reference correctly avoid plagiarism

8/18/2019 Reference Correctly Avoid Plagiarism

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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!

"mail! d#roland$u%#edu#auSub&ect! ref'lag

mailto:[email protected]:[email protected]


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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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-O

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


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Avoiding Plagiarism


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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

reference correctly avoid plagiarism

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