Avoiding Accidental Plagiarism

Proper Paraphrasing and Citation Exercise 

 

The following excerpt is from an article by Sunil Hazari entitled "Investigating Pedagogical Value of Wiki Technology" from the Journal of Information Systems Education, 2009.  This exercise was adapted from Joanna Burkhardt's "Teaching Information Literacy". 

 

Exercise #1.  

 

Use of Web 2.0 tools (such as Blogs, Podcasts, and Wikis) is increasing in academia. Since the earliest use of the World Wide Web for teaching and learning, one of the most powerful elements has been the ability to engage learners in an interactive format (Hazari & Schnorr, 1999; Chandra & Lloyd, 2008). As technology continues to become commonly used for global communication and productivity, technology skills must be incorporated by educators in the delivery of curriculum content. Schrand (2008) suggests the use of technology in education has several benefits for motivating students. Schrand further states that technology can facilitate more active student learning in the classroom, and appeal to multiple intelligences, and different learning styles. Wikis are one such tool in the Web 2.0 arsenal that have shown promise for social computing as part of the Read/Write Web (also known as Web 2.0). Web 2.0 tools have changed the way in which users interact with web content. No longer are users’ passive recipients of information which can only be read or printed; now the same users can add information to the web environment in which they interact with other interested members. 

  

1 - Web 2.0 tools have changed the way in which users interact with web content (Hazari, 2009).  No longer are users’ passive recipients of information which can only be read or printed; now the same users can add information to the web environment in which they interact with other interested members (Hazari, 2009). 

  

2 - "Web 2.0 tools have changed the way in which users interact with web content. No longer are users’ passive recipients of information which can only be read or printed; now the same users can add information to the web environment in which they interact with other interested members" (Hazari, 2009). 

  

3 - Web 2.0 has changed how users interact with content on the web (Hazari, 2009).  No longer do users' only receive information that can only be read or printed; now they can add their own information and interact with other active members (Hazari, 2009). 

   

4- "Web 2.0 has changed how users interact with content on the web. No longer do users' only recieve information that can only be read or printed; now they can add their own information and interact with other active members." (Hazari, 2009) 

 

5- The numerous collaborative tools of Web 2.0 provide a vastly different means of working with new material. Students have the option to not only access material online, but they can also build upon that material by adding their own content, and critically discuss it with other users while archiving their conversation in a virtual forum.  

  

6- Thanks to Web 2.0, students have the option to not only access material in an online format, but they can also build upon that material by adding their own content, and critically discuss it with other users (Hazari, 2009). 

  

7- Sunil Hazari suggests that the numerous collaborative tools of Web 2.0 provide a vastly different means of working with new material.  "No longer are users’ passive recipients of information which can only be read or printed; now the same users can add information to the web environment in which they interact with other interested members" (Hazari, 2009).  

 
 

Indirect Citations exercise

Exercise #2.  

 

Now let’s look at indirect citations. Assume that the only article you have in hand is Hazari 2009, in which you read the following paragraph.  

 

Use of Web 2.0 tools (such as Blogs, Podcasts, and Wikis) is increasing in academia. Since the earliest use of the World Wide Web for teaching and learning, one of the most powerful elements has been the ability to engage learners in an interactive format (Hazari & Schnorr, 1999; Chandra & Lloyd, 2008). As technology continues to become commonly used for global communication and productivity, technology skills must be incorporated by educators in the delivery of curriculum content. Schrand (2008) suggests the use of technology in education has several benefits for motivating students. Schrand further states that technology can facilitate more active student learning in the classroom, and appeal to multiple intelligences, and different learning styles. Wikis are one such tool in the Web 2.0 arsenal that have shown promise for social computing as part of the Read/Write Web (also known as Web 2.0). Web 2.0 tools have changed the way in which users interact with web content. No longer are users’ passive recipients of information which can only be read or printed; now the same users can add information to the web environment in which they interact with other interested members. 

 

1 - The use of technology in teaching can be an effective tool that takes into account the variety of learning styles in a classroom and encourages an active learning environment, keeping students motivated and engaged (Schrand 2008). 

 

2 - Schrand (2008) has suggested that the use of technology in teaching can be an effective tool that takes into account the variety of learning styles in a classroom and encourages an active learning environment, keeping students motivated and engaged. 

 

3 - The use of technology in teaching can be an effective tool that takes into account the variety of learning styles in a classroom and encourages an active learning environment, keeping students motivated and engaged (Hazari, 2009). 

 

4 - Schrand has suggested that the use of technology in teaching can be an effective tool that takes into account the variety of learning styles in a classroom and encourages an active learning environment, keeping students motivated and engaged (as cited in Hazari, 2009, p. 102).