Academic Skills in Practice

a. Introduction
University ethical principles should be recognized, acknowledged and followed by the
students. Furthermore, students are obligated, by certain students of the institution, to
notify the appropriate officials about any academic dishonesty. Academic dishonesty is
characterized as a use by students of unauthorized aid to mislead a teacher or another
individual who may be appointed to assess their work in accordance with the criteria of
the course and degree. Effective university research ought to be focused on
authenticity. Promoting honesty in the field of academic work involves understanding
the definition and causes of academic dishonesty. The faculty and the administration
recognize the actions of every student to view what he or she did not create as his or
her own job as a severe crime. The students are judged to have lied because, during
the test, they duplicate the work of another person or convert it into a document or job
published by someone else in full or in part. Students become deliberately or
inadvertently liable for plagiarism whether they borrow content from articles, papers or
other documents without knowing and accepting such documents and without
understanding them through paraphrasing concepts from those sources. Academic
dishonesty applies, not only to the applicant, but to any person in the university setting,
to committing or leading to unethical actions by people who are participating in teaching,
studying, study and associated academic activities. Academic dishonesty is a severe
offense, whether or not it has been committed deliberately. (Barks, 2019)

b. Academic Dishonesty
Types of Academic Dishonesty
Academic dishonesty includes reception or illegal help in a questionnaire, study, review,
document, or illicit usage of materials; collaborating with anyone else without
authorization for a questionnaire, study, exam, report or project; performs a survey, test
or exam for someone else, or allows anyone else to do the same for students. or
permits someone to do the same for students.

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Plagiarism: presenting the paper utilizing terms, data or concepts from another
document that are copied from a written or unpin article, without accepting it. Students
may consult for guidance with their professors, academic departments for detailed
instruction on how to record informatics from certain outlets. Plagiarism is without
understanding the use of identifying thoughts or vocabulary of another individual. The
integration of research by another person into oneself requires sufficient attribution and
appreciation, irrespective of the means of appropriation. Cheating requires the
presence, contact or usage, or connection with other persons during such an exercise
of knowledge, documents , records, research aids or other equipment not approved by
a teacher. Copying from certain documents or getting unwanted support from another
person in the process of a research or learning activity. If the usage is disallowed,
students can use a calculator. Function in a university practice without the permission of
the professor alongside another student or student. (Bianchi, et al, 2017)

Self-plagiarism: As teachers grant papers and tasks, they seek to add to the learning of
a pupil. A student who submits a similar paper for a second course last year chooses
not to participate in this learning event. Although she does not steal someone else's
jobs, she opts for the role she is hired for. Thus it is considered "reverse plagiarism" by
uploading the prior articles or delivering the same paper by two different classes.
Participants should apply, of example, to their own earlier papers so that they correctly
reference them and record them. Nonetheless, other teachers do not take up re-cycling
student jobs and will credit it with the same zero percent to those students who chose to
not do their job. Through their syllabuses, the staff must explicitly define its self-
plagiarism policies. When students plan to re-cycle, send, or even revisit documentation
from another lesson, students will always request the instructor's permission. (Bouville,
2018)

Online: Violations of electronic academic ethics can be described as: Sharing the
Falcon Offline credentials, collaborating on a challenge with another person because it
is meant to be done by the student, looking at another individual's research during a

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competition or evaluation, using a mobile phone to exchange details about the contest
or study, reading an online document or sending papers purchased from a website.

Fabrication includes producing material that is not collected in a research or

experimental examination, i.e., inventing or counterfeiting knowledge. In the case of
counterfeiting, though, we may deliberately modify or change the outcomes of an
experiment or other scientific activity to match our needs. Several submissions were the
delivery, if without a teacher permission, of scholarly research for which scholarly credit
was received. The abuse of instructional resources involves the robbery or destruction
of library or research content or computer programmed items, the taking or degradation
of information or resources from another student or the ownership of these items
without the permission of the owner. Aid in the position or usage of data sources in the
course, whether the teacher forbids this assistance. Unlawful ownership or disposal of
the usage of exams the answering keys for tests. Unauthorized alteration, falsification or
counterfeiting and unauthorized purchase or sale of examinations, papers or
assignments. (Flowerdew & Li, 2017)

Cheating: described as receiving or giving unauthorized assistance on a survey, study,

review, document, or project or an illegal usage of materials in order to complete certain
exams, exams, tests, papers or projects; or taking a questionnaire, study or evaluation
for someone else or require anyone else to do the same on the behalf. Cheating
includes illegal use in the completion of academic activities of content, resources ,
facilities, sources or practices. Of one, copying during a person review is an illegal
activity and is often deemed to be trickery. A student who permits a duplicate of his / her
research by another student is known to be a cheater or supporting. (Howard, 2019)

Plagiarism and Types of Plagiarism

The word "plagiarism" requires the usage of a written or unfinished work by someone
other than a paraphrase or a direct quotation without complete and explicit approval.
The pestilence of certain individuals or organizations who have been involved in the
selling of terms papers or other scholarly resources often requires unauthorized use of

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content. Fabrication or falsification requires the production or modification in an
academic text or operation of unauthorized material. For example, manufacturing or
falsifying is considered to artificially generate data if it is collected from a real
experiment or to compile a source of information that does not exist. Sabotage involves
disrupting or destroying the work of others to make it impossible for the other person to
successfully complete academic work. For instance, destruction of the artwork, project
or concept of another individual is called sabotage. If a team project is not involved,
academic sabotage can also be regarded as a failure. (Jones & Freeman, 2016)

There are various types of plagiarism and they are all serious academic honesty
violations.
Plagiarism direct: Direct plagiarism is the term for phrase, without attribution and without
quotation marks, reproduction of a part of a document by anyone else. The intentional
plagiarism of another person's research is immoral, academically dishonest and
requires punishment, like expulsion.

Plagiarism self: Self-plagiarism happens whenever a student submits or combines

portions of his prior research without the consent of the teachers involved. It would be
unacceptable, for example, to include in a paper assigned to a college part of a term
study students wrote in high school. The same piece of research for assignments in
different classes without the prior approval of both professors is often subject to self-
plagiary controls.

Plagiarism Mosaic: Mosaic plagiarism happens in the event a student borrows from a
source or uses synonyms for the author's vocabulary with the same basic meaning and
importance of the initial. This form, named "patch writing," is academically dishonest
and criminal, whether deliberate or not. (McCabe, 2015)

Plagiarism Accidental: Accidental plagiarism happens when a person refuses to cite or

misquotes its references, or when inadvertently paraphrases a source while utilizing the
same language, groups of terms, and/or phrase structure. Students ought to know how

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to list their origins and produce thoughtful and precise study comments. The applicant is
not excluded from liability for plagiarism for lack of motive. Accidental plagiarism is
taken as seriously as any other plagiarism and has the same range of effects as other
plagiarisms. (McCabe, et al, 2019)

Avoiding Plagiarism
The avoidance of plagiarism begins with diligent study and writing notes. Have a full and
comprehensive list of all the references students consider and choose to use throughout
the analysis, and compare each source with the details students gather so that students
can double-check that the study supports it. Also be sure to differentiate from the
reports, suggestions and phrases taken from the documents students are reading,
descriptions of the documents and own initial thoughts. In text, any borrowed material,
including terms and phrases quoted, paraphrased concepts, summarised statements,
details, and other content, is carefully recorded. The most crucial aspect is to test
whether students are not aware of whether students use a specific source with the
professor. With some form of borrowed content, paperwork is not needed. Knowledge
and concepts familiar to readers do not need to be registered. Popular awareness
contains more accessible material such as specific biographical details of prominent
persons and the dates and situations of significant historical incidents in reference
plays. Nevertheless, whether the details are contested or the readers may like more
detail on the subject, reporting the content they borrow is a reasonable practice.
(McCabe, et al, 2018)

The usage of empirical information in scholarly literature is significant, but these

references must be adequately used. The students may use correct paraphrasing and
quotation to provide details from other media. Students may paraphrase and cite facts
for external knowledge. However, the paper must include all this information using in-
text quotes and a separate list of references. The usage of a method to check that
students have used outside references correctly in the study is also a smart practice.
Another tool students should use is Turnitin to support students do so. Turnitin is a tool
for identifying possible plagiarism in an assignment submitted. This tool compares the

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work of students with online texts, internals and any assignment submitted to Turnitin in
a university database. Until students apply, students may email the assignment to
Turnitin for graduation in order to test for potential plagiarism in their own job. When
students apply to a concept or language that is not yourself, include a citation in the
writing showing the full name of the source, the date of release and all other references
needed by the students' guide to the design of the source. (Parkhurst, 2017)

When students use the terms of a source, actually, that is one of the easiest yet more
noticeable methods to prevent plagiarism to show that the phrases aren't correct, use
quotation marks throughout the text. The author will also be given a clear quote to let
readers know about where the quotation is. Paraphrasing accurately without plagiarism
requires a little dance. Reword, style and stop utilizing so many identical phrases from
the source. Reword the language in an original manner. It's necessary to do so without
altering the sense of the concept. Also note that students often use the concept of
another and the students will provide a quotation from the source.

An exploration of what students must say about it is not just parrots of the sources'
ideas or words. Tell yourself what a particular insight or argument students might render
in the entirely own teaching. Note that if students allude to the concepts or vocabulary of
a source to make their own case, they will have to follow the above rules to prevent
plagiarism. When student students compose on the same subject for many
assignments, any of the prior terms labeled "self-plagiarism" may be enticing to recycle.
When the author or professor didn't give students permission to recreate the previous
job, the danger associated with self-plagiarism is as high. (Barks, 2019)

c. Paraphrasing Techniques
Paraphrasing and Paraphrasing Techniques
For paraphrase is to convey in the own language someone else's thoughts. Students
need to rewrite a paragraph without changing the initial text in order to paraphrase a
source. Paraphrasing is an alternative to quoting, which helps students to capture and
repeat exact expressions of others. Paraphrasing is a way to interpret a link without

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quoting it explicitly or to clarify a chosen quotation further. Fixed paraphrasing is crucial
as bad paraphrasing may contribute to charges of plagiarism or copying from a source
without quoting it properly. Paraphrasing allows authors to analyze the meaning of the
work of another, to reword their comments dynamically and to include context for the
purposes or intent of an article or composition. (Bianchi, et al, 2017)

Acknowledgeable Paraphrasing: Through head shakes, eye touch, etc. we understand

not visually, as we listen. The identifiable paraphrase consists of verbal input to make
the recipient know that students are trying to learn. It incorporates familiar emotions and
enters the speaker 's affective realm. In terms of Bloom, it works on the level of
understanding, which does not just reflect a rote recitation. This is important to use
specific vocabulary to convey the spirit, because the latest term stimulates the speakers'
interest and lets them take the sense and consistency of the paraphrase into
consideration. Therefore, this relation is not provided before. The study is built.

Organizing Paraphrase: The paraphrase structure shifts from the logical realm to the
critical partnership. When the group analyzes the pieces of what has been said, they
are prepared for the speaker and believe counseling takes place. Often ideas are
categorized, e.g. "It's three issues here," which is why the containers are metaphor.
Perhaps the speaker would undergo an emotional change simply by listening to his
feelings that had not occurred until the paraphrase. (Bouville, 2018)

Abstracting Paraphrasing: The hypothetical paraphrase takes its significance from

Hayakawa’s research of the Ladder of inference below the surface of what is said.
Various conclusions include listening to values, convictions, intentions, concepts,
identity and assumptions. It is the most subtle paraphrase as it usually encourages an
audience or speaker to behave about fresh, previously impossible ways. For the coming
weeks, the abstract paraphrase will be discussed and practical tips will be provided.

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Importance of Acquiring Paraphrasing Skills
Paraphrasing is an valuable skill that students are worthy of learning in the academic
field, as it allows them to quickly and arrange various study articles, theses, tasks and
other assignments. Most topics must be carefully researched and own notes made. In
this scenario, students need to invest hours learning and then repeat the related
information at different stages. In this situation, paraphrasing is necessary for the
restoration of authentic work and for the prevention of duplication, it must not quote the
work of the original author. Students can also be assisted by specialists in
paraphrasing, task writers and other skilled paraphrasing platforms to render their
research more effective and efficient without the risk of errors. (Flowerdew & Li, 2017)

Personal Reflection
My personal experience with paraphrasing skills is very good because I normally work
hard on my assignments and I do not rely on any other person in completing my
assignments. I have learnt the importance of paraphrasing and write unique content so
as to keep the similarity percentage to the lowest. I never copy and paste any of the
information either from books of from online articles and journals. I always read the text
and understand the concepts and then write the content in my own words.

This skill has helped me a lot in my studies as I have been able to successfully
complete my assignments and projects without any similarity and this was possible only
with good paraphrasing skills. The main idea behind paraphrasing for me is to write the
unique content by keeping in mind the dos and don’ts of plagiarism and being ethical at
my work and not cheating myself and the college as well. (Howard, 2019)

d. Conclusion
However if a subject uses another person's research improperly or performs anything
illegal during a report, he or she is always guilty of intellectual dishonesty. Teachers are
responsible for educating students to promote academic integrity in these issues. There
is nothing more than to place severe fines on criminals to deter the practice on our
potential authors. There is no solution to coping with plagiarism. Nonetheless,

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recognizing the type of plagiarism should be regarded, as there are typically errors and
students pay significantly. In order to prevent fines arising in plagiarism, students must
insure that they know their references, particularly though they have paraphrased the
initial writing, cutting or copying content from the Internet is impossible, and that all the
documentation quoted should be used in the reference content and reference materials
should be referenced in the research.

e. References
 Barks, D. (2019). Textual borrowing strategies for graduate-level ESL writers. In
Belcher, D. & Hirvela, A., editors. Linking Literacies: Perspectives on L2
Reading-Writing Connections. Ann Arbor: University of Michigan Press. p. 246-
267.
 Bianchi, F., Pazzaglia, R., & Facchinetti, R. (2017). Student writing of research
articles in a foreign language: metacognition and corpora. Language and
Computers 62: 259-287.
 Bouville, M. (2018). Plagiarism: words and ideas. Science and Engineering
Ethics 14(3): 311-322.
 Flowerdew, J., & Li, Y. (2017). Language re-use among Chinese apprentice
scientists writing for publication. Applied Linguistics 28(3): 440-465.
 Howard, R. M. (2019). Standing in the Shadow of Giants: Plagiarists, Authors,
Collaborators. Stamford, CT: Ablex Pub.
 Jones, A. A., & Freeman, T. E. (2016). Imitation, copying, and the use of models:
report writing in an introductory physics course. IEEE Transactions on
Professional Communication 46(3): 168-184.
 McCabe, D. L. (2015). Faculty and academic integrity: the influence of current
honor codes and past honor code experiences. Research in Higher
Education 44(3): 367-385.
 McCabe, D. L., Trevino, L. K., & Butterfield, K. D. (2019). Academic integrity in
honor code and non-honor code environments - a qualitative
investigation. Journal of Higher Education 70(2): 211-234.

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 McCabe, D. L., Trevino, L. K., & Butterfield, K. D. (2018). Cheating in academic
institutions: a decade of research. Ethics & Behavior 11(3): 219-232.
 Parkhurst, C. (2017). The composition process of science writers. English for
Specific Purposes 9(2): 169-179.

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