Alvin Kernan (1979) The Playwright as Magician. New Haven:Yale University Press. pp

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1 TASK 1: Identifying and understanding plagiarism a) Look at the example of an original passage and three degrees of plagiarism based on it (from ). Try to decide what aspects of the paraphrases make them examples of plagiarism (or not). Original text From time to time this submerged or latent theater in Hamlet becomes almost overt. It is close to the surface in Hamlet's pretense of madness, the "antic disposition" he puts on to protect himself and prevent his antagonists from plucking out the heart of his mystery. It is even closer to the surface when Hamlet enters his mother's room and holds up, side by side, the pictures of the two kings, Old Hamlet and Claudius, and proceeds to describe for her the true nature of the choice she has made, presenting truth by means of a show. Similarly, when he leaps into the open grave at Ophelia's funeral, ranting in high heroic terms, he is acting out for Laertes, and perhaps for himself as well, the folly of excessive, melodramatic expressions of grief. Alvin Kernan (1979) The Playwright as Magician. New Haven:Yale University Press. pp Text example 1 verbatim plagiarism, or unacknowledged direct quotation (lifted passages are in bold): Almost all of Shakespeare's Hamlet can be understood as a play about acting and the theater. For example, there is Hamlet's pretense of madness, the "antic disposition" that he puts on to protect himself and prevent his antagonists from plucking out the heart of his mystery. When Hamlet enters his mother s room, he holds up, side by side, the pictures of the two kings, Old Hamlet and Claudius, and proceeds to describe for her the true nature of the choice she has made, presenting truth by means of a show. Similarly, when he leaps into the open grave at Ophelia's funeral, ranting in high heroic terms, he is acting out for Laertes, and perhaps for himself as well, the folly of excessive, melodramatic expressions of grief. Text example 2 lifting selected passages and phrases without proper acknowledgment (lifted passages are in bold): Almost all of Shakespeare's Hamlet can be understood as a play about acting and the theater. For example, in Act 1, Hamlet adopts a pretense of madness that he uses to protect himself and prevent his antagonists from discovering his mission to revenge his father's murder. He also presents truth by means of a show when he compares the portraits of Gertrude's two husbands in order to describe for her the true nature of the choice she has made. And when he leaps in Ophelia's open grave ranting in high heroic terms, Hamlet is acting out the folly of excessive, melodramatic expressions of grief. Text example 3 paraphrasing the text while maintaining the basic paragraph and sentence structure: Almost all of Shakespeare's Hamlet can be understood as a play about acting and the theater. For example, in Act 1, Hamlet pretends to be insane in order to make sure his enemies do not discover his mission to revenge his father's murder. The theme is even more obvious when Hamlet compares the pictures of his mother's two husbands to show her what a bad choice she has made, using their images to reveal the truth. Also, when he jumps into Ophelia's grave, hurling his challenge to Laertes, Hamlet demonstrates the foolishness of exaggerated expressions of emotion.

2 b) Now read the commentaries ( Did you correctly identify the features that made the three texts examples of plagiarism? Is there anything that is still unclear to you, or which you disagree with? Comment on example 1 Aside from an opening sentence loosely adapted from the original and reworded more simply, this entire passage is taken almost word-for-word from the source. The few small alterations of the source do not relieve the writer of the responsibility to attribute these words to their original author. A passage from a source may be worth quoting at length if it makes a point precisely or elegantly. In such cases, copy the passage exactly, place it in quotation marks, and cite the author. Comment on example 2 This passage, in content and structure, is taken wholesale from the source. Although the writer has rewritten much of the paragraph, and fewer phrases are lifted verbatim from the source, this is a clear example of plagiarism. Inserting even short phrases from the source into a new sentence still requires placing quotations around the borrowed words and citing the author. If even one phrase is good enough to borrow, it must be properly set off by quotation marks. In the case above, if the writer had rewritten the entire paragraph and only used Alvin Kernan's phrase "high heroic terms" without properly quoting and acknowledging its source, the writer would have plagiarized. Comment on example 3 Almost nothing of Kernan's original language remains in this rewritten paragraph. However the key idea, the choice and order of the examples, and even the basic structure of the original sentences are all taken from the source. Although it would no longer be necessary to use quotation marks, it would absolutely be necessary to place a citation at the end of this paragraph to acknowledge that the content is not original. Better still would be to acknowledge the author in the text by adding a second sentence such as--"alvin Kernan provides several examples from the play where these themes become more obvious"--and then citing the source at the end of the paragraph. In the case where the writer did not try to paraphrase the source s sentences quite so closely, but borrowed the main idea and examples from Kernan's book, an acknowledgment would still be necessary.

3 How to avoid plagiarism It can be difficult to re-write somebody else s words without repeating their vocabulary and syntax (though it can be easier for a foreigner one of the few instances when being a non-native is an advantage!). In order to paraphrase, you have to break down the original into its core ideas, and re-present them, not necessarily in the same order as they formerly appeared. i) Take notes ii) Find synonyms for the key terms iii) Think of alternative ways of presenting the information; consider using noun forms of verbs, adding adjectives and adverbs, etc. iv) Write your paraphrase from your notes and synonyms; do not refer back to the original. v) Check your paraphrase against the original to ensure that you have not inadvertently repeated parts of it verbatim. vi) Complete your paraphrase with a reference to the original (see Referencing). TASK 2 Follow the steps listed above to prepare a paraphrase of the passage Defining Plagiarism Defining Plagiarism Plagiarism is a form of cheating and is a serious academic offence. It arises where work submitted by a student is not their own and has been taken from another source. The original material is then hidden from the marker, either by not referencing it properly, by paraphrasing it or by not mentioning it at all. (...) It is important to realise that plagiarism may occur in a number of forms, not just in conventional written work. Another student may be involved, or the plagiarism may arise from the misuse of sources outside the University. The key is proper attribution of source material. None of the activities listed above is, of itself, necessarily wrong. (adapted from Guidance for Students on Plagiarism (no date) Academic Services, The University of Birmingham ) Notes: Paraphrase

4 TASK 3: Summarising Read the following extract. What is the main point expressed here? Summarise the paragraph in 40 words or less. With clockwork regularity literary anthologies and course textbooks imply, suggest, or assert that eighteenth-century English children's literature was rooted in fairy tales, specifically those of Charles Perrault. Harvey Darton, whose richly documented history of English children's literature has provided the guiding direction for countless other accounts, wrote that Perrault's tales "have been naturalized citizens of the British nursery" since they were translated by Robert Samber in 1729 (88). In Classics of Children's Literature, John Griffith and Charles Frey put five of Perrault's tales - "Sleeping Beauty," "Little Red Ridinghood," "Blue Beard," "Puss in Boots," and "Cinderella" - front and center and claim that they "grew steadily in popularity" once they were translated into English (3). Little wonder that Geoffrey Summerfield could comfortably state without further proof or elaboration that "these tales of Perrault soon passed into England, and in Robert Samber's translation were frequently reprinted throughout the eighteenth century" (44). Summerfield's easy acceptance of the Perrault paradigm characterizes both lay and scholarly perceptions. (163 words) Ruth B. Bottigheimer (2002) Misperceived Perceptions: Perrault's Fairy Tales and English Children's Literature. Children's Literature 30, summary TASK 4: Referencing How to prepare refs (Author-date) How to prepare refs (Numerical): A) Complete these short extracts with the appropriate style of referencing Bloggs ( a ) demonstrated the importance of suspended sediment in determining the pollution profile of rivers. However, additional factors such as channel hydraulics have been shown to be equally influential ( b ) and these ideas have been pursued by other American scientists ( c ). Parkinson's disease is a degenerative disease of the basal ganglia of the brain, characterised by muscular rigidity, tremor, and a shuffling gait. It was first described in 1817 by James Parkinson after whom the condition was later named ( d ). Patients with Parkinson's disease have a higher risk of developing dementia than other subjects ( e ) and some studies have found that Parkinson's disease patients are more depressed than medically ill patients with a similar level of disability ( f ) Graf, 1994; Outcalt, 1996; Wolman, 1999 Smith, 1992

5 B) Arrange the references in the style appropriate to the discipline Visible-absorbing luminescence probes that display long decay times are becoming increasingly important in biophysics, high-throughput screening, clinical chemistry, and lifetime-based chemical sensing. 1 One particular class of luminophores based on transition metal complexes displaying metalto-ligand charge transfer (MLCT) excited states 2 have shown promise in such luminescence-based technologies. 3 In the interest of expanding these initial efforts, new MLCT compounds with prolonged emission decay times deserve special attention. (From Tyson et al. Ruthenium(II) complex with a notably long excited state lifetime) To better understand Humboldt s gesture, however, we need to take a step back. It is widely accepted by now that Modernity was characterized by an apparent hegemony of the visual (Cosgrove, 2003). The perceived dominance of perspective and ocular truth was also part of a new theory of space a new spatial order whose emergence accompanied the progressive delegitimation, between the eighteenth and nineteenth centuries, of the ancien regime and its epistemologies, giving birth to a new, scientific and neutral vision of nature and the world (see Dematteis, 1985, for a description of this implicit revolution). The pure geography of the eighteenth century, formulated under a pretence of scientificity and neutrality, would come increasingly into conflict with the so-called geography of the state (Dematteis, 1985), based within an explicitly political spatial theory, and explicitly addressing the needs of aristocratic power (see Godlewska, 1999a; Livingstone, 1992). It was to be a bitter struggle that would last over a century, especially in France and Germany, reflecting a much broader tension between moral and political visions in European thought throughout the 1700s and a large part of the century that followed (Farinelli, 1992). With the affirmation of the bourgeoisie in two of the leading European states of the time, this tension would become inscribed within a unique compromise between power and knowledge. It was to be a compromise marked by all the ambiguities and contradictions characterizing all modern European epistemologies; ambiguities and contradictions that will persist all through the 1900s and with which we are still, to a large extent, grappling today (see Zanetto, 1989; Mondada et al., 1992; Quaini, 2002). (From: Claudio Minca: Humboldt s compromise, or the forgotten geographies of landscape) Dematteis, G. 1985: Le metafore della Terra. Milan:Feltrinelli. Cosgrove, D. 2003: Landscape and the European sense of sight eyeing nature. In Anderson, K., Domosh, M., Pile, S. and Thrift, N., editors, The handbook of cultural geography, London: Sage, Godlewska, A.M.C. 1999a: Geography unbound: French geographic science from Cassini to Humboldt. Chicago: University of Chicago Press. Livingstone, D.N. 1992: The geographical tradition. Oxford: Blackwell. Farinelli, F. 1992: I segni del mondo. Immagine cartografica e discorso geografico in età moderna. Florence: La Nuova Italia. Zanetto, G., editor 1989: Les langages des représentation géographiques (two volumes). Venice: Università di Venezia. Mondada, L., Panese F. and Soderstrom, O., editors 1992: Paysage et crise de la lisibilité. Lausanne: Institut de Géographie. Quaini, M. 2002: La Mongolfiera di Humboldt. Reggio Emilia: Diabasis. 1 J. R. Lakowicz, Principles of Fluorescence Spectroscopy, Kluwer Academic/Plenum Publishers, New York, E. Terpetschnig, H. Szmacinski, H. Malak and J. R. Lakowicz, Biophys. J., 1995, 68, 342. X.-Q. Guo, F. N. Castellano, L. Li and J. R. Lakowicz, Anal. Chem., 1998, 70, 632. Topics in Fluorescence Spectroscopy Vol. 4: Probe Design and Chemical Sensing, ed. J. R. Lakowicz, Plenum Press, New York, 1994; J. R. Lakowicz, F. N. Castellano, J. D. Dattelbaum, L. Tolosa, G. Rao and I. Gryczynski, Anal. Chem., 1998, 70, A. Juris, V. Balzani, F. Barigelletti, S. Campagna, P. Belser and A. von Zelewsky, Coord. Chem. Rev., 1988, 84, J. R. Lakowicz, Principles of Fluorescence Spectroscopy, Kluwer Academic/Plenum Publishers, New York, E. Terpetschnig, H. Szmacinski, H. Malak and J. R. Lakowicz, Biophys. J., 1995, 68, 342. X.-Q. Guo, F. N. Castellano, L. Li and J. R. Lakowicz, Anal. Chem., 1998, 70, 632. Topics in Fluorescence Spectroscopy Vol. 4: Probe Design and Chemical Sensing, ed. J. R. Lakowicz, Plenum Press, New York, 1994; J. R. Lakowicz, F. N. Castellano, J. D. Dattelbaum, L. Tolosa, G. Rao and I. Gryczynski, Anal. Chem., 1998, 70, 5115.

6 Referring to previous studies ( ) Reference to what other writers do in their text (author as subject) Smith (2003) identifies poor food, bad housing, inadequate hygiene and large families as the major causes of... Rao (2003) lists three reasons why the English language has become so dominant. These are:... Smith (2003) traces the development of Japanese history and philosophy during the 19th century. Jones(2003) provides in-depth analysis of the work of Aristotle showing its relevance to contemporary times. Smith (2003) draws our attention to distinctive categories of motivational beliefs observed in... Smith (2003) defines evidence based medicine as the conscious, explicit and judicious use of... Rao (2003) highlights the need to break the link between economic growth and transport growth.. Smith (2003) discusses the challenges and strategies for facilitating and promoting... Toh (2003) mentions the special situation of Singapore as an example of... Smith (2003) questions whether mainstream schools are the best environment for... Smith (2003) considers whether countries work well on cross-border issues such as... Smith (2003) uses examples of these various techniques as evidence that... Reference to other writers' ideas (author as subject) This view is supported by Jones (2000) who writes... As Smith reminds us,... Elsewhere, Smith has argued that... According to Smith (2003), preventative medicine is far more cost effective, and therefore better adapted to the developing world. Smith (2003) points out argues maintains claims concludes suggests that preventative medicine is far more cost effective, and therefore better adapted to the developing world Smith (2003) argues for offers proposes suggests an explanatory theory for each type of irrational belief. Some ways of introducing quotations In the final part of the Theses, Marx writes: "Philosophers have hitherto only interpreted the world in various ways; the point..." Sachs concludes: "The idea of development stands today like a ruin in the intellectual landscape " (Sachs, 1992a: 156). As Smith argues: "In the past, the purpose of education was to..." (Smith, 2000:150). As Carnoy (2004: 215) states: "there are many good reasons to be sceptical".

7 TASK 5: HOMEWORK: Write a summary of an academic article or a book A summary of a book is not the same as a book review. For now, you are not asked to evaluate the content, but simply to provide an overview of the main themes /arguments discussed by the author. A summary of an article should be possible in around words; a summary of a book will probably require more (but not necessarily!): words. If it s a fairly meaty theoretical work, you ll need more: up to 1000 words. As a later homework task you will be asked to write a book review: this will draw extensively on the summary in the present task basically one task has been split into its two main aspects (summary and commentary). If you prefer, you can hand in only the final book review without getting feedback on the summary first it s entirely up to you.