In this part, you will see two essay of my writing samples. The first one is Plagiarism in Academic. The second part is the analytical summary of Developing Resources for Success: a Case Study of a Multilingual Graduate Student (Philips, 2014). Along the way of pathway study, my writing has a great improvements. For instant, in the PROV class, I have learnt how to avoid plagiarism in academy which is attached more importance in United States than my home country China. In EAP class, I have learnt how to write summary for a research. Thus, these two writing examples are shown.

Plagiarism in Academic

     In the western countries, academic plagiarism, which was defined by Sutherland-Smith (2005) as “a wrongful perhaps even a criminal act, intending to harm another author is aligned to the way in which copyright legislation penalises breaches of the copyright law”(P85). That means it suggests that plagiarism is a serious problem in the academy. However, there is still a high proportion of plagiarism to be seen in the academy. On the another hand, building on Milton’s (2015) opinion, in the western schools, academic integrity is “the deontological and utilitarian views with phenomena such as honesty, trust, fairness, respect, and responsibility”(P18), which emphasize the importance of honesty. Therefore, intellectual property, a respectable access of the human being in western culture, should be protected from avoiding plagiarism.

Several reasons lead to the importance of honesty in western education. According to Hexham (1992), the practice of plagiarism is the practice of plagiarism is a form of academic high treason because it undermines the entire scholarly enterprise. In another words, it eliminate the chance that to be evaluated by the academic professionals, and the cheating ways lead the students to absorb less knowledge. What’s worst, it is illegal to conduct the plagiarism even just in academy. Therefore, “plagiarism must be prevented at all levels of academic life from student papers to academic books. Nevertheless, care must be taken whenever one suspects a writer of plagiarism. It cannot be stressed enough that everyone makes a few mistakes and that genuine cases of similar use may occur. Consequently, what must be identified are patterns of behavior, repetitive practices, and clear indications of an attempt to deceive. The following paper attempts to identify plagiarism and show how plagiarists weave their web of deception” (Hexham, 1992).

Several actions may cause the plagiarism occur. For example, first, submit some assignments that not composed by your own. Second, copy answers from others as your own assignments. Third, quote others’ sentences without mention the original author. Forth, use other resources with only little alterations. Last but not least, writing others’ ideas as your own creations.

In order to avoiding plagiarism, there are several ways that we cannot do. First, paraphrase the words from others by altering most of the words and sentence structure.

A passing reference to the original author in your own text may not be enough, the entirely sequences and words should be rewritten. It is better to write a brief summary of the author’s overall argument in own words, indicating that you are doing so, than to paraphrase particular sections of his or her writing. This will ensure to have a genuine grasp of the argument and will avoid the difficulty of paraphrasing without plagiarising. Also, properly attribute all material deriving from lectures. Second, use correct citation. It is important to cite correctly, according to the conventions of your discipline. Use a footnote or an in-text reference, where a quoted passage comes from. Additionally, the content should not include any references that have not been actually consulted. Last but not least, use materials written by professional agencies or other persons. Neither use of professional agencies in the production nor material should be contained. It is vital to intellectual training and development that you should undertake the research process unaided.

 

References

1. C. Milton, 2015. Ethics and academic integrity. Nursing science quarterly, vol. 28(1) 18–20
2. E. Thomas and K. Sassi, An Ethical Dilemma: Talking about Plagiarism and Academic Integrity in the Digital Age. National Council of Teachers of English, The English journal, vol. 100, No. 6 (July 2011), pp. 47-53.
3. I. Hexham, 1992. The plague of plagiarism: academic plagiarism defined. Department of religious studies, University of Calgary.
4. W. Sutherland-Smith, 2005. Pandora’s box: academic perceptions of student plagiarism in writing. Deakin University, Burwood Highway, Burwood, Vic. 3125, Australia.

 

An Analytical Summary of Philips

This is an analytical summary of Developing Resources for Success: a Case Study of a Multilingual Graduate Student (Philips, 2014) which aimed to conduct the research on the writing difficulties that multilingual students faced, which made their task of succeeding in the academy and doing so at graduate level even more difficult. In his research, Chozin, a graduate multilingual writer, was introduced as an unlikely success story which presented us the example how international multilingual graduate writers learned to write for their fields and the resources they used to support their writing development. Therefore, the object of this study was showing the strategies that one multilingual writer used to overcome the challenges of writing at the university level. From the article, Philips mentioned several key concepts, for example, strategies to deal with writing, resourcefulness, social support, exclusion, in which we can connect to the social support from de Araujo’s (2011) essay.

 

To analyze one of the key concepts, “strategies to deal with writing” was the keen idea that ran through the whole article. From this research, the author did not give an exact definition of “strategies to deal with writing” because it was conman sense to understand the meaning, however, the author explained it as the numerous strategies international students developed to overcome writing failures and a low level of English proficiency (P69,1). Moreover, Philips narrowed the strategies into the approaches that multilingual learners use when they encounter writing assignments in the U.S. academy. In another way, one key term, the key strategies that Chozin developed in order to succeed-strategies for receiving useful feedback, for collaborating successfully on group projects, for managing the data collection process for his papers, and for improving his overall literacy (P70,1), which is a noun clause that shows the methods Chozin made good use of to improve, adding the new information to the readers and expanded its range of the strategies. This is the expanding way that the author used, After this sentence, the author narrowed the phrase as Chozin’s experience. This modifiers are easily seen from the whole essay while the author write long phrases in the beginning, and short term afterwards. That is to say, in Philips’ writing, the extending noun clauses are presented as the explaining for the reader first, then simplified as the short terms. To build up the information into this concept, Philips uses a lot of individual examples and researches to enrich the meaning of strategies to deal with writing. Instantly, the strategies that multilingual writers employed when they encountered writing assignments,(P71,2) was in Leki’s study giving the relevant example for the writing strategies and broaden our understandings. Besides, how incoming international multilingual graduate students learn to write for their fields and the resources they use to support their writing development (P71,3) also brings up Newkird (1992) arguments to make the readers think deeper. To sum up, the author uses numerous of long phrases from different examples and other opinions to explain the meaning and enrich the concept.

In another aspect, one key concept, social support, is also an essential component in the essay, which was relevant to the same key term from de Araujo (2011). In the essay from de Araujo, social support was mentioned as the support from the local students, which is similar to Philips pointing out that Chozin asked help from the local native English speaker friends. Nevertheless, de Araujo focused the social support on the network mentally or physically from the society, online resources, ethnic groups, local friends, and so on, which gave a wide range for this key concept. For Philips, the social support is focused on teachers, students, and work, which gave detailed ways that how Chozin found this support and made good use of them. These two kinds of social support have their both common and different meanings, which deepen our understandings of this key concept.

Last but not least, in the article, the author first wrote about one key term, the strategies that multilingual writers employed when they encountered writing assignments (P3,2), which is a noun phrase with a subordinate clause, adding the information of problems period, and giving the meaning of the ways that multilingual writers used. Second, he wrote another key term as my two-year, IRB-approved study on how incoming international multilingual graduate students learn to write for their fields and the resources they use to support their writing development, which was a double noun clause, then shorten into qualitative approaches like the case study, these approaches, or the case study. As we can tell from these examples, in the beginning, the writer used the lager phrase, and later, he used the short terms as their strategic moves or them. To sum up, long key term is expanded when starting to be discussed, then shorten afterwards because sometimes long term is redundant to repeat. For example, again, Philips uses a long noun clause phrase, several other strategies not mentioned by Leki’s participants, as1noted earlier, including seeking feedback, developing a personalized course, and managing the data collection process. (P76,2), to describe some other strategies not from Leki’s, but she mentioned former. After this sentence, the author concluded the phrase as Chozin’s strategies that simplfied the meaning of the sentence and avoid the unnecessary repeat, which is the shorten way that being common in academic writing.

 

References

T. Phillips ( Phillips, T. (2014). Developing resources for success: A case study of a multilingual graduate writer. In T. Zawacki & M. Cox (Eds.), WAC and second-language writers: Research towards linguistically and culturally includes programs and practices (pp. 69-92). Fort Collins, CO: The WAC Clearinghouse.)