citations are needed herever a reader might as9, *Ho
do you 9no:+
• Reference list 'rovides enough 'ublication detail for the reader
to easily find the source, organised according to the conventions
of a 'articular style#
• etting the details right is hard, so use softare to hel' or riteith a style guide o'en ne(t to you#
– 2G6DT LGS" 5ARS U66"C"SSAR8L THRGUH TR8K8AL
"RRGRS;
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OF
ey Points!
Avoiding Plagiarism
) Res'ect intellectual 'ro'erty and give credit here credit is
due to the ideas, ords and or9 of others through 'ro'er
ac9noledgement#
) To rite in your on ords, rite from memory and
understanding, 6GT ith the original source o'en right ne(t
to you#
) Grganise your assignment around
themesissues%uestions, 6GT hat any one source said#
This ill force you to synthesise hich ill lead you to rite
in your on ords#
) Reduce the tem'tation to ta9e shortcuts by starting or9 on
your assignment early and the riting 'art ell before the
due date#
To obtain PoerPoint slides!
"mail! d#roland$u%#edu#au
Sub&ect! ref'lag