This essay consists of a student's response to reading materials about academic honesty and preveting plagiarism. It lists the types of additional materials that the student believes would help better explains the topic and help students avoid plagiarism in academic writing. It also provides an annotated bibliography of the two sources about Learning Styles used in a previous assignment in this series of writing assignments.
¶ … prevent plagiarism were not mentioned? How can you utilize the university's plagiarism and citation resources moving forward to uphold academic integrity?
The most helpful resources that could help prevent plagiarism that were not mentioned might be explicit examples of actual student papers that demonstrate each one of the different forms of academic plagiarism. There is probably no need to provide samples of deliberate plagiarism, simply because everybody knows what it means to copy and paste text without any acknowledgment. However, other forms of plagiarism could easily happen without the student intending to violate the school's academic policy.
For example, it might not be clear from the materials provided exactly how to properly reference source material within a long paragraph containing several different points. Are we supposed to just use one citation at the end of the paragraph or a citation after every sentence in that paragraph? It might be very difficult for students to determine exactly what the difference is between paraphrasing another author's analysis in a paragraph of original writing and paraphrasing several different points made by another author in his original paragraph that the student wants to paraphrase individually in an originally-worded paragraph with proper attribution to the original author.
It could be useful for us to have an actual example of a page (or several paragraphs) from an actual student paper showing how it is still plagiarism even when all of the words in the sample are original writing by the student but each of the points or ideas written in original words is still something that required a citation referencing the source material. In my opinion, this is the type of plagiarism that is (still) most likely to occur because most students genuinely believe that as long as they reword whatever research material they find, they do not have to provide a citation referencing the original source.
Another example that was not discussed is where a student just composes a point that is his original idea but inserts a citation because the idea requires one but where the idea did not actually come from the source referenced in the citation. In my opinion, it is one thing to read and discuss each one of these different kinds of plagiarism; but it might be much more vivid and helpful to have an actual example of what it looks like to the professor when the professor encounters it in a student essay and for us to see exactly what the professor's response is in the comments to the student in an actual paper with that particular problem. Finally, I am curious about another possible issue: namely, what about where the student properly cites a reference for everything that requires a reference, but every sentence is cited? Is that also a form of plagiarism or is it not plagiarism but something else?
Annotated Bibliography
Akkoyunlu, B., & Soylu, M.Y. (2008). A Study of Student's Perceptions in a Blended
Learning Environment Based on Different Learning Styles. Educational Technology & Society, 11 (1), 183-193.
This source is an article that was published in 2008 in the journal of Education Technology & Society, a peer-reviewed journal focusing on issues relating to the ways that technology is incorporated into the educational processes and systems of society and how technology changes education. It details the research conducted by two educators from the Department of Computer Technology and Instructional Technology at Hacettepe University in Turkey.
The research study detailed in the article was designed to determine how students with different preferred learning styles viewed the "blended" learning approach that incorporated web-based learning, instructor evaluation, face-to-face instruction, and other variations of approaches. The hypothesis was that learning style differences would correspond to differences in attitudes about blended learning. According to the authors' analysis, the results of the study supported the hypothesis: students expressed different attitudes about blended learning that corresponded to the particular learning styles they preferred, as defined by the Kolb Learning Style Inventory (LSI).
You’re 82% through this paper. Sign up to read the full paper.
Sign Up Now — Instant Access Already a member? Log inAlways verify citation format against your institution’s current style guide requirements.