Plagiarism

What is plagiarism?

Copying materials from other sources without acknowledging them: books, journals,
websites, etc.
If you use your own words??
o Still it is plagiarism.
How to avoid plagiarism?
o By stating:
Name of the author,
Year of publication,
source,/title of the book etc.
publisher
place of publication

If you are taking information from the internet;

o Author of document
o Year of publication
o Title of document
o Institution of origin (if applicable)
o Full URL (Internet address)
o Date of your access to it

How do you avoid plagiarism in your text?

o You must make notes while reading the original source
o You must differentiate your ideas from the ideas in the text

You can avoid plagiarism by;

o Quoting
o Paraphrasing/summarising

You may use any one of the above techniques.

But, you still have to acknowledge/cite the sources otherwise it is considered as you are stealing
other peoples ideas.

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 Writing Summaries

Summarising is one of the techniques that can be used to avoid plagiarism.

Objective: To train students in writing literature reviews and research papers.

SUMMARISING

Main ideas should be taken from a text

The original source should be read carefully.
Use your own words as much as possible.
Your summery must have the same meaning as in the original.
Your summary must be significantly shorter than the original text.
The original text/source must be acknowledged.

Writing summaries- basic techniques

Read through the text

Read the beginning and the end carefully
Underline the main ideas in the text
Now read the relevant parts more carefully
Note whether they are main points, supporting points, examples, causes, Effects, facts
or opinions or advantages or disadvantages.
Write down main ides and combine them together using your own words
Do not include your opinion/s
Do not add any extra information
Make sure that meaning of your summary is not different from the original text
Recheck whether the meaning is as same as the original
Remind your reader you are summarizing someone elses ideas;
o According to the writer .
o The research states that ..

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Verbs are important
Be careful of the verb that you are using
Verbs indicate the function of the original text
Verbs also indicate your opinion/s of the original text

Chapter Twelve

Trade Routes and Rituals

1 Trade between distant people is often seen as a mark of a more advanced economic life.
If this insight is valid, many groups of aboriginals must have been far from backward
because their raw materials and manufactures were traded to people hundreds of miles
away. It is probable that every tribe in Australia traded with its neighbours, and a few
commodities were involved in such a sequence of transactions that they crossed from the
tropical coast almost to the Southern Ocean.

2 Pearl shell travelled further perhaps than any other Item. In Western Australia an
explorer saw an aboriginal wearing, as a sporran, pearly oyster-shell which had travelled
at least 500 miles from its point of origin. Some of the pearl shells were as wide as a
bread-and-butter plate, and their silvery-white surface was engraved with a simple
pattern. Many shells were neatly perforated at the top so that they could be worn as a
pendant. They could be seen, suspended from the neck of aboriginals, near the Great
Australian Bight, which was about one thousand miles overland from their home seabed.
Similarly, Kimberley pearl-shells were found as far away as the Mallee scrub lying
between Adelaide and the Victorian border. Baler shell from tropical beaches near Cape
York were picked up far to the west of Alice Springs and as far away as Leonora (W.A.).
Many hands must have fondled those ocean shells in the course of their long journey to
the interior. Their journey consisted of many transactions between neighbouring groups,
most of which did not even know of the existence of an ocean. If sea shells could travel

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so far into the interior, it is likely that spears or ochres from the interior were traded in the
opposite direction, eventually reaching the hands of people who did not even know that
the world held sweeping plains and deserts.

3 In eastern Australia the axe-stone also moved over a wide area. In a quarry on the
smooth slopes of Mount William, about forty miles north of Melbourne, stone axes were
intermittently mined and shaped by Billi-Billeri at the time when the first Europeans
arrived with their sheep. The stone was volcanic, ranging in colour from black to lightish
green, and perhaps was prized in its own hinterland even more than high grade axe-steel
was to be prized there a century later. For generations, stone axes from that quarry cut
wooden canoes for the rivers flowing south to the Murray, and the axes reached
aboriginals as far away as Swan Hill, nearly 200 miles to the north.

4 A quarry which provided stone fit for stronger, sharper axes was likely to supply trade
routes stretching in every direction. As many quarries were worked for generations,
yielding thousands of tons of rock, they eventually scarred a considerable expanse of
ground. At Metton Mowbray in southern Tasmania the chips and debris of a chert quarry
covered about one acre. At Moore Creek, near Tamworth in New South Wales, an
outcrop of greywacke running along the crest of a saddle-back ridge was mined
prolifically; the axe-stone was quarried by aboriginals for a length of three hundred feet
and to a maximum width of twelve feet. On countless still days the noise of the chipping,
the patient chipping, must have carried across the slopes.

5 As the written records were thin in tracing the trade in stone axes from the Tamworth
district; other ways of reconstructing the extent of the trade were needed. Petrological
analysis was one promising technique. It has been applied as long ago as 1923 to reveal
that the so-called bluestone used in building Stonehenge in southern England had been
carried all the way from Pembrokshire in Wales. With this technique in mind an
enterprising archaeologist, lsabel McBryde, examined a total of 517 edge-ground axes
which had been found scattered over a large part of New South Wales. She mapped the
places where each stone axe had originally been collected old aboriginal camping

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grounds, trade routes, or simply places where an aboriginal had lost or broken his axe or
had bartered it away to a European pioneer. In the laboratory a thin sliver of stone was
sawn from each available axe. Each specimen of stone was then ground down to a
transparent thinness and examined under the microscope of the geologist, R.A. Binns.
Once the minute characteristics of the stone had been identified, the search for its place of
origin could be concentrated on those regions or even specific hills or valleys which were
known to contain that type of stone. In those areas which had been mapped with intensity
the exact quarry which produced some axes could even be located. Binns and McBryde
were able to name one quarry which had originally produced the stone for sixty-five of
the axes that were found in scattered parts of New South Wales.

6 This kind of archaeological jigsaw - the exact matching of axe and quarry - can be
solved only when every likely source of stone has been discovered and described. In a
sparsely-peopled territory the mapping is slow and the geological knowledge is not easily
gathered. Nonetheless Binns and McBryde were able to gauge the extent of territory or
market which was supplied with stone axes quarried from the long ridge of Moore Creek
or from similar rock formations to the north of Tamworth. They found that axes had gone
overland through a chain of tribal territories to Cobar, Bourke, Wilcannia, and other
points on the plains as remote as 500 miles from the home quarries.The longest of these
routes, transposed on to a map of western Europe, was almost equal to a walk overland
from the English Channel to the Mediterranean.

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 Paraphrasing

What is paraphrasing?

Using your own words to write somebody elses concepts without changing the original
meaning.

You must cite the source when you paraphrase.

Why do you need paraphrasing?

To write literature reviews

To write research papers

Discuss the following examples. Note different styles of citing a text.

Bradley and Hill (1987) reported that middle managers' attitudes were "uniformly unfavourable"
towards quality circles because they saw them as a threat to their professional expertise and
prerogatives.

Similarly, in the US car industry, Wood (1992) found that, despite a range of Quality of Work-
life initiatives in General Motors plants, "most managerial prerogatives remain firmly intact."

Mendelssohn (1994) argues that the great pyramids were built as a method of creating an
integrated human community the size of a state.

Davis and Lawrence (1989) suggest three stages of matrix evolution.

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In a recent study, Child (1996) claims that that there are four levels in the hierarchy of the
organisation.

Howells (1990) found distinctive styles of decision-making in Marks and Spencer.

Child (1996) concludes that resources move from the productive to the non-productive sector
within organisations as well as across them.

Research by Guest (1979) shows that the supervisor's life is remarkably similar to that of the
senior manager.

Peter (1993) points out that it is much better to be pulled up in an organisation than to push
yourself up.

Davis (1995) identifies aspects of how the grapevine works.

Pearce and Robinson state that "social considerations involve the beliefs, values, attitudes,
opinions and lifestyles of those people in a firm's external environment".

Despite much evidence to the contrary, Lewis (1993) questions the prominent position given to
the verb.

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Jones (1997) considers the high occurrence of lexical chunks.

We are overwhelmed by what Channell (1994) terms "vague language".

As observed by Evans (1996), students prefer to study individually.

Note, however, that the author's name is not always incorporated into the sentence. Here are a
few examples:

Our intuition can still tell us facts about the language which cannot be evidenced by a corpus
(Widdowson 1990).

Paraphrase the following paragraph.

Original Text

A key factor in explaining the sad state of American education can be found in over-
bureaucratization, which is seen in the compulsion to consolidate our public schools into massive
factories and to increase to mammoth size our universities even in underpopulated states. The
problem with bureaucracies is that they have to work hard and long to keep from substituting
self-serving survival and growth for their original primary objective. Few succeed. Bureaucracies
have no soul, no memory, and no conscience. If there is a single stumbling block on the road to
the future, it is the bureaucracy as we know it.

Edward T. Hall, Beyond Culture, Anchor Publishing, 1977, p. 219

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1 American education is overly bureaucratic. This is manifest in the increasing size of
educational institutions, even in small states. Bureaucracies are bad because they tend to
work to promote their own survival and growth rather than that of the institution, as was
their initial objective. Most bureaucracies fail because they have a conscience or a soul. I
believe that bureaucracies are the biggest stumbling block on the road to the educational
future.

Discuss the reasons for unacceptability of the paraphrased paragraph.

2 Bureaucratization has proved to be a major obstacle on the road to our educational future.
American institutions have become factories that are more conducive to the growth of
bureaucratic procedures than to the growth of the students who attend them.
Bureaucracies have to work long and hard to keep from promoting their own survival
rather than the educational goals that were their primary objective.

(Unacceptable answer)

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