语言教学 | 普渡大学写作教学系列Research&Citation21-Avoiding Plagiarism(1)

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1、Overview and Contradictions

Research-based writing in American institutions, both educational and corporate, is filled with rules that writers, particularly beginners, aren't aware of or don't know how to follow. Many of these rules have to do with research and proper citation. Gaining familiarity with these rules, however, is critically important, as inadvertent mistakes can lead to charges of plagiarism, which is the uncredited use (both intentional and unintentional) of somebody else's words or ideas.

While some rhetorical traditions may not insist so heavily on documenting sources of words, ideas, images, sounds, etc., American academic rhetorical tradition does. A charge of plagiarism can have severe consequences, including expulsion from a university or loss of a job, not to mention a writer's loss of credibility and professional standing. This resource, which does not reflect any official university policy, is designed to help you develop strategies for knowing how to avoid accidental plagiarism. For instructors seeking a key statement on definitions and avoidance on plagiarism, see Defining and Avoiding Plagiarism: The WPA Statement on Best Practices.

(Purdue University students will want to make sure that they are familiar with Purdue's official academic dishonesty policy as well as any additional policies that their instructors have implemented.)

Intellectual challenges in American academic writing

There are some intellectual challenges that all students are faced with when writing. Sometimes these challenges can almost seem like contradictions, particularly when addressing them within a single paper. For example, American teachers often instruct students to:

Develop a topic based on what has already been said and written	BUT	Write something new and original
Rely on experts' and authorities' opinions	BUT	Improve upon and/or disagree with those same opinions
Give credit to previous researchers	BUT	Make your own significant contribution
Improve your English to fit into a discourse community by building upon what you hear and read	BUT	Use your own words and your own voice

For instructor and student documents on preventing plagiarism, please
visit these resources on the Purdue OWL.

2、Is It Plagiarism Yet?

There are some actions that can almost unquestionably be labeled plagiarism. Some of these include buying, stealing, or borrowing a paper (including copying an entire paper or article from the Web); hiring someone to write your paper for you; and copying large sections of text from a source without quotation marks or proper citation.

But then there are actions that are usually in more of a gray area. Some of these include using the words of a source too closely when paraphrasing (where quotation marks should have been used) or building on someone's ideas without citing their spoken or written work. Sometimes teachers suspecting students of plagiarism will consider the students' intent, and whether it appeared the student was deliberately trying to make ideas of others appear to be their own.

However, other teachers and administrators may not distinguish between deliberate and accidental plagiarism. So let's look at some strategies for avoiding even suspicion of plagiarism in the first place.

When do we give credit?

The key to avoiding plagiarism is to make sure you give credit where it is due. This may be credit for something somebody said, wrote, emailed, drew, or implied. Many professional organizations, including the Modern Language Association (MLA) and the American Psychological Association (APA), have lengthy guidelines for citing sources. However, students are often so busy trying to learn the rules of MLA format and style or APA format and style that they sometimes forget exactly what needs to be credited. Here is a brief list of what needs to be credited or documented:

• Words or ideas presented in a magazine, book, newspaper, song, TV program, movie, website, computer program, letter, advertisement, or any other medium

• Information you gain through interviewing or conversing with another person, face to face, over the phone, or in writing

• When you copy the exact words or a unique phrase

• When you reprint any diagrams, illustrations, charts, pictures, or other visual materials

• When you reuse or repost any digital media, including images, audio, video, or other media

Bottom line, document any words, ideas, or other productions that originate somewhere outside of you.

There are certain things that do not need documentation or credit, including:

• Writing your own lived experiences, your own observations and insights, your own thoughts, and your own conclusions about a subject

• When you are writing up your own results obtained through lab or field experiments

• When you use your own artwork, digital photographs, video, audio, etc.

• When you are using "common knowledge," things like folklore, common sense observations, myths, urban legends, and historical events (but not historical documents)

• When you are using generally-accepted facts (e.g., pollution is bad for the environment) including facts that are accepted within particular discourse communities (e.g., in the field of composition studies, "writing is a process" is a generally-accepted fact).

Deciding if something is "common knowledge"

Generally speaking, you can regard something as common knowledge if you find the same information undocumented in at least five credible sources. Additionally, it might be common knowledge if you think the information you're presenting is something your readers will already know, or something that a person could easily find in general reference sources. But when in doubt, cite; if the citation turns out to be unnecessary, your teacher or editor will tell you.

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