Skills for Academic Integrity (WCSS – 3100U – 1) Resources Readings

• Course Text: Publication Manual of the American Psychological Association (6th Edition)
• • “Quoting and Paraphrasing” (Secionts 6.03-6.10)
  • • Appropriately and accurately quoting a source within your paper is one way to demonstrate your crediability as a writer. These sections explain various methods of quoting and proper use of quotation marks.
  • “Citing References in Text” (Sections 6.11-6.21)
  • • Whether you are directly quoting, paraphrasing, or mentioning resource materials in your writing, you are expected to cite the resource by author, date, and often, the title of the work, article, or study. This section explains how to reference citations within the text of your paper.
• Study Notes
• • Using APA Style to Avoid PlagiarismThese Study Notes focus on using APA style to assist you with avoiding plagiarism.
  • Unintentional PlagiarismThese Study Notes focus on fears that students have about plagiarism and strategies to use when collecting resources.
  • Refer to the Study Notes from the previous two weeks.
• Web SitesEach of the following Web sites offer assistance in proper paraphrasing and citing your sources.
• • Walden Writing Center – Using Evidence: Paraphrasinghttp://academicguides.waldenu.edu/writingcenter/evidence/paraphraseHow to Paraphrase Properlyhttp://www.plagiarism.org/plag_article_how_to_paraphrase_properly.htmlPurdue University’s OWL: Paraphrase: Write it in Your Own Wordshttp://owl.english.purdue.edu/owl/resource/619/01/The University of Wisconsin-Madison Writing Center: Quoting and Paraphrasing Sourceshttp://writing.wisc.edu/Handbook/QPA_paraphrase2.htmlYork University’s Academic Integrity Tutorial: Case Studieshttp://www.yorku.ca/tutorial/academic_integrity/caseintro.htmlExamples of Plagiarism, and of Appropriate Use of Others’ Words and Ideashttp://www.indiana.edu/~wts/pamphlets/plagiarism.pdf
  • Purdue University’s OWL: Avoiding Plagiarism, Part 3: Safe Practiceshttp://owl.english.purdue.edu/owl/resource/589/03/
• Turnitin ResourcesPlease review the training and support materials below for information about how Turnitin works and how to use the service. You can also find links to Turnitin resources in the Webliography and in the Learning Resources area of each week.
• • Turnitin Support and Training Materialshttp://www.turnitin.com/en_us/support/support-servicesThe following support and training materials will assist you in getting started with your Turnitin account:
  • • Quickstart guides walk you through an easy step-by-step process to introduce you to the service and get you up and running fast..
    • User manualsprovide in-depth, thorough explanations of Turnitin’s features and products.
    • Video tutorials show you how to use Turnitin’s features and functions.
  • Turnitin Homepagehttp://www.turnitin.com/en_us/homeOne the top menu bar, click on “Support, Learn & Get Help” to find guides, manuals, and video resources.

Optional Resources

Readings

• Course Text: Publication Manual of the American Psychological Association, 6th Edition, APA Editorial Style Chapter
• • “Punctuation,” “Spelling,” and “Capitalization” (Sections 4.01-4.20)These basics are often misunderstood or forgotten, but are an essential element of scholarly writing.
  • “Numbers” (Sections 4.31-4.38)This section is all about using and presenting numbers in your writing.
  • “Statistical and Mathematical Copy” (Sections 4.41-4.46)At some point in your academic career, you may need to present statistics and include mathematical formulas in your writing. This section of the APA Manual will help you to do so.
  • “Tables” and “Figures” (Chapter 5)Often, the need to present statistical and mathematical information in your writing effects the need to include tables and figures for organizing such information. These two sections of the manual explain tables and figures.
• Web Sites
• • Media
  • • Ryerson University: Academic Integrityhttp://www.ryerson.ca/academicintegrity/episodes/Ryerson University has put together a series of episodes about academic integrity and plagiarism where the dialogue puts the student(s) at the moment of their decision. Episodes include “Unintentional Plagiarism,” “Buying or Borrowing Course Work,” “Cheating on Tests and Exams,” “Forging/Misrepresentation & Unauthorized Group Work,” and “Group Work.”
    • Academic Integrity and Conduct: Crossing the Linehttp://www.usask.ca/university_secretary/honesty/crossing_the_line.ph

Application 1

Writing a Summary Paraphrase

How do you paraphrase something and include a direct quotation in your paraphrase? Sometimes you need to use the exact words of an author in your paraphrase because the author has said something that would lose or change the meaning if paraphrased. Inserting a direct quotation within a paraphrase, when done correctly, demonstrates skilled and scholarly writing. Done improperly it can be construed as plagiarism.

In this assignment, you are asked to demonstrate your ability to use APA style to avoid plagiarism by paraphrasing three paragraphs.

To prepare for this Application:

• Read the following passage below from page 5 of Teaching children, thinking children excerpted from a book by Amdur and Pogoff (2011) published in New York, NY, by Churchill and Sons. (You’ll need those details to write a reference list entry at the end of the writing task.)

Original:

In the aftermath of the inadequacies of No Child Left Behind (NCLB), states are recognizing the limits of rote learning, and implementing new standards that incorporate higher order thinking skills and experiential learning. Such an approach is beneficial not only to high school students and adults; even young children can benefit from critical thinking challenges that afford opportunities for practical application. “Learning for any aged child,” Martinez (2007) wrote, “should always be purposeful, integrative, and life-centered” (p. 467). Developing such a curriculum is an opportunity for educators to creatively prepare tomorrow’s leaders.

Teachers in elementary school classes as diverse as geography, literature, and mathematics can incorporate critical thinking in their lessons. In short, asking students to recite the correct answer is less important than teaching children to question why something matters. For example, a standard fifth grade curriculum requires students to learn—or more accurately, merely memorize–the names of the 50 state capitals. A richer series of lessons has students exploring not just the names of the cities but similarities and differences in geographical locations and comparative populations, and, more fundamentally, why state government is centered in capital cities. (By way of comparison, children can be asked why a school has one cafeteria, one media center, one central office. What strategies went in to deciding their locations?) Third graders can be taught to recall not just what happened in a story but to analyze the moral choices and motivations of each actor in, for example, “Goldilocks and the Three Bears.” Instead of learning a formula-based series of isolated arithmetic problems, fourth graders can be challenged to develop their own real-world math problems, such as not only the concept of interest rates but the ethics of charging someone to borrow money.

Such efforts at teaching even young children to think beyond rote learning are crucial to their later success in a global society.  Isolated facts are available at a child’s fingertips at any computer or on a handheld device.  Complex problems facing tomorrow’s leaders rarely will be solved with black-and-white solutions. Rote learning will be all but useless in a world of gray requiring educated leaders with dexterity in research, analysis, interpretation, and other problem-solving skills.

The assignment:

• You are to paraphrase the three paragraphs, incorporate no more than one direct quote, and correctly cite your work. Hint: There are at least three ways to report information and incorporate a direct quote from a source.
• Think about what the essence is of what Amdur and Pogoff (2011) wrote. How would you paraphrase their ideas by using your own words, showing your understanding of what they wrote? Here’s a hint: Begin your paraphrase by starting with the following:

Amdur and Pogoff (2011) argued that _________ (p. 5).

• Use paraphrasing to show your ability to rephrase Amdur and Pogoff’s (2011) ideas. Their original piece is about 370 words long.You should aim for one paragraph no more than half as long as the original. You must cite the author, date, and page number in an APA style reference, and you must include an APA reference entry at the end of the task. All of the information you need to cite the source in APA style appears above. Your challenge here is not to comment on or debate what Amdur and Pogoff wrote—but to show you understand their ideas by paraphrasing the authors and writing the passage in your own words.
• Remember that if you didn’t read a source firsthand, such as Martinez, you should consider whether it’s important enough to cite or quote.
• Refer to the Learning Resources in this course to make sure that you do not plagiarize as you carry out this assignment.
• Remember to provide a reference list for any source(s) you rely on for this assignment.