ACTIVITY 3: ACADEMIC INTEGRITY

I. Introduction

Academic integrity is the bedrock of doing research. Picture out a society where professionals or
academicians are all dishonest. If the very foundation of morality or virtue is corrupted by the ill-intent of
dishonesty or cheating, what kind of students will academic institutions be producing to serve and lead
our nation? There are two ways to commit plagiarism. First, you read a source that was full of fake or
plagiarized items then you lifted out some of the ideas. Second, you were tempted yourself to copy the
ideas verbatim from a source without citing its author.

In this activity, you will be trained on how to maintain consistently academic integrity at all times
on the process of writing your thesis. It ensures that your sources are credible. Also, it ascertains that you
avoid the temptation of merely copy-pasting ideas taken from the internet. This dubious practice is very
convenient to do nowadays.

II. Objectives

At the end of this activity, you can:

1. state the consequences of plagiarism;

2. select credible sources from the internet;
3. cite the reference sources using American Psychological Association (APA) 6 format;
4. construct an annotated bibliography; and
5. summarize and paraphrase ideas from their chosen credible sources.

III. Concept/s Explanation

In choosing a trustworthy source, the first thing to consider is the author. Today, it is easy to
determine if the author’s background is credible. You can search for the author’s Google citation for the
list of his/her publications or his university affiliations. You can check also the veracity of the publication
company. If it is a journal article, it is better to choose a journal that requires blind review process and to
select a journal that has been publishing for decades now. If your source is a newspaper or magazine,
select a name that has long been in the publication industry. It must possess a good track record of
responding to the reader’s reactions especially if there were errors or inconsistencies committed in their
publication. Avoid sources that are dubious and propaganda driven online websites.

To properly guide you on how to deviate from plagiarism is to engage you to follow a standard
citation referencing format used in universities. There are several formats available for researchers to
utilize for free depending on the discipline or practice a department would choose. There is Modern
Language Format (MLA) for pure linguistics or literature courses. Chicago format is used for social
sciences. Institute for Electrical and Electronics Engineers (IEEE) style is used in the engineering field. In
the field of psychology and education, American Psychological Association (APA) format is widely used
for its publication value since most of the interdisciplinary research journals and books would require APA
format. Even top Philippine universities, regardless of departments would require APA as their format for
thesis or dissertation.

Basically, APA 6 version would require researchers to cite the author’s name and the year of
publication for books, journals, newspapers, magazines and electronic sources like websites.
 Examples:

Book Citation: According to Mackey and Gaas (2016)….

Sentence first (Mackey & Gaas, 2016).
Book Reference: Mackey, A. & Gass, S.(2016). Second language research: Methodology and
design (2nd ed.). NY, USA: Routledge, Taylor & Francis Group.

Journal Citation: Madrazo (2019) argues that….

It was argued that….. (Madrazo, 2019)

Journal Reference: Madrazo, A. R. (2019). Measuring degree of bilingualism and trilingualism

and its interaction on executive control: Evidence from lexical,
speaking, writing proficiencies and shape-matching task. The Asian
EFL Journal, 22 (1), 95-123.

Website Citation (with no Author and no date of publication):

Department of Education (n.d.)…
……. (Deparment of Education, n.d.)

Website Reference: Department of Education (n.d.). Detailed lesson plans. Retrieved from
http://www.deped.gov.ph

For detailed rules on APA 6 citation, visit our Google Drive Folder for a quick reference.

IV. Work/Practice Exercise

A. Selecting Relevant Sources

Directions: Read a book, journal, website, and newspaper. Then, supply the necessary
information in the space provided. This exercise is graded 1 point per item. (1 point per entry;
refer to Worksheet No. 3 below)

B. Annotated Bibliography
Directions: Work with your group mates. Refer to our Google classroom stream for the uploaded
file for a sample format of annotated bibliography. Submit annotated bibliography for six sources
following the following guidelines (Adapted from Plata et al., 2012; 50 points; refer to Appendix
C for the rubric in grading annotated bibliography and Worksheet No. 3 below):

1. Source’s summary
2. The target audience of the source
3. Author’s credibility
4. The source’s strength and limitation
5. Comparison and contrast with other sources
6. Source’s relevance to language research

C. Paraphrasing and Summarizing

Directions: Refer to the uploaded file on Paraphrasing and Summarizing in our Google
Classroom Stream for a detailed lecture on paraphrasing and summarizing to avoid
plagiarism. Paraphrase and summarize the given paragraphs. Encode your group ( Maintain
the same group in Act. 2) output in a Word file and submit to our Google classwork .

Note: [Paraphrasing (40 points) and Summarizing (40 points); Refer to Appendix E for
the rubric in grading paraphrasing and Appendix D for the criteria in rating summarizing and
Worksheet No. 3 below].
Rubrics are attached in the Google Classroom Stream.
 WORKSHEET No.3A

Group Work

Name:______________________________________ Score:__________
Course/ Section: ______________________________ Date: __________

Selecting Relevant Sources

A. Directions: Supply the necessary information in the space provided. This exercise is graded 1 point
per item. (Adapted from Plata et al., 2012; 1 point per entry)

1. Source (Book)
a. Title:_____________________________________________________________
b. Author/s:__________________________________________________________
c. Year of publication:_____________
d. Name of publication/ publication company________________________________
e. Place of publication (city, country or state , country) ________________________
f. Descriptor (brief description of the book):
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2. Source (Journal)
a. Title:________________________________________________________________
b. Author/s:_____________________________________________________________
c. Year of publication:_____________
d. Name of publication/ publication company__________________________________
e. Place of publication (city, country or state , country)___________________________
f. Descriptor (brief description of the book):
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3. Source (Website)
a. Title:_____________________________________________________________
b. Author/s:__________________________________________________________
c. Year of publication:_____________
d. Name of publication/ publication company________________________________
e. Place of publication (city, country or state , country)_________________________
f. Descriptor (brief description of the book):
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4. Source (Newspaper)
a. Title:_____________________________________________________________
b. Author/s:__________________________________________________________
c. Year of publication:_____________
d. Name of publication/ publication company_________________________________
e. Place of publication (city, country or state , country)__________________________
f. Descriptor (brief description of the book):
_______________________________________________________________________
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 WORKSHEET No.3B
Group Work

Name:______________________________________ Score:__________
Course/ Section: ______________________________ Date: __________

Annotated Bibliography

B. Directions: Work with your group mates. Refer to our Google Classroom Stream for a sample format
of annotated bibliography. Submit annotated bibliography for six sources following the following
guidelines (Adapted from Plata et al., 2012; 50 points; refer to Appendix C for the rubric in grading
annotated bibliography ):

1. Source’s summary
2. The target audience of the source
3. Author’s credibility
4. The source’s strength and limitation
5. Comparison and contrast with other sources
6. Source’s relevance to language research

Source 1

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Source 2

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Source 3

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Source 4

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Source 5

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Source 6

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 WORKSHEET No.3C
Group Work

Name:______________________________________ Score:__________
Course/ Section: ______________________________ Date: __________

Paraphrasing and Summarizing

C. Directions: Refer to attach file in the Google Classroom Stream for a detailed lecture on paraphrasing
and summarizing to avoid plagiarism. Encode your group output in a Word file and submit to our
Google Classroom Classwork. [Paraphrasing (40 points) and Summarizing (40 points); refer to
Appendix E for the rubric in grading paraphrasing and Appendix D for the criteria in rating
summarizing].

1. Paraphrase the following paragraphs. Paraphrasing is the stating of the source’s ideas in
your own words.

“Language, be it local, national or international, is not only vital for social interaction or
cultural identity but it can also serve as an essential medium for learning concepts and knowledge
for linguistic and cognitive development. Bialystok (2007) emphasized that in a multilingual
society, language is the fundamental link between social and cognitive dimensions. As a
communicative instrument, it is used for human interconnectivity. Through language, status is
identified, and pedagogical circumstances are delineated; as a cognitive tool, it grants access to
concepts and meanings, the logical system for problem solving, and creates the organizational
basis for knowledge.” (Madrazo, 2019, p. 97)

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“To avoid possible publication bias, this study deviated from utilizing a self-perceived
survey of the pluralistic framework of intelligence. The main argument of MIs theorists is
based on the supposition that singularizing intelligence as a concept, traditionally measured
through an IQ test, was too simplistic to address the immense potential of human beings
(Armstrong, 2018). The current study determined the participants’ MIs not on the basis of
online survey but with the use of criteria that are in congruence with the college students’
membership in university creative organizations: musical chorale group, dance troupe and visual
artist club. Given the organizations’ rigorous selection process, it is ascertained that the
participants were legitimate musical, kinaesthetic and visual learners of the English language and
mathematics. While the impact of MIs theory in the Philippine’s pedagogical system has been
significant as seen for example in the K-12 curriculum’s greater weight on creative
performance assessment compared to a traditional paper-pencil-evaluation, there has been a
growing scepticism on the veracity of this pluralistic framework of intelligence since Its publication
in 1983.” (Madrazo, 2019, p. 285-286).
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“Although there are some researchers who claim that the acquisition of a third language
is a qualitatively different process from acquiring a second language (De Bot, Jaensch, Garcia, &
Maria, 2015; Jarvis, 2014; Pap, 2016; Bhatia & Ritchie, 2016), most researchers consider
trilingualism as a variant of bilingualism and as such studies on trilingualism use models of
bilingualism. For example, some studies characterize the process of acquiring trilingualism using
models of the second language acquisition (Chevalier, 2015; Schepens, van der Slik, & van Hout,
2016). Using this general assumption, a few researchers have inquired into whether inhibitory
control would be further enhanced in trilinguals compared to bilinguals.” (Madrazo & Bernardo,
2018, p. 53)

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2. Summarize the following paragraphs into 3 sentences. The following paragraphs were taken
from Madrazo and Pulido (2018, pp. 201-202).

“Theses’ writing as a research assignment is perceived to be a genre that is given less

importance because these are only read by teachers. Swales (1990, 2004) defines genre as a
series of interactive undertakings being shared within a specific discourse goals. The main
academic goal in theses writing is to harness their competence to write scholarly texts that are
professional and scientific in nature (Gardner & Nesi, 2013; Russell & Cortes, 2012). Theses
manuscripts are not exactly the same with research articles because the latter are published texts
that students would envision to emulate. These text-types vary not only in their target audience,
but also in terms of purpose and the requirement of skills and knowledge. While students’
assignments aim to demonstrate the acquisition of required skills, research articles aim to report
new experiments and persuade the reader of the validity and importance of new findings
(Gardner & Nesi, 2013). But, the similarities between both types are based on the results of
a complete piece of a research process. Both consist research aim, problem, investigation,
links and relevance to other research field (Dahme & Sastre, 2015).”
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“Metadiscourse is classified in three distinct functions: ideational, interpersonal and

textual functions (Halliday, 1994; Hyland, 2005, 2010). Metadiscourse may not serve an
ideational function such as constructing propositional content but textual and interpersonal
functions as several metadiscourse theorists claimed (Crismore, Markkanen, & Steffensen,
1993; Dahme & Sastre, 2015; Hyland 2005, 2010; Hyland & Tse, 2004; ). In contrast,
studies like Adel (2006) consider that metadiscourse contains (meta) textual features alone,
questioning solely assumptions of non-propositional items. The point is, separate analyses of
metadiscourse items with single function, we think, could lead to missing the possible
interactions between the writer and the reader.”

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