Explaining the policy on plagiarism and recycling.
Order ID# 45178248544XXTG457 Plagiarism Level: 0-0.5% Writer Classification: PhD competent Style: APA/MLA/Harvard/Chicago Delivery: Minimum 3 Hours Revision: Permitted Sources: 4-6 Course Level: Masters/University College Guarantee Status: 96-99% Instructions
Explaining the policy on plagiarism and recycling.
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Dr. Kelley
28 December 2013
Short Report:
Put an End to Plagiarism
In 2002, a high school teacher in Piper, Kansas, resigned after the local school board ordered her to raise the grades of 28 students who had failed her course after being caught plagiarizing on a semester-long research project (Hartman 55). According to the teacher, the students had been warned about the consequences of plagiarizing and deserved their failing grades (Hartman 56). Many parents felt differently, however (Hartman 57). They said their children didn’t realize that copying information from the internet was plagiarizing, and that the penalty for their ignorance was too harsh (Hartman 58).
Whatever the facts, the case dramatically illustrates a problem that has become increasingly common with the growing use of the internet in our nation’s classrooms. According to Plagiarism.org, studies indicate that approximately “74 percent of [high school] students admit plagiarizing at least once during the past school year” (Plagiarism.org). In addition, a study conducted by Rutgers University researcher Donald McCabe found that more than half the high school students surveyed had used material copied from the Internet in research papers (McCabe qtd. Hartman 48). Fifteen percent said they had turned in reports copied entirely off the Internet – or purchased on the Internet (McCabe qtd. Hartman 49).
Why do students plagiarize? According to Robert Harris, the author of Anti-Plagiarism Strategies for Research Papers , students plagiarize because they want to finish the work in the least possible amount of time, because the work is not a priority for them, because they procrastinate, because they have poor time and work management skills, and because they have no confidence in their own writing abilities. Some students, of course, plagiarize because they can, and others really don’t know they are plagiarizing.
Works Cited
Harris, Robert. Anti-Plagiarism Strategies for Research Papers. Houston: Random House, 2010.
Print.
Hartman, Patricia. “Student Confusion on Plagiarism.” Academic Strategies Revised. New York:
Palgrave, 2012. 48-60. EBook.
Plagiarism.org. “The Plagiarizer’s Mindset.” Plagiarism.org. Web. 20 Nov. 2015.
Exercises
- What is plagiarism?
- What does it mean to recycle writing assignments?
- Go to the course syllabus. Explain the policy on plagiarism & recycling.
- Find the sentence that is plagiarized in the passage. In other words, find the sentence that needs an in-text citation. Provide a possible in-text citation for the sentence that is plagiarized.
- Choose a sentence in the passage. Rewrite the sentence & and intentionally plagiarize it. Explain how you plagiarized the sentence. Explain why it is a plagiarized sentence.
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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