TextBmainlyexploreplagiarismfromtheaspectofpsychologybyfocusingonthecomparisonbetweenplagiarismandcrimesorthefts.Itstartsfromacaseofanexposeofanovelist’sadoptionofpassagesfromotherwriterswithoutpermission.Thevindicationofhisfriendarousestheexplorationandethicalthinkingonplagiarism.Theauthortalksaboutdifferencesonpenaltiesandsocialoffensesbetweenplagiarismandcrimesorthefts.Afterthat,theauthorshowsthedifferentconditionsbetweenthem.Crimesandtheftscanbeartfullyconcealedwhileplagiarismcannotescapefrombeingdiscoveredandexposedbecausenumerousreaderswillfindtheoriginalsourcessoonerorlater.Althoughthosewhocommititareafraidofbeingexposed,theircontradictorypsychology,mixingwithtemerityandtimidity,pushesthemtodoit.
Thecontentofthisunitrevealsthemostimportantqualityinacademicsandalsohelpscollegestudentsunderstandthereasonwhytheymustmeettherequirementofacademicintegrityandavoidplagiarism.
TextAemphasizestheacademicintegrityfromatheoreticperspectivewhileTextBmainlyexploresthephenomenonofplagiarismandthereasonsbehindit.Thesetwotextsusedifferentperspectivestodemonstratetheimportanceofbeinghonestyinacademiccommunity.AsTextAismoretheoretical,itmightbedifficultforstudentstocomprehendthemeaningofthevalues.Itisadvisabletolistsomeacademiccasesinrealsituations,andaskstudentstodiscussandthentheteacherexplainsthereasons.TextBanalyzestheconductofplagiarismthroughthecomparisonbetweenplagiarismandcrimesorthefts.Itmightbedifficultforstudentstounderstandclearlyaboutthedifferencebetweenplagiarismandcrimesorthefts.
1Studentsaresuggestedtoreadthispartmorecarefullywithagraspoftheattitudeoftheauthor.
ThewrittenstyleofTextAisacademic.TextAisimpersonalinstyleandusethepassiveformofverbsmorefrequently.ItisalsoworthnotingthatTextAavoidsverbsthatarecomposedofmultiplewords,suchas“giveup,”“putupwith”andtendstoemployacautiouswayofexplainingreasons,usingexpressionssuchas“can,”“itispossiblethat...”InTextB,thecomplexityofthesubjectmatter“plagiarism”isacknowledgedthroughcriticalanalysis,especiallyfromcomparisonandcontrast,andevidenceanalysis.
II.TeachingPlanSectionExploringtheTopicInput/ExercisesCompletethetwotasksinthetextbook(Inclass)WordsandExpressions(Pre-classpreview)Detailedstudyofthetext(Inclass)TextALanguageFocus—Vocabulary(Inclasscheckofhomework)LanguageFocus—GrammarandDiscourse(Inclass)Thinkaboutfairness(Inclass)WordsandExpressions(Pre-classpreview)IndependentLearning(Pre-classpreview)TextBAnalyticalReading(Inclass)Globalanalysisofthetext(Inclass)Additionallanguagework(Afterclass)Writeanessayofatleast350wordstoillustratewhatstudents,teachers,universityauthorities,andsocietyshoulddotoachieveacademicintegrity.Ssshouldbeencouragedtomakepreparationbeforeclassaboutwhattothinkandwrite.Commentontheessaytask(Inclass)FurtherReadingConfucius,TheAnalectsJohnHenryNewman,TheIdeaofaUniversitySuggestedTeachingTime0.5TH--2TH1TH1TH1TH----1TH1TH--CriticalThinkingGuidedWriting--0.5TH--2III.ExploringtheTopicTeachingTips1.2.
Askstudentstodiscussthequestionsinpairstohaveabasicunderstandingofacademicintegrity.
Task2isdesignedtohelpstudentsquicklyunderstandwhatbehaviorbelongstomalpracticeandwhatbehaviorbelongstogoodperformance.Itisveryimportantthatstudentsclearlyknowhowtociteinformationandavoidplagiarismwhentheydotheirpaperwork.
KeystoExercises1.
Academicintegrityisthecommitmentfromstudents,faculty,andstafftodemonstratehonest,moralbehaviorintheiracademiclives.Academicintegrityisthecornerstoneoftruth,highethics,andacademicqualitytopromotecredibleintellectualinquiryandknowledgesharing.1)malpractice2)goodperformance3)malpractice4)goodperformance5)malpractice
2.
OptionalActivitiesPair/groupdiscussion:1.2.
Howdoyoureferencetexts?
Whendoweusedirectquotationorindirectquotation?
IV.TextABackgroundInformation1.
CharacteristicsofAcademicWriting
AcademicwritinginEnglishislinear,whichmeansithasonecentralpointorthemewitheverypartcontributingtothemainlineofargument,withoutdigressionsorrepetitions.Itsobjectiveistoinformratherthanentertain.Aswellasthisitisinthestandardwrittenformofthelanguage.Thereare10mainfeaturesofacademicwritingthatareoftendiscussed.Academicwritingistosomeextent:complex,formal,objective,explicit,hedged,andresponsible.Ituseslanguagepreciselyandaccurately.Itisalsowellorganizedandplanned.
31)
Complexity
Writtenlanguageisrelativelymorecomplexthanspokenlanguage.Writtenlanguagehaslongerwords,anditislexicallymoredenseandithasamorevariedvocabulary.Itusesmorenoun-basedphrasesthanverb-basedphrases.Writtentextsareshorterandthelanguagehasmoregrammaticalcomplexity,includingmoresubordinateclausesandmorepassives.2)
Formality
Academicwritingisrelativelyformal.Ingeneralthismeansthatinanessayyoushouldavoidcolloquialwordsandexpressions.3)4)
Precision
Inacademicwriting,factsandfiguresaregivenprecisely.
Objectivity
Writtenlanguageisingeneralobjectiveratherthanpersonal.Itthereforehasfewerwordsthatrefertothewriterorthereader.Thismeansthatthemainemphasisshouldbeontheinformationthatyouwanttogiveandtheargumentsyouwanttomake,ratherthanyou.Forthatreason,academicwritingtendstousenouns(andadjectives),ratherthanverbs(andadverbs).5)
Explicitness
Academicwritingisexplicitabouttherelationshipsinthetext.Furthermore,itistheresponsibilityofthewritertomakeitcleartothereaderhowthevariouspartsofthetextarerelated.Theseconnectionscanbemadeexplicitbytheuseofdifferentsignalwords.6)
Accuracy
Academicwritingusesvocabularyaccurately.Mostsubjectshavewordswithnarrowspecificmeanings.Linguisticsdistinguishesclearlybetween“phonetics”and“phonemics”;generalEnglishdoesnot.7)
Hedging
Inanykindofacademicwritingyoudo,itisnecessarytomakedecisionsaboutyourstanceonaparticularsubject,orthestrengthoftheclaimsyouaremaking.Differentsubjectsprefertodothisindifferentways.Atechniquecommonincertainkindsofacademicwritingisknownbylinguistsasa“hedge.”8)
Responsibility
Inacademicwritingyoumustberesponsiblefor,andmustbeabletoprovideevidenceandjustificationfor,anyclaimsyoumake.Youarealsoresponsiblefordemonstratinganunderstandingofanysourcetextsyouuse.
49)
Organization
Academicwritingiswellorganized.Itflowseasilyfromonesectiontothenextinalogicalfashion.Agoodplacetostartisthegenreofyourtext.Onceyouhavedecidedonthegenre,thestructureiseasilydetermined.
10)Planning
Academicwritingiswellplanned.Itusuallytakesplaceafterresearchandevaluation,accordingtoaspecificpurposeandplan.2.
TheInternationalCenterforAcademicIntegrity
TheInternationalCenterforAcademicIntegrity(ICAI)wasfoundedtocombatcheating,plagiarism,andacademicdishonestyinhighereducation.Itsmissionhassinceexpandedtoincludethecultivationofculturesofintegrityinacademiccommunitiesthroughouttheworld.ICAIoffersassessmentservices,resources,andconsultationstoitsmemberinstitutions,andfacilitatesconversationsonacademicintegritytopicseachyearatitsannualconference.ScholarlyCommunity
Agroupofpeopleinhighereducationalinstitutionswhocontinuouslyengageincoreintellectualactivitiessuchasteaching,learningandresearch.Theyincludelecturers,students,andresearcherswhointeractforscholarlypurposesandutilizedigitallibrariesintheirdailyactivities.
3.
TeachingTips1.
AstothestructureofTextA,theteachermayaskthestudentstoanalyzethepurposeofthearticleaccordingtoParas.1-3.Themainfunctionofthistextistointroducefundamentalvaluesaswellastoenableacademiccommunitiestotranslatetheiridealsintoaction.Inthiswaycanthestudentsbeledtounderstandtheauthor’slogicinorganizingthepassage.RefertoExercise1inAnalyticalReading.
Inordertohelpstudentsunderstandsomeimportantdetailsinthetext,theteachermayaskthemtoanswerthequestionsinExercise2and3.
ThetwotranslationexercisescanprovidestudentswithanopportunitytosummarizeandtoextendthemainideaofTextA,withthethemeexpressionsused.Thestudentsarerequiredtousethewords,expressions,andsentencestructurescorrectlyandproperlyinthecontext.
AsforCriticalThinkingsection,theteachershouldhelpstudentsreallyunderstandwhataccuracyisandhowtomaketheirownwritingreliable.
WhenitcomestootherLanguageFocusexercises,studentsarerequiredtodothemindependentlybeforeclasswithreferencetodictionaries,corpus,andotheronlineresources.Thentheycanshareanddiscussontheiranswerswiththeir
52.3.
4.5.
groupmembersorpartnersinclass,askingtheteacherforhelpwhenevertheycan’tsolvetheirdisagreement.Theteacherwillemphasizethecommondifficultiesandsolutionsattheendoftheexercisesession.StructurePartⅠ(Paras.1-3)
Theauthorgivesanoverallintroductiontothefivefundamentalvaluesandtheimportanceofstickingtothem.PartⅡ(Paras.4-6)
Theauthorfocusesonexplaininghonesty,oneofthefivefundamentalvalues.Honestyisafoundationofteaching,learning,research,andservice,andaprerequisiteforfullrealizationoftrust,fairness,respect,andresponsibility.PartⅢ(Paras.7-10)
Inthispart,theauthorclarifiesoneofthefivefundamentalvalues,trust.Trustencouragesandsupportsthefreeexchangeofideaswhichinturnallowsscholarlyinquirytoreachitsfullestpotential.PartⅣ(Paras.11-15)
Theauthortalksabouttheessenceoffairness.Academiccommunitiesofintegrityestablishclearandtransparentexpectations,standards,andpracticestosupportfairnessintheinteractionsofstudents,faculty,andadministrators.PartⅤ(Paras.16-20)
Inthispart,respectisthemainfundamentalvaluetheauthorelaborates.Theauthorintroducesthemeaningofrespectandhowtoshowrespect.PartⅥ(Paras.21-24)
Inthispart,theauthoranalyzesthemeaningofresponsibility.Responsibilityforupholdingthevaluesofintegrityissimultaneouslyanindividualdutyandasharedconcern.
PartⅦ(Paras.25-30)
Courageisthemaintopicofthispart.Theauthorgivesathoroughdefinitionofcourageanditsrelationshipwiththefivevalues.DetailedStudyoftheText1.
Itisstillrare,however,forscholarlyinstitutionstoidentifyanddescribetheircommitmenttotheprinciplesofintegrityintermsthatareatoncepositiveandpractical.(Para.1)
Note:Theexpression“Itis+adj.(forsb.)todosth.”emphasizesinformationbybringingittothefrontoftheclause.Inthissentence,“rare”istheinformationthesentenceemphasizes.
6Here“atonce”meansatthesametime.Inthissentence,“thatareatoncepositiveandpractical”means“thatarebothpositiveandpractical.”e.g.Don’tallspeakatonce!
I’mnotasuperwoman,youknow.Ican’tdoahundredthingsatonce.2.
Instead,itismorecommontofindthesubjectofacademicintegrityaddressedbyidentifyingandprohibitingbehaviorsthatruncountertotheprinciplesofintegrity.(Para.1)
be/run/gocountertosth.:tobetheoppositeofsomethinge.g.Histheoryrancountertothebeliefsofhistime.
Note:Thepairofwords“identifying”and“prohibiting”isaformofparallelism.Pleaseseemoreexplanationin8.3.
Webelievethatthesefivevalues,plusthecouragetoactonthemeveninthefaceofadversity,aretrulyfoundationaltotheacademy.(Para.2)
Note:“Plus”servesasaprepositioninthissentence,mentioninganadditionalfact.Sometimesthesubjectisseparatedfromtheverbby“plus.”Useasingularverbwhenthesubjectissingulartomeettheruleofsubject-verbagreement.Thesameruleappliesto“alongwith,”“aswellas,”“besides,”etc.
e.g.Thestrongwind,plusheavyrain,hascausemanypoweroutages.
Thepoliceman,alongwiththenewsmen,isexpectedshortly.Todothis,communitymembersmustinvokethem—makingthempartoffrequentdialoguesthatinvitestudents,faculty,andadministratorstoconsiderthepotentialforethicalvaluestoinformandimprovevariousaspectsoflifeoncampusandbeyond.(Para.3)
Academiccommunitiesflourish,onlywhenthefivefundamentalvaluesarecalledforthbycommunitymembers.Thecommunitymemberscanfrequentlyintroducethefivefundamentalvaluestostudents,faculty,andadministratorsintheirconversations.Thisactionenhancesstudents,faculty,andadministrators’understandingofpotentialimpactofethicalvaluesaswellasdifferentaspectsintheirlives.
QuestionforStudents:Whatdoes“them”referto?
Answer:Theprevioussentenceis—Scholarlycommunitiesflourishwhencommunitymembers“live”thefundamentalvalues.So“them”refersto“thefundamentalvalues.”
4.
75.
Integrityisstrengthenedwithinacademiccommunitieswhencommunitystandardsarealignedwiththefundamentalvaluesandsupportedbyitsinstitutionalpoliciesandprocedures.(Para.3)
Therearetwoconditionstomakeintegritystrengthened.Oneisthatcommunitystandardscanmeetupwiththerequirementsofthefundamentalvalues,andtheotheristhattherelevantpoliciesandprocedurescanreinforcecommunitystandards.
Dishonestbehaviornotonlyjeopardizesthewelfareofacademiccommunitiesandviolatestherightsofitsmembers,itcanalsotarnishthereputationoftheinstitutionanddiminishtheworthofthedegreesitgrants.(Para.6)
jeopardize:torisklosingorspoilingsomethingimportante.g.Hewouldneverdoanythingtojeopardizehiscareer.
Note:Thissentenceusesmorenounsthanadjectives,whichshowstheformalwrittenstyle.“Thewelfareofacademiccommunities,”“therightsofitsmembers,”“thereputationoftheinstitution,”and“theworthofthedegrees”areallappropriatelyusedinthistext.Andalsotheauthorchoosesformalverbsratherthanphrases,suchas“jeopardize,”“violate,”“tarnish,”and“diminish”ratherthan“make...damaged,”“make...less.”
6.
7.
Trustenablesustocollaborate,toshareinformation,andtocirculatenewideasfreely,withoutfearthatourworkwillbestolen,ourcareersstunted,orourreputationsdiminished.(Para.10)
stunt:tostopsomethingorsomeonefromgrowingtotheirfullsizeordevelopingproperly
e.g.Hisillnesshadnotstuntedhiscreativity.
Note:
(1)Thesentence“Trustenablesustocollaborate,toshareinformation,andtocirculatenewideasfreely”usesparallelphrases.Thosephrasesreflecttheeffectsofparallelism.
Parallelismhaswords,phrases,sentences,andparagraphsthatbalanceoneelementwithanotherofequalimportanceandsimilarwording.Therepetitionofsounds,meanings,andstructuresservestoorder,emphasize,andpointoutrelations.Generallyspeaking,therearefourformsofparallelism,namely,apairorseriesofwords,apairorseriesofphrases,arowofclauses,andaseriesofsentences.Therearefourmajoreffectsofparallelism:
81)Clarityandlogic.Byorganizingcontentsintoparallelstructures,youmakeiteasierforyourreaderstounderstandthemeaningastheidenticalstructurerepeatsthesimilarideaorpushestheideatotheclimax.
2)Balanceandrhythm.Aseriesofparallelpatternsandthepowerfulrhythmicbeatrolloffthetongue,resultinginafeelingofsatisfaction.
3)Concisionandemphasis.Rephrasinganideausingparallelismalwaysresultsinamoreconciseandemphaticeffectinwriting.
4)Memorability.Becauseparallelismboostsalloftheabovequalities,theresultisoftenmorememorableandmorequotablelinesinwriting.
(2)“Ourworkwillbestolen,ourcareersstunted,orourreputationsdiminished”isaellipticalsentence.Thesentenceisconciseandsemanticallyintensive.Whenawordoragroupofwordsisomittedfromasentencewithoutchangingthecontextofthesentence,itistermedasellipses.Whenanellipsesoccurs,itisunderstoodthatsomewordorwordsaremissingandstillthemeaningofthesentenceisclear.Forexample,Jesshasfourdogs;Allison,three.8.
Beingaresponsiblememberofanacademiccommunityalsomeansholdingothersaccountablewhentheyfailtoupholdthevaluesofthegroup.(Para.24)
Asaresponsiblememberofacademia,youneedtomakepeoplewhodonotfollowthevaluesofthegrouptakeresponsibilityoftheresult.
holdsb.responsible/accountable/liable(forsth.):tosayordecidethatsomeoneshouldaccepttheresponsibilityforsomethingbadthathappens
e.g.Hemayhavehadaterriblechildhood,butheshouldstillbeheldaccountableforhisownactions.9.
Couragediffersfromtheprecedingfundamentalvaluesinthatitislessavaluethanaqualityorcapacity.(Para.26)
Courageisnotthesameasthefundamentalvaluesmentionedpreviously,asitismorelikeaqualityorcapacityratherthanavalue.
preceding:happeningorcomingbeforethetime,place,orpartmentionede.g.Incometaxpaidinprecedingyears.
Thediagramintheprecedingchapter.
belessa...thana...(=benotsomuchlikeonethingasanother):Thestructurenegatestheinformationaftertheword“less”andaffirmtheinformationaftertheword“than.”
e.g.“Willyoupleasecomewithme?”Itwaslessarequestthanacommand.
9TranslationofTextA
学术诚信的基本价值观国际学术诚信中心
1.
许多教师、学生和学校管理者都知道只能在遵守道德标准的环境中实现教学、学习和研究的目标，因此他们信奉学术诚信原则。然而，对于学术机构来说，他们仍然很少以既积极又实用的方式来确定并描述自己对诚信原则的承诺。相反，通过识别和禁止违反诚信原则的行为来确定学术诚信的主题则更为常见。“基本价值观项目”尝试以积极和务实的方式构建学术诚信。国际学术诚信中心将学术诚信定义为做出承诺，坚持五个基本价值观：诚实、信任、公平、尊重、责任。我们认为这五种价值观，以及即使在逆境中也仍然坚持这五种价值观的勇气，是学术研究真正的基础。没有它们，作为教师、学习者和研究者，我们凭借自身能力所做的每件事都会失去价值，受人质疑。当我们接受、利用并将其付诸实践时，基本价值观就变成了检验学术团体是否诚信的标准。我们提倡用基本价值观来影响并改善道德决策能力与行为，而不是仅将其视为一些抽象原则。基本价值观使学术界能够将理想付诸行动。
当成员们“活”在基本价值观中时，学术团体就会蓬勃发展。要做到这一点，成员必须不断提及这些价值观，将其融入频繁的对话中，让学生、教师和管理人员考虑道德价值观影响并改善校园内外生活的各个方面的潜力。当学术团体的标准与基本价值观一致，并得到其机构政策和程序的支持时，学术界的诚信状况就会有所改善。如果一个社会中的教育机构都遵循诚信原则，将会帮助整个社会构建更强大的公民文化。
2.
3.
诚实4.5.
诚信的学术团体通过学习、教学、研究和服务中的理性诚实和个人诚信，推动对真理和知识的追求。
诚实是教学、学习、研究和服务中不可或缺的重要基础，也是充分实现信任、公平、尊重和责任的必要前提。学术政策和学术团体实践必须发出明确的信号，对伪造数据、撒谎、作弊、欺骗、抄袭和其他不诚实行为零容忍。不诚实行为不仅扰乱学术界的安宁，侵犯其成员的权利，还会损害学术机构的声誉，并削弱其授予的学位的价值。诚实始于个人，并延展至更大的团体。在寻求知识的过程中，学生和教师都必须对自己诚实，对彼此诚实。无论是在自习室、实验室或图书馆，还是在操场和教室，培养诚信意识和践行诚信原则都为实现终身诚信奠定了坚实的基础。培养必需的勇气和能力来做出诚实和合乎道德的选择，即使这样的选择会有损个人利益。这是建立学术团体信任过程中必不可少的一步。
6.
10信任7.8.9.
诚信的学术团体会培养相互信任的氛围，也依赖于这一氛围。这种信任的氛围鼓励和支持思想自由交流，这反过来使学术探究发挥出最大的潜力。当诚实被确立成一种价值观时，这就产生并促进了信任的发展。信任和经验日积月累，建立在比言语更重要的行动基础之上。
教师为布置作业与评估学生作业制定明确的指导方针，学生们诚实、认真、诚恳地完成作业，如此信任得以促进。学校制定明确一致的学术标准，坚持公平地应用这一标准，并支持诚实公正的研究，如此信任得以建立。信任往往需要双方共同建立；自己值得信赖，也愿意信任他人，这两者密切相关。
10.信任是学术工作的必要基础。只有心怀信任，我们才能在他人研究的基础上提出新问题，并充满信心地继续前进。有了信任，我们就能自由地合作、分享信息和传播新思想，而不必担心自己的学术成果被剽窃、职业生涯受阻或是名誉受损。信任至关重要，关系到学术界以外的人会不会相信学术研究、教学和学位的价值和意义。信任共同体会创造一种能够促成合作的环境，在这种环境中，参与者将以公平和尊重的态度对待他人，他们自己也将被如此对待。公平
11.诚信的学术团体会共同建立清晰透明的期望、标准，并通过实践，来支持学
生、教师和学校管理者之间的公平互动。12.得到公平对待是建立道德团体的要素之一。可预测性、透明度和清晰合理的
预期都是公平的重要组成部分。对不诚实行为和违背诚信行为采取一致而公正的回应，也是公平的要素。公平、准确和公正的评估在教育过程中发挥着重要作用，打分和评估公平对于建立教师与学生之间的信任来说至关重要。13.教师和管理者也有权期待得到公平对待，不仅是从学生身上，还从彼此身上
得到。14.学生诚实地完成作业，就是公平对待彼此，公平对待整个团体；学生正确引
用参考材料，就是公平对待其作者；学生尊重和维护学术诚信政策，就是公平对待学习管理者；学生维护学校的良好声誉，就是公平对待校友。15.教师明确表达期望，持续处理不诚实行为，坚持学术诚信原则，以身作则值
得信赖，就是对学生及学校公平；管理人员提供明确、有效、公正的政策来帮助建立和培养诚信团体、让学生、教职员工、校友和学校机构得到尊重，就是对社区公平。尊重
16.诚信的学术团体会重视学习过程的互动性、合作性和参与性，尊重、重视并
认真考虑不同的意见和想法。
1117.学术团体只有尊重成员，尊重他们多样化但有时相互矛盾的观点，才能取得
成功。在最富活力和最有成效的学术氛围中，成员积极参与，如各种严格的测试、热烈的辩论，激烈的意见分歧，但出于对表达意见的人的尊重，没人会发脾气。在诚信的学术环境中，即使是那些持异见者，也会尊重知识与求知途径。18.学术界的尊重是相互的，需要尊重自己，也尊重他人。尊重自己指的是，诚
实地面对挑战；尊重他人指重视观点的多样性，并认识到接受挑战和检验，以及完善想法都是必要的。19.学生重视获取新知识的机会并加以充分利用，就是在表示尊重。具体表现为
积极接受教育、参与讨论并倾听他人的观点，尽力表现到最好。而傲慢无礼、侮辱或扰乱别人的行为则会破坏这种相互尊重的氛围。20.教师尊重学生的表现是认真对待学生的想法，即视学生为独立个体，帮助他
们形成自己的想法，提供对作业全面而诚实的反馈，重视他们的观点和目标。学术研究者在作品中正确标明引用的来源，确定原创者的知识贡献，从而表现出对其他学者的尊重。营造所有学者相互尊重的学术氛围，是个人和集体的共同责任。责任
21.诚信的学术团体建立于个人承担责任，个人和团体以身作则、维护共同协商
的标准，面对不端行为敢于采取行动的共同意愿基础之上。22.维护诚信价值观的责任既是个人义务，也是集体的共同关切。学术界的所有
成员，也就是每个学生、每位教师和管理者都有责任确保设立发放奖学金、教学和研究过程的公平。23.共同责任在分配改变现状的力量的同时也加强了这一力量。负责任的团体可
以努力克服冷漠不作为，激励他人维护团队的学术诚信标准。负责任意味着坚决反对不端行为，抵制消极的同辈压力，并树立一个积极向上的榜样。有责任心的人会对自己的行为负责，并努力阻止别人做出不端行为。24.培养责任意识意味着学会认识并克制做出不道德行为的冲动。成为学术团体
中负责任的成员还意味着，当他们未能维护团队的价值观时，要追究相应负责人的责任。以高标准要求自己和他人保持诚信往往极具挑战性，这需要一定的勇气。勇气
25.建立和维护诚信学术团体，不仅需要对基本价值观的信任，还要有将其转化
为行动的能力，在面对压力与困难时，坚持前面的五项原则。这就需要决心、奉献与勇气。26.勇气与前面提到的的基本价值观的不同之处在于，它不是一种价值观，而是
一种品质或能力。勇敢的人经常被误解为不会感到害怕。实际上，勇气是这样一种能力，尽管感到害怕，但还是会按照自己的价值观行事。
12KeytoExercisesAnalyticalReading11.E21.
2.C
3.A
4.B
5.F
6.D
2.
3.4.
5.
F(Para.1,Itisstillrare,however,forscholarlyinstitutionstoidentifyanddescribetheircommitmenttotheprinciplesofintegrityintermsthatareatoncepositiveandpractical.)
F(Para.6,Developingthecourageandwherewithalnecessarytomakehonest,ethicalchoices,evenwhenatpersonalcost,isanecessarystepinestablishingcommunitiesoftrust.)
T(Para.8,Trustaccruesovertime,withexperience,andisbuiltonafoundationofactionsmoreimportantlythanwords.)
F(Para.9,Trustisoftendevelopedreciprocally;Para.18,Respectinacademiccommunitiesisreciprocalandrequiresshowingrespectforoneselfaswellasothers.)
F(Para.20,Cultivatingenvironmentsinwhichallmembersshowandenjoyrespectisbothanindividualandacollectiveresponsibility.)
3
1.Mostscholarlyinstitutionsdefineacademicintegritybyidentifyingandprohibitingbehaviorsthatruncountertotheprinciplesofintegrity,whiletheInternationalCenterforAcademicIntegritytriestoframeacademicintegrityinwaysthatarebothpositiveandpragmatic.
2.Thewelfareofacademiccommunitiesmaybejeopardized;therightsofitsmembersviolated;thereputationoftheinstitutiontarnishedandtheworthofthedegreeswhicharegrantedbytheinstitutionwillbediminished.
3.Facultyshouldsetclearguidelinesforassignmentsandforevaluationofstudents’work;studentsshouldprepareworkthatishonest;schoolsshouldsetclearandconsistentacademicstandards,applythosestandardsunfailinglyandfairly,andsupporthonestandimpartialresearch.
4.Fairnessshouldbeemphasized,becauseitisessentialtotheestablishmentoftrustbetweenfacultyandstudents.
5.Anenvironmentofrespectcanenableacademiccommunitymemberstosharediverse,evencontradictoryopinionsandisthereforegoodforlearning,forthenatureoflearningisinteractive,cooperativeandparticipatory.
6.Respectforoneselfmeansfacingchallengeswithintegrity.Respectforothersmeansvaluingadiversityofopinionsandappreciatingtheneedtochallenge,test,andrefineideas.7.Openanswer.
138.Itismoreofaqualityorcapacity,anditguaranteesthatonecanovercomefearandputthevaluesintopractice.
9.Openanswer.(Hardwork,loveoflearning,creativespirit,knowledgeofrightandwrong,etc.)Vocabulary1
1.demean5.infuse9.impartial
2.adverse6.revere10.aligned
3.reciprocal7.assess11.upheld
4.disrupted8.accrue
12.acknowledgements
2
frame
1.tosurroundsomethingwithsomethingelsesothatitlooksattractiveorcanbe
seenclearly
丽贝卡长长的黑发衬托着她的脸庞。
2.toputapictureinastructurethatwillholditfirmly.
我打算去给这幅画装上画框，放在我的卧室里。
3.todeliberatelymakesomeoneseemguiltyofacrimewhentheyarenotguilty,
bylyingtothepoliceorinacourtoflaw他称自己是无辜的，是被陷害的。
4.formaltocarefullyplanthewayyouaregoingtoaskaquestion,makea
statementetc.
她不知道如何提出这个问题。
5.formaltoorganizeanddevelopplan,systemetc.
约翰逊在制定这个计划的过程中发挥了主要的作用。translate
6.tochangesomething,ortobechanged,intoadifferentform
如何将技术领先转化为销售成功是他们面临的关键问题。
7.tounderstandsomethinginaparticularwayorgivesomethingaparticular
meaning
有很多言语和姿势我们可以理解为爱。invoke
8.tomentionalaw,principle,orideainordertosupportanargumentortoexplain
anaction
他们援引保密条例限制他的行动。
149.
tomakeaparticularidea,image,orfeelingappearinpeople’smindsbydescribinganeventorsituation,orbytalkingaboutaperson.他演讲时使人想到露西▪布朗。
magnify
10.tomakesomethingseembiggerorlouder,especiallyusingspecialequipment.
一些超市为老年人提供放大镜，以便他们看清价格。11.tomakesomethingseemmoreimportantthanitreallyis.
这份报告误导性较强，因为它有夸大所涉风险的倾向。12.tomakesomethingbigger,louder,orstronger
干燥的夏季加剧了该地区的缺水问题。31.2.3.4.5.
consistentlyinquirythoughtfulrespectful
simultaneously
4
1.with
2.with3.on4.with5.for6.for
GrammarandDiscourse1ChainedNPConstituentsWhenanNPconstituentisfollowedbyoneormoreNPconstituents,eachofwhichmodifiesthenounorpronounintheformerNPconstituent,thisphenomenonisknownaschainedNPconstituents.Trustispromotedbyfacultywhosetclearguidelinesforassignmentsandforevaluatingstudentworkandbystudents1whopreparework2thatishonest,thoughtful,andgenuine.Inthissentence,theheadnoun“students”hasapostmodifier“whopreparetowork.”Theword“work”inthisfirstNPconstituentbecomestheheadnounofthelaterconstituent“thatishonest,thoughtful,andgenuine.”ThisphenomenonisreferredtoasNPconstituents.Whensomeonewritesalettertoaminister,theyreceiveinreplyaletterfromtheminister1whichisalsoalmostalwayswrittenbysomeone2inthedepartmentandseldomseenbytheministeratall.15Inthissentence,thetwounderlinedNPconstituentsformthechainedNPconstituents.Thefirstheadnounis“letter,”andthesecondis“someone.”
ChainedNPconstituents,onmostoccasions,appearattheobjectpositiontoconformtothe“end-weight”principle（句尾重心原则）ofEnglishsentences.“End-weight”isthelinguisticphenomenoninwhichtheconstructionofthesubjectisusuallyshorterandlesscomplicatedthanthatofthefiniteverbphrasewherethenewinformationlies.Thisprinciplemanifeststhatsentencesshouldavoidbeingtooheavyinthesubjectpart.Forexample:
ItissurprisingthatClass1wonthematchwhichisconsideredthemostimportantoneinthissemester.(Itis+adj.+that...)
ThatClass1wonthematchwhichisconsideredthemostimportantoneinthissemesterissurprising.
Thefirstsentenceconformstothe“end-weight”principleandthereforeismorenaturalandclearer..
1.
1)behaviorsthatruncountertotheprinciples（后置修饰语是that引导的关系从句）
2)principlesofintegrity（后置修饰语是介词of引导的介词短语）主谓结构：Itismorecommontofind...
解释：连续名词词组成分增加了句法复杂性。
2.
1)thosethatfosteractiveengagement（后置修饰语是that引导的关系从句）2)engagement,includingrigoroustesting,spiriteddebate,andlivelydisagreementsoverideas（后置修饰语是including引导的分词短语）
3)ideastemperedbyrespectforthose（后置修饰语是-ed形容词性短语，句法复杂度高）
4)thosewhovoicethem（后置修饰语是who引导的关系从句）
主谓结构：Themostdynamicandproductivelearningenvironmentsarethose...解释：连续名词词组成分增加了句法复杂性。
3.
1)questionsthatwillassistthemindeterminingtheaccuracyofthenews（后置修饰语是that引导的关系从句）
2）newstheyareviewing（后置修饰语是that引导的关系从句）主谓结构：Studentsaretaughttoaskthemselvessimplequestions...解释：连续名词词组成分增加了句法复杂性。
164.
1)websitesthathelptheusergenerate“BreakingNews”stories（后置修饰语是that引导的关系从句）
2）storiesthatcouldthenbeuploadedontosocialmediasites（后置修饰语是that引导的关系从句）
主谓结构：...students...stumbleduponseveralwebsites..解释：连续名词词组成分增加了句法复杂性。
5.
1)SoccerinSunandShadow,aninfluentialcollection（后置修饰语是同位语词组）
2)collectionofreflectionsandvignettes（后置修饰语是of引导的介词短语）3)collection...whichappearedinEnglishin1997（后置修饰语是which引导的关系从句）
主谓结构：...theUruguayanwriter...definedhimselfas...解释：连续名词词组成分增加了句法复杂性。
6.
1)rehearsalofthestructure（后置修饰语是of引导的介词短语）2)structureofparts（后置修饰语是of引导的介词短语）
3)partswhosenameswerestillunknowntome（后置修饰语是whose引导的关系从句）
主谓结构：Helistenedattentivelytomybriefrehearsal...解释：连续名词词组成分增加了句法复杂性。
7.
1)village,whichconsistedofasmallstoreandafewhouses（后置修饰语是whose引导的关系从句）
2)housesthatwerescatteredhereandthere（后置修饰语是that引导的关系从句）
主谓结构：Theover-heatedengineforcedmetostopatthenextvillage...解释：连续名词词组成分增加了句法复杂性。21.2.3.
然而，对于学术机构来说，他们仍然很少以既积极又实用的方式来确定并描述自己对诚信原则的承诺。
只有心怀信任，我们才能在他人研究的基础上提出新问题，并充满信心地继续前进。
建立和维护诚信学术团体，不仅需要对基本价值观的信任。
174.
勇气与前面提到的的基本价值观的不同之处在于，它不是一种价值观，而是一种品质或能力。
31.2.3.4.5.6.7.8.4
Itispleasantforustotakeawalkonthemeadow.
Itisapleasantenjoymentfortouriststoexperienceforeignculturesinthecourseoftravelling.
OnlyafterIhadseenmyselfdidIknowthatthereissuchabeautifulwonderlandonearth.
Onlywithanoptimisticattitudecanwebetterenjoyourlives.Ittakesmorethandeliciousdishestomakearestaurantsucceed.
Ittakesmorethanmerelyrinsingyourhandsforafewsecondstowashthemcorrectly.
Heislessaphilosopherthananartist.Iregardhimlessateacherthanafriend.
共同责任在分配改变现状的力量的同时也加强了这一力量。负责任的团体可以努力克服冷漠不作为，激励他人维护团队的学术诚信标准。负责任意味着坚决反对不端行为，抵制消极的同辈压力，并树立一个积极向上的榜样。有责任心的人会对自己的行为负责，并努力阻止别人做出不端行为。
5
TheInternationalCenterforAcademicIntegrityproposesthattoachieveacademicintegrity,weneedtoactinaccordancewithfivefundamentalvalues:honesty,trust,fairness,respect,andresponsibility.Honestyisanindispensablefoundationofteaching,learning,research,andservice,andanecessaryprerequisiteforrealizationoftrust,fairness,respect,andresponsibility.Trustisessentialbecauseitdetermineswhetherthoseoutsideacademiccommunitiesbelieveinthevalueandmeaningofscholarlyresearch,teaching,anddegrees.Importantcomponentsoffairnessincludepredictability,transparency,andclear,reasonableexpectations.Respectinacademiccommunitiesisreciprocal.Specificallyspeaking,respectforselfmeansfacingchallengeswithintegrity;respectforothersmeansvaluingdiversityofopinionsandbeingwillingtochallenge,test,andrefineideas.Allmembersoftheacademiccommunitiesshouldcultivateasenseofresponsibility,holdingourselvesandaswellasotherstohighstandards.Ittakescouragetoactuallyputallthesevaluesintopractice,anelementofcharacterwhichdoesnotmeanlackingfear,butthecapacitytosticktoone’svaluesdespiteit.
1863.4.5.6.7.8.9.10.11.12.
usefulnessrequestedadditionalindispensableSincehasgrown
internationalizationpromotingso
continuous
V.CriticalThinkingAccuracy
Inmathsaccuracymeanstobeclosetotheexactvalue.Incriticalthinking,ifyouneedtogivereasonstosupporttheconclusionintheargument,thereasonsneedtobetrue.Youneedtoevaluatethevalidityofthereasons,forexamplebylookingforevidencetomakesuretheyarefreefromerror.Anaccuratestatementshouldbecorrect,exact,justifiable,true,factual,credible,valid,asopposedtoquestionable,flawed,erroneous,incorrect,unverifiable.
Astatementcanbeclearbutnotaccurate,presentingordescribingthingsoreventsinawaythatisnotinaccordancewiththewaythingsactuallyare.Ifsomeonesaysmostchickensweighover100kilograms,wemaydoubttheaccuracy.Thisisnotfactuallyaccurate.Itmighttakesometime,butwecouldresearchandfindtheansweroftheaverageweightofchickens.Wearesurethattheanswerwouldbelessthan100kilograms.
Peoplesometimesmisrepresentorfalselydescribeinformation,particularlywhentheyhaveavestedinterestinthedescription.Advertisersoftendothistokeepcustomersfromseeingtherealdisadvantageofaproductoranitem.Ifanadvertisementsays,“Ourwateris100%pure.”Weknowthisinformationisinaccuratebecausethewatercontainsdifferentchemicalcomponentssuchaschlorineandlead.
Criticalthinkersjudgestatementscarefullyandwhenthereisreasonforskepticism,questionwhetherwhattheyhearistrueandaccurate.Inthesameway,theyquestiontheextenttowhichwhattheyreadiscorrect,whenassertedasfact.Criticalthinkingimpliesahealthyskepticismaboutpublicdescriptionsastowhatisandisnotfact.
19Thefollowingmethodsmayhelpyoutochecktheaccuracy.
1)Becautionabouttertiaryinformation.Itincludesbooksandarticlesbasedontheresearchofothers.Theyaimtoexplainresearchforageneralaudience.Thismaybeusefulasastartingpointforyourresearchbuttheyprovidelittlesubstancetosupportyouracademicassessmentsincetheytendtooversimplify,relyontoofewsources,andarequicklyoutofdate.
2)Askexperts.Seekotherpeoplewhoareknowledgeableaboutthisinformation.Theycanconfirmorrefutetheinformation.Also,askthemhowtheyknow.Bewaretheechochamber:Youaren’treceivingconfirmationifyoursecondsourceonlyknowstheinformationbecausethefirstsourcetoldhim/her.
3)Seekdocumentation.Findofficialdata,records,andreportsthatcanconfirm,refuteorexpanduponwhatyouhavebeentold.Seekoriginalinformationattheofficialwebsiteoftheorganizationyou’rewritingaboutandwebsitesofagenciesthatregulatetheorganizationandinterestgroupsthatmonitortheorganization.BeaswaryofinformationyoufindontheInternetasyouwouldofanyothersourceofinformation.Especiallybewaryofinformationfromsitesthatdon’tverifytheirinformation,suchasWikipedia.ButcheckWikipedia.Itmightraisesomequestionsyouwillhavetoverifywithothersources.
4)Usedatabases.InTextB,theauthorrefersthedefinitionofplagiarismfromadictionaryas“thecrimeofliterarytheft.”TheOxfordEnglishDictionary(OED)wastheprincipledictionaryatthetimeofWilliamDeanHowells’(1837-1920).TheOEDfirstdefinesplagiarismas“theactionorpracticeoftakingsomeoneelse’swork,idea,etc.,andpassingitoffasone’sown,”andthenisshortenedas“literarytheft.”Accuracyofthisreferenceiseasilychecked.YoucanalsouseproprietarydatabasessuchasWebofSciencetochecksomefacts.Youmayreachmanypublicorproprietarydatabasesthroughpubliclibrariesandtheirwebsites.
5)Double-checktheinformation.Considerwhetherthereisproofthattheinformationisbackedupbyotheraccuratesourcesofinformation.Iftheinformationisreviewedbyaprofessional,itwouldbemoreaccurate.Comparetheinformationwithothercrediblesourcestoseeiftheinformationistrue.
Avoidinformationthatdoesnotincludereferencesorhavenotgonethroughanytypeofeditorialorpeer-reviewprocess(unlessyouareseekingnon-scholarlyinformation);informationwithgrammaticalorspellingerrors;informationthatarevulnerabletochangesbyotherauthorsornon-experts(e.g.Wikipedia).KeytoExercises1.
Wecouldcheckthewebsitesofsomemajorscholarlyinstitutions,includingacademicorganizations,universities,etc.,toseehowtheydefineandguaranteeacademicintegrity.
Firstly,toshowthedefinitionisaccurate;andsecondly,toindicatethatsincethedictionarydefinesplagiarismasatheft,thereshouldbepenaltyattachedtoit.
2.
20VI.TextBBackgroundInformation
WilliamDeanHowells(1837-1920)isconsidered“TheDeanofAmericanLetters.”HewasanAmericannovelistandliterarycriticwithabroadrangeofworkswhichareappealingtoyoungandold.Hiswritingstylefavoredthestyleofnaturalism.HewasaclosefriendandadviserofMarkTwainandHenryJames.Theessay“ThePsychologyofPlagiarism”iswrittenbyWilliamDeanHowellsin1902whenajournalisthadbeenrecentlyaccusedofadoptinganotherjournalist’sworkwhohadmovedtoabiggercityandhiscareerdevelopedevenbetterwithmorepersonalinfluence.TeachingTips
Thetopicofthetextisaboutplagiarismwhichisconsideredatypeofacademicdishonesty.Itwouldhavedevastatingeffectonhis/hereducationorcareerifsomeonecommitsplagiarism.Amongdifferentreasonsbehindit,theauthorfocusesonthepsychologicalanalysisofplagiarismandanalysesthepeculiarnatureofplagiarismstartingfromananecdoteofaperson’svindicationforhisfriendwhenthefriendwasaccusedofplagiarism.
Studentsshouldgraspclearlythestructureofthetextandfollowthedevelopmentoftheargumentation.Ineachparagraph,theauthor’sideaisveryclearlypresentedandsupportedthenbyexamplesoranecdotesintheliterarycircle.Itisimportanttounderstandtheauthor’sopinionaboutwhetherplagiarismshouldbedeemedasthesameasthecrimeandtheft.Healsoelaboratesonthewaysinwhichplagiarismislinkedwithactsofdiscovery.Heusescommoncriminalcasessurroundingpeoplesuchastakingaman’shatorcoatwithoutbeingdiscoveredforcomparisonwhichcouldbeeasilyunderstood.Theauthorsaysthateveninsomecases,peoplewhoplagiarizeotherauthors’worksmaytemporarilyreceivesomeseemingachievementorfame,buttheirdeedswillinevitablybediscoveredtherearemanyreaderswhoareeagertodiscoverthat.Itissignificantforstudentstohaveabetterunderstandingoftheideasintheessaytoavoidanyimproperpracticeinthefuture.Furthermore,itiskeytoleadstudentstostudytheaccurateexpressioninthetextwhichwillguidetheirwritingandhelpthemavoidblurredexpression.
21Structure
Mainidea:Thistextmainlydiscussesthecontradictorypsychologicalreasonsbehindpeoplewhocommitplagiarism.
PartI(Para.1)
Aman’svindicationforhisfriend’sadoptionofotherpeople’smaterialwithoutaccreditingitmakesHowellsreflectontheethicsquestionofplagiarism.PartII(Paras.2-4)
Plagiarismisdifferentfromothercrimesortheftsforthereisnopenaltyattached.PartIII(Paras.5-6)
Inspiteofthefactthattheperpetratorisalmostcertaintobeexposed,plagiarismcontinuestohappen.PartIV(Para.7)
Plagiarismisnotsimplya“crime”or“theft.”People’spsychologyofplagiarismiscontradictory.
TranslationofTextB
剽窃心理学
威廉斯·迪安·豪厄尔斯
1.
最近，一件发生在一位著名英国小说家晚年的事让我想到了一个奇怪的道德问题，这件事在小说家的朋友发表的声明中成功落幕，他称这位小说家并未标明某选段的原作者，就在自己的小说中直接引用。这位朋友替小说家辩护，更确切地说，应该是轻蔑地驳回了这件事，他不仅承认了这一事实，还宣称那位小说家在其他作品中也是这样。他说小说家习惯在草稿里这样使用材料，暗示这就像借用生活中的事实或想法一样。他宣称，对那些把这种借用等同于掠夺的批评声，小说家不必费心回应。他并不理会粗鲁无礼的指责者，向公众保证，小说家在有空的时候，就以他自己的方式标明他作品中引文的出处。
当我读到这则目中无人的辩护时首先想到的是，如果这件事发生在我身上，我宁愿有几个不共戴天的仇敌也不要那样的朋友，但后来我就没那么确定了。仔细回顾这件事后，我曾问过自己，是否还能坦然地公开宣称剽窃抄袭是完全不诚实的，我希望一些更厉害的道德学家能仔细思考，帮我理解透彻。如果反社会的罪行使罪犯蒙羞，这种公众羞耻感也反过来论证了这样的罪行，那么显然，剽窃并不是这种罪行，因为即使是公然抄袭，它也并不可耻。实际上，字典把剽窃定义为“抄袭窃取他人作品的罪行”，但是，这里既没有相应惩罚，也不会带来持久的耻辱感，所以很难认为它是犯罪或是盗窃行为。如果这是一种罪行（一定得给它取个名字，我希望这个词听起来不是那么刺耳），那这也是像善意的谎言这样无害的不道德行为。
2.
223.
莫里哀说过一句常被曲解的话：“凡你所得，皆你所有”，那些盗用前人成果的人也许也是这样想的。所以，当主人在自己地盘上抓住了偷盗者或冒失的入侵者时，后者似乎既不需要找借口，也无需在中立的民众前为自己辩解。人们热议的这个小说家决不是最近唯一的例子，也决不是一个公然抄袭的例子。美国参议院尚未批准与西班牙签订的条约之时，一位议员在演讲中反对这一条约，其讲话内容几乎一字不落地照抄了几个月前在纽约发表并广播的一篇冗长的讲话。查重系统很快就揭发了这一行径，但是我从没听说他的地位或说话的分量受到这次罪行的任何影响。几年前，在一座城市里，一位声名显赫的牧师以自己的名义宣讲了另一位现已去世的牧师教友的布道，他也被查重系统发现并被迅速曝光，但曝光出来之后什么都没有发生。人们肯定都还能回忆起类似的事情，记得多少有些年代久远的例子。记得在我年轻时就有一位记者，他把一篇麦考利所写的关于巴雷尔的文章中所有的批评性段落用于自己的文章，只把其中的人物姓名和行为改成了当地一位政客，这位记者觉得自己有揭发其恶行的义务。这位记者也被抓了个正着，并受到业内同行通过查重系统的抨击。但业界并不介意，记者自己也没当回事。在大家都知道这件事的情况下，这位记者继续发展自己的事业，还搬去了更大的城市，获得了一份更具影响力的工作，在帮助塑造国家命运方面一直发光发热。就影响力而言，这类曝光与曝光那些骗人灵媒一样无害，后者有时应该要动摇精神迷信的根基才行。他们根本做不到这一点；我也不信用查重的方式来曝光那位小说家会对他在读者心目中的形象有多大损害。
我对此感到非常高兴，庆幸自己不相信任何形式的惩罚。我想逃脱自己的罪责，所以我很乐意看到别的罪人逃脱惩罚；每当别人的罪责被发现，我就会因为自己也有罪而感到非常糟糕。但到目前为止，我还没说服自己我们所考虑的那种事是彻头彻尾的罪恶，因为似乎它使人堕落的程度和让人蒙羞并无差别，或这就是字典里（这很残忍，也没必要）所说的“罪行”和“盗窃”。这要是二者之一的话，它与其他罪行和盗窃的条件，甚至本质也不一样。其他行为或多或少会被以为巧妙地隐藏起来，但是剽窃会在检测下无处遁形。如果你把别人的帽子或外套从他宿舍里拿出来，你可以在警察追上自己之前就把它当掉；如果你把别人的马从马厩里牵出来，你可以骑得远远的，谁也追不上，然后把马卖掉；如果你从别人口袋里拿出他的钱包，你可以将它传给人群中的某个家伙，轻松证明自己的清白。但如果你用了别人的布道、文章，甚至只是贴切的描述，你都无处可逃了。世界上到处都是闲到发慌的人，他们看各种各样的书，很乐意去充当侦探的角色。他们通过展示自己的警觉机敏来满足自己可悲的虚荣心，在查重法庭上，洋洋得意地听取不利于你的证词。尽管原作者默默无闻，但你将其作品占为己有仍无安全可言。总会有个可怕的读者读过这本书，知道这本书的作者，迫不及待地把你带到酒吧，因为他知道除了自己没人知道这件事，想在这里展示他的博学多才。
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然而，尽管这曝光几乎是绝对肯定的，但抄袭行为仍在一如既往地继续着。只要有小说家、参议员、神职人员和记者想提出自己的想法，但迫于当下没有思路，看到别人说过的想着不用就会浪费在别处，抄袭现象就不会绝迹。它不时以一种更加暴力的形式出现，并成为一种真正的狂热现象，像是剽窃者公开宣称并竭力主张自己享有著名作品的著作权。当威廉·艾伦·巴特勒的名诗《无衣可穿》获得了非凡的声望时，一个年轻女孩宣称并显然深信自己写了这首诗，但在一辆公共汽车上把手稿弄丢了。显然，她所有的朋友也都是这么认为的；那些声称自己才是《美丽的雪》和《摇篮曲》作者的男男女女有不少朋友准备提供联名宣誓声明来支持他们，反对那些没用的作品的真正作者。
从所有这些事实来看，富于哲思的读者肯定认识到，剽窃并不是词典编纂者想让我们相信的简单“罪行”或“盗窃”。这论证了那些有过剽窃行为或任意抄袭剽窃的人有种奇怪的勇气：因为他们一定对剽窃行为有着清晰的认识，尽管不会受到外部惩罚，但他们似乎依然害怕被曝光。他们为什么会这样做，或者说，他们当初为什么要这样做？既然公众都不介意，那他们为什么要介意？他们的鲁莽和胆怯十分矛盾，如果有人的剽窃行为被发现，那么他会怎么做呢，这着实令人困惑。但这仅仅是一种行为问题，这个问题与剽窃本身的性质无关。
7.
KeytoExercisesIndependentLearning1.
WilliamDeanHowells(bornMarch1,1837,MartinsFerry,Ohio,U.S.—diedMay11,1920,NewYorkCity),U.S.novelistandcritic,thedeanoflate19th-centuryAmericanletters,thechampionofliteraryrealism,andtheclosefriendandadviserofMarkTwainandHenryJames.
Molière(1622-17February1673)wasaFrenchactor,directorandwriter.MolièreisnowconsideredoneofthefirstFrench“authors”inthemodernsenseofawriterwhoisvigilantabouthiscommercialsuccessaswellasthestateofhislegacy.HisrealnamewasJean-BaptistePoquelin,Molièrewashisstagename.Hewrotesomeofthemostimportantcomediesinhumanhistory.HewasborninPariswherehisfatherownedacarpetshop.
Theparallel-columnsystemisusedtocomparetextstofindoutanyplagiarism.WilliamAllenButler(February20,1825-September9,1902)wasanAmericanlawyerandwriterofpoeticalsatires.HewasrecognizedgenerallyasoneoftheleadingauthoritiesonAmericanadmiraltylawandtheauthorofseveralnotedpoems.“Nothingtowear”isapoemwrittenbyhimasanepisodeincitylife.“BeautifulSnow,”whichisaboutadyingprostitute,hasasadending.JohnWhitakerWatson(1824-1890)wrotethepoem,whichfirstappearedinHarper’sWeeklyin1858andlaterappearedinWatson’sBeautifulSnowand
242.
3.4.
5.
OtherPoems(1869).AlthoughtheauthenticauthorofthepoemisJohnWhittakerWatson,itwasatfirstmistakenlypostedhereasoneofJosephWarrenWatson’spoems.Thispopularpoemhasbeenspuriouslyattributedtoseveralsources,includingadeceasedprostitute,amongwhosebelongingsahandwrittencopywasdiscovered.Herstorywaslatermadeintoanevangelistictractwiththeadditionsoftwoconcludingstanzasthatcharacteristicallydonotmatchtheoriginalpoet’sstyleortheme.Seethelinesofthepoemhttps://www.poetrynook.com/poem/beautiful-snow-06.
“RockMetoSleep,Mother”(theword“Mother”issometimesomitted)waswrittenbyElizabethAkersAllen(1832-1911).Thepoemisstillrelativelywell-known,thankstotheopeninglines:“Backward,turnbackward,Otime,inthyflight;/Makemeachildagain,justforto-night.”Hereisthepoeminfull:https://interestingliterature.com/2018/11/a-short-analysis-of-elizabeth-akers-allens-rock-me-to-sleep/
AnalyticalReading1PartIPara(s).1MainideaAman’svindicationforhisfriend’sadoptionofotherpeople’smaterialwithoutaccreditingitmakesHowellsreflectontheethicsquestionofplagiarism.Plagiarismisdifferentfromothercrimesortheftsforthereisnopenaltyattached.Inspiteofthefactthattheperpetratorisalmostcertaintobeexposed,plagiarismcontinuestohappen.Plagiarismisnotsimplya“crime”or“theft.”People’spsychologyofplagiarismiscontradictory.IIIIIIV2-45-6721.2.
No,Idon’tagree.Theyaredifferent.Otherpeople’smaterialistheirintellectualpropertyandshouldberespected.
Theexpressionisametaphor.Thefliesrefertothewordswrittenbytheauthor(fliesaresmallandblacklikewordsinabook),andthese“flies”arepreservedinthe“amber”ofhisnovel.Ifthenovelistwereto“ticket”thefliesthenhewouldacknowledgewherehefoundthem,throughfootnotesorreferenceselsewhereinthetext.
Molièresaidthathetookhisownwherehefoundit,whichdidencouragesomepeopletoignorethepeoplewhohadownedthingsearlierandtomakethethings
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theirown.Butweshouldbeawarethatitwassaidinaspecificcontext.However,somepeopleusethisquotationasanexcusefortheirplagiarism.Theauthorcriticizesthattheplagiaristswhouseitoutofcontextandasanexcusefortheirplagiarism.4.
Hetriestoshowthatinmanycasesofplagiarism,thecareersoftheplagiaristswouldnotbeinfluencedbytheexposureand,onthecontrary,someevenwouldgainmorechancesfordevelopment.
InHowells’opinion,plagiarismisdifferentfromcrimesorthefts.Evenifitisdefinedasbeingatheft,itisvieweddifferentlyinsociety.Howellsusesseveralcommoncrimesandtheftsindailylifetoshowthedifferencebetweenthem.Crimesandtheftscanbeartfullyconcealedandescapediscovery,whileplagiarismwillalwaysbediscoveredandexposedtothepublicbecausereaderswillalwaysbeabletoidentifyit.
Sometimes,somenovelists,senators,divines,andjournalistsarestuckforideas.Theyfindtheideastheyarelookingforelsewhereandwanttosharetheseideaswiththeirreadership.
Hewantstoemphasizethecontradictorinessandirrationalityofplagiarists’psychology.
Themainfactorscouldbebrieflysummarizedashavinganobscureanduncleardefinition,nopenalties,nostrongawarenessfromthepublic,etc.
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7.8.
VII.GuidedWritingWritingCriteria/Rubric
Content
Thewritingisappropriatelylongandwithoutredundancy.
Thesubjectmatteriswellselectedandimpressivelyintroduced.Thethesis/mainideaisclearlypresented.
Thethesisareconnectedwiththemainpointstobedevelopedinthebodyparagraphs.ThemainpointstobecomparedandcontrastedareclearlystatedThemainpointsareconvincinglysupportedbysufficientdata.
OrganizationandStyle
Thewritingisneat,legible,andpresentedinanappropriateformat.
Thewritingisstructuredintothreeparts:introduction,body,andconclusion.Connectivesareeffectivelyusedtomakesurethewritingiscoherent.Eachbodyparagraphcentersonasingleideaconnectedwiththethesis.Thesisarerestatedintheconclusion.
26Language
Thewritingisfreeofmisspellings;wordsarecapitalizedcorrectly;sentencesarepunctuatedcorrectlywithoutrun-onsentencesorfragments.Thetensesareusedcorrectly.
Useproperclausesratherthanjustcompoundorsimplesentences.UseproperNPconstituents.
Propersynonyms,phrases,orantonymsareusedtoavoidrepetition.
Structureoftheessay
Illustratebrieflytheimportanceofavoidingplagiarism(theimportanceofacademicintegrity,plagiarism’consequences,etc.)
Suggestwhatshouldbedonebystudents,teachers,universityauthoritiesandsocietyrespectivelytoeliminateplagiarismandpromoteacademicintegrity.
Includedintheopening
Includedintheopening,body,andconclusionOpening
—Importanceofavoidingplagiarism
—Thesisstatement:listspecificresponsibilities,relatingtoguardingagainstplagiarism,shoulderedbystudents,teachers,universityauthorities,andsociety.(Chooseatleasttowparties)
Bodyparagraphs
—Para.1:responsibilityofstudents(Explainit;examples,data,reports,etc.)—Para.2:responsibilityofteachers(Explainit;examples,data,reports,etc.)...Note:
Thecontentinthebodyparagraphsshouldbeconsistentwiththoseinthethesisstatement.
Conclusion
—Paraphrasethethesisstatement.
—ageneralbriefconclusion:whatbenefitcanbeexpected,etc.
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