ISSUES OF ACADEMIC INTEGRITY. An Ounce of Prevention

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1 ISSUES OF ACADEMIC INTEGRITY An Ounce of Prevention

2 PROBLEMS WE DON T HAVE (AS FAR AS I KNOW) 1. I am not aware of cheating on exams. 2. I am not aware of students copying other s work and claiming it as their own. 3. There is no exam-selling or paper-selling syndicate. Plagiarism is an occasional issue.

3 WHY PLAGIARISM MATTERS Deliberate plagiarism is sin, actually at least two: deception and theft; deception and theft are disqualifying for Holy Orders or church leadership; Careless plagiarism is sloth and indifference, unbefitting to the seriousness of the call.

4 THE INTERNET IS A GAME-CHANGER Plagiarism has always been with us. But plagiarism is now so easy to do, persons who were not formerly susceptible are now vulnerable. Time pressure and fear of failure. N.B. The internet is loaded with already plagiarized material.

5 NASHOTAH HOUSE PROCEDURE Professors notify the administration (Academic Dean, Dean of Students, Dean and President), alerting them to the offense. A first offense will mean probation, and a second offense will normally mean dismissal. The administration may choose to alert jurisdictional authorities (e.g. bishop, CoM) of the moral offense. Most professors grant a grade of 0 for a plagiarized paper or assignment, with corresponding implications for the course grade.

6 WHAT YOU SHOULD KNOW ABOUT YOUR PROFS AND PLAGIARISM 1.We have the internet too! 2.We talk. 3.Some of us are trained in source criticism. 4.We hate it with a perfect hatred.

7 A TAXONOMY OF PLAGIARISM

8 A DEFINITION Plagiarism is the representation of another person s work (specific language or peculiar ideas) as one s own, whether that impression is left deliberately or inadvertently.

9 EGREGIOUS PLAGIARISM A paper bought or borrowed and submitted as one s own. Substantial passages cut-and-pasted and uncited.

10 INADVERTENT PLAGIARISM A writer substantially reproduces the content and language of a source, though not quite verbatim, and fails to cite the source. Or cites the source but not indicating just how borrowed the material is. A direct quote is given and the source even cited, but the writer fails to use quotation marks or to indent a block quote.

11 BOTH ARE PLAGIARISM The measure of plagiarism is the impression left, not the intent of the writer. While, morally speaking, deliberate plagiarism is the more grievous, both are plagiarism and writers are held accountable in both cases.

12 NOT PLAGIARISM BUT UNACCEPTABLE Re-submission: using a paper previously written for a second course. Multiple Submissions: using the same (or essentially the same) paper for more than one class. Students shall not resubmit work prepared for one course in fulfillment of an assignment in another course without the advanced specific consent of the current instructor. ( Catalog, p. 19)

13 AVOIDING INADVERTENT PLAGIARISM Beware of any kind of cutting-and-pasting. If you do it in your note-taking, immediately identify the source with a full citation and mark the directly quoted material. Better, note-take so as to (1) inwardly digest and (2) fully cite the material before making use of it.

14 A CAUTIONARY TALE Peter T. O Brien

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16 Greek word (doulos) is used in the LXX omeone whom God uses for a special y or through whom he speaks, ses (Neh. 10:29), Joshua (Josh. 24:29), Ps. 89:20 [LXX 88:21]), and Jonah (2 Ki. doms) 14:25, each of whom is called ant (Gk. doulos) of the LORD eaders of Paul s letters, however, would more ave taken him to mean that he was a slave st in the humble sense that word normally ng them. No doubt Paul did esteem it a nour to be the servant of Christ, but he by his choice of the word meaning slave was totally at the disposal Master. In the LXX the term δοῦλος often referred to someone whom God used for a special ministry or through whom he spoke, such as Moses (Ne. 10:29), Joshua (Jos. 24:29), David (Ps. 89:20 [LXX 88:21]), and Jonah (2 [4 Kgdms.] 14:25, each of whom is called a servant (δοῦλος) of the Lord But it is more likely that the readers would ha understood the Greek term in its common sense of slaves. Although Paul did regard it as high honour indeed to be a slave of Christ, h implied by his choice of the word δοῦλοι that both he and Timothy were totally at the disp of their Master. Philippians, NIBC (Peabody, MA: Hendrickson, 1989 [1983]), 26. Peter T. O Brien, Commentary on Philippians, NIGNT (Grand Rapids: Eerd 1991), 45.

17 Example adapted from Sean F. Winter, On Commentaries and Plagiarism, August 19, 2016,

18 WHAT HE COULD HAVE DONE It is true that the word translated servant (δοῦλος) will sometimes carry a semitechnical connotation in the LXX e.g., a servant of the Lord, one designated for a peculiar ministry. 1 Yet, without excluding that allusion, the more commonplace connotation for Paul s audience would simply have been slave. Thus, Paul, his apostolic authority notwithstanding, demonstrates that he is first and ultimately a slave to Christ, a man under authority (Luke 7:8). 2 1 E.g., Moses (Neh 10:29; Dan 9:11), Joshua (Josh 24:29), David (Ps 89:20 [LXX 88:21]), Jonah (4 Kgdms 14:25), Daniel (LXX 6:21; 9:11). 2 Cf. F. F. Bruce, Philippians, NIBC (Peabody, MA: Hendrickson, 1989), 26. On δοῦλος see esp. BDAG, s.v. 2.b.β.

19 USING FOOTNOTES WELL Five Kinds of Footnotes that Will Make Your Writing Sparkle

20 WHAT NOT TO FOOTNOTE. Certain Primary Sources (e.g., Scripture, Second-Temple Jewish sources; Greco-Roman sources) should normally be cited parenthetically in the body of the text. This is standard practice in the discipline of biblical studies. But a full citation by footnote should be made for the translation/edition of other primary sources (e.g., Ante-Nicene Fathers, Anglican Divines). And a large set of examples or supporting data should be consigned to footnotes.

21 WHAT NOT TO FOOTNOTE 2. Common or Consensus Knowledge. Data agreed upon and readily accessible need not be cited in footnotes. But if common knowledge is contested, a clarifying footnote is welcome.

22 UNNECESSARY Soren Kierkegaard ( ), the Danish philosopher, 1 was once quoted as saying F. L Cross and Elizabeth A. Livingstone, eds., The Oxford Dictionary of the Christian Church, 3rd ed. rev. (Oxford; New York: Oxford University Press, 2005),

23 RECOMMENDED As St. Paul writes to the Ephesians, Be imitators of God as beloved children (5:1). 1 1 In fact, the original destination of the letter we know as Ephesians is much contested. For a recent treatment of the issue, defending the traditional view, see Frank Thielman, Ephesians, BECNT (Grand Rapids: Baker Academic, 2010), For a recent renewal of the the Laodicean hypothesis, see now Douglas A. Campbell, Framing Paul: An Epistolary Biography (Grand Rapids: Eerdmans, 2014), ,

24 KINDS OF FOOTNOTES: 1. ATTRIBUTING A DIRECT QUOTE 1.Attributing a direct quote. This is straightforward: you quote the source (quote marks or block quote); you cite it in a footnote, including page number.

25 KINDS OF FOOTNOTES: 2. ATTRIBUTING IDEAS 2. Attributing a claim or idea, not directly quoted. The claim or idea must be distinctive enough to be worthy of citation. But writers are under equal obligation to give credit for ideas derived from the work of others as they are to cite a direct quotation.

26 KINDS OF FOOTNOTES: 3. DATA DEPOSITS 3. The writer spares the body of excessive detail, while showing the kind of data upon which the conclusion is based. Frequently this footnote will be numerous references to primary sources as examples.

27 30 Limiting to the substantive, i.e., excluding πιστεύω + preposition: (1) πίστιςἐν a) in undisputed Paul: Rom 3:25 (τῷαὐτοῦαἵµατι); Gal 3:26 (probably, though he syntax/punctuation is debatable); (b) in disputed Paul: Eph 1:15; Col 1:4; 1 im 3:13 (possibly); 2 Tim 3:15. (2) πίστιςεἰς (a) in disputed Paul: Col 2:5; (b) in the emainder of the New Testament: Acts 20:21; 24:24; 26:18 (ἐµέ; i.e., God); 1 Pet 1:21 πιστοὺςεἰςθεόν). (3) πίστιςπρός: 1 Thess 1:8 (τὸνθεόν); Phlm 5. (4) πίστιςἐπί: Heb 6:1 θεόν).

28 KINDS OF FOOTNOTES: 4. SCHOLARLY LANDSC APE OR SCOREC ARD 4. The writer demonstrates familiarity with a range of literature and opinion and guides the reader to sources for further investigation. The writer is demonstrating that her opinion is not formed in a vacuum or unaware of the scholarly discourse. The writer samples scholarly opinion, to give some indication of the state of the question. Representative, not exhaustive. Especially welcome are references to surveys of the state of the question.

29 6 Scholarly critiques of the NPP are legion and will be taken up in more detail in chap. 1. The most useful full-scale treatment remains Stephen Westerholm, Perspectives Old and New on Paul: The Lutheran Paul and His Critics (Grand Rapids: Eerdmans, 2004). Much detailed interrogation is available via D. A. Carson, Peter T. O Brien and Mark A. Seifrid, eds., Justification and Variegated Nomism: The Complexities of Second Temple Judaism, vol. 1, WUNT (Tubingen; Grand Rapids: Mohr Siebeck; Baker Academic, 2001); and idem, Justification and Variegated Nomism: The Paradoxes of Paul, vol. 2, WUNT (Tubingen; Grand Rapids: Mohr Siebeck; Baker Academic, 2004); hereafter JVN:CSTJ and JVN:PP. A nearly comprehensive and frequently updated bibliography of both sides is available at Mark Mattison, Bibliography for The New Perspective on Paul, The Paul Page, accessed March 23, 2016,

30 KINDS OF FOOTNOTES: 5. AVERTING DIGRESSION 5. The writer spares the reader of a digression which is too tangential to the overall argument, yet important enough not to go without notice.

31 WHEN TO QUOTE VERBATIM Verbatim quotes should be rare in academic papers, especially of secondary sources. Students actually bear the burden of proof to demonstrate that a direct quote (much less a block quote) is necessary and makes a strong contribution. Papers with many direct quotes and block quotes (esp. from secondary sources) do not imply extensive research but a student taking shortcuts.

32 Look at all these quotes in my paper; Fr. Buchan will think I did a lot of research for this paper!

33 Why so many quotes and none of your own writing? Could you be more lazy?

34 WHEN TO QUOTE VERBATIM Do not quote a claim that is common knowledge or consensus opinion. According to David E. Aune, Revelation chapters 2 and 3 consist of seven letters addressed to churches in Asia Minor. 1

35 WHEN TO QUOTE VERBATIM Do not quote a claim that is made in a pedestrian or unremarkable way: Jesus was a model of servanthood. 1

36 AN EXERCISE Read the article: Steinmetz, David C. The Superiority of Pre-Critical Exegesis. Theology Today 37, no. 1 (1980): Prepare the following one-page assignment. 1. Summarize the article in not more than three sentences, concluding with a properly formatted full citation in a footnote. 2. Choose one passage to block quote; introduce and quote the passage, properly formatted, concluding with a footnote using an abbreviated citation (not ibid. ) 3. Choose a shorter, pithy or colorful passage perhaps a sentence to quote in text, and cite it with an abbreviated citation footnote.