Catch Up - Plagiarism

Task 1
Below we have some approaches to writing, beginning with a plagiarising approach

and finishing with an acceptable quoting technique. Where does plagiarism stop?
a. Copying a paragraph as it is from the source without any acknowledgement.

b. Copying a paragraph making only small changes, such as replacing a few verbs
or adjectives with synonyms.
c. Cutting and pasting a paragraph by using the sentences of the original but leaving
one or two out, or by putting one or two sentences in a different order.
d. Composing a paragraph by taking short standard phrases from a number of
sources and putting them together with some words of your own.
e. Paraphrasing a paragraph by rewriting with substantial changes in language and
organisation, amount of detail and examples.
f. Quoting a paragraph by placing it in block format with the source cited.
Task 2
Study the following examplesi and place them on a scale of acceptability. Does the
student demonstrate that they have understood the original? Where is there clear
plagiarism?
perfectly fine not acceptable
Texts:
Text 1
Source text (Galloway, 1990:1) Student text
Most teachers in Britain feel that they do, and Galloway (1990) says that most teachers in Britain
should, accept some degree of responsibility for feel that they do, and should, accept some degree
their pupils’ overall welfare, even though ‘welfare of responsibility for their pupils’ overall welfare.
problems’ are not infrequently a source of ‘They may disagree on the scope of their own
frustration and stress. They may disagree on the responsibility vis-à-vis that of parents and the
scope of their own responsibility vis-à-vis that of various education and social work support
parents and the various education and social work services, but few would wish to insist that their
support services, but few would wish to insist that responsibilities stopped with teaching a
their responsibilities stopped with teaching a predetermined syllabus without reference to the
predetermined syllabus without reference to the wider needs of particular individuals in their care’
wider needs of particular individuals in their care. (Galloway, 1990:1).
Text 2
Source text (Pacek 1996) Student text
[Note: INSET = In service training] A more feasible solution as it relates to short
INSET courses should be made as relevant as INSET courses has been proposed by Pacek
possible to the participants by allowing for (1996), who has called for innovations to be made
different traditions in language teaching in their available in a number of different forms, which
culture, which may make it difficult for them to course participants can select according to their
introduce changes in their home countries. own learning/teaching situation.
Relevance could be increased, for example, by
showing participants ways of becoming better
transmission teachers, by giving them a ‘taste of
everything’, and then leaving them to decide which
methods to adopt when they return home.
Text 3
Source text (Lakoff & Johnson, 1980) Student text
Metaphor is for most people a device of the poetic Metaphor is for most people a feature of
imagination and the rhetorical flourish – a matter extraordinary language. According to Lakoff and
of extraordinary rather than ordinary language. Johnson (1980:3) metaphor is typically viewed as
Moreover, metaphor is typically viewed as a characteristic of language alone, a matter of
characteristic of language alone, a matter of words words rather than thought or action. For this
rather than thought or action. For this reason, most reason, most people think they can get along
people think they can get along perfectly well perfectly well without metaphor. On the contrary,
without metaphor. We have found, on the contrary, metaphor is substantive in everyday life, not just in
that metaphor is pervasive in everyday life, not just language but in thought and action. As Lakoff and
in language but in thought and action. Our ordinary Johnson (1980:3) point out ‘our ordinary
conceptual system, in which we both think and act, conceptual system, in which we both think and act,
is fundamentally metaphorical in nature. is fundamentally metaphorical in nature’.
Metaphors are widespread and occur in different
forms of communication. They can be traced in
daily conversation, newspapers, advertising,
scientific and philosophical writings, as well as in
novels and poetry.
Text 4
Source text (Richards, 1971) Student Text
Interference from the mother tongue is clearly a Interference from the first language is clearly an
major source of difficulty in second language important source of difficulty in second language
learning, and contrastive analysis has proved learning, and contrastive analysis has been
valuable in locating areas of interlanguage valuable in identifying areas of interlanguage
interference. Many errors, however, derive from interference. Many errors, however, derive from
the strategies employed by the learner in language the strategies employed by the learner in language
acquisition, and from the mutual interference of acquisition, and from the mutual interference of
items within the target language. These cannot be items within the target language. But contrastive
accounted for by contrastive analysis. analysis cannot account for these.
Text 5
Source text (Medges, 1992) Student text
Both groups of teachers [native and non-native According to Medges (1992), an ideal EFL
speaking EFL teachers] serve equally useful environment should maintain a good balance
purposes in their own terms. In an ideal school, between NESTs and non-NESTs, where they
there should be a good balance of NESTs and non- complement each other in their strengths and
NESTs, who complement each other in their weaknesses. He comments:
strengths and weaknesses. Given a favourable mix, ‘Given a favourable mix, various forms of
various forms of collaboration are possible both in collaboration are possible both in and outside the
and outside the classroom – using each other as classroom – using each other as language
language consultants, for examples, or teaching in consultants, for examples, or teaching in tandem.
tandem. (ibid:349)
i
Examples are from Hewings, M. Academic Writing Course 2001/2002.

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Task 1

Below we have some approaches to writing, beginning with a plagiarising approach

a. Copying a paragraph as it is from the source without any acknowledgement.

perfectly fine not acceptable

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