Academic Integrity: How To Cite And Document Sources

In their book They Say I Say, Gerald Graff, Cathy Birkenstein, and Russel Durst outline strategies writers can use to avoid common mistakes often seen in academic writing. The book thoroughly outlines the different components that make up academic writing, such as initially summarizing what others have said before, responding with original ideas, proving a purpose to the writing, and connecting the writing in a logical and eloquent manner.

Plagiarism is defined as using one’s idea or thoughts as one’s own without giving proper credit or citation to the original author (Merriam-Webster’s collegiate dictionary, 1999). Merriam-Webster’s collegiate dictionary (1999), also states that plagiarism can be intentional or unintentional. This post will discuss the importance of maintaining integrity in scholarly writing and why academic integrity is critical to nursing.

My greatest weakness would be that sometimes I procrastinate. My first year in community college I procrastinated constantly on turning in my assignments. After my first year, I decided I needed to stop procrastinating because it affected my work and caused me more stress. My second year in college I looked at deadlines and planned when I would work on certain subjects. By planning my time, I have gotten better as far as not procrastinating as much as I use to. Now that I am in my final year I have planned better on my assignment and know how much time I have to complete a certain task which helps

times. According to Moss (2005, para. 1), “Plagiarism - the attempt to pass off the ideas, research, theories or words of others as one's own - is a serious academic offence.” With the definition Moss gave, it can be inferred that plagiarism is not only committed in arts and literature but also in the field of science and politics. Even the educated class of the society can or may plagiarize. Writing a paper makes one inclined to commit plagiarism but with the proper knowledge of plagiarism, its types, and ways to avoid, one can evade its consequences. Imagine working hard to the point of sacrificing sleep then one day someone decided to copy the hard worked paper

I think a weakness that I have is Enable Others to Act: Foster collaboration through trust & relationships. I think for the most part they know how to do their job. Although they do not talk so much with each other I think they know their job in their own way. What my weakness comes with the adding of my job to their job. I won’t have any control over it when I am gone and I can only hope that they will offer all the information to the members.

A weakness of mine would be spending an unnecessary amount of time on a task in fear of making a mistake. After completing a task, I irrationally reevaluate everything from the beginning multiple time because I fear that I have missed something or have made an error. I have learned that as long as I put in quality work and I do not rush, I should have faith in my abilities to complete any tasks at hand.

When it comes to writing a research paper, there are a lot of rules that need to be followed. I know first-hand the consequences that may result from the lack of knowledge pertaining to not knowing these rules. Although it may not be intentional, not knowing these rules could result in plagiarism. Plagiarism is copying someone else’s work without giving them the proper credit (Stolley, Brizee, & Paiz, 2014).

Academic writing is different from other forms of writing; it is distinctive, clear and concise. This essay will describe the factors that contribute to the credibility of an academic piece of writing, and incorporating them effectively into your own writing. In this essay I will further discuss the following three features to enrich credible academic writing; planning and drafting, critical writing and referencing and plagiarism. With an abundant quantity of literature available, it is important to understand the factors that contribute to the credibility of an academic piece of writing. With the amount of literature available, especially with the Internet, making critical choices about what to read is the first step in in critical

It is an epidemic that has spread across academia. It is a serious problem that can be cured if the appropriate procedures are in place in order to prevent it. The disease has a name. It is referred to as “Plagiarism” and applies to academic integrity standards including the policies at Monroe Community College (MCC). Monroe Community College defines Plagiarism as, “offering the work of someone else as one’s own. The language or ideas thus taken from another person or source may range from isolated formulas, sentences, or paragraphs, speeches, or the writings of other students” (Monroecc.edu). The purpose of this paper is to reveal how Monroe Community College deals with the issue of academic integrity

The need to educate the scientific community on scholarly integrity necessarily moves the issue beyond the individual. It is in first instance, research institutions that must provide students, faculty, and staff with guidelines and codes of practice on scholarly integrity, endorse appreciation for the diversity of views that may be brought to bear on issues, and inform about the institutional rules and government regulations that apply to research.

A weakness that I have is that I do not use clear evidence to support my conclusions. I simply do not take the time to find the evidence I need in my longer papers. I

My weakness is “Lack of confidence” and I think this is the biggest weakness I have. Because, lack of confidence doesn’t let me come forward in any circumstances and it always makes things worse for me. I cannot interact with people easily and that’s what I think does affect me.

The main focus for this unit of study is the importance of properly citing research material and warding off the temptation of plagiarism. With so much information on the internet, and so much pressure required of the students to excel, the ability to cut and paste a portion or a whole paper is too great. If the students are taught the rewards and benefits of doing research honestly, they will be less likely to succumb to temptation. Educators and librarians need to collaborate to instill these ethical and moral lessons to produce honest and original work from our students.

For week three, I learned about the importance of academic integrity, APA formatting, and plagiarism. The assignment for week one and three prepared me for week four’s assignment to analyze research with the help of key words, peer-reviewed journals, and search limiters. After reading the NCU Academic Integrity Policy, I understand that I have an expectation to produce good academic work based on the foundation of integrity and responsible behavior. The assignment in week 3 also gave me the foundations of APA form and style and the importance of paraphrasing to avoid plagiarism. From this assignment, I have learned the importance of paraphrasing and quoting. NCU has chosen that one’s work should have less than 20% unoriginal wording and if one are writing a short paper, there should only be one valuable sentence to quote or none at all.

The claim is made, frequently, that failures of academic integrity (we shall soon discuss the proper terminology) are not, strictly speaking, unethical. This claim is made on a variety of foundations. Some will claim that as they are customers and the university their contractor, it is up to them to dictate the terms of their relationship, that is, because they are the ones paying money, it is up to them to decide how they should interact with the university. Others will claim that they are not really hurting anyone (usually defining “anyone” as their fellow students) or that the harm they inflict is sufficiently minor as to be negligible. Still others may claim that they are doing the best they can to ensure their survival within a broken system, and that the brokenness of the higher education system is sufficient ethical grounds for subverting that very system. In this paper, we shall grant these students one of their chief suppositions: that in order for something to be wrong, there must be some real harm – but we will also go further than this. We will not show merely that there is harm, but that the harm that arises from academic dishonesty is without justification ethically speaking. In short, we will demonstrate that there is harm that arises from academic dishonesty; that this harm affects: 1) the person cheating, 2) the fellow students of the cheater, 3) the university at which the student is cheating, and 4) the general public;