Ethical Issues in the
Completion of Writing
Projects
James Brown, M.S.
Simone Conceição , Ph.D.
URBAN
EDUCATION
DOCTORAL
PROGRAM
Avoiding Plagiarism
How to effectively use the works
and words of others, without
crossing the line or committing a
crime in the process.
URBAN
EDUCATION
DOCTORAL
PROGRAM
Plagiarism – A Definition

Sometimes called “intellectual theft,” is the
use of another’s words or works as if they
were your own, and/or without giving proper
credit to the source.
You can also plagiarize your own works by submitting them for
multiple academic credit without acknowledging that they were
previously used or published.
Copyright Violation Vs.
Plagiarism

Copyright involves the distribution of material without the
author’s consent; for example, you can credit the author,
distribute the work, and still violate the copyright.

Copyright is often a legal problem, handled by courts;
Plagiarism is usually a civil problem, handled within a
disciplinary procedure of an organization.
Three Acts of Plagiarism



Failing to cite quotations and others’ ideas
Failing to enclose borrowed language in
quotation marks
Failing to put summaries and
paraphrases in your own words
D. Hacker (as cited in Wikipedia, 2006)
Four Types of Plagiarism




Intentional – you copy an entire essay
Accidental – through sloppy scholarship, you
don’t properly paraphrase, summarize, cite, or list
references
Self-plagiarism – you “borrow” one of your
papers and use it in another class
“Cryptomnesia” – Unconscious or unmindful
stealing from other sources
(Wikipedia, 2006)
How Common is Cheating?


A recent study by Green and Saxe (as cited
by Stover & Kelly, 2005) revealed that around
80% of undergraduates admit to some form
of cheating or collaboration.
Since about 77% of these students go on to
graduate school, the problem is passed on
(Stover & Kelly, 2005).
What Happens When
Students Cheat?
Cheating may begin in order to avoid losing a
perceived advantage in competition

This is especially common in business schools and
other highly competitive programs
Once the habit is formed, this strategy often
follows into the work world
RESULT:
Cheating creates ethical problems for everyone; it can affect
large corporations and businesses and cost thousands of
innocent people their jobs and livelihoods. (e.g., Enron)
Consequences of
Plagiarism
Rarely involves criminal punishment, but
can lead to devastating consequences such
as:




Loss of degree
Loss of career
Loss of credibility
Large fines, if copyright is violated
Strategies for Dealing with
Plagiarism

Policies and Procedures at UWS


Chapter UWS 14:
Student Academic Disciplinary Procedures
Educational Opportunities

Such as this workshop
Discussion Point
Take a moment to review the Student
Academic Disciplinary Procedures, Chapter
UWS 14. (Handout)
For the UWM Graduate School, the link to
this document is
http://www.uwm.edu/Dept/Grad_Sch/StudentInfo/uws14.
html
The Academic Writer
Two primary requirements for academic
writing:


To make an original contribution to the literature
To situate your paper within the context of your
field among those already published
SOURCE: “Using the Work of Other Authors.”
(2004, para. 1). Retrieved 9/22/2006 from the
website of Central European University at
http://www.ceu.hu/writing/sources.htm
How Many Words Constitute
Plagiarism?


No set number of words
However, even a few words that are
recognizable, keywords, or repeated
word for word, can represent plagiarism
SOURCE: “Using the Work of Other Authors.”
(2004, para. 17). Retrieved 9/22/2006 from the
website of Central European University at
http://www.ceu.hu/writing/sources.htm
What are the Benefits of Citing
Other Works?




It builds your authority
It helps place your work in the field
You help readers find more information on the
topic
You acknowledge your intellectual debt to scholars
who have preceded you
SOURCE: “Using the Work of Other Authors.”
(2004, para. 17). Retrieved 9/22/2006 from the
website of Central European University at
http://www.ceu.hu/writing/sources.htm
How do You Give Credit?



Use proper citations with the text of the paper
Give proper references with complete details
of the cited works
Use the style and publication guidelines of
the American Psychological Association’s
(APA) Publication Manual (5th Ed.)
Pop Quiz!

What are the three acts of plagiarism that
one can commit in writing academic papers?




1
2
3
If you unintentionally forget to credit a source,
it isn’t really plagiarism.

T or F
Pop Quiz
(Answers)

Three acts of plagiarism:




Failing to cite quotations and others’ ideas
Failing to enclose borrowed language in
quotation marks
Failing to put summaries and paraphrases in
your own words.
Plagiarism must be intentional:

False. Your intentions here are not the issue;
avoid making this error– always be conscious of
your sources.
Propping Yourself Up

Think of the three-legged stool. You won’t fall
if you…
1. Cite and
reference
your
quotations
3. Use your
own words for
paraphrases
and summaries
2. “Use quotation
marks for direct
quotes”
Avoiding Plagiarism –
Three Main Ways to Cite



Direct quotation
Paraphrase (rewording the concepts) or
summary (shortened version)
Integrate the author and information into the
text
SOURCE: “Using the Work of Other Authors.” (2004,
para. 8). Retrieved 9/22/2006 from the website of
Central European University at
http://www.ceu.hu/writing/sources.htm
Problem Areas in Academic
Writing
 1: Quoting
 2: Paraphrasing
 3: Summarizing
 4: Citing
This section is adapted from
Menager-Beeley, R. & Paulos, L. (2006).
Problem Area 1:
The Case of the Excessive
Quotations
Stringing together frequent and/or long
quotes from other authors can cause you to
lose your authority and your voice




Detracts from impact of paper
Indicates lack of own view
Constitutes a form of plagiarism
Diminishes opportunity for selfscholarship and contribution
Problem Area 1:
The Case of the Excessive
Quotations
1
Since the inception of the term digital divide, coined by Dr. Simon Moors for
a 1996 British Broadcasting Corporation interview (Wikipedia, 2006), the
definition of this phenomenon has evolved from a simple socioeconomic demarcation between “those who have access to telephones,
personal computers, and the Internet across demographic groups” (Pinkett,
2001, p. 1), to include a much broader description of the gap in terms of
these groups’ abilities to use an array of information and communications
technologies (ICTs), including literacy and technical skills, as well as the
availability of quality and useful digital content (Wikipedia, 2006). Davis
Foulger (2001) frames the modern digital divide in terms of a series of
cliffs (barriers) or a continuum of choices. He concludes his argument
as follows:
The digital divide (or digital cliff) of digital have not countries…can only be bridged
by resolving the economic, infrastructure, computer access, and literacy gaps….The
digital divide (or digital continuum) of digital have countries …will be bridged by
making the use of Internet resources so inexpensive, appealing, and indispensable
that even those who would prefer not to use such resources will feel obligated to do
so. (para. 3)
Brown, J. (2006). Narrowing the digital divide: Teaching strategies
for a culturally-aware urban adult basic education program
4
2
3
Problem Area 2:
The Case of the Stolen Phrase

The most common reasons for failing to properly
acknowledge paraphrases:




Poor note-taking and scholarship
Not enough time allowed to complete paper
Failure to recognize that paraphrases
still require citations
You have been bitten by the plagiarism
vampire (rare but painful)
Problem Area 2:
The Case of the Stolen Phrase
(Cont.)
Specific requirements for writing a proper
paraphrase:





Avoid exact structure of passage
Avoid using mainly synonyms to re-state the
thought
Include all the thoughts and the intent of
the passage
It should be approximately the same length as
the original passage
Avoid changing the meaning
Look
into my
eyes!
Your Turn:
Can You Paraphrase
This Famous Passage?
Such is the general purport of this legendary superstition, which
has furnished materials for many a wild story in that region of
shadows; and the spectre is known, at all the country firesides,
by the name of the Headless Horseman of Sleepy Hollow. It is
remarkable that the visionary propensity I have mentioned is
not confined to the native inhabitants of the valley, but is
unconsciously imbibed by every one who resides there for a
time. However wide awake they may have been before they
entered that sleepy region, they are sure, in a little time, to
inhale the witching influence of the air, and begin to grow
imaginative—to dream dreams, and see apparitions.
Washington Irving (1783–1859).
Irving, W. (2001). Rip Van Winkle and the legend of Sleepy Hollow. In
Charles W. Elliott (Ed.), Harvard Classics Shelf of Fiction (Vol. X, Part 2).
Retrieved 10/03/06 from http://www.bartleby.com/hc
Your Turn:
Is This a Good Paraphrase?
Paraphrase
The Headless Horseman was a legendary spectre of the village of Sleepy
Hollow. The vision was not confined to the inhabitants of the village alone, but
also unconsciously absorbed by everyone who visited there for a while. In a
little time, they, too, began to imagine it in their dreams and to see the
apparition.
Original
Such is the general purport of this legendary superstition, which has furnished
materials for many a wild story in that region of shadows; and the spectre is
known, at all the country firesides, by the name of the Headless Horseman of
Sleepy Hollow. It is remarkable that the visionary propensity I have mentioned
is not confined to the native inhabitants of the valley, but is unconsciously
imbibed by every one who resides there for a time. However wide awake they
may have been before they entered that sleepy region, they are sure, in a little
time, to inhale the witching influence of the air, and begin to grow
imaginative—to dream dreams, and see apparitions.
Your Turn:
Is This a Good Paraphrase?
Paraphrase
Irving’s (2001) famous passage, in which he introduces the Headless Horseman of
Sleepy Hollow, illuminates the infectious nature of the ghost story, passed on by
villagers among themselves and any visitors unlucky enough to visit the village for
a while. The story had such visual power that even these casual visitors would
quickly succumb to the story. It wasn’t long before they, too, could easily imagine
the ghost galloping along the countryside. A nightmarish ambience hovered over the
village and fed their superstitions.
Original
Such is the general purport of this legendary superstition, which has furnished
materials for many a wild story in that region of shadows; and the spectre is known,
at all the country firesides, by the name of the Headless Horseman of Sleepy
Hollow. It is remarkable that the visionary propensity I have mentioned is not
confined to the native inhabitants of the valley, but is unconsciously imbibed by
every one who resides there for a time. However wide awake they may have been
before they entered that sleepy region, they are sure, in a little time, to inhale the
witching influence of the air, and begin to grow imaginative—to dream dreams, and
see apparitions.
You are
getting
sleepy!
Problem Area 3:
The Case of the Superficial
Summary
Unlike a paraphrase, your goal in using a summary is to
significantly shorten the original source and refer to the
points relevant to your own work.
 Use the C.I.E. approach
Scholarship





Central Intelligence Estimate boils
down the facts
Avoid trivializing or sensationalizing
the author’s findings
Avoid changing the conclusion or meaning
Be sure to cite
Be sure to provide a reference
is a grave
concern of
mine!
Problem Area 4:
An Advanced Case of APA
There are too many rules for citations and
references to remember all by yourself




Have the APA Publication manual handy for reference
Make friends with an editor
Learn quickly with our online
learning objects (LOs)
Avoid speeding through your work; take the time to
do a good job
Let’s Clean Out the Skeletons
in the Closet Quiz!
Which of the
four types of
plagiarism is
the most
common?
Unintentional;
however, this is
not an acceptable
excuse.
Let’s Clean Out the Skeletons
in the Closet Quiz!
How long
should a
paraphrase
be?
About the same
length as the
original passage.
Let’s Clean Out the Skeletons
in the Closet Quiz!
Where can you
find the UWM
Code on
Academic
Conduct and
Plagiarism?
UWS 14 can be
found online;
also, be sure to
get the handout!
Let’s Clean Out the Skeletons
in the Closet Quiz! (Last one.)
What’s the
easiest way
to avoid
plagiarism?
Don’t hurry your
work; cite sources
and include
references.
You did it! Now this house
rocks!
References








American Psychological Association. (2002). Publication manual of the American
Psychological Association (5th ed.). Washington, DC: American Psychological
Association
Brown, J. (2006). Narrowing the digital divide: Teaching strategies
for a culturally-aware urban adult basic education program. Unpublished manuscript,
University of Wisconsin-Milwaukee.
Central European University (n.d.) Using the work of other authors. Retrieved 9/22/06 at
http://www.ceu.hu/writing/sources.htm
Irving, W. (2001). Rip Van Winkle and the legend of Sleepy Hollow. In
Charles W. Eliott (Ed.), Harvard Classics Shelf of Fiction (Vol. X, Pt. 2).
Retrieved 10/3/2006 from http://www.bartleby.com/hc
Menager-Beeley, R. & Paulos, L. (2006). Understanding plagiarism: A
student guide to writing your own work. Boston: Houghton Mifflin
Company.
Plagiarism. (n.d.) Retrieved 9/21/06 from the web site of Wikipedia at
http://en.wikipedia.org/wiki/Plagiarism
Stover, M. & Kelly, K. (2005). Institutional responses to plagiarism in online
classes: Policy, prevention, and detection. Retrieved 9/21/2006 from the
web site of the 18th Annual Conference on Distance Teaching and
Learning at http://www.uwex.edu/disted/conference/
UWM Graduate School. (n.d.). UWS 14: Student academic disciplinary procedures.
Retrieved 9/23/06 at http://www.uwm.edu/Dept/Grad_Sch/StudentInfo/uws14.html
Questions?
URBAN
EDUCATION
DOCTORAL
PROGRAM
Happy
Writing!
(James & Simone,
2006)
URBAN
EDUCATION
DOCTORAL
PROGRAM
Thank You!
Audio clip from: Michael Jackson’s Thriller (1983)