ESL_501_diagnostic_article - 1 ESL 501 Diagnostic Spring...

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1 ESL 501 Diagnostic Spring 2011 Purpose: Your performance on this exam will not contribute to your course grade. Yet this exam is to help your instructor determine your strengths and weaknesses in order to better meet your needs in this class. Procedures: 1. Read the article. You may take notes and plan your own essay on the colored paper provided or on the article. 2. Write an essay based on the article, answering the essay question below. Your essay should include an introduction, body, and conclusion, and should use information from both the article (citing your course correctly) and your own insight and experience. 3. Be sure to take a clear stand and discuss it appropriately. 4. Support your opinions by using the article and your own ideas to strengthen your main points. 5. When you are finished, look over your essay and correct any errors before you turn it in. 6. You will have a total of 50 minutes to complete your essay. Essay Question: In your opinion, would relaxing plagiarism standards lower a university’s quality and reputation? Why or why not? (Please select one stand and support your point of view using the appropriate evidence from the article together with your own insight and experience .)
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2 Adapted from Plagiarism Lines Blur for Students in Digital Age By Trip Gabriel August 1 st , 2010 At Rhode Island College, a freshman copied and pasted from a Web site’s frequently asked questions page about homelessness — and did not think he needed to credit a source in his assignment because the page did not include author information. At DePaul University, the tip-off to one student’s copying was the purple shade of several paragraphs he had lifted from the Web; when confronted by a writing tutor his professor had sent him to, he was not defensive — he just wanted to know how to change purple text to black. And at the University of Maryland , a student reprimanded for copying from Wikipedia in a paper on the Great Depression said he thought its entries — unsigned and collectively written — did not need to be credited since they counted, essentially, as common knowledge. Professors used to deal with plagiarism by admonishing students to give credit to others and to follow the style guide for citations, and pretty much left it at that.
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This note was uploaded on 02/20/2012 for the course ESL 501 taught by Professor Spear,a during the Spring '08 term at University of Illinois, Urbana Champaign.

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ESL_501_diagnostic_article - 1 ESL 501 Diagnostic Spring...

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