week 11 resi
jamiahr23
scholarlywritingandplagarism.pdf
S C H O L A R L Y W R I T I N G A N D P L A G I A R I S M P R E V E N T I O N
Walden University Writing Center
C U R R E N T W R I T I N G C E N T E R S L I D E D E C K S
Current slide decks for Writing Center-led
sessions can be found on the Writing
Center’s website
Writing Center’s Residencies
Webpage
Let’s find them together!
L E A R N I N G O B J E C T I V E S
Define and identify scholarly writing, as well as understand the writing process
Write and revise a thesis statement
Identify the components of a
strong paragraph, including
paraphrasing, analysis, and
synthesis
Define plagiarism and practice
identifying and correcting it as a way
to maintain academic integrity
What are some
conventions
of scholarly
writing?
I N T R O D U C T I O N T O S C H O L A R L Y W R I T I N G
Scholarly writing is a particular type of writing used in
academia that follows its own conventions and style.
Audience and purpose
• Talk to other scholars, practitioners
• Construct an academic argument
Scholarly voice
• Formal
• Clear
• Concise
• Direct
Objectivity
• Evidence-based
• Avoid generalizations
APA and academic integrity
• Cite sources
• Style
• Formatting
S C H O L A R L Y W R I T I N G : A U D I E N C E A N D P U R P O S E
What actions might be the result of the document?
How will the document be evaluated?
What does your audience need or want to get out of the document?
What is your intended purpose for writing the document to this audience?
In what context will the document be read?
Who will be reading the document?
S C H O L A R L Y W R I T I N G : S C H O L A R L Y V O I C E
Avoid contractions such as they’re, can’t, it’s.
Avoid unnecessary adjectives or adverbs.
• “The unhealthy organization clearly needs an immediate change in management.”
Avoid jargon or idioms.
• “The purpose is to get a helicopter view of the project.”
Avoid first person plural and second person pronouns.
• “We need to address your needs.”
S C H O L A R L Y W R I T I N G : O B J E C T I V I T Y
• This horrendous, unforgiveable situation warrants intervention by the school administrators.
Avoid appeals to emotion.
• According to Karbage (2019), a doctor’s effectiveness depends upon his willingness to provide specific dietary recommendations.
Avoid unintentional bias.
• I feel that the diets of school children should be monitored.
Avoid judgments or opinions that are not based on credible,
outside sources.
• Children’s health improves when administrators and parents pair together to provide a balanced diet (Johnson & Clark, 2017; Smith, 2015).
Instead, back up claims with evidence-based research
K N O W L E D G E C H E C K : W H Y I S T H I S N O T A N E X A M P L E O F S C H O L A R L Y W R I T I N G ?
A college's decision to jump on the Coursera bandwagon is
aided—and eased—by knowing that academic heavyweights
like Harvard, Stanford, and the Massachusetts Institute of
Technology are already on board. As one college president
described it to The New York Times, "You're known by your
partners, and this is the College of Cardinals.” 1
K N O W L E D G E C H E C K : W H Y I S T H I S N O T A N E X A M P L E O F S C H O L A R L Y W R I T I N G ?
A college's decision to jump on the Coursera bandwagon is
aided—and eased—by knowing that academic heavyweights
like Harvard, Stanford, and the Massachusetts Institute of
Technology are already on board. As one college president
described it to The New York Times, "You're known by your
partners, and this is the College of Cardinals.” 1
[Issues:
Jargon and idioms resulting in unspecific language.]
S C H O L A R L Y W R I T I N G : A N I T E R A T I V E P R O C E S S
• Writing is improved by revision.
• Scholarly writing can be learned with repeated practice and persistence.
Strong scholarly writing results from an iterative writing
process and continual development of writing skills.
S C H O L A R L Y W R I T I N G : P R O C E S S
Prewriting
Writing
Revising
Reflection
Strong writing
process helps you
avoid plagiarism
and improves
your final paper.
P R E W R I T I N G
https://www.swiss-miss.com/2007/04/thinking_cap.html
P R E W R I T I N G
Critical reading and note taking: Reacting to, responding to, and thinking critically about what you’re reading.
Generating Ideas: Free writing, brainstorming, mind mapping, or outlining to think through and organize your ideas.
Defining a clear thesis statement: Decide what you want to argue in your paper.
The research, critical thinking, idea generation, and
organization you do before you start writing.
T H E S I S S T A T E M E N T S : D E F I N I T I O N S
• Central guiding statement for your paper
• Concise, arguable, and specific
• Located in your introduction
• Framework for everything else in your paper:
• Organization
• Paragraphs
• Evidence
A thesis is the statement of what you will show,
support, and argue.
Thesis statement
Body paragraphs
Thesis statement: In this paper, I will show that students best learn
APA when instructors increase students’ confidence and are
purposeful in how they introduce APA rules.
T H E S I S S T A T E M E N T S : E X A M P L E S
Topic: How students best learn APA
Purpose statement: In this paper, I will discuss how students best learn APA.
Even BETTER thesis statement: Students best learn APA when
instructors increase students’ confidence and are purposeful in how
they introduce APA rules.
Activity: Choose a topic from below. Write a thesis
statement about that topic.
Topic A: Benefits of attending a residency
Topic B: Advantages of online education
Activity: Choose a topic from below. Write a thesis statement about that topic.
Topic A: Benefits of attending a residency
Topic B: Advantages of online education
Examples:
Residency benefits students because they make connections with
students, faculty, and staff, learning important concepts and
techniques to support their program of study.
Online education is advantageous for working professionals who are
pursuing a higher degree while working full time.
D R A F T I N G PA R A G R A P H S
O V E R A L L P A P E R O R G A N I Z A T I O N
Introduction
• Background information
• Thesis statement
• Length: Dependent on paper length
Body
• Main content of paper
• Follow MEAL plan paragraph structure
• Length: Most of the paper
Conclusion
• Synthesis of ideas
• Restatement of thesis statement
• Length: Dependent on paper length
T H E M E A L P L A N F O R P A R A G R A P H O R G A N I Z A T I O N
• Main idea: Your topic sentence stating the focus of the paragraph.
• Evidence: Your paraphrase (or, rarely, direct quotation) from multiple sources
to support your topic sentence’s focus.
• Analysis: Your explanation and evaluation of the evidence you provided and
its relevance in your own words.
• Lead out: Your wrap-up for paragraph, leading your reader to transition to the
next paragraph (and the next point).
P A R A G R A P H D E V E L O P M E N T A N D S T R U C T U R E
Body
• M: Main idea
• E: Evidence
• A: Analysis
• L: Lead-out (concluding)
Learning APA can be difficult for many students as they are asked to learn new
citing and formatting rules while also learning their course content. Spence (2016)
surveyed graduate students in their first year of their program and found that students who had
a background in their field felt more confident in learning APA than students who were new to
the field. Based on these findings, instructors may find it helpful to learn students’ backgrounds
in the field before teaching students APA. Instructors could then adjust their approach based on
whether students are new to the field or not, paying close attention to whether the newer
students need more direct support.
I N C O R P O R A T I N G E V I D E N C E
Body • M: Main idea
• E: Evidence
• A: Analysis
• L: Lead-out (concluding)
Evidence
Paraphrasing Quoting
P A R A P H R A S I N G S O U R C E M A T E R I A L
Paraphrase is a restatement of what a
source says in your own words and sentence
structure.
Preferable over quoting
Requires intentionality and a strong
understanding of source material
Focus on the ideas,
information, and data, not the sentence
Should be paired with
analysis
D R A F T I N G : E F F E C T I V E P A R A P H R A S I N G S T R A T E G Y
Read to understand
Put original
away
Write in your own
words
Compare with
original Cite
A C T I V I T Y : W H I C H O F T H E S E E X A M P L E P A R A P H R A S E S I S
S T R O N G E R ?
Example 2:
Schmidt (2016)
found that students’
self study of APA
was less effective
than instructors
using class time to
teach APA rules.
Original quotation:
“Students in the classroom where
the teacher spent a class period
specifically on APA rules and
answering APA questions reported
a 14% increase in confidence they
could learn APA. This was in
contrast to students in the second
classroom where the teacher asked
students to learn APA on their own”
(Schmidt, 2016, p. 75).
Example 1:
Students reported an
increase in
confidence they could
learn APA in the
classroom where the
teacher spent a class
period on APA rules
(Schmidt, 2016).
A C T I V I T Y : W H I C H O F T H E S E P A R A P H R A S E S I S S T R O N G E R ?
A N S W E R : E X A M P L E 2
Example 2:
Schmidt (2016)
found that students’
self study of APA
was less effective
than instructors
using class time to
teach APA rules.
Original quotation:
“Students in the classroom where
the teacher spent a class period
specifically on APA rules and
answering APA questions reported a
14% increase in confidence they
could learn APA. This was in
contrast to students in the second
classroom where the teacher asked
students to learn APA on their own”
(Schmidt, 2016, p. 75).
Example 1:
Students reported
an increase in
confidence they
could learn APA in
the classroom
where the teacher
spent a class
period on APA
rules (Schmidt,
2016).
Body • M: Main idea
• E: Evidence
• A: Analysis
• L: Lead-out (concluding)
M E A L P L A N : A N A L Y S I S & S Y N T H E S I S
➢ Analysis: Your explanation,
interpretation, connections between,
or clarification of evidence.
➢ Synthesis: Using your own words
and unique organization to create a
new connection, conclusion, or
interpretation based on analysis of
evidence from multiple sources.
K N O W L E D G E C H E C K : L O C A T E T H E A N A L Y S I S I N T H E F O L L O W I N G
P A R A G R A P H .
Giving doctoral students the opportunity to engage with faculty across multiple
face-to-face residencies throughout the coursework and capstone process is one way
to support university student retention efforts. Harper (2018) found that students who
were provided regular guidance and advising from faculty outside of the classroom
were four times more likely to graduate than their peers who received less guidance.
To help encourage retention, students should meet with at least two different faculty
members at each residency they attend. Such meetings between faculty and students
could occur as part of one-on-one advising, group advising, networking events, and
casual conversations outside of sessions.
K N O W L E D G E C H E C K : L O C A T E T H E A N A L Y S I S I N T H E F O L L O W I N G
P A R A G R A P H .
Giving doctoral students the opportunity to engage with faculty across multiple
face-to-face residencies throughout the coursework and capstone process is one way
to support university student retention efforts. Harper (2018) found that students who
were provided regular guidance and advising from faculty outside of the classroom
were four times more likely to graduate than their peers who received less guidance.
To help encourage retention, students should meet with at least two different
faculty members at each residency they attend. Such meetings between faculty
and students could occur as part of one-on-one advising, group advising, networking
events, and casual conversations outside of sessions.
F R O M A N A L Y S I S T O S Y N T H E S I S
Evidence • Paraphrase (or, rarely, direct quotation) from
source(s)
Analysis • Your explanation and evaluation of the evidence
you provided and its relevance in your own words
Evidence from
multiple sources
Analysis of evidence to form a new narrative
Synthesis
K N O W L E D G E C H E C K : L O C A T E T H E S Y N T H E S I S
I N T H E F O L L O W I N G P A R A G R A P H .
The way an instructor introduces APA can also have an
impact on student learning. A student’s memory of APA rules is
improved when they understand the rationale for the rule they are
learning (Kleinsmith, 2016). However, Estes (2015) also found
that students learn APA faster if they are taught one rule at a
time, rather than instructors giving them an overview of every
rule. Teachers should provide thorough explanations of APA rules
and scaffold the teaching of those rules so that students are not
given too much information at once.
K N O W L E D G E C H E C K : L O C A T E T H E S Y N T H E S I S
I N T H E F O L L O W I N G P A R A G R A P H .
The way an instructor introduces APA can also have an
impact on student learning. A student’s memory of APA rules
is improved when they understand the rationale for the rule
they are learning (Kleinsmith, 2016). However, Estes (2015)
also found that students learn APA faster if they are taught
one rule at a time, rather than instructors giving them an
overview of every rule. Teachers should provide thorough
explanations of APA rules and scaffold the teaching of those
rules so that students are not given too much information at
once.
S C H O L A R L Y W R I T I N G : A P A & P R E V E N T I N G P L A G I A R I S M
• Plagiarism according to the Code of Conduct: “use of intellectual material produced by another person without acknowledging its source” (Walden University, 2020, para. 12).
Cite and reference all paraphrases, quotations,
and summaries using APA to ensure you are not
plagiarizing.
• Correct use of APA citations and references helps ensure you are not plagiarizing.
• This includes things like paper formatting and layout, heading levels, serial commas, and active voice.
Follow APA style and formatting guidelines to
show that you are part of the academic community.
Original: “Organizations go through change all the time. However, the nature,
scope, and intensity of organizational change vary considerably” (Nadler &
Tushman, 1994, p. 279).
Plagiarism Prevention Activity #1
Is this plagiarism?
The organization where I plan to conduct this research has been going through a
variety of changes in leadership, but this is the norm for organizations in general.
Organizations go through change all the time. However, the nature, scope, and intensity
of organizational change vary considerably.
YES!
There is a word-for-word match of another author’s wording, and it appears
without citation.
Original: “Organizations go through change all the time. However, the nature,
scope, and intensity of organizational change vary considerably” (Nadler &
Tushman, 1994, p. 279).
Plagiarism Prevention Activity #2
Is this plagiarism?
The organization where I plan to conduct this research has been going through a
variety of changes in leadership, but this is the norm for organizations in general.
Organizations go through change all the time. However, the nature, scope, and intensity
of organizational change vary considerably (Nadler & Tushman, 1994, p. 279).
YES!
Even though there is a citation, there are no quotation marks to indicate the
wording lifted from the original source.
Original: “Organizations go through change all the time. However, the nature,
scope, and intensity of organizational change vary considerably” (Nadler &
Tushman, 1994, p. 279).
Plagiarism Prevention Activity #3
Is this plagiarism?
The organization where I plan to conduct this research has been going through a
variety of changes in leadership, but this is the norm for organizations in general.
Although the size of the change and the impact on the organization may fluctuate,
organizations are constantly changing (Nadler & Tushman, 1994).
NOT plagiarism plus paraphrasing = ideal!
R E F L E C T O N Y O U R U N D E R S T A N D I N G O F S C H O L A R L Y W R I T I N G W I T H Y O U R
P E E R S
What was the most important thing you
learned about scholarly writing
today?
Which scholarly
writing skills do you
plan to utilize in your
writing practice right
away?
S E S S I O N R E V I E W
Review:
• Writing and writing skill development are processes that take time and
persistence.
• Develop a strong writing process to help avoid plagiarism.
• Present your argument through a thesis statement.
• Use the MEAL plan elements—paraphrasing, synthesis and
analysis—to develop paragraphs.
Looking forward:
• Scholarly writing skills will be necessary throughout your program,
including in the literature review and doctoral study.
• Take the opportunity to practice and use the Writing Center now!
W R I T I N G C E N T E R R E S O U R C E S
APA-specific resources
Paper review
services Grammarly
Modules Templates Webinars
S Y N T H E S I S R E S O U R C E S Transitioning from Residency 1 to Residency 2
As you conclude your first residency and prepare for your second, we in the Walden Writing Center encourage you to explore
the concept and application of synthesis! Synthesis is the incorporation of evidence from multiple sources into your own writing
to create new ideas. You can begin learning about synthesis and applying this skill to your coursework assignments now to
prepare for your next residency. Here are some resources to get your started:
Do you like to listen to someone explain new
ideas?
• Listen to our podcast:
• WriteCast Episode 51: Using Evidence in Academic Writing
Do you prefer an interactive approach to
learning about new ideas?
• Participate in our webinars:
• Synthesis and Thesis Development
• Incorporating Analysis and Synthesis
Do you enjoy reading about new ideas?
• Read our blog:
• Putting It All Together: Thesis + Synthesis
• Combining Parts to Make a New Whole: Synthesis and Scholarly Writing
• Synthesis and Scholarly Writing Part 2: Putting Synthesis to Work
C O U R S E S T O H E L P Y O U W I T H S C H O L A R L Y W R I T I N G & P L A G I A R I S M P R E V E N T I O N
CAEX 6300/6301 Reading
Techniques for Graduate Study
CAEX 6070/6071 Graduate Writing
III: Advanced Composition
CAEX 3100/3101 Academic
Integrity for Graduate Students
CAEX 6200/6201 Basic APA Style:
Citations and Reference
• The Center for Academic Excellence
offers course-based support in scholarly
writing and plagiarism prevention
• 4-8 weeks (depending on the course)
• $195 tuition per course
• CAEX Website
• Email: [email protected]
W R I T I N G H E L P B E Y O N D R E S I D E N C I E S
• Visit the Writing Center’s Website
• Email us at [email protected]
Questions?
