Today’s Plan:
- Attendance
- Weekly Writing Questions
- Plagiarism
- Avoiding Plagiarism
- Homework
Weekly Writing Questions
As of 10:43 this morning, only 10 people had shared the weekly writing report with me. This is bad. What’s up?
If you need instructions for sharing the writing report with me, then check Friday’s class notes.
Loving some of the nicknames: ragecage, scholarlydude, spontaneousabyss. Good stuff.
Plagiarism
I’m fairly confident that you can all provide me a short, concise definition of plagiarism. Let’s check.
That said, I want to make sure you recognize the boundaries of plagiarism. To do that, let’s start with TheVisualCommunicationGuy’s infographic on plagiarism.
What I hope the walk-away of that exposure is that plagiarism isn’t just a matter of taking someone else’s words without credit, it is also a matter of taking someone else’s thought. And plagiarism isn’t always a matter of giving credit, it is also a matter of acknowledging influence or similarity. That is, ideas are never created out of nothing, as if one writer or thinker owns them in their entirety. However, thinkers have a responsibility to acknowledge what other thinkers and thoughts they have come across while developing and refining their own ideas.
I think this is especially important because of the nature of this class. For the next 10 weeks, you won’t necessarily be writing in academic places that call for MLA or APA citation. In fact, it would be quite strange to see APA citation in a League of Legends forum post or even in a popular article on medium.com. MLA and APA citation strategies are generally reserved for academic genres and audiences, where readers have rigid and demanding expectations regarding a source’s lineage and integrity. In short, those audiences are likely going to trace down sources and check accuracy.
In the online environments you will be writing in, citation isn’t necessary as strict–but it is no less important. And citation is often driven by two things: attribution (the name of the source, acknowledgement that you have read it) and links (hence why I have put so much emphasis on hyperlinking early in the course). Start paying attention to the articles you read online and you will see these strategies at work. Just because there isn’t a parenthetical doesn’t mean there isn’t ways of acknowledging the material we use.
I want to put particular emphasis on another part of the infographic–the idea of “common knowledge.” This is one of the trickiest parts of acknowledging the influence of ideas. As the graphic indicates, no one needs to cite the fact that the Earth is round. Unless, that is, you are writing a paper on the history of cartography. Then, in fact, it might be necessary to cite a number of sources that helped develop this idea. In his 2004 post “The Round Earth and Christopher Columbus,” David Sterns argues that several different philosophers and scientists discovered the Earth’s roundness at different points in history: the ancient Greeks, then the ancient Romans, and then the council of King Ferdinand’s court who approved Columbus’ journey to the “new world.” As Sterns notes, this council was quite aware of the theories proposed by the Greeks and Romans.
That previous paragraph was meant to show how I expect you to attribute sources this semester. It introduces a source, David Sterns’ post, using what I call the “magic sentence,” so called because it packs a lot of contextual information into very few words.
Avoiding Plagiarism: Providing Contextual Information and Attributing Sources
Essentially, I consider handling sources a 4 part process. There’s the signal, the quote/evidence, the summary, and the analysis. While we’ll be using this specifically for direct quotes today and this weekend, this is essentially the underlying structure for most (academic) argumentative paragraphs: a claim, followed by evidence, and analysis.
- Signal: who, what, where, when. Note that what/where can be a reference to a kind of media [article, book, poem, website, blog post], a genre [sonnet, dialogue, operational manual], or location/event [press conference, reporting from the steps of the White House]. The signal helps create ethos, establishing the credibility of your source, addressing their disposition toward the issue, and positioning them within the context of a particular conversation.
- Quote/evidence: in-line citations use quotation marks and are generally three lines or less. Block citations do not use quotation marks and are indented from the rest of the text. Generally, quotes present logos of some kind–be it in the form of statistics or argumentation. Of course, quotes can also be used in an attempt to engender pathos, or a strong emotional reaction.
- Summary: especially for block quotations, you need to reduce a block of text to a single-line. You need to put the quote in your own words. Because language is slippery, and your readers might not read the quote as you do. So, offering a summary after a quote– particularly a long one (which many readers simply do not read)–allows readers an opportunity to see if they are on the same page as you.
- Analysis: Reaction, counter-argument, point to similar situation, offer further information, use the bridge, “in order to appreciate X’s argument, it helps to know about/explore/etc. This is where the thinking happens.
Here’s an example; let’s say I was writing a blog on the struggles of newspapers to survive the digital transition, I might want to point to the October 15th, 2009 NYT’s article dealing with the Times Co. decision to hold on to the Boston Globe.
In his recent article, Richard Perez-Pena explains that the Times Co. has decided to hold onto the Boston Globe, at least for now. Perez-Pena explains that the Times Co. has been trying to sell the newspaper for the past month, but, since it hasn’t received what it deems a credible offer, it has decided to pull the paper off the market. He writes:
Dan Kennedy, a journalism professor at Northeastern University who has closely followed The Globe’s troubles, said it might be better for The Globe to remain with the Times Company than to go to a new owner that might do more cutting or replace top executives. “But the company has its work cut out for it in terms of rebuilding credibility with the employees and the community,” he said.
Perez-Pena explains that the Times Co. has been involved in bitter labor disputes over the past year, as advertising revenues continue to fall: this move, as Kennedy notes above, could be a solid first move in rebuilding an important relationship with one of America’s oldest, and most significant, newspapers. However, I think we still need to be a bit skeptical here: the fact that no one even proposed a reasonable offer for a newspaper that only 15 years ago commanded 1 billion dollars, the highest price ever for a single newspaper (Perez-Pena), does not bode well for the future of the industry. Like many newspapers, the Globe was slow to adapt to the digitalization of America’s infosphere. Time will tell if recent efforts are too little too late.
If you look above, I first contextualize the quote–not only supplying where/when/who it came from, but also providing some sense of what the whole article discusses. Then I focus attention toward a particular point and supply the quote. After the quote, I first reiterate what the quote said (providing a bit of new information). This is an important step that a lot of writers skip. Always make sure you summarize a quote, so a reader knows precisely what you think it says. Then, in the final part of the paragraph above, I analyze the material. I respond to it. In this particular case, I am somewhat critical of the optimism that underlies Perez-Pena’s piece.
A few other small points:
- Notice the first time I reference an author, I use there first and last name. After that, it is sufficient to only use the last name.
- Notice that I don’t have a citation after the direct quotation: the reason here is that it is obvious where the quote came from thanks to my signal. This is an electronic source, so there is no page number citation, were it a print source I would have to include that. NEVER USE A PAGE NUMBER IN THE SIGNAL TEXT.
- Notice in my analysis that I make a parenthetical to the author–its because I pulled the price of the Globe purchase in 1993 from his article. I don’t directly quote it, so no quotation marks.
- Finally, there’s two kinds of quotations, in-line quotations and block quotations. Each have there own rules for academic papers (the dreaded MLA and APA guidelines). We will deal with those later in the course. In terms of blogging: quotes longer than 4 lines need to be blockquoted. Blogger has a button to help you do this. Blockquotes don’t receive quotation marks.
The First (Best?) Step Toward Avoiding Plagiarism: Crafting Quality Signals
Today I want to focus a bit on the first part of what I introduce above, crafting a quality signal that introduces a reader to a source (be it a quote or statistical evidence). Here it is:
Shakespeare’s Renaissance tragedy Romeo and Juliet documents the titular characters’ intense love and foolhardy demise. Shakespeare’s play leads us to question both the sincerity of young love.
I came up with this sentence while prepping high school students to take placement exams, hence the literary material. But the semantics of the sentence make it useful for virtually every kind of writing. I especially want to highlight the importance of the verbs in this sentence, because choosing the proper verb often reveals both our appraisal of the source and our thinking on the questions it raises.
[Author]’s [time period] [genre] [title] [verb] [plot summary]. [Author] [verb] [theme/purpose].
Ok, so in reality I have two sentences here. But, when dealing with non-fiction works, they can often be combined into one:
[Author’s] [time period] [genre] [title] [verb] [purpose].
As I indicated above, it is the verb that is the silent star of the show here. Consider for a minute the following example:
Malcom Gladwell’s 2005 book Blink exposes how subconscious part of our brain think in ways we are not consciously aware.
Exposes. How does the meaning of the sentence change if I use the verb:
- suggests
- argues
- questions whether
- supposes
- explicates
- details
- offers a theory of
- explores
Each of these verb choices subtly alters the way I approach the work discussed. Exposes suggests something secret and perhaps mysterious is being uncovered. Suggests suggests that an amount of doubt surrounds the issue. Supposes implies that I am hostile or at least quite skeptical toward the idea. This subtle indicator allows my an opportunity to softly align or distance myself from the source I am using. Good authors do this all the time to subconsciously prepare readers for their arguments.
After reviewing the first round of essays, I want to go back and revisit my previous advice for handling a source. As an example, I want to revise a portion of Jess’s essay on gun control. She writes:
“Even gun owners who have never used their guns for self-defense find solace in the fact that the gun is there if needed.” I found this relating to my situation and completely accurate to how I feel about my gun being in my home quoted by Norman Lunger in Big Bang: The Loud Debate over Gun Control.
There are many different scenarios where a child is killed because a gun was left loaded, and not hidden well by an adult and an accident death occurred. But is that really the guns fault for being loaded, is it not the adult’s fault that left it in a non-secure location that was accessible by a child? As mentioned an accident in Big Bang: The Loud Debate Over Gun Control by Norman Lunger “In Florida, two young boys found a shotgun under a bed in their grandparents’ home. A six year old pulled the trigger, and a five year old fell dead.” It seems these things happen too often and how can they be avoided.
Part of what is missing here is that I don’t have an orientation to Lunger–is this a source with which Jess agrees? Or disagrees? Part of my confusion lies from the fact that, while I understand the particular passages, I don’t have any context for them, I don’t understand the purposeful argument of which they form a part.
Previously, her essay documented her own reasons for wanting a gun: after a terrifying attempted burglary, she wanted a weapon for home protection. She then might use this kind of transition:
Based on my own experiences, I find myself relating to Norman Lunger’s idea that “even gun owners who have never used their guns for self-defense find solace in the fact that the gun is there if needed.” Lunger, in his contemporary [time] examination [genre] Big Bang: The Loud Debate Over Gun Control [verb] [argument/purpose].
Without more familiarity with the book, I cannot fill out the rest of the sentence.
Here’s a second example, from G-Lo’s post on marriage and Gary Chapman’s The 5 Love Languages:
In the book, The 5 Love Languages, by Gary Chapman he makes it clearly evident of common mistakes that men make when trying to show their partner in life how passionately they feel for them. He illustrates our mindset that we think that we, as men, are doing so well in our efforts to please our wives but yet cannot figure out why they aren’t thanking us daily for being so wonderful. That’s because a lot of us have been oh so wrong.
The key to our puzzle is unlocked in this book. “The problem is that we have overlooked one fundamental truth: People speak different love languages,” is a clear statement made by Gary Chapman. What he is saying is that everybody feels love in different ways. This famous and successful marriage counselor describes the five “love languages” as words of affirmation, quality time, receiving gifts, acts of service, and physical touch.
Here we have a bit more information to work with. What I would like to do here is 1) to make the transition into the quote less wordy and 2) tighten up the summary and response to the quote. So:
Gary Chapman’s The 5 Love Languages makes clear the common mistakes men make when trying to show their love to their partners. […]
Chapman identifies the key to our puzzle, writing that “the problem is that we [men] have overlooked one fundamental truth: people speak different love languages.” By speaking different languages, Chapman, a famous and successful marriage counselor, means that everybody feels love in different ways. He describes five different ways, or languages, that we must familiarize ourselves with: affirmation, quality time, receiving gifts, acts of service, and physical touch.
Notice how I am able to describe Chapman in a parenthetical phrase. Notice, too, how detailing the purpose of the work helps us to understand G-Lo’s relation to it. If done properly, I don’t have to use words like “clearly evident” or “clear statement” later. I don’t have to say that I find his writing clear if I show how clear his writing can be.
One last example:
On another note, most universities and businesses try to be as racially fair as possible. If I am going to give credit somewhere, it would be here. America does try to be as unbiased as possible when it comes to hiring or acceptance letters. But their efforts to be unbiased towards race has slowly affected their ability to hire or accept applicants fairly.
For instance, there was a case study done by Duke University involving the application process of certain employers:
Here there is a transition, but I think we can make that transition stronger:
A recent case study by John B. McConahay, a social psychologist from Duke University, supports my suspicions toward how “kind racisim” affects hiring and acceptance rates:
Hey, a Quiz!
I’ve put up a quiz on Canvas. I want you to craft signals w/ summative paraphrases for each link there.
Homework
Get started on your next weekly writing report by reading a few articles in your area and drafting a response.
Tom Clynes’ 2016 Scientific American article “How to Raise a Genius: Lessons from a 45-Year Study of Supersmart Children” reveals how recent research counters the long-held beliefs that genius was either the result of dedicated effort or socio-economic context. Rather, Clynes reports the results of a 45 year longitudinal study by Julian Stanley of John Hopkins University. Stanley’s research, called SMPY (“Study of Mathematically Precocious Youth”), “suggests that early cognitive ability has more effect on achievement than either deliberate practice or environmental factors such as socio-economic status.” The impact of this work shouldn’t be underappreciated, since it problematizes notions that everyone can, through hard work or social policy, reach the top levels of achievement and success.
