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Essay on academic plagiarism
“What constitutes academic integrity, why do we need it, and what is plagiarism?”
“What constitutes academic integrity, why do we need it, and what is plagiarism?”
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Recommended: Essay on academic plagiarism
Sources are very important to an argument, not having anything to back up your statement can set you up for failure. But, it is very important to have reliable sources, and to cite them. Without citing sources you could also be penalized for plagiarism, which is not good for an argument because it makes you and your information look irrelevant.
An argument usually depends on the quality of the sources used. The majority of sources have some sort of bias and they present evidence that helps their objective. Chapter 18 says that before using a source to find the author’s place in the issue. The way to avoid being biased in your writing is to find as many reliable sources as possible, but avoid selective choosing sources because you could miss
important issues and perspectives. Checking the date of publication is also good to do, because newer sources will be more relevant compared to older sources. When assessing field research (experiments, surveys, interviews, observations) in arguments make sure to go over the results very carefully. Chapter 20 deals with plagiarism, both intentional and unintentional. A way to avoid plagiarism is to give full credit to the sources. Citing sources helps in many ways. It helps increase your ethos, shows your “due diligence”, and it helps remind you to think critically when it comes to citing sources and using the evidence collected. When using the internet to try and find information to use in your work, you are subjected to the same regulations as other types of sources. When you are in a project with people, usually the participants are acknowledged in the beginning of the presentation, report, and/or essay.
For example, if the author provides statistics to prove their case, it's important to check the date, location, etc., of when this data was collected. Just because authors may have an eyewitness, survey, or results from a scientific study, doesn't mean that their data is reliable. Their info may be subjective and therefore, not trustworthy. Moreover, some writings can include broad generalizations, assumptions, and omission of facts. This can mislead you into believing something that is not true which is why you should make your own inferences whilst reading. When making an inference, figure out the author's purpose, take note to the details, address the facts they give, inspect their usage of words, and back your inference with
An explanation is a set of statements constructed to describe a set of facts which clarifies the causes, contexts, and consequences of those facts. This description may establish rules or laws, and may clarify the existing ones in relation to any objects, or phenomena examined. The first piece Bush Remarks Roil Debate over Teaching of Evolution written by Elizabeth Bumiller, is an explanation. Bumiller addresses her points using facts rather than opinions, she also says, “Recalling his days as Texas governor, Mr. Bush said in the interview, according to a transcript, “I felt like both sides ought to be properly taught.”(2), this signifies that this is an explanation and not an argument since he sees both sides instead of choosing one. For
The claims I make in my paper are both argumentative and relevant to my thesis. One of the Course Outcomes is to “Construct academic arguments using sound claims and appropriate evidence.” My first sub claim explains that despite the narrator’s many accomplishments in life he makes a complete circle back to “the trap” of Harlem. I used examples of the narrator’s accomplishments from the story and quotes that indicate
On December 2,2015 I went to to the Lynnhaven building to receive some feedback on my agreement paper for English 111. It was a very rainy day after running through the rain when I reached the writing center room. There was a yellow note saying that the writing center was in the student center until December 4,2015. After reading the note I ran back in the rain to my car.It was to cold to walk it was raining. As I approached the student center I was told by a security guard that the tutoring lab was located on the third floor. I had walked up three flights of stairs. When I had finally reached the third floor,I walk into the tutoring lab. There were about eight tables, but only four staff members and one student. Amen had approached me asking what did I need help with today. I replied saying that I would like some feedback on my paper for English. He then pointed to the writing table and said “she can assist you with your paper”.
When I first encountered the word argument in this chapter I thought that I would be informed on what an argument is and how to construct an argument in an essay. After reading the chapter I think arguments much more than creating diversity over a topic. Also, it is much more than making a claim. There are many different styles and ways to present an argument.
It is not fair to use one primary source to challenge a secondary source. A primary source is the opinion of one present person who has objectivity and biased. When comparing sources and studying an event it is important to look and cross reference many sources for the most accurate records available. Primary sources are often the most trustworthy sources but also are the most biased because the event effected the writer personally. A broad generalization can be helpful when referring to multiple primary sources but not when only using
Crusius, Timothy W., and Carolyn E. Channell. The Aims of Argument: A Text and Reader. Boston: McGraw-Hill, 2003. Print.
3 - An academic argument is based on facts from reliable sources, not opinions or theories. The writer needs to avoid inflicting their personal opinion in their writing. A writer will write with directives to initiate a response from readers when it is a personal opinion and when it is an academic argument, the writer will write with firmness because they have facts to support their
In an article by Gienapp (2015), he stated that as the U.S. was being created, the Framers explored various types of government. The first was the Article of the Confederation which had a lot of problems and weaknesses that needed to be fixed, it required a succession of long debates, and it caused a great deal of regional conflict. Because of this, in the hopes that it will solve most of the problems, the Framers in 1787 began drafting the Constitution as well as signed it which replaced the Article of the Confederation. There was a push for ratification of the Constitution by two parties, one supporting it while the other opposed it. What it boiled down to was there was a split by two groups, the Federalist and Anti-Federalist who verbally
The Constitution of the United States of America is perhaps the most powerful and influential document in the world. It is the supreme law of our nation, uniquely designed by the Framers to derive its sovereign authority from the consent of the people. It is the sole source of all governmental powers, and it also provides important and necessary limitations on the government that ensures the protection of the fundamental rights of United States citizens. The Founders drafted this Constitution with the chief aim of creating a government armed with sufficient authority to act on a national level while simultaneously upholding and preserving our rights and liberties. The Drafters had the vision to see past the times of the convention
Academic integrity has been put in place to protect the ideas of which those belong to. A code between students and faculty has been created to support this policy. When developing a research paper there are a certain number of sources required to support or create an argument in regards to the subject of an assignment. These sources can include many types of media such as articles or documents found on the internet, magazines, books, interviews, or video evidence. A student can chose to exhaust any or all the before mentioned sources; however, they must paraphrase or correctly cite the source to keep in place the standard of originality. “The advance in technology has created additional resources wher...
Citing sources is a way of following procedures and avoiding plagiarism. If you are going to borrow someone else’s work you need to cite it in the text and on the works cited page. There are two reasons why sources are cited:
Discuss defense of claims made in the paper. Is the author using sources to defend claims? What sources? How convincing are they? What other information might the author use? Has the author remembered to acknowledge the opposition? To repeat myself: the sources are insufficient. Look for: magazines, journal articles, and scholarly books. Run subject searches on InfoTrac.
Wilhoit (2009) explains building an argument is a complex task that does not require adhering to a specific rules and methods prescribed to you throughout your high school career. Although they certainly have a place in arguments in that they provide the infrastructure, the key premised to building an academic argument is understanding and establishing the rhetorical situation. It will give you an understanding of who the writer and the audience is, what is the subject or topic, the reason or occasion and finally the purpose of why the argument it being written (p.1-4). In this essay we will take a step by step look at how to construct a reflective argument in response to Michael Hardt’s “Are we capable of Democracy” argument in Examined Life.
John Swales would agree with the teaching of intertext because he too believes that it only strengthens knowledge and an argument. When teaching intertext however, professors need to be aware that students have never put a name to the concept before, so students will make errors and mistakes throughout their learning process, “overlooking vital facets of discourse production” (Porter, 403). It is very common for students to be misguided into believing that they do not have to properly cite a source after using intertext. If professors would focus more on the meaning of intertext and the mechanics of using it, students would be more successful in the long run with the argumentative