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Avoiding Plagiarism + Types of Plagiarism

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Avoiding Plagiarism + Types of Plagiarism

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Harvard University

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List of Library of Congress Classification Subclasses (Topics for Organization)

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List of Library of Congress Classification Subclasses (Topics for Organization)

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LCC

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Listed below are the letters and titles of the main classes of the Library of Congress Classification. Click on any class to view an outline of its subclasses. Online access to the complete text of the schedules is available in Classification Web, a subscription product that may also be purchased from the Cataloging Distribution Service.

The files below are available for downloading in PDF (the first link in each line), WordPerfect format (noted as WP version), and in Word format (noted as Word version).

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Library of Congress Classification Outline

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Listed below are the letters and titles of the main classes of the Library of Congress Classification. Click on any class to view an outline of its subclasses. Online access to the complete text of the schedules is available in Classification Web, a subscription product that may also be purchased from the Cataloging Distribution Service.

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Portland State University

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Books are great sources for information.

In books, you will find:

in-depth coverage of a subject

overview of a big topic

background information

lists of additional sources, or bibliography

You don't need to read a book cover to cover for research. You can focus on a chapter or section of a book that fits your needs, and use that instead.

Academic books are often a collection of discrete essays. You only need to read the essays that are relevant to your topic.

To determine which sections will be most useful to you, use the:

Table of contents at the front of the book. This will list the chapters or sections that are included and give you a general idea of what topics are covered in the book and how it is arranged.

Index at the back with an alphabetical list of names, events, locations, and subjects included in the book. Use the index to identify which parts will be most useful. It's also a good idea to browse the index for helpful keywords to use for your searches.

Keep in mind, books can take a long time to go from an author's brain to the library shelf. If you are looking for the most recent information on a very new topic, you might be better off using an article.

Portland State University Library has both print and digital (eBooks) books for you to use. Sometimes, we even have both print and digital versions of the same books!

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Your Research Journey at Portland State University Library

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Books are great sources for information. In books, you will find: in-depth coverage of a subject overview of a big topic background information lists of additional sources, or bibliography You don't need to read a book cover to cover for research.

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GALILEO Virtual Library

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GALILEO Search: Logging in and using the wayfinder

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Intro to GALILEO (Our School's Primary Means to Find Online Sources)

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Intro to GALILEO (Our School's Primary Means to Find Online Sources)

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GALILEO Virtual Library

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Using the Right Database in GALILEO Virtual Library

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Using the Right Database in GALILEO Virtual Library

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Finding the Right Database in GALILEO Search

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Best Practices for Teachers (Purdue Writing Center)

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Best Practices for Teachers (Purdue Writing Center)

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Purdue Writing Center (OWL)

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Suggested Resources
Style Guide Overview MLA Guide APA Guide Chicago Guide OWL Exercises

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

Suspecting a student of plagiarism is never pleasant; proving a student has plagiarized is even worse. It's common for teachers to feel offended and hurt when students act unethically in their courses. But there are some things you, as a teacher, can do to minimize plagiarism in your classes. Click  here  for more resources on how to prevent plagiarism in the classroom.

Developing a strong course policy on plagiarism

One can never be too direct in explaining to students what actions can be considered plagiarism in their class. Writing and providing students with a course policy statement that includes a section on plagiarism is an excellent first step. Be sure to include and cite any school policies that might be suspect.

Here, for example, is a statement that Professor Irwin Weiser of Purdue University has used with his Introductory Composition courses , from the  Introduction to First-Year Composition Courses :

When writers use material from other sources, they must acknowledge this source. Not doing so is called plagiarism, which means using without credit the ideas or expressions of another. You are therefore cautioned (1) against using, word for word, without acknowledgment, phrases, sentences, paragraphs, etc., from the printed or manuscript material of others; (2) against using with only slight changes the materials of another; and (3) against using the general plan, the main headings, or a rewritten form of someone else's material. These cautions apply to the work of other students as well as to the published work of professional writers. Of course, these cautions also apply to information you find on the Internet, World Wide Web, or other electronic or on-line sources. Since we will be discussing how to acknowledge and cite sources, you should be able to avoid accidentally plagiarizing anyone else's work. If you are in doubt, please ask me, since the consequences for plagiarism are severe. The university policies about plagiarism include penalties ranging from failure of an assignment to expulsion from the university. In this class, anyone who plagiarizes fails the course, and I will probably inform the Office of the Dean of Students of the reason for the failing grade.

Teaching the Why of Citation

When plagiarism is unintentional, it is usually because students don't understand why they are doing what they're doing. They usually know that they need to cite their sources, but they don't know how to do that on an elemental level ("I need a signal phrase, an in-text citation, and a bibliography"). This leads to a bibliography but no in-text citations, or in-text citations but no bibliography, etc.

Teaching students why they are including each of the main elements of source attribution can help alleviate this issue. Partly, students need to be exposed to the theory behind citation styles, as well as the full range of elements included in these styles. Perhaps more importantly, though, attribution is so built into academic writing that students need to be able to see it in context and understand how it works if they are to write well in their academic discourse communities.

The why of citation also includes quotation, paraphrase, and summary - students often misunderstand the differences between these three types of source engagement, and this leads to unattributed direct quotes or poor paraphrase. The link at the top of this page to resources for teaching citation includes some resources for teaching quotation, paraphrase, and summary.

Build Barriers to Plagiarism into Assignments

Unintentional plagiarism is usually a result of students not knowing better and can be mitigated with explicit teaching. Intentional plagiarism such as purchasing a paper from an online paper mill or stealing/copying a classmate's work, though, often isn't helped by explicit teaching. One way to block this is to build assignments in such a way that these kinds of plagiarism are more difficult. Some options include:

Avoid assignments that paper mills cover . Opinion papers, research papers on common topics, and literature papers on single canonical texts are all pretty easy to buy online, so you can either avoid these entirely or change them such that students can't easily find a paper that satisfies the assignment. For an opinion or research paper, this might mean banning certain topics or narrowing the assignment to local issues. For a literary analysis, you might have students analyze two texts at once, or deviate from typical canonical works.

Build scaffolding into the assignment . Students often resort to buying or stealing papers when they run out of time on a deadline. If they have to turn in scaffolding work such as a proposal, annotated bibliography, outline, or draft along the way, they will have to work on the assignment a little at a time and will be prepared for the upcoming deadlines. This also usually means better work for the final draft, since you've been able to give feedback along the way, and students learn to internalize the writing process.

Build one -on-one contact into the assignment. Like scaffolding, this kind of support can help keep students from waiting until the last minute to do their work. If they have to meet with you or with a tutor, if your writing center is open to this kind of partnership, during the writing process, students are less likely to plagiarize.

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

Suspecting a student of plagiarism is never pleasant; proving a student has plagiarized is even worse. It's common for teachers to feel offended and hurt when students act unethically in their courses. But there are some things you, as a teacher, can do to minimize plagiarism in your classes. Click  here  for more resources on how to prevent plagiarism in the classroom.

Developing a strong course policy on plagiarism

One can never be too direct in explaining to students what actions can be considered plagiarism in their class. Writing and providing students with a course policy statement that includes a section on plagiarism is an excellent first step. Be sure to include and cite any school policies that might be suspect.

Here, for example, is a statement that Professor Irwin Weiser of Purdue University has used with his Introductory Composition courses , from the  Introduction to First-Year Composition Courses :

When writers use material from other sources, they must acknowledge this source. Not doing so is called plagiarism, which means using without credit the ideas or expressions of another. You are therefore cautioned (1) against using, word for word, without acknowledgment, phrases, sentences, paragraphs, etc., from the printed or manuscript material of others; (2) against using with only slight changes the materials of another; and (3) against using the general plan, the main headings, or a rewritten form of someone else's material. These cautions apply to the work of other students as well as to the published work of professional writers. Of course, these cautions also apply to information you find on the Internet, World Wide Web, or other electronic or on-line sources. Since we will be discussing how to acknowledge and cite sources, you should be able to avoid accidentally plagiarizing anyone else's work. If you are in doubt, please ask me, since the consequences for plagiarism are severe. The university policies about plagiarism include penalties ranging from failure of an assignment to expulsion from the university. In this class, anyone who plagiarizes fails the course, and I will probably inform the Office of the Dean of Students of the reason for the failing grade.

Teaching the Why of Citation

When plagiarism is unintentional, it is usually because students don't understand why they are doing what they're doing. They usually know that they need to cite their sources, but they don't know how to do that on an elemental level ("I need a signal phrase, an in-text citation, and a bibliography"). This leads to a bibliography but no in-text citations, or in-text citations but no bibliography, etc.

Teaching students why they are including each of the main elements of source attribution can help alleviate this issue. Partly, students need to be exposed to the theory behind citation styles, as well as the full range of elements included in these styles. Perhaps more importantly, though, attribution is so built into academic writing that students need to be able to see it in context and understand how it works if they are to write well in their academic discourse communities.

The why of citation also includes quotation, paraphrase, and summary - students often misunderstand the differences between these three types of source engagement, and this leads to unattributed direct quotes or poor paraphrase. The link at the top of this page to resources for teaching citation includes some resources for teaching quotation, paraphrase, and summary.

Build Barriers to Plagiarism into Assignments

Unintentional plagiarism is usually a result of students not knowing better and can be mitigated with explicit teaching. Intentional plagiarism such as purchasing a paper from an online paper mill or stealing/copying a classmate's work, though, often isn't helped by explicit teaching. One way to block this is to build assignments in such a way that these kinds of plagiarism are more difficult. Some options include:

Avoid assignments that paper mills cover . Opinion papers, research papers on common topics, and literature papers on single canonical texts are all pretty easy to buy online, so you can either avoid these entirely or change them such that students can't easily find a paper that satisfies the assignment. For an opinion or research paper, this might mean banning certain topics or narrowing the assignment to local issues. For a literary analysis, you might have students analyze two texts at once, or deviate from typical canonical works.

Build scaffolding into the assignment . Students often resort to buying or stealing papers when they run out of time on a deadline. If they have to turn in scaffolding work such as a proposal, annotated bibliography, outline, or draft along the way, they will have to work on the assignment a little at a time and will be prepared for the upcoming deadlines. This also usually means better work for the final draft, since you've been able to give feedback along the way, and students learn to internalize the writing process.

Build one -on-one contact into the assignment. Like scaffolding, this kind of support can help keep students from waiting until the last minute to do their work. If they have to meet with you or with a tutor, if your writing center is open to this kind of partnership, during the writing process, students are less likely to plagiarize.

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Style Guide Overview MLA Guide APA Guide Chicago Guide OWL Exercises This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice. Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved.

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Using A.I. FOR rather than AGAINST teaching standards

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Using A.I. FOR rather than AGAINST teaching standards

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UCLA Center for the Advancement of Teaching

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About this guide:

Students and instructors are embracing ChatGPT (GPT-4 as of March 2023) and similar artificial intelligence (AI) technologies across disciplines for different learning goals. There is no one-size-fits-all best practice for their use. This document is meant as a guideline for instructors on what to consider as these tools evolve. We will provide strategies for adopting AI technologies in a responsible, ethical manner, and innovating within each discipline, major, and course. Exploring and communicating about the opportunities and limitations to using these tools will allow instructors and students to critically think about how knowledge is created.

Acknowledgements: This guide was a collaborative development which included contributions from the Center for Education Innovation and Learning in the Sciences, the Bruin Learn Center for Excellence, UCLA's Online Teaching and Learning, Excellence in Pedagogy and Innovation in the Classroom, the Center for the Advancement of Teaching along with input from members of the Academic Senate, the Center for Accessible Education, Advanced Research Computing (Privacy and Governance), and University Registrar. Special thanks to Ava Arndt, Jess Gregg, Ilana Intonato, and Rachel Kennison for leading the writing and editing process.

UCLA Virtual Town Hall: What is ChatGPT and How Does it Relate to UCLA's Academic Mission held on March 3, 2023, featured the following UCLA faculty panel:

Dr. Safiya Noble, Professor of Gender Studies and African American Studies; Interim Director, UCLA DataX Initiative

Dr. Ramesh Srinivasan, Professor of Information Studies; Director, UC Digital Cultures Lab.

Dr. John Villasenor, professor of Electrical Engineering, Public Policy, Law and Management; Faculty Co-Director, UCLA Institute for Technology, Law and Policy

What is ChatGPT?

ChatGPT is a "chatbot" developed by a private company called OpenAI. Users can enter question prompts and within seconds ChatGPT will produce text-based responses in the form of poems, essays, articles, letters and more. It can also create structured responses like tables, bulleted lists and quizzes. ChatGPT can provide translation and copy language style and structure. It can also be used to develop and debug programming code. New and expanded uses continue to be developed and launched. A similar tool called DALL-E uses AI to create art pieces, and other AI tools have been created or are in rapid development to do even more - music, animation, multimedia video, powerpoints - and the list goes on.

Yes, students have already been exploring and using it to support completion of their coursework. Some courses explicitly encourage the use of ChatGPT for assignments. However, one concern is that students may be using ChatGPT to draft responses to homework responses without learning the material, and this presents the challenges and opportunities for reflection on teaching and learning at this time.

CEILS Education Research Talk with Jess Gregg. Demo portion starts just after the 5 minute mark.

Revolutionizing Education with ChatGPT: How AI is Transforming the Way We Learn - Learning and Technology with Frank

Dig Deeper (article): How ChatGPT Works

Try out ChatGPT and Reflect: What are the opportunities?

Instructors can sign up for a free account at ChatGPT (or GPT-4) on Open AI's platform. A first step in exploring the tool may be to enter some of your assignment prompts and assess the accuracy of the output. Then reflect on how you might embrace the tool or implement strategies that make use of the tool unnecessary.

PRO TIP: Including your students in the reflective process is also a learning opportunity to help them understand the benefits and limitations of the tool.

A few things to try:

Ask ChatGPT a question - it could be a homework assignment or any question.

How would you evaluate the response provided by ChatGPT?

Try modifying the prompt and see how that changes the response.

Ask Chat GPT to synthesize text from large documents. For example, enter a 3500 word paper as a prompt, and ask ChatGPT to create an 18 slide PowerPoint presentation, with headings and bullet points, making a persuasive case for action.

Prompt for writing samples specific to your area of expertise. For example, ask ChatGPT to generate a nurse practitioner note for a 53 year old male with hypertension presenting with shortness of breath and dizziness. Another example is to ask for an email introducing your upcoming course to enrolled students.

Ask Chat GPT to translate something. Together with your students examine the translation to see how well it did. Ask for improvements, or consider when such translation capabilities might be

If you teach students how to code, ask ChatGPT to correct incorrect code (debug code). Consider ways this might help students who are learning to code in your course.

If you teach a writing intensive course, try asking ChatGPT to respond to a writing prompt in a specific style (like a popular author) or create a poem on a specific topic.

Reflect on the potential for ChatGPT to support student writing. Which writing skills do you feel are fundamental for students to do independent of artificial intelligence? How might ChatGPT facilitate the development of writing or problem solving skills?

Have students use ChatGPT to write a draft and then have them edit what it produces or check for errors

Note: If you do not wish to create an account, reach out to your local teaching support to set up a consultation and explore your assignments together. There are also many demonstrations of ChatGPT available online that you can search and watch.

Ideas for Updating Your Course Activities with AI in Mind

Consider utilizing ChatGPT and other AI tools explicitly: After experimenting with ChatGPT you may decide that you want to incorporate exercises where students are explicitly encouraged to interact with ChatGPT.
Example:

Ask students to use ChatGPT and "fact check" the response provided by finding primary and secondary sources to back up the information provided.

Ask students to generate a first draft using ChatGPT then keep track changes in a document to refine/edit.

Reflecting upon prompt engineering - -use prompting logic used by students to generate information and then provide a different prompt to help guide revision. Showcase that small changes can lead to major differences in output!

The University of Wisconsin, Madison provides some examples for how to integrate AI into the writing process in your classroom

View this collaborative Google Doc: AI Examples and Resources to see examples and resources curated by UCLA's teaching and learning community.

Adapt or create assignments that are not easily completed using AI: Be more explicit about having students provide references for assignments, use a social annotation tool like Hypothes.is or Perusall, utilize comments, Microsoft Word Track Changes or Google Docs Suggesting mode for individual or group annotation, have students complete written assignments in class, ask students to connect learning to their personal experiences and/or current events. Support students in developing oral communication skills by providing more opportunities for in-class presentations (or during discussion sections).

Explore Gradescope for implementing additional hand-written assignments: UCLA has a campus-wide license for Gradescope that integrates with Bruin Learn. One feature of this tool is that students can upload photos or PDFs of written work, and the system easily allows for streamlined grading (by question, by page) and digital commenting and rubrics.
You can watch UCLA's Will Conley, Department of Mathematics, provide a recorded overview of how to use Gradescope (approx. 56 mins). While we have now shifted to BruinLearn so the initial steps for linking to the gradebook will differ slightly, the within Gradescope interface is the same. At the 27 minute mark you can view what it looks like to see handwritten work submitted to Gradescope for streamlined digital grading by instructors and TAs.

Require students make a connection to class discussions: Prompt students to explicitly reference in-class discussions, lecture material and course readings in their homework assignments. (Example: Share three takeaways from our in-class discussion on the issues with how Covid-19 testing was implemented across the US at the onset of the pandemic.)

Communicate: Talk With Your Students About AI

Discuss the potential: Many of our students will go on to become leaders at organizations that utilize and/or develop new AI technologies. How will these tools support advancements in your field (medicine, science, art, music, humanities, health, and more)?

Prepare students for the future when they will work and interact with AI: This technology is likely to develop and become embedded in many parts of our lives. Preparing students to thoughtfully engage with it, co-create with it and be curious about and know how to interact with other technological developments as they occur.

Seize the opportunity to center the importance of critical thinking and digital literacy. Students will have the opportunity in the future to break the cycle of spreading disinformation, lack of journalistic integrity in news, and elevating accurate and factual research and scholarship. Emphasize the importance of digital literacy, research, and writing skills with students; connect students to library resources for research and writing. As educators, we have an obligation to help guide our students through many types of literacy, including digital media and AI literacy. UCLA's WI+RE has created the Understanding Misinformation: A Lesson Plan Toolkit, that is geared towards educators who want to prepare students to learn about misinformation. We can get students to vet information like experts.

Lean in to talking to your students about how learning happens: Learning happens when actively engaging with the course material, through conversations and dialogue leading to deepening conceptual understanding.

Discuss Academic Integrity with Your Students:
One of the main concerns instructors have expressed is how to uphold academic integrity and prevent the misuse of tools like ChatGPT (intentional or not). These concerns include:

Plagiarism (copying and pasting the response that the tool provides; running material through multiple AI generators to avoid detection)

Lack of proper citation of sources

Inaccurate, misleading, biased, false, or limited information in responses to question prompts. While some AI detectors have been recently developed, it is unclear how effective they will be long-term and early reports indicate that individuals can easily avoid detection through simple modifications to produced text.

The UCLA Student Conduct Code states, "Unless otherwise specified by the faculty member, all submissions, whether in draft or final form, to meet course requirements (including a paper, project, exam, computer program, oral presentation, or other work) must either be the Student's own work, or must clearly acknowledge the source." Unless an instructor indicates otherwise, the use of ChatGPT or other AI tools for course assignments is akin to receiving assistance from another person and raises the same concern that work is not the student's own. Please communicate this to your students, and consider incorporating this language into your syllabus.

Teaching Assistants will be seeking guidance on how to discuss ChatGPT with students and what to do if they suspect submitted work may be AI generated. In addition to talking with your students, make space for conversations with your TAs and other instructional team members to explore this topic and co-construct guidelines.
The ultimate decision and responsibility for how to teach about AI and the establishment of or revision of course policies related to its use lies with the instructor.
View this collaborative Google Doc: AI Examples and Resources to see examples ( including Syllabus Language and Policy Language) and resources curated by UCLA's teaching and learning community.

Discuss the ethical issues and limitations of AI

Facilitate discussions with your students on the impacts of spreading disinformation or biased information, lack of regulation of companies that develop these technologies, and other dangers. While students will likely still continue to use ChatGPT and other tools like it, it is crucial that our community has this shared understanding of both dangers and opportunities.

These technologies are not infallible and their accuracy is subject to a variety of factors, some listed below:

Prone to filling in replies with incorrect data if there is not enough information available on a subject.

Lack the ability to understand the context of a particular situation, which can result in inaccurate outputs.

Large, uncurated datasets scraped from the internet are full of biased data that then informs the models.

Data is collected from the past, it tends to have a regressive bias that fails to reflect the progress of social movements.

Our nation has yet to catch up to the regulation needed to prevent the potential for tremendous harm when false or biased information is taken as fact. Our community must continue to explore the value and innovation that can come from AI while simultaneously contributing to the dialog about these potential harms.
Share current examples of scholarly discussion on this topic.
As our own UCLA experts have shared with our instructional community during the recent UCLA Virtual Town Hall: What is ChatGPT and How Does it Relate to UCLA's Academic Mission, there are concerns about the ethics and practices around tools like ChatGPT. Algorithms can and do replicate and produce biased, racist, sexist, etc. outputs, along with incorrect and/or misleading information.

Additional Examples:

On Requiring the Use of ChatGPT: Creating an account to use ChatGPT requires sharing of personal information. Depending on context, the use of ChatGPT may also mean sharing student intellectual property or student education records with ChatGPT under their terms and conditions of use. Individual students may have legitimate concerns and therefore may be unwilling to create an account. Discuss these concerns and consider alternatives.

If you will be requiring use of ChatGPT, consider making this explicit in the syllabus (for a related example of considerations related to privacy, see Privacy Tips for Your Syllabus).

Protecting student privacy as required by FERPA: Academic records, such as examinations and course assignments, are considered a student record and protected by FERPA. For example, ChatGPT should not be used to draft initial feedback on a student's submitted essay that included their identifying information. Asking ChatGPT to respond to question prompts would not be a FERPA violation, as no student information is provided to ChatGPT.

ChatGPT is currently in the process of review through UCLA's Third Party Risk Management to understand where there will be gaps in accessibility and security.

As with any emerging technology, ChatGPT may not always be accessible by individuals with disabilities. Open a conversation with the Center for Accessible Education (CAE) for ideas on exploring accessible alternatives. As always, we encourage faculty to use this sample syllabus language to direct a student toward CAE to discuss their options for accommodations and support. Requests for support should be directed to caeintake@saonet.ucla.edu or the student's listed Disability Specialist on their accommodation letter.

As the technology evolves, there may be a cost to using it, so continuing to revisit your learning goals and activities with respect to access is a critical equity issue.

Examples and Resources

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Students and instructors are embracing ChatGPT (GPT-4 as of March 2023) and similar artificial intelligence (AI) technologies across disciplines for different learning goals. There is no one-size-fits-all best practice for their use. This document is meant as a guideline for instructors on what to consider as these tools evolve.

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NCSU

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UMGC Library Guides

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What are Peer-Reviewed Articles, and Why are They the Best Choice for Sources?

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What are Peer-Reviewed Articles, and Why are They the Best Choice for Sources?

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Portland State University

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Peer reviewed, or scholarly, articles are written by experts and are read and reviewed by other scholars in the field. Their comments and suggestions are incorporated into the article before it is published in a scholarly journal. This process is known as peer review and helps check the accuracy and validity of the research as well as the article's overall quality.

These articles are the main way scholars communicate with each other about their research findings. They are like a conversation between scholars on a particular topic. Sometimes scholars agree, and sometimes they don't! And just like a conversation, it is all about finding the pertinent information and moving the conversation forward.

How do articles get peer reviewed? What role does peer review play in scholarly research and publication?

Peer reviewed articles are considered the gold standard source type for academic research. They are written by researchers, or experts, on the topic, so it takes some of the guess work out of wondering if you should use them or not.

In peer reviewed articles, you will find:

findings from original research

detailed information about a narrow aspect of your topic

expert language

charts or graphs

a list of references, or sources, the author used

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Why Use Peer Reviewed Articles in your Research? – Your Research Journey at Portland State University Library

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Peer reviewed, or scholarly, articles are written by experts and are read and reviewed by other scholars in the field. Their comments and suggestions are incorporated into the article before it is published in a scholarly journal. This process is known as peer review and helps check the accuracy and validity of the research as well as the article’s overall quality.

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MLA Style Guide, Version 9

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Choosing Digital Sources Without Discrimination

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Choosing Digital Sources Without Discrimination

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Ellen C. Carillo, the author of the MLA Guide to Digital Literacy, 2nd Edition

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Avoiding Discrimination Through Digital Literacy

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Purdue University Writing Center

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The I.C.E. Method of Integrating Sources

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The I.C.E. Method of Integrating Sources

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HCBE

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Harvard University

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Just need to create a quick bibliography?

Zotero is a free, easy-to-use tool to help you collect, organize, annotate, cite, and share research.
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Zotero | Your personal research assistant

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Zotero is a free, easy-to-use tool to help you collect, organize, cite, and share research.

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ZoteroBib: Fast, free bibliography generator - MLA, APA, Chicago, Harvard citations

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Free, accurate citation and bibliography maker for APA, Chicago, Harvard, MLA, and 10,000 other styles. No ads, no downloads, no account required.

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Steven Bradburn

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How To Use Zotero (A Complete Beginner's Guide)

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Purdue Writing Center (OWL)

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This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

Summary:
There are few intellectual offenses more serious than plagiarism in academic and professional contexts. This resource offers advice on how to avoid plagiarism in your work.

Read over each of the following passages, and respond on your own or as a class as to whether or not each passage uses citations accurately. If it doesn't, what would you do to improve the passage so it's properly cited?

1. Last summer, my family and I traveled to Chicago, which was quite different from the rural area I grew up in. We saw the dinosaur Sue at the Field Museum and ate pizza at Gino's East.

2. Americans want to create a more perfect union; they also want to establish justice, ensure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty for everybody.

3. I find it ridiculous that 57% of high school students think their teachers assign too much homework.

Passages 4, 5, and 6 all refer to the following passage from Dr. Martin Luther King Jr.'s "Letter from the Birmingham Jail":

You deplore the demonstrations taking place in Birmingham. But your statement, I am sorry to say, fails to express a similar concern for the conditions that brought about the demonstrations. I am sure that none of you would want to rest content with the superficial kind of social analysis that deals merely with effects and does not grapple with underlying causes. It is unfortunate that demonstrations are taking place in Birmingham, but it is even more unfortunate that the city's white power structure left the Negro community with no alternative.

4. Dr. King was certain that nobody would want to be contented with a feigning type of social analysis that concerns itself only with effects and doesn't deal with root causes.

5. Dr. Martin Luther King Jr. wrote that the city of Birmingham's "white power structure" left African-Americans there with "no alternative" but to demonstrate ("Letter from the Birmingham Jail" para. 5).

6. In "Letter from the Birmingham Jail," King writes to fellow clergy saying that although they "deplore the demonstrations taking place in Birmingham, your statement fails to express a similar concern for the conditions that brought about the demonstrations."

7. My friend Kara told me that she loves living so close to the ocean.

8. Americans are guaranteed the right to freely gather for peaceful meetings.

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Plagiarism Exercise - Purdue OWL® - Purdue University

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This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice. Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission.