Category: Exercise 4 Avoiding Plagiarism

Step 0:

“Over the years, I’ve come to understand why so many people in this story keep the faith and keep up the fight. Hearing my accounts of the Sheff battle, many friends have wondered if the continuing effort is “worth it.” I’m confident that my readers will answer that question for themselves.”

– Eaton, Susan E. “The Children in Room E4.” Introduction. The Children in Room E4: American Education on Trial. Chapel Hill, NC: Algonquin of Chapel Hill, 2007. xi. Print.

Step 1:

Over the years, I’ve come to understand why so many people in this story keep the faith and keep up the fight. Hearing my accounts of the Sheff battle, many friends have wondered if the continuing effort is “worth it.” I’m confident that my readers will answer that question for themselves.

Step 2:

Throughout the years, I’ve come to realize the reason that so many people in this story keep believing  and keep fighting. Hearing the stories of the Sheff battle, a lot of friends have wondered if the constant effort is “worth it.” I’m sure that my readers will be able to realize the answer to that question for themselves.

Step 3:

Throughout the years, I’ve come to realize the reason that so many people in this story keep believing and keep fighting. Hearing the stories of the Sheff battle, a lot of friends have wondered if the constant effort is “worth it.” I’m sure that my readers will be able to realize the answer to that question for themselves[1].

Step 4:

Eaton states in the introduction of her book, that through her research of the Sheff movement, she has a deeper understanding of why the citizens of the Hartford community continue to endure a lengthy battle in the Sheff vs. O’Neill ordeal. By examining anecdotes from the movement, Eaton suggests that many of her peers question whether or not the tedious Sheff struggle is worth the fight. However, she concludes that she strongly believes that her book will bring that answer to life for the reader[2].

Step 5:

Eaton states in the introduction of her book, that through her research of the Sheff movement, she has a deeper understanding of why the citizens of the Hartford community continue to endure a lengthy battle in the Sheff vs. O’Neill ordeal. By examining anecdotes from the movement, Eaton suggests that many of her peers question whether or not the tedious Sheff struggle is worth the fight [3]. However, she concludes that she strongly believes that her readers “will be able to realize the answer to that question for themselves” (pg. ix).

 

Step 0: Original Text: “Since the first Sheff trial ended in 1993, scholars across the nation have quietly produced evidence rather decisively documenting the harms of segregation and the benefits of policies and programs that connect racially and economically isolated families to the mainstream. Were John Brittain and Wes Horton only now starting to argue Sheff v. O’Neill in trial court, they might very well be able to make a surer, simpler case.

Before considering this research, it’s useful to acknowledge that “desegregation” represents not merely a “policy” or set of political choices but an aspiration, a moral vision of an inclusive, cohesive society. School desegregation, in particular, is not and never was sold but its advocates merely as the most effective “treatment” for increasing test scores. Evidence, however, does strongly suggest that reducing concentrated poverty—segregation’s ever-present attendant—might in fact contribute to higher achievement.”

Step 1: Plagiarize: It’s useful to acknowledge that “desegregation” represents not merely a “policy” or set of political choices but an aspiration, a moral vision of an inclusive, cohesive society.

Step 2: Plagiarize: Prior to contemplating this research, it is important to recognize that “desegregation” does not simply just signify a “policy” or political decisions but an aspiration, a moral apparition of an all-encompassing, unified society.

Step 3: Plagiarize: Instead of decisively recording the dangers of segregation, scholars throughout the nation have given evidence to the advantages of policies and plans that unite racially and economically segregate families to the mainstream (Eaton, 343).

Step 4: Properly Paraphrase: Susan Eaton speaks about how segregation is not something we should simply look at as a set of political decisions but as a future goal in which our society is completely unified across all racial and economic differences (Eaton, 343).

 Step 5: Properly Paraphrase: Although some people would argue that advocates for school desegregation assert that integration would be the most important element for increasing test scores, Eaton says that this is not the claim being made here. Instead Eaton argues that there is evidence that “strongly suggest that reducing concentrated poverty—segregation’s ever-present attendant—might in fact contribute to higher achievement” (Eaton, 343).

Work Cited:

Eaton, Susan E. The Children in Room E4: American Education on Trial. Chapel Hill, NC: Algonquin of Chapel Hill, 2007. Print.

 

 

Step 0: Original text: Elementary, middle, and high schools with large proportions of racial minority and poor children are far more likely to employ underqualified, uncertified teachers, and new teachers at such schools are less likely to stick around long enough to get good at their jobs.

Step 1: Plagiarize: Elementary, middle, and high schools with large proportions of racial minority and poor children are far more likely to employ underqualified, uncertified teachers, and new teachers at such schools are less likely to stick around long enough to get good at their jobs.

Step 2: Plagiarize: Schools with large proportions of  minority and poor children are likely to employ underqualified, uncertified teachers, and new teachers at such schools are less likely to stick around long enough to become good at their jobs.

Step 3: Plagiarize: Schools with large proportions of  minority and poor children are likely to employ underqualified, uncertified teachers, and new teachers at such schools are less likely to stick around long enough to become good at their jobs (Eaton, 240).

Step 4: Properly paraphrase: Susan Eaton, author of The Children in Room E4,
suggests that schools that have a high population of racially minority students and students of poverty, will hire new faculty that have little experience teaching (Eaton,240)

Step 5: Properly paraphrase: Susan Eaton, author of The Children in Room E4,
suggests that schools that have a high population of racially minority students and students of poverty, will hire new faculty that have little experience teaching. The text states, “High-poverty schools are more prone to neglect and interruption of work on curriculum and teaching methods” (Eaton, 240).

Work Cited:

Eaton, Susan E. The Children in Room E4: American Education on Trial. Chapel Hill, NC: Algonquin of Chapel Hill, 2007. Print.

 

In order to understand how NOT to plagiarize, one must actually know how to intentionally plagiarize. Knowing what plagiarism is allows writers to be able to write more carefully and avoid any trouble with academic honestly. The following are examples of what to do and what NOT to do. Enjoy!

Step 0: Original text: Select what you believe to be the most important passage from Susan Eaton’s book.

Portion: “‘I think that children can overcome the stigma of poverty…But, what they cannot overcome is the stigma of separation. That is like a damned spot on their being…a spot that, no matter what success you have, you van’t wipe it out. And that’s what segregation does to children; they see themselves as apart and separate because of the language they speak, because of the color of their skin.'” (1).

(1). Eaton, Susan E. The Children in Room E4: American Education on Trial. Chapel Hill, NC: Algonquin of Chapel Hill, 2007. 124. Print.

Step 1: Plagiarize any portion of the original text by copying portions of it word-for-word.

Example 1: I think that children can overcome the stigma of poverty…But what they cannot overcome is the stigma of separation.

Step 2: Plagiarize any portion of the original text by paraphrasing its structure too closely, without copying it word-for-word.

Segregation makes children see that they should be apart and separate because of what language they speak and the color of their skin.

Step 3: Plagiarize any portion of the original text by paraphrasing its structure too closely, with a citation to the original source (using any academic citation style). Remember, even if you include a citation, paraphrasing too closely is still plagiarism.

Segregation makes children see that they should be apart and separate because of what language they speak and the color of their skin (1).

(1). Eaton, Susan E. The Children in Room E4: American Education on Trial. Chapel Hill, NC: Algonquin of Chapel Hill, 2007. 124. Print.

Step 4: Properly paraphrase any portion of the original text by restating the author’s ideas in your own diction and style, with a citation to the original source.

Segregation makes children become aware of other people’s view of racism including the way they interact with each other and the different ways they look (1).

(1). Eaton, Susan E. The Children in Room E4: American Education on Trial. Chapel Hill, NC: Algonquin of Chapel Hill, 2007. 124. Print.

Step 5: Properly paraphrase any portion of the original text by restating the author’s ideas in your own diction and style, supplemented with a direct quotation of a key phrase, plus a citation to the original source.

When being exposed to segregation, children become more aware of the differences between each other. Children are able to still live their lives no matter hardships are coming their way, however, “they cannot overcome is the stigma of separation” (1).

(1). Eaton, Susan E. The Children in Room E4: American Education on Trial. Chapel Hill, NC: Algonquin of Chapel Hill, 2007. 124. Print.