Plagiarism
One of the most serious
intellectual offenses in academic
and professional contexts.
Adapted from: https://owl.english.purdue.edu/owl/resource/589/02/
There are some actions that can
almost unquestionably be labeled
plagiarism. Some of these include
buying, stealing, or borrowing a paper
(including, of course, 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.
Taken from: https://owl.english.purdue.edu/owl/resource/589/02/
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.
Taken from: https://owl.english.purdue.edu/owl/resource/589/02/
What needs to be credited or
documented:?
• Words or ideas presented in a magazine, book,
newspaper, song, TV program, movie, Web page,
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 electronicallyavailable media, including images, audio, video,
or other medi
Things that do not need
documentation or credit, include:
• 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historical events (but not historical documents)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 generallyaccepted fact.
Housekeeping
Homework for Friday
Tests, midterm feedback,
presentations
Review Homework
Listening (Debate)
Format
5 students will work together.
1 student will confer with teacher.
Each PPT slide will have a task,
complete it as a group and then
move on.
Each student
will receive a
role card and
they’ll use
them to keep
the activity
going on time.
LEADER
NOTE-TAKER
Makes sure that every
voice is heard. Focuses
work around the task.
Compiles group members’
ideas on graphic organizer.
Sound bites:
• Let’s hear from ____
next.”
• “That’s interesting, but
let’s get back to our task.”
Writes notes on the index
card for the spokesperson
to use.
Sound bites:
• “I think I heard you say
________; is that right?”
• “How would you like me
to write this?”
TIME KEEPER
SPOKESPERSON
Encourages the group to
stay on task.
Presents the group’s
finished work to the class
Announces when time is
halfway through and when
time is nearly up
Sound bite:
Sound bite:
• "We only have five
minutes left. Let’s see if we
can wrap up by then.”
• “How would you like this
to sound?”
Homework review
Take out your Student Books and Workbooks.
LEADER will lead the discussion and ask if
everybody has the same answers.
If you have a question, NOTE-TAKERS will write it
down for SPOKESPERSON to ask me later.
(TIMEKEEPER will allow the group 10 minutes max)
Review with your partners
the structure of a debate.
(5 minutes)
unmanned-military-drones-battle-ethical-video-debate
click here
Watch the video again and write down
the timing structure of the debate.
Who speaks first? For how long?
Who speaks second? For how long?
Etc.
(Timekeeper will control the video, he/she will play
it only ONCE. Discuss answers for 5 minutes)
(10 minutes)
Class discussion
With your classmates, discuss any problems
that you may have. Was there a word you
didn’t understand? Some vocabulary you
don’t know?
(Timekeeper will control the video, he/she
will play, rewind, fast forward, and pause as
many times as you ask him/her)
PART THREE
1.
A Step by Step Look at Discussion Style
Class Discussion
Discuss
homework
rest
Arrange for a the
demonstration
debate. This answers
can be done in awith
numberthe
of
ways:
school’s
debate club, alumni, DVD or video tape from SEDA
Discuss for 10
of
the
class.
minutes.
2. Discuss the demonstration debate:
a)
b)
c)
d)
e)
(Timekeeper will
control the video,
he/she will play,
rewind, fast
forward, and pause
as many times as
you ask him/her)
What was the role of each speaker?
What were the needs for change or arguments?
Did the Negative challenge the definition of terms?
Did the Negative challenge the needs for change?
Did the Negative defend the present system or
present alternative arguments?
f) Did the Affirmative have a plan or model?
g) Did the Affirmative defend itself against the Negative attack?
h) How did the Negative attack the Affirmative plan?
i) Who won the debate?
3. Have groups of students prepare practice questions based on the demo
Ask teacher for transcript
Look at script
Timekeeper plays the video again and
everybody reads along.
Take 5 minutes to discuss ESSENTIAL
vocabulary or ideas that you don’t
understand.
Re-evaluate your responses.
(15 minutes maximum)
Debriefing
Share the results with the
teacher
Research
Get together in your groups and research more
information about drones. (20 minutes)
Summarize all the information that you have
found into a short paragraph. (10 minutes)
DEBATING
10 minutes
Go to page 29 and review the structures in
Talk About It. Then look at structures on p.
34 in Speak Out. (5 minutes)
Get together in pairs with one student from
each team.
Debate your claims following the structure
from the video. (10 minutes)