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Defining and Avoiding Plagiarism: the WPA Statement on Best Practices Council of Writing Program Administrators ( January 2003
Defining and Avoiding Plagiarism: The WPA Statement on Best Practices Council of Writing Program Administrators (http://www.wpacouncil.org), January 2003. Plagiarism has always concerned teachers and administrators, who want students’ work to represent their own efforts and to reflect the outcomes of their learning. However, with the advent of the Internet and easy access to almost limitless written material on every conceivable topic, suspicion of student plagiarism has begun to affect teachers at all levels, at times diverting them from the work of developing students’ writing, reading, and critical thinking abilities. This statement responds to the growing educational concerns about plagiarism in four ways: by defining plagiarism; by suggesting some of the causes of plagiarism; by proposing a set of responsibilities (for students, teachers, and administrators) to address the problem of plagiarism; and by recommending a set of practices for teaching and learning that can significantly reduce the likelihood of plagiarism. The statement is intended to provide helpful suggestions and clarifications so that instructors, administrators, and students can work together more effectively in support of excellence in teaching and learning. What Is Plagiarism? In instructional settings, plagiarism is a multifaceted and ethically complex problem. However, if any definition of plagiarism is to be helpful to administrators, faculty, and students, it needs to be as simple and direct as possible within the context for which it is intended. Definition: In an instructional setting, plagiarism occurs when a writer deliberately uses someone else’s language, ideas, or other original (not common-knowledge) material without acknowledging its source. This definition applies to texts published in print or on-line, to manuscripts, and to the work of other student writers. -
Check out Our Job Listing in the Classifieds Or Go to Careers
Saturday, January 16, 2016 TV TIME SATURDAY East Oregonian Page 5C Television > This week’s movies Television > Today’s highlights Saturday MAX “The Sixth Sense” +++ (‘99, Thril) (‘14, Bio) (2h) 5:40 p.m. The Kitchen (1h50) HBO3 “Titanic” +++ (‘97, Dra) (3h20) 7:15 p.m. FOOD 11:00 a.m. 4:00 p.m. 10:30 p.m. FREEFORM 6:20 p.m. KPTV +++ “Harry Potter and the Half- The cooking experts share tips “The Usual Suspects” (‘95, AMC “U.S. Marshals” +++ (‘98, Act) Blood Prince” +++ (‘09, Adv) (3h45) MAX “Mimic” +++ (‘97, Hor) (1h50) Cri) (2h) on how to save money in the (3h) TCM “The Pride of the Yankees” ++++ 7:00 p.m. 4:55 p.m. 10:55 p.m. (‘42, Bio) (2h15) TCM “Sense and Sensibility” +++ (‘95, kitchen in this new episode. HBO3 “Milk” ++++ (‘08, Bio) (2h10) MPLEX “The Secret of My Success” 7:25 p.m. Rom) (2h30) Learn which foods can be frozen 5:00 p.m. +++ (‘87, Com) (1h55) MPLEX +++ CMT “Only You” (‘94, Com) 7:15 p.m. and which should be used up “Gran Torino” +++ (‘08, Dra) (3h) 11:00 p.m. (1h35) MPLEX “Little Monsters” +++ (‘89, SYFY “Final Destination” +++ (‘00, STARZ “Mars Attacks!” +++ (‘96, Com) Fam) (1h45) quickly. Katie Lee and Marcela Susp) (2h) 8:00 p.m. (1h50) DISN Valladolid show viewers how to TCM “The Ghost and Mrs. Muir” ++++ “High School Musical 2” +++ (‘07, 7:20 p.m. 11:20 p.m. Fam) (1h55) FREEFORM “Back to the Future II” +++ make two affordable weeknight (‘47, Com) (2h) HBO “The Departed” +++ (‘06, Thril) (‘89, Sci-Fi) (2h40) 9:30 p.m. -
LIT 3003: the Forms of Narrative - Narrating the Ineffable Section 025F
LIT 3003: The Forms of Narrative - Narrating the Ineffable Section 025F Instructor:Cristina Ruiz-Poveda Email:[email protected] Meetings:MTWRF Period 5 (2-3:15pm) at TUR 2350 Office hours:MW 3:15-4 pm, and by appointment at TUR 4415 "Whereof one cannot speak, thereof one must be silent." From Ludwig Wittgenstein’sTractatus The Tao that can be spoken is not the eternal Tao The name that can be named is not the eternal name From Lao Tzu’sTao Те С hing Course description: Storytelling is such an inherent part of human experience that we often overlook how narratives, even those which may be foundational to our world views, are articulated. This course serves as an introduction to narrative forms, as well as a critical exploration of the potentialnarratology of —the theory of narrative—to analyze stories of ineffable experiences. How do narratives convey elusive existential and spiritual concepts? Are there shared formal and procedural traits of such narratives? In this class, we will learn the foundations of narratology, so as critically analyze how different narrative media (literature, visual culture, film, etc.) represent intense but seemingly incommunicable human experiences. These stories will serve as a vehicle to explore the limits of storytelling and to analyze narrative strategies at those limits. Students will also experiment with different forms of narrative through creative activities. Please note: this is not a course in religion or religious art history. This course is a survey of narratology: it offers theoretical tools to analytically understand narrativesabout profound existential concerns and transcendental experiences. Course goals and outcomes:by the end of the semester you should be able to.. -
Narrowing the Gap Between Imaginary and Real Artifacts: a Process for Making and Filming Diegetic Prototypes
Virginia Commonwealth University VCU Scholars Compass Theses and Dissertations Graduate School 2013 Narrowing the Gap Between Imaginary and Real Artifacts: A Process for Making and Filming Diegetic Prototypes Al Hussein Wanas Virginia Commonwealth University Follow this and additional works at: https://scholarscompass.vcu.edu/etd Part of the Art and Design Commons © The Author Downloaded from https://scholarscompass.vcu.edu/etd/3142 This Thesis is brought to you for free and open access by the Graduate School at VCU Scholars Compass. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of VCU Scholars Compass. For more information, please contact [email protected]. © Al Hussein Wanas 2013 All Rights Reserved 2 Approval certificate for Al Hussein Wanas for the thesis project entitled Narrowing The Gap Between Imaginary And Real Artifacts: A Process For Making And Filming Diegetic Prototypes. Submitted to the faculty of the Master of Fine Arts in Design Studies of Virginia Commonwealth University in Qatar in partial fulfillment for the degree, Master of Fine Arts in Design Studies. Al Hussein Wanas, BFA In Graphic Design, Virginia Commonwealth University in Qatar, Doha Qatar, May 2011. Virginia Commonwealth University in Qatar, Doha Qatar, May 2013 Diane Derr ______________________ Primary Advisor, Assistant Professor Master of Fine Arts in Design Studies Patty Paine ______________________ Secondary Advisor, Reader, Assistant Professor Liberal Arts and Science Levi Hammett ______________________ Secondary -
Reading Stephen King: Issues of Censorship, Student Choice, and Popular Literature
DOCUMENT RESUME ED 414 606 CS 216 137 AUTHOR Power, Brenda Miller, Ed.; Wilhelm, Jeffrey D., Ed.; Chandler, Kelly, Ed. TITLE Reading Stephen King: Issues of Censorship, Student Choice, and Popular Literature. INSTITUTION National Council of Teachers of English, Urbana, IL. ISBN ISBN-0-8141-3905-1 PUB DATE 1997-00-00 NOTE 246p. AVAILABLE FROM National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 39051-0015: $14.95 members, $19.95 nonmembers). PUB TYPE Collected Works - General (020) Opinion Papers (120) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS *Censorship; Critical Thinking; *Fiction; Literature Appreciation; *Popular Culture; Public Schools; Reader Response; *Reading Material Selection; Reading Programs; Recreational Reading; Secondary Education; *Student Participation IDENTIFIERS *Contemporary Literature; Horror Fiction; *King (Stephen); Literary Canon; Response to Literature; Trade Books ABSTRACT This collection of essays grew out of the "Reading Stephen King Conference" held at the University of Mainin 1996. Stephen King's books have become a lightning rod for the tensions around issues of including "mass market" popular literature in middle and 1.i.gh school English classes and of who chooses what students read. King's fi'tion is among the most popular of "pop" literature, and among the most controversial. These essays spotlight the ways in which King's work intersects with the themes of the literary canon and its construction and maintenance, censorship in public schools, and the need for adolescent readers to be able to choose books in school reading programs. The essays and their authors are: (1) "Reading Stephen King: An Ethnography of an Event" (Brenda Miller Power); (2) "I Want to Be Typhoid Stevie" (Stephen King); (3) "King and Controversy in Classrooms: A Conversation between Teachers and Students" (Kelly Chandler and others); (4) "Of Cornflakes, Hot Dogs, Cabbages, and King" (Jeffrey D. -
What Literature Knows: Forays Into Literary Knowledge Production
Contributions to English 2 Contributions to English and American Literary Studies 2 and American Literary Studies 2 Antje Kley / Kai Merten (eds.) Antje Kley / Kai Merten (eds.) Kai Merten (eds.) Merten Kai / What Literature Knows This volume sheds light on the nexus between knowledge and literature. Arranged What Literature Knows historically, contributions address both popular and canonical English and Antje Kley US-American writing from the early modern period to the present. They focus on how historically specific texts engage with epistemological questions in relation to Forays into Literary Knowledge Production material and social forms as well as representation. The authors discuss literature as a culturally embedded form of knowledge production in its own right, which deploys narrative and poetic means of exploration to establish an independent and sometimes dissident archive. The worlds that imaginary texts project are shown to open up alternative perspectives to be reckoned with in the academic articulation and public discussion of issues in economics and the sciences, identity formation and wellbeing, legal rationale and political decision-making. What Literature Knows The Editors Antje Kley is professor of American Literary Studies at FAU Erlangen-Nürnberg, Germany. Her research interests focus on aesthetic forms and cultural functions of narrative, both autobiographical and fictional, in changing media environments between the eighteenth century and the present. Kai Merten is professor of British Literature at the University of Erfurt, Germany. His research focuses on contemporary poetry in English, Romantic culture in Britain as well as on questions of mediality in British literature and Postcolonial Studies. He is also the founder of the Erfurt Network on New Materialism. -
The Relationship Between Plot and Genre in Short Fiction ASHLEY R LISTER a Thesis Submitted in Partial Fulfilment
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Bolton Institutional Repository (UBIR) Five Plots: The Relationship Between Plot and Genre in Short Fiction ASHLEY R LISTER A thesis submitted in partial fulfilment of the requirements of the University of Bolton for the degree of Doctor of Philosophy. February 2018 Contents Acknowledgements ........................................................................................................................ iii Abstract .......................................................................................................................................... iv Introduction ..................................................................................................................................... 1 Chapter 1: Literature Review ...................................................................................................... 9 An Interpretation of Genre .......................................................................................................... 9 The Components of Plot ........................................................................................................... 21 Chapter 2: Methodology ............................................................................................................. 34 A Different Approach ................................................................................................................. 34 Chapter 3: The Horror Genre ................................................................................................... -
AP English Literature and Composition 2008 - 2009 Analytic Reading Round Rock High School Page 7
SUMMER WORK DO NOT GET OVERWHELMED. Breathe. Follow instructions and you’ll be fine. I. Join the AP Lit Remind101 group: a. Text the message @aplitwshs to the number 81010. b. If you’re having trouble with 81010, try texting @aplitwshs to (669) 200-6235. II. Review the attached AP Literature Survival packet. a. Your goal is to have a general understanding of the major topics below. The packet is a collection of terms, questions, and ideas that details each of these major topics. i. diction vii. structure, plot, and conflict ii. point of view viii. tone and tone shifts iii. setting ix. writing style and changes in writing style iv. literary devices x. common archetypes and symbols v. character and character development xi. patterns vi. syntax xii. theme and universal themes b. I recommend defining any unknown words and researching any alien topics. c. If you get stuck or need help: message me through Remind101, text me, or email me with any questions regarding concepts. (Note: Youtube is also a great resource.) (Phone 404 538 4379, Email [email protected]) III. Read and annotate the following books: a. The Elements of Style by Strunk and White (free copies can be found online) i. Annotate this for grammatical rules. Guaranteed: you will find many rules of usage you didn’t know. b. Crime and Punishment by Fyodor Doestoevsky c. Brave New World by Aldous Huxley d. ANNOTATION METHOD FOR NOVELS: Using your AP Literature survival packet for help, annotate your novel using the key terms and questions. This will help you with part IV. -
Favorite Movies
Favorites as of June 2011 Favorite Movies - 00s The Boondock Saints Kiss Kiss, Bang Bang Lord of War The Machinist The Prestige The Punisher Harold and Kumar Go to White Castle The Butterfly Effect Confessions of a Dangerous Mind The Ring We Were Soldiers Ghost World Snatch Memento Serendipity Shoot „Em Up Taken Rules of Attraction Resident Evil & (Apocalypse) American Psycho Favorite Movies - 90s Fight Club PI Election The Usual Suspects Reservoir Dogs The Player Gattaca True Romance Freeway Dogfight ----------------------------- Free Enterprise Groundhog Day Goodwill Hunting The Inner Circle Dark City From Dusk till Dawn Reality Bites Sixth Sense Chasing Amy Fear and Loathing in Las Vegas Avalon/Liberty Heights American Beauty Go Something About Mary Office Space Oleanna Forrest Gump Wild Things Pulp Fiction Scream 1 & 2 Lock, Stock, & Two Smoking Barrels Favorites as of June 2011 Favorite Movies - 80s The Sure Thing Valley Girl Real Genius Terminator Baby Its You Breakfast Club 48 Hours Amadeus A Fish Called Wanda Jacob's Ladder -------------------- Repo Man Into the Night Die Hard Insignificance Field of Dreams Sixteen Candles One Crazy Summer Better Off Dead Weird Science The Empire Strikes Back Aliens Raiders of the Lost Ark/Temple of Doom Robocop The Hitcher The Manhattan Project Heartbreak Ridge Peggy Sue Got Married Favorites as of June 2011 Favorite Movies - Previous Citizen Kane (1941) Casablanca (1943) Dead of Night (1945) Its a Wonderful Life (1946) Curse of the Demon (1957) Touch of Evil (1958) Psycho (1960) David and Lisa -
Rethinking Pauline Hopkins
Rethinking Pauline Hopkins: Plagiarism, Appropriation, and African American Cultural Production Downloaded from https://academic.oup.com/alh/article/30/4/e3/5099108 by guest on 29 September 2021 Introduction, pp. e4–e8 By Richard Yarborough The Practice of Plagiarism in a Changing Context pp. e9–e13 By JoAnn Pavletich Black Livingstone: Pauline Hopkins, Of One Blood, and the Archives of Colonialism, pp. e14–e20 By Ira Dworkin Appropriating Tropes of Womanhood and Literary Passing in Pauline Hopkins’s Hagar’s Daughter, pp. e21–e27 By Lauren Dembowitz Introduction Richard Yarborough* Downloaded from https://academic.oup.com/alh/article/30/4/e3/5099108 by guest on 29 September 2021 I recall first encountering Pauline Hopkins in graduate school in the mid-1970s. Conducting research on her work entailed tolerat- ing the eyestrain brought on by microfilm and barely legible photo- copies of the Colored American Magazine. I also vividly remember the appearance of the 1978 reprint edition of her novel Contending Forces (1900) in Southern Illinois University Press’s Lost American Fiction series. I experienced both gratification at the long-overdue attention the novel was garnering and also no little distress upon reading Gwendolyn Brooks’s afterword to the text. While acknowl- edging our “inevitable indebtedness” to Hopkins, Brooks renders this brutal judgment: “Often doth the brainwashed slave revere the modes and idolatries of the master. And Pauline Hopkins consis- tently proves herself a continuing slave, despite little bursts of righ- teous heat, throughout Contending Forces” (409, 404–405). This view of the novel as a limited, compromised achievement reflects the all-too-common lack at the time of a nuanced, informed engage- ment with much post-Reconstruction African American literature broadly and with that produced by African American women in particular. -
Theory and Interpretation of Narrative James Phelan, Peter J
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by KnowledgeBank at OSU THEORY AND INTERPRETATION OF NARRATIVE JAMES PHELAN, PETER J. RABINOWITZ, AND ROBYN WARHOL, SERIES EDITORS FOR VANESSA, MAX, AND MILLY THE RETURN OF THE OMNISCIENT NARRATOR Authorship and Authority in Twenty-First Century Fiction PAUL DAWSON THE OHIO STATE UNIVERSITY PRESS COLUMBUS Copyright © 2013 by The Ohio State University. All rights reserved. Library of Congress Cataloging-in-Publication Data Dawson, Paul, 1972– The return of the omniscient narrator authorship and authority in twenty-first century fiction / Paul Dawson. pages cm—(Theory and interpretation of narrative) Includes bibliographical references and index. ISBN-13: 978-0-8142-1233-2 (cloth : alk. paper) ISBN-10: 0–8142– 1233–6 (cloth : alk. paper) 1. Fiction—Technique. 2. Omniscience (Theory of knowledge) in literature. 3. Narration (Rhetoric) I. Title. II. Series: Theory and interpretation of narrative series. PN3355.D246 2013 808.3—dc23 2013031509 Cover design by AuthorSupport.com Text design by Juliet Williams Type set in Adobe Sabon Printed by Sheridan Books, Inc. The paper used in this publication meets the minimum requirements of the American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials. ANSI Z39.48–1992. 9 8 7 6 5 4 3 2 1 CONTENTS Acknowledgments vii Introduction The Return of Omniscience in Contemporary Fiction 1 CHaptER 1 Omniscience and Narrative Authority 25 CHaptER 2 The Direct Address and the Ironic -
4 the Usual Suspects: Courage and Curiosity Vs. Professional Smugness – Robvanes.Com
UvA-DARE (Digital Academic Repository) The Usual Suspects: Courage and Curiosity vs. Professional Smugness van Es, R. Publication date 2015 Document Version Final published version Link to publication Citation for published version (APA): van Es, R. (Author). (2015). The Usual Suspects: Courage and Curiosity vs. Professional Smugness. Web publication/site, RobvanEs.com. http://www.robvanes.com/2015/06/09/4-the- usual-suspects-courage-and-curiosity-vs-professional-smugness/ General rights It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulations If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. UvA-DARE is a service provided by the library of the University of Amsterdam (https://dare.uva.nl) Download date:26 Sep 2021 4 The Usual Suspects: courage and curiosity vs. professional smugness – RobvanEs.com RobvanEs.com TRAINING AND ADVICE IN ORGANIZATIONAL PHILOSOPHY Home Consultant Senior Lecturer Publications Biography Blog Contact 4 The Usual Suspects: courage and curiosity vs.