english
Original source (text)
Kernan, A. (1979).The playwright as magician. New Haven: Yale University Press.
From time to time this submerged or latent theater in becomes almost overt. It is close to the surface in Hamlet’s pretense of madness, the “antic disposition” he puts on to protect himself and prevent his antagonists from plucking out the heart of his mystery. It is even closer to the surface when Hamlet enters his mother’s room and holds up, side by side, the pictures of the two kings, Old Hamlet and Claudius, and proceeds to describe for her the true nature of the choice she has made, presenting truth by means of a show. Similarly, when he leaps into the open grave at Ophelia’s funeral, ranting in high heroic terms, he is acting out for Laertes, and perhaps for himself as well, the folly of excessive, melodramatic expressions of grief.
Student 1 Passage:
Almost all of Shakespeare’s Hamlet can be understood as a play about acting and the theater. For example, there is Hamlet’s pretense of madness, the “antic disposition” that he puts on to protect himself and prevent his antagonists from plucking out the heart of his mystery. When Hamlet enters his mother’s room, he holds up, side by side, the pictures of the two kings, Old Hamlet and Claudius, and proceeds to describe for her the true nature of the choice she has made, presenting truth by means of a show. Similarly, when he leaps into the open grave at Ophelia’s funeral, ranting in high heroic terms, he is acting out for Laertes, and perhaps for himself as well, the folly of excessive, melodramatic expressions of grief.
Type of plagiarism present: Verbatim plagiarism
Explanation:
The opening sentence is adapted from the original text and loosely reworded. The entire passage is taken almost word-for-word from the source. The rest of the paper is copied word-for-word from the source. This means the student used direct quote but failed to acknowledge the author which amounts to verbatim plagiarism. Although the student changed a few words, this does not justify the student for failing to give credit as required. When direct quotes are needed to expla an idea precisely, they should be quotation marks and appropriately cited to point out that the words and ideas presented are not original.
Student passage 2 –
Almost all of Shakespeare’s Hamlet can be understood as a play about acting and the theater. For example, in Act 1, Hamlet adopts a pretense of madness that he uses to protect himself and prevent his antagonists from discovering his mission to revenge his father’s murder. He also presents truth by means of a show when he compares the portraits of Gertrude’s two husbands in order to describe for her the true nature of the choice she has made. And when he leaps in Ophelia’s open grave ranting in high heroic terms, Hamlet is acting out the folly of excessive, melodramatic expressions of grief.
Type of plagiarism:
Explanation: The student used not only the structure but also the content of the source. The student has tried to rewrite to rewrite the content in own words and used a few direct verbatim phrases from the source which amounts to plagiarism. The few direct quotes should be placed in direct quotes and cited while the content that was rewritten should be properly cited to give credit to the author.
Original source (text)
"Long-term memory, that immensely complex storehouse, has also been most extensively studied with the use of verbal materials, usually presented in the form of long lists. As we shall see, this approach has resulted in some extremely important findings, but it has also been a bit misleading. After all, remembering lists of words is somewhat different from remembering a conversation, a recipe, or the plot of a movie" (Klatsky, 1975, p.17).
Student passage 3
Long term memory is a complex storehouse that has been studied extensively using verbal materials presented in the form of long lists. While this approach has resulted in some important findings, it has been misleading. Remembering a list is not like remembering a discussion or a movie (Klatsky, 1975).
Type of Plagiarism: Poor Paraphrasing
Explanation: the student paraphrased the content of the original source and maintained the basic paragraph and sentence structure as that used in the original source. The student failed to credit the author.
Original source (text)
Three underappreciated facts should be acknowledged in any attempt to systematically improve academic achievement at the district level. First, many secondary schools, particularly urban schools that serve large numbers of high-poverty children, are performing very poorly. The majority of middle school students in large, northern, industrial cities, such as Baltimore and Philadelphia, graduate from 8th grade two to three grade levels behind the national average in the major subject areas, then attend high schools where most of the students drop out. Second, the number and concentration of poorly performing secondary schools varies by place—some districts have only a few low-performing secondary schools; other districts, often those heavily populated with poor and minority students, have a high percentage of low-performing schools. Third, much of this poor performance is either actively created or passively permitted. It is not simply the result of schools, districts, and states doing the best job they can under difficult circumstances. Poorly performing middle and high schools and the school districts and states in which they are located often directly but inadvertently contribute to the low performance of their students (Balfanz, 1997).
Student passage 4
Many urban schools serving children of poverty perform “very poorly.” These schools are not equally distributed: some districts have a few, while other districts—especially those with large numbers of poor and minority children—have many. Poor student performance was not just a result of uncontrollable conditions in the districts, but was also attributable to the actions or neglect by policy makers at the school, district and state levels.
Type of plagiarism: Unintentional Plagiarism
Explanation: The student omitted occasional citations needed for direct quotes and ideas borrowed from the original source. The student also used direct quotes from the source without giving proper credit.
Original source (text)
Berestein, L. (2003, January). Healthy or not, the hookah habit is hot. Time, 161(4) Retrieved from http://content.time.com/time/magazine/article/0,9171,1004114,00.html.
For centuries, men in the Middle East have gathered around hookahs to puff fruit-scented smoke, talk and pass the time. In the West, however, the water pipe became synonymous with drug culture in the 1960s, an association that lingers. But in the past couple of years, the hookah has been resurrected in youth-oriented coffeehouses, restaurants and bars, supplanting the cigar as the tobacco fad of the moment.
Student passage 5 –
Men in the Middle East have used hookahs to puff smoke for centuries. However, “the water pipe became synonymous with drug culture in the 1960s [in the West].” The "hookah" has been resurrected today in coffeehouses, restaurants and bars "supplanting the cigar as the tobacco fad of the moment."
Plagiarism: Accidental plagiarism
Explanation: The student used direct quotes in their work. Although they were placed in quotations, they were not properly cited.
