English 102 paper

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ESSAY 2: Position Essay On Students Student Source Use, Using Class Readings Purpose Before we turn to the research portion of the class, we'll read, write, and reflect on college-level research practices. This assignment will, ideally, help you approach your own research with a greater understanding of academic research and source use. It also helps you to learn how to read academic articles (the kinds you will locate in your own research). Be sure to use the reading guides as you read the articles for this assignment; these reading guides teach you how to break down an academic article into sections to read, skim, and skip. Finally, this essay asks you to reference sources in your essay that your instructor and fellow classmates know well, which means that they can help you master citation and paraphrase skills during the drafting and revision process. Assignment: We’ve read Chris Anson “Fraudulent Practices: Academic Misrepresentations of Plagiarism In the Name of Good Pedagogy,” James M Lang “It’s not You,” Randall McClure “Examining the Presence of Advocacy and Commercial Websites in Research Essays of First-Year Composition Students,” Les Perelman “Information Illiteracy and Mass Market Writing Instruction,” and Howard, Rebecca Moore, Tanya K. Rodrigue, and Tricia C. Serviss “Writing from Sources, Writing from Sentences,” and we’ve reflected on our own source use and research in college. This assignment asks you to argue a position on student source use in the academy using at least two of the above readings (not counting Lang) and your own experience as a college writer. This "position" doesn't need to offer a solution or take a definitive stance; it may, for example, argue for the two main challenges to students finding and using quality sources or for the central dilemma in student plagiarism. Requirements: The essay needs to be 4-5 pages double-spaced, Times New Roman 12 inch Font. It will need to correctly cite and/or paraphrase passages from the texts in correct MLA form. You must refer to least two of the following four writers: Chris Anson, Randall McClure, Les Perelman or Howard et al. This essay can and should include personal experience and/or field research in addition to the scholarly sources read in class. Process: Look over your answers to the provided reading and discussion questions for the articles. Read over your reflections on the readings and your experiences as a writer and researcher. Think of a theme or thesis that argues a position about student source use in the academy. Submit a draft to the instructor and participate in whole-class workshop as a writer getting revision advice and/or as reader giving revision advice (advice that will help you return to your own draft with fresh ideas for revision). Revise your essay using my feedback, the feedback of your peers, and your own ideas. Submit a final version with two copies of your final essay as well as the draft with my comments. Weight: 15 % or 15 points of the final grade Reading Guide For Writing From Sources Reading guide for "Writing From Sources" Use guide as you read. Answer the questions. The introduction does what many introductions of academic articles do – talk about the importance of the issue and argue that it hasn’t been studied enough (thus the need for the article!). This particular introduction also includes a short “literature review,” which quickly summarizes other studies on the topic. Literature reviews are usually skipable. In this case, read the first three paragraphs in the section and the last paragraph in the section (skipping the lit review). What issue does the introduction introduce as important and why is it important according to the authors? The introduction ends with a list of questions the authors are asking (also a common strategy in academic essays). Which question is most interesting to you? The “Our Inquiry” section describes the study the authors conducted. Define summary, paraphrasing, patchwriting, and copying. The findings section looks at what they found. The paragraph on beginning of page186 brings up an issue we will discuss at length Look at each of the 7 findings on page 182. Would your last 101 essay (or any other writing from sources college paper) have been in the yes category for 1, 2, 3, 4, 5, 6, and 7? Which of these findings surprise you? What are the problems with the students’ use of sources as illustrated on pages 184 and 185? Do you read/understand the sources you use in your college essays, or do you primarily mine them for quotes? In the discussion section, the writers interpret these findings, highlighting their consequences. What are the dangers for students writing from sentences rather than sources? What might be the cause of why students patchwrite, according to the authors? Why don’t the authors believe that patchwriting should be considered plagiarism? The conclusion basically calls for more study particularly into the reasons that might explain these findings. This is a common move in academic writing. In the first paragraph of the conclusion, the authors speculate on my students work exclusively from sentences. Which of the two possibilities offered do you find most likely? Guide For Project II Source Readings Study guide for Project II sources. In pairs, write one-three sentence summaries of the articles below. Be ready to share with the class, and, as a class, we'll write a final 3-5 sentence summary of each article. Key ideas/terms from the articles are in parentheses. Anson “Fraudulent Practices: Academic Misrepresentations of Plagiarism In the Name of Good Pedagogy” (citation practices in business and military and even in faculty teaching materials don’t match what we teach students) James M Lang “It’s not You” (personal essay). Les Perelman “Information Illiteracy and Mass Market Writing Instruction” (data smog, information illiteracy, standardized tests making the problem worse) Randall McClure “Examining the Presence of Advocacy and Commercial Websites in Research Essays of First-Year Composition Students” ” (effect of web on reading, why students include quotes and information from advocacy and commercial sites as evidence in their papers ) Howard, Rebecca Moore, Tanya K. Rodrigue, and Tricia C. Serviss “Writing from Sources, Writing from Sentences,” (patchwriting; lack of summary, misunderstanding
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Running Head: Main Challenges to students finding and using quality sources

Main challenges to students finding and using quality sources
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Running Head: Main Challenges to students finding and using quality sources

Introduction
It is considered as an ethically unacceptable to copy to something out of a newspaper, book,
journal or any other printed material. A blatant example of this is to copy something directly
word for word. In his article, Christ suggests that student should not copy a word for a word. In
other words, the student should consider placing the words, phrases in quotes and provide a
reference for it. The author offers various methods for doing this. One of the most important this
is that can be able to tell what is someone else’s and what is yours. In this article, Chris states
that the student has to acknowledge if he or she uses word for word. However, students often
face serious problems when paraphrasing. It is advisable to use someone else’s writings if it
serves a particular purpose in your academic writing.
Chris postulates that usage of the verbatim materials without according proper attribution can
constitute one of the most blatant forms of plagiarism. However, it should be noted that other
type of materials can be plagiarized including ideas that are drawn from other sources.
Chris suggests that plagiarism in college education is usually blamed on the student’s lack of
knowledge about the standards of attribution and authors...


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