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Why Plagarize Anyway?

Ron-Paul
Posts: 2,557
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9/16/2012 8:11:19 PM
Posted: 4 years ago
I know this might seem like another plagarism thread, but it does make a clear point.

Skipping over all the moral problems of plagarism, let's skip to the practical problems... You're lowering your chances of winning the debate!

Yeah, that's right.

First, Originality (or fake) is not rewarded on DDO; sourcing is. Heck, you get a chance at two free points by sourcing.

Also, people are much less likely to think your arguments are bullsh*t if you source your claims.

I really don't understand the point of plagarism on DDO. I mean, even if people here don't know about the plagarism (this is highly unlikely because we have 16kadams), it is still better to source than to plagarize.

What's the point of plagarism here?
imabench
Posts: 21,206
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9/16/2012 8:14:50 PM
Posted: 4 years ago
Plagiarizing is a lot like these kinds of threads, its not necessary but people are still going to do it anyways.
Kevin24018 : "He's just so mean it makes me want to ball up my fists and stamp on the ground"

7/14/16 = The Presidency Dies

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Ron-Paul
Posts: 2,557
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9/16/2012 8:15:35 PM
Posted: 4 years ago
At 9/16/2012 8:14:50 PM, imabench wrote:
Plagiarizing is a lot like these kinds of threads, its not necessary but people are still going to do it anyways.

Yes, but it hurts you no matter what.
imabench
Posts: 21,206
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9/16/2012 8:18:40 PM
Posted: 4 years ago
At 9/16/2012 8:15:35 PM, Ron-Paul wrote:
At 9/16/2012 8:14:50 PM, imabench wrote:
Plagiarizing is a lot like these kinds of threads, its not necessary but people are still going to do it anyways.

Yes, but it hurts you no matter what.

But stupid people dont realize that because they are stupid and read books like Twilight and the Bible

(/trolling)
Kevin24018 : "He's just so mean it makes me want to ball up my fists and stamp on the ground"

7/14/16 = The Presidency Dies

DDO: THE MOVIE = http://www.debate.org...
http://www.debate.org...

VP of DDO from Dec 14th 2014 to Jan 1st 2015
Ron-Paul
Posts: 2,557
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9/16/2012 8:21:41 PM
Posted: 4 years ago
At 9/16/2012 8:18:40 PM, imabench wrote:
At 9/16/2012 8:15:35 PM, Ron-Paul wrote:
At 9/16/2012 8:14:50 PM, imabench wrote:
Plagiarizing is a lot like these kinds of threads, its not necessary but people are still going to do it anyways.

Yes, but it hurts you no matter what.

But stupid people dont realize that because they are stupid and read books like Twilight and the Bible

(/trolling)


Good point. Good point.

Also, stupid people listen to Justin Bieber!
Man-is-good
Posts: 6,871
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9/16/2012 8:23:52 PM
Posted: 4 years ago
At 9/16/2012 8:21:41 PM, Ron-Paul wrote:
At 9/16/2012 8:18:40 PM, imabench wrote:
At 9/16/2012 8:15:35 PM, Ron-Paul wrote:
At 9/16/2012 8:14:50 PM, imabench wrote:
Plagiarizing is a lot like these kinds of threads, its not necessary but people are still going to do it anyways.

Yes, but it hurts you no matter what.

But stupid people dont realize that because they are stupid and read books like Twilight and the Bible

(/trolling)


Good point. Good point.

Also, stupid people listen to Justin Bieber!

And write like blubbering whales! :)
"Homo sum, humani nihil a me alienum puto." --Terence

"I believe that the mind can be permanently profaned by the habit of attending to trivial things, so that all our thoughts shall be tinged with triviality."--Thoreau
JaxsonRaine
Posts: 3,606
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9/16/2012 8:52:37 PM
Posted: 4 years ago
(this is totally originally my work)
Reasons For Plagiarizing

WRITING AND RESEARCH SKILLS

Lack of research skills -- many undergraduate students do not know how to search the library catalogue, search databases for journal articles, or use other reference sources. Faculty can help students acquire these skills by working in conjunction with their library. The University of Alberta Libraries offers instructional sessions on a variety of topics that can be tailored to specific courses. These sessions can include an introduction to the library and instruction on how to search the library catalogue and databases. To arrange for a library instruction session in your course, please contact your liaison librarian. In addition, the libraries at the University of Alberta offer reference services on a daily basis as well as e-mail reference and chat reference.

Problems evaluating Internet sources -- many students do not know how to critically evaluate Internet sources and this can impact on the research process and the student's writing. It is important to remember that there is no quality control on the Internet! Library research guides such as Critical Evaluation of Resources on the Internet are excellent resources for students. For a printable handout on what to look for when evaluating information found on the Web, please click Handouts for Students.

Confusion between plagiarism and paraphrasing -- studies indicate that up to 60% of students cannot distinguish between paraphrased and plagiarized text (Roig 914). The problem is magnified when students need to paraphrase unfamiliar vocabulary and technical terms. A study published in Psychological Reports found that "students will use writing strategies that result in plagiarism when they face the task of paraphrasing advanced technical text for which they may lack the proper cognitive resources with which to process it" (Roig 979). The inability to distinguish between plagiarized text and paraphrased text, and incorrectly citing sources, are often the root causes of unintentional plagiarism. For a printable handout on how to distinguish between plagiarism and paraphrasing, please click Handouts for Students.

Confusion about terminology -- "Terminology is another problem that perplexes students and compounds their confusion and anxiety. Many do not understand the difference between a report and an essay, between exposition and argumentation, between a theme and a thesis . . . And 'analyse' and 'discuss' must surely rank at the top of the list of all-time confusing terms" (Robertson D4).

Instructions on assignments should be clear, concise, and easy to understand.

Careless notetaking-- many students inadvertently plagiarize while doing preliminary research. During the notetaking phase paraphrased material and directly quoted material can easily be mixed up if students aren't careful. At a later date when students begin writing their essay they may no longer be able to distinguish what material is theirs and what material came from their sources. In addition, the student may have written incomplete or incorrect bibliographic information and cannot locate the source they quoted to ensure that they have not plagiarized.

To alleviate this problem some writers use only direct quotations while taking notes. This practice insures that the writer knows when to paraphrase and when to directly quote. Other methods of keeping track of direct quotes and paraphrased material include writing a "P" beside paraphrased material, plus the page number after every note taken, or placing quotation marks around everything copied word for word, even if it is only a phrase.

Confusion about how to properly cite sources-- the lack of consistency among the different style guides compounds the problems that students experience when citing sources. A student can use up to four different style guides in a year, and each guide may give conflicting information.

In addition, online sources can be particularly difficult to cite. First, there is no consensus among the style guides about citing online sources. Second, URLs are unstable. It is possible that a Web site address can change overnight, or the URL may be long, complex, and confusing.

The University of Alberta Libraries has an online guide that explains how to cite electronic sources. Citation and Style Guides for Internet and Electronic Resources is available from the University of Alberta Libraries home page. Another helpful resource is the Research & Writing Guides link.

MISUNDERSTANDING KEY CONCEPTS

Misconception of plagiarism-- students may erroneously assume that the act of plagiarism only involves written text. However the theft or lack of attribution for someone else's ideas is also plagiarism.

Misconception of intellectual property, copyright, and public domain-- students may not be able to decipher what information is in the public domain, what materials and ideas are copyrighted, and what materials and ideas are the intellectual property of their creators and thus require proper attribution.

Misconception of common knowledge -- students may not have the ability to distinguish what materials, facts, and ideas are considered common knowledge. For a printable handout explaining the concept of common knowledge, please click Handouts for Students.

Perception of online information as public knowledge -- because some students perceive information found online as public knowledge, they do not realize that Internet resources must be referenced. Journal articles and books found in online databases often do not get properly cited for the same reason. Students need to know that information found online is the intellectual property of its creator and it requires proper attribution.

EXTERNAL FACTORS

Pressure from family, competition for scholarships and jobs-- family members and personal expectations can place a great deal of pressure on students to maintain a certain grade point average regardless of what is learned. Often all that matters to students are grades when they are competing for scholarships, jobs, or entry into graduate school.

In addition, "Students may also not be as personally interested in their own education versus their career aspirations . . . Even students who are concerned about the learning part of their education may justify plagiarism based on the fear that others are already cheating, causing "unfair competition'"(Fain and Bates qtd. in Auer and Krupar).

For some students, learning may not be the point of an education. They are there to get the qualifications or the piece of paper. This mode of thinking can result in students justifying academic offences because they only need to finish this assignment, this class, or they need the grade.

Student ethics and relationship with the University -- "Students lack a basic reference point for ethical academic behaviour. Too often learning and the evaluation of learning - namely grading - are considered one rather than two distinct processes. For some students, getting the grade becomes the goal, and they might see any behaviour as appropriate which results in good grades. Thus, lacking clear guidance from faculty and confused about the goal of education, students do not know what constitutes academic dishonesty" (Peterson qtd. in Lathrop and Foss 115).

The commodification of knowledge and education -- the move to business and market-models coupled with a consumer mentality can result in some students viewing their education as a commodity. There has been a shift from valuing education for the sake of learning to valuing education so that career aspirations can be fulfilled. As a result some students expect to pay their tuition and cruise through post-secondary education on their way to becoming a professional in their chosen field. Education can be viewed as the passport to a desired job rather than a learnin
twocupcakes: 15 = 13
phantom
Posts: 6,774
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9/16/2012 10:38:17 PM
Posted: 4 years ago
To impress chicks with intelligent posts. (Yeah I know, dumb right. There are no girls on the net)
"Music is a zen-like ecstatic state where you become the new man of the future, the Nietzschean merger of Apollo and Dionysus." Ray Manzarek (The Doors)
Zaradi
Posts: 14,124
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9/16/2012 10:52:09 PM
Posted: 4 years ago
At 9/16/2012 10:38:17 PM, phantom wrote:
To impress chicks with intelligent posts. (Yeah I know, dumb right. There are no girls on the net)
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