Page The Harvard referencing system 2

How to reference correctly Some useful websites

Definitions 9

Plagiarism Fabrication of results Deliberate plagiarism Accidental plagiarism

What happens if plagiarism is detected? 10 Roles and responsibilities

Scale of penalties 11 First offence: Plagiarism warning First offence: Major first offence Second offence: Year 1 Second offence: Year 2/3 Third and fourth offences

Ingredients of the sanction system 12 Prevention The warning letter Evidence of plagiarism Weighting of the assignment Right to resit Multiple pieces of work Group Projects Counting offences Retrospective detection Exam Boards Right of appeal Reporting of plagiarism histories

Avoiding plagiarism Strategies Visual plagiarism Benefits of not plagiarising Is this plagiarism? Exercises and examples

Plagiarism detection software 22 Turnitin

Electronic submission of coursework 22 Quick and Easy How to Reference Guide 23

Based on the Lancaster University Institutional Framework for Dealing with Plagiarism by Students

(http://www.lancs.ac.uk/users/celt/plagiarism/plagiarism_summary.doc)

Contents

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Referencing is a key part of gaining a Higher Education qualification, whether you‟re on an

HNC/D, FD, Degree or Masters course, you will need to learn how to reference. This booklet will help you to understand how, why and where you should reference, though if you have any

queries please ask your Course Tutor who will be able to help you.

At UCBC, you will be expected to fully reference all sources of information you have used to write your assignments, using the Harvard Referencing system. This means that all the following, taken from another person‟s work and referred to in your work, should be acknowledged, whether the work is directly quoted, paraphrased or summarised (see page 14 for explanations!)

Quotations Statements Opinions Ideas Conclusions Statistics Charts Images Graphs Diagrams Sound files Data etc.

A bibliographical reference should also contain sufficient information for someone else to trace the item at later date – this is an important academic convention. Therefore, the same system, or set of „rules‟ should be followed by everyone. Within the Harvard Referencing System, the general rules are:

1. you need to cite author(s) in the text of your assignment next to their words or ideas – you must include only the author's name with the year of publication (plus page number if you are using a direct quote)

2. All references used in preparing your assignment (whether you have quoted from them or

not) should be listed in full, in alphabetical order at the end of the assignment.

Original sources - If you are referring to an author‟s ideas, rather than quoting directly, you don‟t generally require the page number – this is known as paraphrasing

Single author:-

In a study by Seedhouse (1997)....

How exactly do I do it?

The Harvard referencing system

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The age of criminal responsibility varies in different countries, from 7 years in Ireland and the US, to 18 years in Belgium and Peru, for example (National Association for the Care and Resettlement of Offenders 1995)

When an author has published more than one cited document in the same year these are distinguished by adding lower case letters after the year within the brackets.

Burnard (1992a) suggested that ....

Two authors :-

In the book by Basford and Slevin (1995) .....

More than two authors:-

Benner et al (1996) conclude that ....

If you‟ve looked at a few different people‟s ideas, you might want to use the following format; by date and then alphabetically -

Research has suggested that.... (Francome and Marks, 1996; Bunton, 1995; Lupton, 1995)

If you are using a quotation, use quotation marks as well as acknowledging the author's name, year of publication and page number of the quote in brackets. Short quotations e.g. up to 2 lines can be included in the body of the text:-

Weir (1995) states that „defining roles and their remits is not simple‟ (p.10).

If you decide to leave out part of the quotation, then this can be indicated using three dots:-

Weir and Kendrick (1995) state that „networking is no longer solely within the male domain …‟ (p.88).

If you want to more fully integrate the quotation into your own words, you could use the following format –

Religion was an integral aspect of life for Renaissance women, and was „one of the few areas in which they were licensed to read, to hold an opinion and even to write‟ (Findlay 1999: 11)

Edited collections Some books are a collection of the work of several authors, which has then been edited and organised, perhaps with an introduction, by other authors. What you will need to do here is check out the author of the chapter you wish to cite, then use the same format as for secondary sources – In the twenty-first century, we are living with what Gee (2000 cited in Cope and Kalantzis 2000) suggests are significant changes in literacy.

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The references for this in your bibliography would need to include all the authors – Cope, B & Kalantzis, M (2000) Multiliteracies. Literacy learning and the design of social futures. London: Routledge Gee, J,P (2000) New people in new worlds. Networks, the new capitalism and schools. Cited in Cope, B & Kalantzis, M (2000) Multiliteracies. Literacy learning and the design of social futures. London: Routledge

Electronic sources

These are cited in exactly the same way as other authors in books or academic journals. You either need to find the author‟s name and date of publication, which should be readily available on most good academic sites or the full web address if it is a charity or government site. However it may be helpful to point out the fact that much of the content of the web is not serious academic study. Web addresses to look out for are those which end „.ac.uk‟, or „.org.uk‟, or „.gov.uk‟ – you can be pretty sure these are rigorous enough to be used in your assignment. There may be other sites, such as those ending in „.co.uk‟, or „.com‟, which you may need to refer to for other purposes, but generally these sites exist for commercial purposes only. In the following example, the in text reference would be as for a single author, with the bibliographical reference as follows –

According to Marieb (2000)…

Marieb.E. (2000) Essentials of Human anatomy and Physiology: AWL Companion Web Site [online]. 6th edition. San Francisco, Benjamin Cummings. Available from: http://occ.awlonline.com/bookbind/pubbooks/marieb-essentials/ [Accessed 4th July 2001].

You also need to indicate the date that you accessed the material – the accessed date is when you viewed, downloaded or printed the Web page. This statement is necessary to allow for any subsequent changes which may be made to the page or if the page is no longer available. There is more information on referencing electronic sources in the bibliography section.

Secondary referencing

Secondary referencing is when one author is referring to the work of another and the primary source is not available. You must cite both the primary source and the source you have read, in the body of your essay, and in your bibliography –

Fergusson, Lynskey and Horwood (1997b, cited in Rutter, Giller and Hagell 1998) compared levels of crime in 17-18 year olds according to their duration of unemployment… If you want to use a quotation from one source which is cited in another, you must use the page number of the original, where possible – The goals of standardisation are „minimal variation in form, maximal variation in function‟ (Haugan1972: 107, cited in Graddol, Leith and Swann 1996).

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Within the Harvard System, every reference you‟ve used to write your assignment must be included in your bibliography. The general rules here are;

1. You should include all the texts you‟ve used, including those you may not have quoted from directly, as well as all secondary sources;

2. References should be listed in alphabetical order as follows: author's surname, initial, date of publication (earliest first), title, edition (if needed), place of publication, publisher;

3. If more than one item has been published during a specific year, by letter (1995a, 1995b etc);

4. Whenever possible details should be taken from the title page of a publication and not from the front cover, which may be different;

5. You must use exactly the order and format used on the source itself. For example, authors' first names can be included only if given on the title page;

6. If there has been more than one edition of the text, you must state which one you have used;

7. The title of the publication must either be in italics or underlined – the key here is to be consistent;

NB In this text, all titles which follow are underlined: A book by a single author:

Montgomery, M. (1995) Second edition. An introduction to Language and Society. London: Routledge.

A book by two authors:

Furness, T & Bath, M (1996) Reading Poetry. An Introduction. Prentice Hall/Harvester London: Wheatsheaf.

A book by more than two authors: Mares, Penny et al. (1995) Health care in multiracial Britain. Cambridge: Health Education Council. A book by a corporate author (eg a government department or other organisation): Health Visitors' Association (1992) Principles into practice : an HVA position statement on health visiting and school nursing. London: Health Visitors' Association. National Association for the Care and Resettlement of Offenders (1995) Facts about young offenders in 1993 London: NACRO

An edited book:

Basford, Lynn and Slevin, Oliver (eds.) (1995) Theory and practice of nursing: an integrated approach to patient care. Edinburgh: Campion.

Your bibliography

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A chapter in a book:

Weir, Pauline (1995) Clinical practice development role: a personal reflection. In: K. Kendrick et al. (eds.) (1995) Innovations in nursing practice. London: Edward Arnold. P 5- 22.

An article in a journal:

Allen, A. (1993) Changing theory in nursing practice. Senior Nurse, 13(1), 43-5.

An article in a newspaper:

White, M. (1998) £68m to cut NHS waiting lists. Guardian, Monday May 18 1998, p.8.

If no author name is given then anon should be used instead: Anon. (1998) Schemes to boost dental care. Guardian, Monday May 18 1998, p.8.

Government publications

In broad terms White Papers contain statements of Government policy while Green Papers put forward proposals for consideration and public discussion. They are cited in the same way as other texts.

A White paper:

Department of Health (1996) Choice and opportunity: primary care: the future. Cm.3390. London: Stationery Office

A Green paper:

Department of Health (1998) Our Healthier Nation: a contract for health. Cm 3854. London: Stationery Office.

An Act of Parliament:

Great Britain (1990) National Health Service and Community Care Act 1990. Chapter 19. London: HMSO

Conference proceedings:

Published conference proceedings with author or editor(s):

Banks, S. et al (1998) Networked Lifelong Learning: innovative approaches to education and training through the Internet: Proceedings of the 1998 International Conference held at the University of Sheffield. Sheffield: University of Sheffield.

Paper from published conference proceedings with author or editor(s):

Proctor, P. (1998) The tutorial: combining asynchronous and synchronous learning. In: Banks, S. et al. Networked Lifelong Learning: innovative approaches to education and training through the Internet: Proceedings of the 1998 International Conference held at the University of Sheffield. Sheffield: University of Sheffield. P.3.1 - 3.7.

If no author or editor is given on the title page the name of the conference is cited first either in italics or underlined.

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A thesis or dissertation:

Stones, Marian (1995) Women, nurses, education: an oral history taking technique. Unpublished M.Ed. dissertation. Sheffield: University of Sheffield.

Electronic sources of information

Individual works

Marieb.E. (2000) Essentials of Human anatomy and Physiology: AWL Companion Web Site.[online]. 6th edition. San Francisco, Benjamin Cummings. Available from: http://occ.awlonline.com/bookbind/pubbooks/marieb-essentials/ [Accessed 4th July 2001].

i Include the year of publication in brackets. Most Web pages are updated on a regular basis. Date of publication is the date the pages were last updated. If you are not sure of the date click on „view‟ and „page source‟ to check when last modified. If no publication date is given write (No date). ii Only mention an edition statement if the document clearly states that the pages have been rewritten rather than just updated.

iii The accessed date is when you viewed, downloaded or printed the Web page. This statement is necessary to allow for any subsequent changes which may be made to the page or if the page is no longer available.

The term publisher is used here to cover both the traditional idea of publisher of printed sources, as well as organisations responsible for maintaining sites on the Internet, such as the University of Sheffield. If the place of publication is not stated and cannot be ascertained then leave out. Often information is put on the Internet by organisations without citing a specific author. In such cases, ascribe authorship to the smallest identifiable organisational unit (this is similar to the standard method of citing works produced by a corporate body) or start with the title -

The University of Sheffield Library (2001) Nursing and Midwifery in the Library and on the Internet. [online]. Sheffield: University of Sheffield. Available from: http://www.shef.ac.uk/library/subjects/subnurse.html [Accessed 4th July 2001].

Electronic journals

Handwashing Liaison Group (1999) Hand washing. BMJ [online], 318 (7185),686. Available from: http://www.bmj.com/cgi/content/full/318/7185/686 [Accessed 4th July 2001].

Other Electronic sources

Audiocassettes, CD-ROMs, film, microform, radio broadcasts, television and videos

When citing one of the above items information about the nature of the item should be given where necessary after the title.

Peters, T. (1991) Tom Peters Live. [Audiocassette]. CareerTrack Publications: USA: Boulder

Many CD-ROMs, films, videos and broadcasts are the co-operative work of many individuals. These should either be cited with the title as the first element, or if there is an individual with clear responsibility for the intellectual content his name should be used e.g. the director.

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Pride and Prejudice. [Video]. (1997) London: BBC.

Encarta 98 Encyclopaedia. [CD-ROM]. (1998) New York: Microsoft Ltd

Henderson, David. (1985) Reith Lectures. BBC Radio 3 and 4. Nov - Dec 1985.

Individual items within a programme should be cited as contributions.

Thatcher, Margaret. (1986) Interview. In: Six O'Clock News.TV, BBC 1. 1986 Jan 29. 18.00hrs.

This guide provides a useful starting point for the correct acknowledgement of others‟ work. There may be additional requirements within your subject. Please make sure that you check with your tutor for any additional course specific information or requirements.

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This category of cheating includes the following:

i. Collusion, where a piece of work prepared by a group is represented as if it were the student‟s own:

ii. Commission or use of work by the student which is not his/her own and representing it as if it were:

iii. purchase of a paper from a commercial service, including internet sites, whether pre-written or specially prepared for the student concerned:

iv. submission of a paper written by another person, either by a fellow student or a person who is not a member of the College:

v. Duplication of the same or almost identical work for more than one module; vi. The act of copying or paraphrasing a paper from a source text, whether in

manuscript, printed or electronic form, without appropriate acknowledgement: vii. Submission of another student‟s work, whether with or without that student‟s

knowledge or consent.

Fabrication of results: Occurs when a student claims to have carried out tests, experiments or observations that have not taken place or presents results not supported by the evidence with the object of obtaining an unfair advantage. Deliberate plagiarism: Some students who plagiarise do so deliberately, with intent to deceive. This conscious, pre-mediated form of cheating is regarded as a particularly serious breach of the core values of academic integrity and one of the worst forms of cheating, for which the College has zero tolerance.

http://www.m-w.com/dictionary/plagiarizing

Main Entry: pla·gia·rize

Pronunciation: 'plA-j&-"rIz also -jE-&- Function: verb Inflected Form(s): -rized; -riz·ing

: to steal and pass off (the ideas or words of another) as one's own : use (another's production) without crediting the source : to commit literary theft : present as new and original an idea or product derived from an existing source

To plagiarise:

Definitions

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Accidental plagiarism: Many students who plagiarise probably do so inadvertently, without realising it – because of inexperienced study skills, including note taking, referencing and citations. Many students (particularly those from different cultures and educational systems) find UK academic referencing/acknowledgement systems and conventions awkward, and proof-reading is not always easy for dyslexic students and some visually-impaired students. A clear distinction must be drawn between inexperienced academic study and writing skills (especially among first year undergraduates and international students) and wilful cheating and deception. The former requires remedial teaching and only the latter deserves severe penalties. But intentionality is difficult to establish, so the framework allows a first offence based on “benefit of doubt”, with a relatively light penalty and a requirement that the student seeks appropriate study skills advice. Subsequent plagiarism offences are more likely to be deliberate, so the penalty system becomes progressively more serious. However, ignorance of proper procedures or of good practice in academic writing is no excuse, particularly if a student has previously been accused of plagiarism, advised to seek study skills help, and fails to learn the lessons.

Roles and responsibilities: Coursework marker: will have the primary responsibility for detecting plagiarism in student work, using their specialist knowledge and academic judgement to decide what is and what is not acceptable within that subject. They should refer any suspected cases, annotated clearly, to the course leader, along with any evidence in support of the claim. Course leader: should record each case, then refer it, with all supporting evidence to the Academic Officer. Academic Officer: will take responsibility for the investigation of and subsequent action where appropriate for plagiarism in coursework. The duties of the Academic Officer will include reporting cases of plagiarism to the Dean, checking a student‟s previous plagiarism record if any, and keeping a written record of all cases of alleged plagiarism, including the evidence presented and the outcome. The Academic Officer will conduct an investigation of the alleged plagiarism and give the student an opportunity to discuss the allegation. A meeting will be arranged with the student who may be accompanied by a friend (or personal tutor). The meeting will include at least one other person from the student‟s course team. The Academic Officer may ask the academic marker or course leader to present evidence. At the meeting the student and his/her representative will be asked to withdraw to allow the panel to discuss the student‟s response to the allegations made, and to decide on appropriate penalties. If the Academic Officer concludes that plagiarism has occurred, he/she shall apply the appropriate penalty without the use of discretion, and shall inform the student in writing.

What happens if plagiarism is detected?

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The Academic Committee: will

Hear cases relating to first or second offences where the student does not accept the decision of the Academic Officer.

Hear cases relating to third and fourth offences. Hear cases relating to second year 2/3 offences. Hear cases referred by the Academic Officer

The Academic Officer will present the case against the student at the Academic Committee hearing.

First offence: Plagiarism warning The Academic Officer shall determine whether action requiring a plagiarism warning has taken place. Action requiring a plagiarism warning shall be defined as poor referencing, unattributed quotations, inappropriate paraphrasing, incorrect or incomplete citations, or up to several sentences of direct copying without acknowledgement of the source. The student shall receive the appropriate warning letter.

First offence: Major first offence Major plagiarism offences shall be defined as copying multiple paragraphs in full without acknowledgement of the source, taking essays from the Internet without revealing the source, copying all or much of the work of a fellow student with or without his/her knowledge or consent, and submitting the same piece of work for assessment under multiple.

Penalty for year 1; students will be required to repeat and resubmit the work, and will be eligible to receive only the minimum pass mark appropriate to the piece of work. If the student refuses or fails to repeat and resubmit the work, a mark of zero shall be recorded. The student shall in any case receive the appropriate warning letter.

Penalty for year 2/3; students (except those admitted directly into year 2) will be required to repeat and resubmit the work, and will be eligible to receive only the minimum pass mark appropriate to the piece of work. If the student refuses or fails to repeat and resubmit the work, a mark of zero shall be recorded. In particularly extreme cases, the Academic Officer will be able to apply a penalty up to the awarding of a zero for the piece of work, with no automatic right of resubmission and reassessment. The student shall in any case receive the appropriate warning letter.

Second offence: Year 1 If a second alleged offence has been detected, and the first offence was discovered in year 1, the Academic Officer will be able to apply a penalty up to the awarding of a zero for the piece of work, with no automatic right of resubmission and reassessment. The Academic Officer shall in addition send the student the appropriate warning letter, confirming the decision and advising the student of the consequences of any further offence.

Scale of penalties

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Second offence: Year 2/3 If a second alleged offence has been detected, and the first offence was discovered in year 2/3, the Academic Officer will automatically refer the student to the Academic Committee, who will decide the appropriate penalty (see below). If a student does not accept the decisions related to first and second offences, they will have the right to appear in person before the Academic Committee.

Third and fourth offences All third and fourth offences will be automatically referred for consideration by the Academic Committee and shall be treated as a serious academic offence. The Academic Committee have the authority to impose one of the following penalties:

i. to permit the student to repeat the work, subject to receiving only the minimum pass mark appropriate to the piece of work;

ii. to award zero for the work in question; iii. to award zero for the whole coursework or dissertation; iv. to award zero for the unit or course module; v. to award zero as under (iv) and, where the inclusion makes no difference to the

class of award, to recommend that one class lower than the one determined by the arithmetic be awarded;

vi. to exclude the student permanently from the college, where the offence is detected before the final assessment is completed;

vii. not to award the degree, where the offence is detected after the final assessment has been completed.

Prevention To reinforce the importance of education and prevention within this overall strategy, students will be treated leniently for a first offence. The written feedback they receive (the „warning letter‟), supported by the widely publicised, robust and consistently applied detection system, and the transparent, consistently applied and increasingly serious “ladder of sanctions”, are designed to educate and deter.

The warning letter For each offence the student will be sent a standard, stage-specific letter which –

spells out what they have done wrong, and why it is wrong points them towards appropriate sources of study skills help reminds them of the need to discuss their work with academic staff if they are uncertain

about how to avoid subsequent allegations of plagiarism warns of the serious consequences of subsequent offences, and spells out the sanctions

that will be applied outlines the student‟s rights

Ingredients of the sanction system

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Evidence of plagiarism In all cases, evidence must be provided by the marker to confirm that plagiarism has occurred. Where possible this should include the student‟s submitted work annotated and cross-referenced to original sources which have been plagiarised, accompanied by a hard copy of the original source (eg a copy of an original source document or print-out of a web page, with complete URL and date viewed). For a first offence only, the evidence may take the form of a statement written by the student acknowledging that they have included plagiarised material in the submitted work. Weighting of the assignment Although there are arguments in favour of varying the sanctions depending on the relative weight of a piece of coursework within the overall assessment for a module, consistency and transparency of treatment for all plagiarism are paramount (for equity purposes, but also to reinforce prevention by deterrence). Right to resit In cases in which a student fails a module overall, because plagiarised work has been awarded a zero mark (second offence), the student forfeits the normal right of re-assessment in that module. Multiple pieces of work For the first offence only, if a student has submitted more than one piece of work for assessment at the same time, and plagiarism is detected in more than one of those pieces of work, this shall be defined as one “offence” (the first major offence). After the first offence, each piece of work in which plagiarism is detected will count as a separate offence. Multiple second offences do not exist and are treated as second, third and fourth etc. Likewise multiple third offences do not exist. Group Projects Where plagiarism has been discovered in a first year group project wherever possible, the individual(s) responsible for plagiarised sections will be identified and treated in the normal manner; if it is not possible to identify individuals responsible, the case will be treated as a major first offence and the group allowed to resubmit for a pass mark. This will apply equally to all members of the group even if individuals in the group are on a second or subsequent offence warnings. Despite being allowed to resubmit for those individuals, their offence will be recorded accordingly as a second or subsequent offence. In the case of a year2/3 group project again this is treated as a major offence and the standard penalties apply to individual students. Counting offences “Second offence” means the next case of plagiarism to be confirmed after the student has received feedback on the consequences of the “first offence”. “Third offence” and “Fourth offence” are defined relative to feedback from earlier cases of plagiarism. Retrospective detection Retrospective work is defined as any work that has been subject to final moderation and/or approval by an Examination Board. The College reserves the right to review work retrospectively, and apply appropriate sanctions, if there are reasonable grounds for doing so. Where there are reasonable grounds, the Academic Officer can instigate a retrospective review, requiring the student to re-submit assessed work and referring the matter to the Academic Committee with a recommended sanction where appropriate. The Academic Committee can also request the retrospective review of any work in relation to cases referred to it.

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Award Boards The decisions and recommendations of the Final Award Board will normally be regarded as the cut-off point beyond which allegations of plagiarism will not be considered, and past which no sanctions will normally be applied. If the plagiarism detection procedures are sufficiently robust, after an initial transition period (2 year max for most undergraduates) once this new framework is introduced, this should provide adequate security for the Final Award Board decisions. Right of appeal If a student does not accept the decision of the Academic Officer (for first and second offences), s/he can opt to appear before the Academic Committee. The burden of proof is on the College to show that plagiarism has occurred. In all cases in which exclusion is the penalty for plagiarism (i.e. third and fourth offences), the student has a statutory right of appeal to the Principal. Reporting of plagiarism histories Each department will have discretion to decide whether plagiarism should be mentioned if a request is received (particularly from another University or a professional body) for an academic reference for an UCBC graduate, or whether to report plagiarism to professional bodies.

Strategies to avoid plagiarism Plagiarism is the theft of other people‟s words and ideas; it doesn‟t matter if you do it accidentally or deliberately – we have to penalise both. It‟s therefore really important that you develop good working practices to ensure that you don‟t fall into the plagiarism „trap‟. Time-management and organisational skills You need to organise your time effectively to make sure that you can meet all your obligations and still do the work you need to do to complete your assignments. Many students have to juggle the competing demands of home, family work and study – it‟s therefore imperative that you develop your own „system‟ of organising everything you need to do. Invest in a good diary or organiser and record all the following:

Commitments you can‟t avoid (work, medical appointments, family commitments etc) Scheduled lectures/seminars/tutorials Deadline dates for assignments as soon as you get them

You will then be able to slot in times for research, note-taking, drafting and proof-reading. Note-taking When copying down quotes, make sure you can clearly identify them – use a highlighter, circle them in red, use capital letters, for example. Always write down the page number next to the quote, and take down all the relevant details for your bibliographical reference (author, date of publication, title, place of publication, publisher etc). If you‟ve jotted down someone‟s ideas, you must also be able to clearly identify later who they belong to.

‘The things that don’t need referencing are your own ideas and common or uncontroversial knowledge…if in doubt, err on the side of over-referencing until you get the knack’

(Wray et al 1998: 241-2)

Avoiding plagiarism

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Paraphrasing This is generally an area which students find problematic. Plagiarism is not avoided by changing the odd word here and there or perhaps by changing the order in a sentence. If, for example we had paraphrased the above quote by Wray as follows:

This would still be plagiarism. You can often make good use of others‟ ideas by summarising those that are relevant to the point you are discussing. Wray et al (1998:241-2) suggest the following helpful pointers:

Use more than one source of reference for a particular point Form your own opinions and take a view - you can then use appropriate sources to

„evidence‟ these points Look up difficult terms – don‟t just copy them into your essays – understand them

thoroughly first These are important points to note, as Northedge (1990:151) warns; „because you are not in control of „making‟ the sense as you write but clinging desperately on to the coat tails of someone else‟s thoughts, plagiarising actually makes your writing worse‟. Below are some exercises to help you to think about plagiarism in more detail. You may want to remind yourself of these before you submit your own assignments. Please note that some of the exercises may not be relevant to your own area of study, but we hope that you will read through all of them to make your own informed judgements. Visual Plagiarism

If you are doing a course that involves working with images you still need to acknowledge where your ideas originated. The following is a statement produced on the Plagiarism Advisory Website http://www.jiscpas.ac.uk/documents/blythman_casestudy.pdf “It is acceptable to use other people‟s work as a starting point for your own creative vision, but you must move it forward in some way. For example, you might be inspired or impressed by another photographer‟s composition, setting technique and you may want to create pictures “like that,” but unless you add to that photographer‟s vision your own way of interpreting the effect you admire, you are merely copying (plagiarising).” Ensure that you keep everything – don‟t throw anything away. That way you can, if necessary, show the development of your ideas. Checklist: Note appropriately and correctly where your design has evolved from by including - a book reference an explanatory paragraph a magazine extract a reference to exhibit catalogues

The items that don‟t need referencing are your own ideas and general knowledge; if in any doubt, over-reference until you get the hang of it

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Benefits of not plagiarising: By not plagiarising you will:

feel more confident when tackling exams

feel confident during seminar discussions Source: Pyrczak (2008: Online)

know how to express an academic opinion, backed up by strong information sources

be better able to answer questions at your project viva or presentation

be competent in handling literature searches for major coursework projects

develop your subject knowledge

gain academic credibility (and thus gain credibility with future employers)

have pride in your work because it‟s all yours

apply for jobs with confidence, knowing that you won‟t be discovered as incompetent in basic information-handling skills

(adapted from Jiscpas (2008: Online)

Is this plagiarism? EXERCISE 1 Here are some examples - some are made up, and some are real-life examples of incidences of plagiarism here at UCBC. In pairs, discuss each example and decide if it is plagiarism or not. If you decide that it is an example of plagiarism, discuss ways in which it could have been avoided.

1. Peter used the library to do some research for his essay and made a good start. He then got side-tracked with his part-time job and some personal problems so put his essay to one side. With just a couple of days to go before the deadline, and realizing that he needed more material, he logged on to www.essaysforstudents.com, bought a similar essay then cut and pasted the relevant sections into it what he‟d already written.

2. Kirsty‟s dissertation involved researching the opinions of teachers and parents on children‟s behavioural responses to violence on television. She was able to find 5 parents and 2 teachers who were willing to participate, but decided to make up the views for the missing 3.

3. Patrick had an essay to prepare. He meticulously read books in the library and made lots of notes, but realized when he was writing up that he was not sure which books which ideas had come from. He did not reference the material in the essay itself, but did put in a bibliography and listed the range of books he thought he had used.

4. Carol and Dave live in the same house. They are on the same course and hence have to put in the same assignments. They always help each other out, work together and often research together, however Carol had become very behind with work. Dave suggested

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that as their class is large and they have different tutors, no-one would notice if they submitted the same essay.

5. Faisal is somewhat disorganized, especially when it comes to accurate note-taking and by

mistake omitted to cite references for material that he has quoted.

6. In response to a „live brief‟, Sarah, a multimedia student, produces a website to market tourism in the local area. The work has a soundtrack downloaded from the Internet which includes songs produced by local bands.

7. Emma was writing up an assignment on an experiment when she found that her friend,

who had done the module last year, had done exactly the same one. Her friend suggested that Emma could read through what she had written but she warned Emma not to copy it. Without her friend knowing, Emma did copy part of it and presented it as her own.

8. James is on a design course and makes a copy of an original chair by a well-known

furniture maker. The copy is made of plastic whereas the original is made of wood. James claims that his own design is a tribute to the original but that he was bringing it up to date and avoiding the need for using rainforest timber by using recycled plastic bottles. Is this plagiarism? (Source:Mic Porter, Plagiarism conference 2008)

9. Hannah and Lee are taking the same Maths

module. Hannah has already done the calculations required but Lee has had some deadlines for work and didn‟t have time. Hannah suggests that Lee uses her calculations to save time but writes up his own conclusions. Is that acceptable?

10. Shabana, Lisa and Julie are all on the same

module and decide to get together to discuss it. They talk about the content and decide each to follow up two references and then to meet again to talk about what they have found. This reduces the volume of reading they will have to do. They meet again, listen to each other‟s descriptions and write notes and then write the essay separately. They reference the material correctly, whether it is what they have read or what they have heard described.

11. John is writing his dissertation. He uses a couple of basic textbooks in which there are

many relevant references to the work of others. He would like to go back to the original sources, but is short of time. He references all the sources, but refers to the work of the others directly, without indicating that he has only read another‟s account of them.

(The exercise is modified from Moon, 2005).

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EXERCISE 2

Whilst the following may not be relevant to your subject, they should help you to identify possible examples of plagiarism. In each case, decide if the student has plagiarised the original.

Student 1:

Even so characteristic a landmark of the British proletarian scene as the fish-and-chip shop first appears in the period after 1870. Its original home was probably Oldham. Student 2:

There were many changes in the British diet in the period after 1870. Fruit became more common, especially in the form of fruit jam. Even the fish-and-chip shop dates from the same period (Hobsbawm 1990:162-3) Student 3

There were many changes in the British diet after 1870. Hobsbawm points out that the British people 'began, for instance, to eat fruit, previously a luxury', and goes on to describe other new developments as well. (Hobsbawm 1990:162-3) Student 4:

In fact, after 1870 the food and the eating habits of the British people began to be transformed. They began, for instance, to eat fruit, previously a luxury. To begin with, working-class fruit consumption took the form of jam; later also of the novel and imported banana, which supplemented or replaced apples. (Hobsbawm 1990:162) Student 5

The period around and after 1870 saw many changes in British life and culture. Hobsbawm (1990:162-3) describes changes and improvements in diet, including an increase in the consumption of fruit and the arrival on the scene of the fish-and-chip shop. Far from being a timeless traditional part of British life, the fish-and-chip shop was a product of these years of change at the end of the nineteenth century. Many aspects of Britain which are sometimes thought to be very old were similar innovations of this period (Colls & Dodd 1987).

1. Hobsbawm, E.J. 1990 Industry and Empire - original source

In fact, after 1870 the food and the eating habits of the British people began to be transformed. They began, for instance, to eat fruit, previously a luxury. To begin with working-class fruit consumption took the form of jam; later also of the novel and imported banana, which supplemented or replaced apples as the only fresh fruit eaten by the urban poor. Even so characteristic a landmark of the British proletarian scene as the fish-and-chip shop first appears in this period. It spread outwards from its original home in, probably, Oldham, after 1870.

(Hobsbawm 1990: 162-3)

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EXERCISE 3

Student 1:

Gillon (1995:165) states that the doctor should not deceive the patient, except when that is the patient's own choice. Otherwise, adequate and accurate information should be given. In my placement, I worked with two patients who had the same illness, but who asked for very different amounts of information. One wished to be told as much as possible; the other did not want to be told anything, and said so. I co-operated with the patients' different wishes. The underlying principle is that the patient should be the judge of what is the proper amount of information, not the doctor or nurse. Student 2:

It is necessary to give the patient at least adequate information, and often more if the doctor knows that extra information will be appreciated; not to tell lies to patients, or otherwise deceive them (unless he or she chooses such deception); and to let the patient at least have strategic control over the right course of action. Student 3:

In my recent placement, it was the practice on the ward to talk to each patient individually, and to give information if it was felt that the patient wanted to have it, or would benefit from it. There were some patients who did not want information, and said that they did not want to know. It sometimes happened that patients with very similar conditions could be told very different amounts of information, depending on how much they said they wanted (Gillon 1995 p.165) Student 4:

Gillon (1995 p.165) emphasises that the patient should be given 'at least what he or she considers to be adequate information', that the doctor or nurse should not deceive the patient, unless the patient wishes it, and that the patient should have as much control over the process as possible. For example, the patient should be free to decide whether to accept the doctor's advice or not.

2. Gillon, R. 1995 Philosophical Medical Ethics - original source

Among the more important are the following prima facie duties: to give the patient at least what he or she considers to be adequate information, and often more if the doctor knows that more information will probably be appreciated and relevant to good decision making; not to lie to or otherwise deceive the patient (unless he or she deliberately chooses such deception); and to allow the patient to have at least strategic control over which course of action to pursue - that is, the doctor may advise, but the patient is then given the opportunity to decide whether to accept that advice.

(Gillon 1995:165)

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Student 5:

Gillon (1995 p.165) suggests that a patient must be given 'at least what he or she considers to be adequate information.' However, he does not define 'adequate', and the complexity of differing patient needs ensures that this remains a difficult and controversial issue. In addition to the ethical debate, consideration of legal precedent will also be relevant (Bolam & Sidaway 1997).

Acknowledgements:

The following documents have been used in the compilation of this guide:- Bournemouth University. Academic Services Group. Library and Information Services. (1996) Harvard System. [online] Bournemouth University: Bournemouth [Accessed 9th June 1996]. British Standards Institution (1989) BS Recommendations for references to published materials. BS.1629:1989. London, BSI. Cite Them Right. (2001) [online]. Available from http://www.unn.ac.uk/central/isd/cite/index.htm [Accessed 4th April 2002]. Citing Electronic Sources of Information. (2001) [online]. Available from: http://www.shef.ac.uk/library/libdocs/hsl-dvc2.html [Accessed 7th April 2003]. Citing References, The Harvard System. (2002) [online]. Available from: http://www.bournemouth.ac.uk/academic_services/documents/Library/Citing_References.pdf [Accessed 16th June 2003]. Harvard Referencing Guide. (2001) [online]. Available from: http://www.shef.ac.uk/library/libdocs/hsl-dvc1.html [Accessed 14th March 2003]. Northedge, A. (1990) The Good Study Guide. The Open University: Milton Keynes. Reaching A Consensus:Plagiarism in Non-Text Based Media, http://www.jiscpas.ac.uk/documents/blythman_casestudy.pdf University of Sheffield. Library. (1997) Writing a bibliography. ML-RS11. [online] Available from: http://www.shef.ac.uk/library/libdocs/ml-rs11.html [Accessed 9th June 1998]. Wray, A., Trott, K & Bloomer, A. (1998) Projects in Linguistics. A practical Guide to Researching Language. Edward Arnold: London.

Images:

Image 1 http://www.lib.ncsu.edu/lobo2/using/plagiarism/plagiarism.gif Copyright Statement for NCSU Libraries' Website: As a general rule, you may print, reproduce and use the information from the NCSU Libraries website for non-commercial, personal or educational purposes.

Image 2 Credit for this cartoon must be given to http://www.pyrczak.com/antiplagiarism/images/Roomie.gif

Image 3 Credit for this cartoon must be given to http://www.cartoonstock.com/lowres/mly0832l.jpg

Image 4

Credit for this cartoon must be given to Jerry's Web site (http://www.jerryking.com/) and to From Now On (http://fno.org), The Educational Technology Journal.

If you would like to look at this exercise from the University of Teeside in its original form on the web, please visit: http://dissc.tees.ac.uk/Plagiarism/Plag-4.htm. The site also includes additional advice and guidance on a range of study skills topics.

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Can you use Harvard? EXERCISE 4 1. What is missing from this bibliographical reference? Coupland, N (1984) Accommodation at Work, International Journal of the Sociology of Language 2. What is wrong with the following in a text on higher education learning? It has been said that the use of a learning journal improves the overall quality of learning in a particular subject area. The adoption of learning journals in a broad range of disciplines has increased greatly in the past few years….. 3. What is wrong with this excerpt from a bibliography? Ferry, A. (1988) The Art of Naming. Chicago, Chicago Press Crystal, D. (1988) The English Language. Harmondsworth, Penguin Coates, J. (1986) Women, Men and Language. 2nd Edition. 4. The reference in the following extract from an essay is incorrect – why? A „passive gene-environment correlation means that the biological parents who pass their genes on to their children are also the people who provide the rearing environment‟ (Rutter, Michael et al Antisocial behaviour by young people 1998:133)

5. What is probably wrong with this text?

Lammings (2001) says that we have reached the age of micromania. He justifies the development of this new term by reference to his work on the biology of micro-organisms in the body cavities of the gerrandificacae species.

6. What is wrong with this reference?

Petal, M (2000) http://www.howtowrite.co.uk

Some useful websites

The Plagiarism Advisory Service provides generic advice and guidance on all aspects of plagiarism prevention and detection to institutions, academics and students. http://www.jiscpas.ac.uk

Plagiarism at the University of Essex http://www.essex.ac.uk/plagiarism/Contents.htm

Hamilton College Writing Center (2003) http://www.hamilton.edu/writing/style/plagiarism/plagiarism.html

University of the West of England (2003) http://www.uwe.ac.uk/hsc/learnteach/studyskills/writing/plagiarism.htm

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Leicester Student Union http://www.leicesterstudent.org/main/advice/edu/advice/procedures/plagiarism

Books to help with study skills techniques

Cottrell, S. (2003) The Study Skills Handbook (Palgrave study guides) London; Palgrave Creme, P. and Lee, M.R. (2003) 2nd edition. Writing at University: a Guide for Students Maidenhead: Open University Press.

Plagiarism detection software

In order to more accurately detect plagiarism, UCBC subscribes to Turnitin, which is an online plagiarism detection software system. It works by:

1. Making a digital fingerprint of any submitted document using a specially developed set of

algorithms. 2. Cross-referencing the document's fingerprint against their database containing hundreds

of thousands of other submitted assignments. 3. At the same time, they release automated web crawlers to scour the rest of the internet for

possible matches. 4. Finally, they create a custom, color-coded originality report, complete with source links, for

each assignment. 5. This can then be downloaded by subject tutors and course leaders and the results

carefully analysed.

Electronic submission of coursework

All students will therefore be expected to submit assessed work electronically as well as in hard copy, where appropriate. Tutors will discuss the specific arrangements for your course at the start of each module or semester.

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Harvard Referencing – Made easy...

Within the body of your essay/assignment Books: If paraphrasing (Author, Year) Direct Quote (Author, Year: Page Number) Journals: If paraphrasing (Author, Year) Direct Quote (Author, Year: Page Number) Websites: (Author, Year, online) In a reference list/Bibliography

Books: Author (Year) Title, Place Published, Publisher Journals: Author (Year) Article Title, Journal Title, Edition, Publisher, Page Numbers Newspapers: Author (Year) Article Title, Newspaper Title, Date, Page Number Websites: Author (Year),Article Title, Full weblink (Last accessed Date)

The sections in Italics should be in Italics in your Bibliography, likewise the sections in brackets (Year) should be in brackets in your Bibliography.

If you have any queries please contact your Tutor or the Student Support Officer on 01254 292514