改寫步驟和技巧課件

AcademicEnglishWritingWeek2:plagiarism¶phrase1AAcademicEnglishWritingWeek1.Whatisplagiarism?Plagiarismmeanstakingideasorwordsfromasourcewithoutgivingcredit(acknowledgement)totheauthor.2A1.Whatisplagiarism?2APlagiarismPlagiarismiswronglyusingsomeoneelse’swordsorideas,anditisaseriousoffense.Studentswhoplagiarizemayfailaclassorevenbeexpelledfromschool.3APlagiarismPlagiarismiswrongTwokindsofplagiarism.UsinginformationfromanoutsidesourcewithoutcitingthesourceWhenparaphraseistoosimilartotheoriginal4ATwokindsofplagiarism.4AThemaindifficultythatstudentsfaceisthattheyareexpected:(a)toshowthattheyhavereadtheprincipalexpertsonasubject-bygivingcitations(b)toexplaintheseideasintheirownwordsandcometotheirownoriginalconclusions5AThemaindifficultythatstudeReasonswhystudentsmustavoidplagiarism:

CopyingtheworkofotherswillnothelpyoudevelopyourownunderstandingToshowthatyouunderstandtherulesoftheacademiccommunityPlagiarismiseasilydetectedbyteachersandcomputersoftwareItmayleadtofailingacourseorevenhavingtoleavecollege6AReasonswhystudentsmustavoi2.AcknowledgingsourcesTwowaystoprovidethecorrectacknowledgement:SummaryandcitationSmith(2009)claimsthatthemodernstatewieldspowerinnewways.Quotationandcitation

AccordingtoSmith:‘Thepointisnotthatthestateisinretreatbutthatitisdevelopingnewformsofpower…’(Smith,2009:103)7A2.AcknowledgingsourcesTwowaThein-textcitationsarelinkedtoalistofreferencesattheendofthemaintext,whichincludesthefollowingdetails:AuthorDateTitlePlaceofpublicationPublisherSmith,M.2009PowerandtheStateBasingstokePalgraveMacmillan8AThein-textcitationsarelink3.DegreesofplagiarismWorkingwithapartner,considerthefollowingacademicsituationsanddecideiftheyareplagiarism.situationYes/no1Copyingaparagraph,butchangingafewwordsandgivingacitation.Yes2Cuttingandpastingashortarticlefromwebsite,withnocitation.3Takingtwoparagraphsfromaclassmate’sessay,withoutcitation.9A3.DegreesofplagiarismWorkiDecidewhichareplagiarizedandwhichareacceptable,andgivereasons.RailwayManiasIn1830therewereafewdozenmilesofrailwaysinalltheworld-chieflyconsistingofthelinefromLiverpooltoManchester.By1840therewereover4,500miles,by1850over23,500.Mostofthemwereprojectedinafewburstsofspeculativefrenzyknownasthe‘railwaymanias’of1835-7andespeciallyin1844-7;mostofthemwerebuiltinlargepartwithBritishcapital,Britishiron,machinesandknow-how.Theseinvestmentboomsappearirrational,becauseinfactfewrailwaysweremuchmoreprofitabletotheinvestorthanotherformsofenterprise,mostyieldedquitemodestprofitsandmanynoneatall:in1855theaverageinterestoncapitalsunkintheBritishrailwayswasamere3.7percent.(FromTheAgeofRevolutionbyEricHobsbawn,1995,p.45)10ADecidewhichareplagiarizeda(a)Between1830and1850therewasveryrapiddevelopmentinrailwayconstructionworldwide.Twoperiodsofespeciallyfeverishgrowthwere1835-7and1844-7.Itishardtounderstandthereasonforthisintenseactivity,sincerailwayswerenotparticularlyprofitableinvestmentsandsomeproducednoreturnatall.(Hobsbawm,1995:45)11A(a)Between1830and1850ther(b)Therewereonlyafewdozenmilesofrailwayin1830,includingtheLiverpooltoManchesterline.Butby1840therewereover4,500milesandover23,500by1850.MostofthemwerebuiltinlargepartwithBritishcapital,Britishiron,machinesandknow-how,andmostofthemwereprojectedinafewburstsofspeculativefrenzyknownasthe‘railwaymanias’of1835-7andespeciallyin1844-7.Becausemostyieldedquitemodestprofitsandmanynoneatalltheseinvestmentboomsappearirrational.Infactfewrailwaysweremuchmoreprofitabletotheinvestorthanotherformsofenterprise.(Hobsbawm,1995:45)12A(b)Therewereonlyafewdoze(c)AsHobsbawn(1995)argues,nineteenth-centuryrailwaymaniawaspartlyirrational:‘becauseinfactfewrailwaysweremuchmoreprofitabletotheinvestorthanotherformsofenterprise,mostyieldedquitemodestprofitsandmanynoneatall:in1855theaverageinterestoncapitalsunkintheBritishrailwayswasamere3.7percent.’(Hobsbawm,1995:45)13A(c)AsHobsbawn(1995)argues,(d)Globally,railwaynetworksincreaseddramaticallyfrom1830to1850;themajorityinshortperiodsof‘mania’(1835-7and1844-7).Britishtechnologyandcapitalwereresponsibleformuchofthisgrowth,yetthereturnsontheinvestmentwerehardlyanybetterthancomparablebusinessopportunities.(Hobsbawn,1895:45)14A(d)Globally,railwaynetworks(e)Thedramaticgrowthofrailwaysbetween1830and1850waslargelyachievedusingBritishtechnology.However,ithasbeenclaimedthatmuchofthisdevelopmentwasirrationalbecausefewrailwaysweremuchmoreprofitabletotheinvestorthanotherformsofenterprise;mostyieldedquitemodestprofitsandmanynoneatall.15A(e)ThedramaticgrowthofraiPlagiarizedoracceptable?abcde16APlagiarizedoracceptable?abcdPlagiarizedoracceptable?aacceptable¨--acorrectlyreferencedsummarybplagiarised--originalwordingwithminorchangestowordordercacceptable--acorrectlyreferencedquotationdtechnicallyplagiarism--mistakeindatemeansthecitationisincorrecteplagiarised--someoriginalwordingandnocitation17APlagiarizedoracceptable?aacc5.AvoidingplagiarismbydevelopinggoodstudyhabitsPlanyourworkcarefullysoyoudon’thavetowritetheessayatthelastminute.Takecaretomakenotesinyourownwords,notcopyingfromthesource.Keeparecordofallthesourcesyouuse(e.g.author,date,title,pagenumbers,publisher)Makesureyourin-textcitationsareallincludedinthelistofreferences.18A5.Avoidingplagiarismbydeve1.TheelementsofeffectiveparaphrasingParaphrasingattemptstorestatetherelevantinformation.E.g.Therehasbeenmuchdebateaboutthereasonsfortheindustrialrevolutionhappeningineighteenth-centuryBritain,ratherthaninFranceorGermany.19A1.TheelementsofeffectivepParaphrasedversion:WhytheindustrialrevolutionoccurredinBritainintheeighteenthcentury,insteadofonthecontinent,hasbeenthesubjectofconsiderablediscussion.20AParaphrasedversion:20AAneffectiveparaphraseusually:hasadifferentstructuretotheoriginalhasmainlydifferentvocabulary

Retainsthesamemeaning

Keepssomephrasesfromtheoriginalthatareincommonuse(e.g.‘industrialrevolution’or‘eighteenthcentury’21AAneffectiveparaphraseusuallThreekeystowriteagoodparaphrase1.Useyourownwordsandyourownsentencestructure.2.Makeyourparaphraseapproximatelythesamelengthastheoriginal.3.Donotchangethemeaningoftheoriginal.22AThreekeystowriteagoodparFivestepstowriteagoodparaphraseStep1Readtheoriginalpassageseveraltimesuntilyouunderstanditfully.Lookupunfamiliarwords,andfindsynonymsforthem.Itmaynotbepossibletofindsynonymsforeveryword,especiallytechnicalvocabulary.Inthiscase,usetheoriginalword.23AFivestepstowriteagoodparStep2Ithelpstotakenotes.Writedownonlyafewwordsforeachidea—notcompletesentences.Language-peopleusetocommunicate-butsomany–difficulttounderstandoneanother—peoplewish–universalinternationallanguage—reasons:cultural,economicbonds,betterfeelingsbetweencountries24AStep2Ithelpstotakenotes.Itmaybehelpfultomakeabriefoutlinesuchasthefollowing:A.language—peopleusetocommunicate1.somanylanguagesmakeitdifficulttounderstandoneanother.2.Peoplewishforoneuniversalinternationallanguage.B.Reasons1.cultural,economicbonds2.Betterfeelingsbetweencountries25AItmaybehelpfultomakeabStep3Writeyourparaphrasefromyournotes.Don’tlookattheoriginalwhileyouarewriting.Step4

Checkyourparaphraseagainsttheoriginaltomakesureyouhavenotcopiedvocabularyorthesentencestructuretooclosely.Aboveall,makesurethatyouhavenotchangedthemeaningoftheoriginalorgivenanywronginformation.Step5.Addanin-textcitationattheend.26AStep3Writeyourparaphrasef(a)AfocusondemandmayhelptoexplaintheUKoriginoftheindustrialrevolution.Atthattimeworkers’paywashigh,butenergyfromcoalwasinexpensive.Thisencouragedthedevelopmentofmechanicalinventionsbasedonsteampower,whichenabledbossestosavemoneybymechanisingproduction(Allen,2009)27A(a)Afocusondemandmayhelp3.Techniquesforparaphrasing(a)changingvocabularybyusingsynonyms:argues>claims/eighteenthcentury>1700s/wages>labourcosts/economise>savingNB.Donotattempttoparaphraseeveryword,sincesomehavenotruesynonym,e.g.demand,economy,energy28A3.Techniquesforparaphrasing(b)changingwordclass:explaination(n.)>explain(v.)/mechanical(adj.)>mechanise(v.)/profitable(adj.)>profitability(n.)29A(b)changingwordclass:29A(c)changingwordorder…thebestexplanationfortheBritishlocationoftheindustrialrevolutionisfoundedbystudyingdemandfactors.>AfocusondemandmayhelpexplaintheUKoriginoftheindustrialrevolution.30A(c)changingwordorder30AAcademicEnglishWritingWeek2:plagiarism¶phrase31AAcademicEnglishWritingWeek1.Whatisplagiarism?Plagiarismmeanstakingideasorwordsfromasourcewithoutgivingcredit(acknowledgement)totheauthor.32A1.Whatisplagiarism?2APlagiarismPlagiarismiswronglyusingsomeoneelse’swordsorideas,anditisaseriousoffense.Studentswhoplagiarizemayfailaclassorevenbeexpelledfromschool.33APlagiarismPlagiarismiswrongTwokindsofplagiarism.UsinginformationfromanoutsidesourcewithoutcitingthesourceWhenparaphraseistoosimilartotheoriginal34ATwokindsofplagiarism.4AThemaindifficultythatstudentsfaceisthattheyareexpected:(a)toshowthattheyhavereadtheprincipalexpertsonasubject-bygivingcitations(b)toexplaintheseideasintheirownwordsandcometotheirownoriginalconclusions35AThemaindifficultythatstudeReasonswhystudentsmustavoidplagiarism:

CopyingtheworkofotherswillnothelpyoudevelopyourownunderstandingToshowthatyouunderstandtherulesoftheacademiccommunityPlagiarismiseasilydetectedbyteachersandcomputersoftwareItmayleadtofailingacourseorevenhavingtoleavecollege36AReasonswhystudentsmustavoi2.AcknowledgingsourcesTwowaystoprovidethecorrectacknowledgement:SummaryandcitationSmith(2009)claimsthatthemodernstatewieldspowerinnewways.Quotationandcitation

AccordingtoSmith:‘Thepointisnotthatthestateisinretreatbutthatitisdevelopingnewformsofpower…’(Smith,2009:103)37A2.AcknowledgingsourcesTwowaThein-textcitationsarelinkedtoalistofreferencesattheendofthemaintext,whichincludesthefollowingdetails:AuthorDateTitlePlaceofpublicationPublisherSmith,M.2009PowerandtheStateBasingstokePalgraveMacmillan38AThein-textcitationsarelink3.DegreesofplagiarismWorkingwithapartner,considerthefollowingacademicsituationsanddecideiftheyareplagiarism.situationYes/no1Copyingaparagraph,butchangingafewwordsandgivingacitation.Yes2Cuttingandpastingashortarticlefromwebsite,withnocitation.3Takingtwoparagraphsfromaclassmate’sessay,withoutcitation.39A3.DegreesofplagiarismWorkiDecidewhichareplagiarizedandwhichareacceptable,andgivereasons.RailwayManiasIn1830therewereafewdozenmilesofrailwaysinalltheworld-chieflyconsistingofthelinefromLiverpooltoManchester.By1840therewereover4,500miles,by1850over23,500.Mostofthemwereprojectedinafewburstsofspeculativefrenzyknownasthe‘railwaymanias’of1835-7andespeciallyin1844-7;mostofthemwerebuiltinlargepartwithBritishcapital,Britishiron,machinesandknow-how.Theseinvestmentboomsappearirrational,becauseinfactfewrailwaysweremuchmoreprofitabletotheinvestorthanotherformsofenterprise,mostyieldedquitemodestprofitsandmanynoneatall:in1855theaverageinterestoncapitalsunkintheBritishrailwayswasamere3.7percent.(FromTheAgeofRevolutionbyEricHobsbawn,1995,p.45)40ADecidewhichareplagiarizeda(a)Between1830and1850therewasveryrapiddevelopmentinrailwayconstructionworldwide.Twoperiodsofespeciallyfeverishgrowthwere1835-7and1844-7.Itishardtounderstandthereasonforthisintenseactivity,sincerailwayswerenotparticularlyprofitableinvestmentsandsomeproducednoreturnatall.(Hobsbawm,1995:45)41A(a)Between1830and1850ther(b)Therewereonlyafewdozenmilesofrailwayin1830,includingtheLiverpooltoManchesterline.Butby1840therewereover4,500milesandover23,500by1850.MostofthemwerebuiltinlargepartwithBritishcapital,Britishiron,machinesandknow-how,andmostofthemwereprojectedinafewburstsofspeculativefrenzyknownasthe‘railwaymanias’of1835-7andespeciallyin1844-7.Becausemostyieldedquitemodestprofitsandmanynoneatalltheseinvestmentboomsappearirrational.Infactfewrailwaysweremuchmoreprofitabletotheinvestorthanotherformsofenterprise.(Hobsbawm,1995:45)42A(b)Therewereonlyafewdoze(c)AsHobsbawn(1995)argues,nineteenth-centuryrailwaymaniawaspartlyirrational:‘becauseinfactfewrailwaysweremuchmoreprofitabletotheinvestorthanotherformsofenterprise,mostyieldedquitemodestprofitsandmanynoneatall:in1855theaverageinterestoncapitalsunkintheBritishrailwayswasamere3.7percent.’(Hobsbawm,1995:45)43A(c)AsHobsbawn(1995)argues,(d)Globally,railwaynetworksincreaseddramaticallyfrom1830to1850;themajorityinshortperiodsof‘mania’(1835-7and1844-7).Britishtechnologyandcapitalwereresponsibleformuchofthisgrowth,yetthereturnsontheinvestmentwerehardlyanybetterthancomparablebusinessopportunities.(Hobsbawn,1895:45)44A(d)Globally,railwaynetworks(e)Thedramaticgrowthofrailwaysbetween1830and1850waslargelyachievedusingBritishtechnology.However,ithasbeenclaimedthatmuchofthisdevelopmentwasirrationalbecausefewrailwaysweremuchmoreprofitabletotheinvestorthanotherformsofenterprise;mostyieldedquitemodestprofitsandmanynoneatall.45A(e)ThedramaticgrowthofraiPlagiarizedoracceptable?abcde46APlagiarizedoracceptable?abcdPlagiarizedoracceptable?aacceptable¨--acorrectlyreferencedsummarybplagiarised--originalwordingwithminorchangestowordordercacceptable--acorrectlyreferencedquotationdtechnicallyplagiarism--mistakeindatemeansthecitationisincorrecteplagiarised--someoriginalwordingandnocitation47APlagiarizedoracceptable?aacc5.AvoidingplagiarismbydevelopinggoodstudyhabitsPlanyourworkcarefullysoyoudon’thavetowritetheessayatthelastminute.Takecaretomakenotesinyourownwords,notcopyingfromthesource.Keeparecordofallthesourcesyouuse(e.g.author,date,title,pagenumbers,publisher)Makesureyourin-textcitationsareallincludedinthelistofreferences.48A5.Avoidingplagiarismbydeve1.TheelementsofeffectiveparaphrasingParaphrasingattemptstorestatetherelevantinformation.E.g.Therehasbeenmuchdebateaboutthereasonsfortheindustrialrevolutionhappeningineighteenth-centuryBritain,ratherthaninFranceorGermany.49A1.TheelementsofeffectivepParaphrasedversion:WhytheindustrialrevolutionoccurredinBritainintheeighteenthcentury,insteadofonthecontinent,hasbeenthesubjectofconsiderablediscussion.50AParaphrasedversion:20AAneffectiveparaphraseusually:hasadifferentstructuretotheoriginalhasmainlydifferentvocabulary

Retainsthesamemeaning

Keepssomephrasesfromtheoriginalthatareincommonuse(e.g.‘industrialrevolution’or‘eighteenthcentury’51AAneffectiveparaphraseusuallThreekeystowriteagoodparaphrase1.Useyourownwordsandyourownsentencestructure.2.Makeyourparaphraseapproximatelythesamelengthastheoriginal.3.Donotchangethemeaningoftheoriginal.52AThreekeystowriteagoodparFivestepstowriteagoodparaphraseStep1Readtheoriginalpassageseveraltimesuntilyouunderstanditfully.Lookupunfamiliarwords,andfindsynonymsforthem.Itmaynotbepossibletofindsynonymsforeveryword,especiallytechnicalvocabulary.Inthiscase,usetheoriginalword.53AFivestepstowriteagoodparStep2Ithelpstotakenotes.Writedownonlyafewwordsforeachidea—notcompletesentences.Language-peopleusetocommunicate-butsomany–difficulttounderstandoneanother—peoplewish–universalinternationallan