Chapter 2: Academic Writing and Integrity

Learning Objectives

  • Understand the importance of maintaining high integrity standards in academia.
  • Differentiate between paraphrasing and summarizing in academic writing.
  • Develop skills for avoiding plagiarism such as citing sources, note-taking, quoting, and paraphrasing.

Introduction

Chapter Resources

Key Takeaways

Vocabulary

Test Yourself

Writing is one of the key skills all successful students must acquire. You might think the most important thing in a class is to learn facts or memorize key terms. You read your textbook and take notes on important dates, names, causes, and so on. However, no matter how important these details are to your instructor, they don’t mean much if you can’t explain them in writing. While the grade in some courses may be based mostly on class participation, oral reports, or multiple-choice exams, writing is by far the single most important form of instruction and assessment. In college courses, writing is how ideas are exchanged, from scholars to students and from students back to scholars. This chapter will also explore what it means to write with academic integrity; that is, clearly acknowledging both your contributions and the scholars from whom you obtained the evidence used in your writing.

Components of Academic Writing

Academic writing has certain characteristics, regardless of the course you are writing for:

  • It follows expected rules for spelling, capitalization, punctuation, and grammar.
  • It should be factual and objective, free from personal opinions, bias, and value judgments. On rare occasions, you may be asked to state your point of view on a particular concept or issue. You should only do so if explicitly instructed to do so.
  • It is formal, yet not overly complicated. It is unlike standard conversational language.
  • It should be clear, not vague. Writing should be concise and arranged in a way that makes logical sense.
  • It is often informed by other scholars’ work; thus, you must indicate where and from whom you obtained your facts, concepts, or quotes through in-text citations and references.

Spelling

One essential aspect of good writing is accurate spelling. With computer spell checkers, spelling may seem simple, but these programs fail to catch every error. Spell checkers identify some errors, but writers still have to consider the flagged words and suggested replacements. Writers are still responsible for the errors that remain. For example, if the spell checker highlights a word that is misspelled and gives you a list of alternative words, you may choose a word that you never intended even though it is spelled correctly. This can change the meaning of your sentence. It can also confuse readers, making them lose interest. Computer spell checkers are useful editing tools, but they can never replace human knowledge of spelling rules, homonyms, and commonly misspelled words.

The best way to master new words is to understand the key spelling rules. Keep in mind, however, that some spelling rules carry exceptions. A spell checker may catch these exceptions, but knowing them yourself will prepare you to spell accurately on the first try. Take note of the following exceptions:

  • Write i before e except after c, or when pronounced ay like “neighbor” or “weigh.”
  • When words end in a consonant plus y, drop the y and add an i before adding another ending.
  • Homonyms are words that sound like one another but have different meanings.

capitalization

Text messages, casual e-mails, and instant messages often ignore the rules of capitalization. In fact, it can seem unnecessary to capitalize in these contexts. In other, more formal forms of communication, however, knowing the basic rules of capitalization and using capitalization correctly gives the reader the impression that you choose your words carefully and care about the ideas you are conveying.

When writing, you should always capitalize:

  • the first word of a sentence
  • proper nouns—these include the names of specific people, places, objects, streets, buildings, events, or titles of individuals
  • days of the week, months of the year, and holidays

Be aware that other rules of capitalization may apply to your academic work. For example, the APA style guide stipulates when words should, or should not, be capitalized.

Punctuation

As the little marks between words, punctuation is like a system of traffic signs: it guides the reader toward the intended meaning of the words just as road signs guide drivers to their destination. They tell the reader when to go, when to pause, when to stop, when to go again, when to pay close attention, and when to turn (Truss, 2003, p. 7). They’re also crucial for avoiding accidents. A paragraph without punctuation—no periods, commas, apostrophes, et cetera—quickly spins out into utter nonsense and kills the reader’s understanding of the writer’s meaning.

Grammar

Grammar organizes the relationships between words in a sentence, especially between the doer and action, so that the reader can understand in detail who’s doing what. When you botch those connections with grammar errors, however, you risk confusing the reader. Severe errors force the reader to interpret what you meant. If the reader then acts on an interpretation different from the meaning you intended, major consequences can ensue, including expensive damage control. You can avoid causing confusion by following some simple rules for how to structure your sentences grammatically. By following these rules habitually, especially when you apply them at the proofreading stage, not only will your writing be clearer to the reader and better organized, but your thought process may become more organized as well.

Subject-Verb Agreement

Perhaps the most common grammatical error is subject-verb disagreement, which is when you pair a singular subject noun with a plural verb (usually ending without an s) instead of a singular one (usually ending with an s), or vice versa. Look for subject nouns (the main doers of the action) and the main verbs that the subject noun takes and make sure that they are in agreement according to expected grammar rules.

Incorrect: The patient are coming to the clinic for her appointment at 2:30.

Correct: The patient is coming to the clinic for her appointment at 2:30.

Comma-Splices

A comma splice is simply two independent clauses separated by only a comma. Fixing a comma splice is as easy as swapping out the comma for the correct punctuation or adding a conjunction (e.g., for, and, nor, but, or, yet, so), depending on the relationship you want to express between the two clauses.

Incorrect: The new medication is expected to be effective, more testing is required.

Correct: The new medication is expected to be effective. More testing is required.

Correct: The new medication is expected to be effective, but more testing is required.

Run-On Sentences

Whereas a comma splice places the wrong punctuation between independent clauses, a run-on (a.k.a. fused) sentence simply omits punctuation between them. Once you’ve found that missing link, fixing a run-on is just a simple matter of adding the correct punctuation and perhaps a conjunction, depending on the relationship between the clauses.

Incorrect: Making lifestyle changes can reduce your risk of cardiovascular disease and regular exercise can lower your blood pressure it is best to exercise at least five days a week for 30 minutes each day.

Correct: Making lifestyle changes can reduce your risk of cardiovascular disease. Regular exercise can lower your blood pressure; it is best to exercise at least five days a week for 30 minutes each day.

Sentence Fragments

A sentence fragment is one that’s incomplete usually because either the main-clause subject or predicate (or both) is missing. The fix is to join the fragment subordinate clause with its main clause nearby so they’re in the same sentence. You can do this in one of two ways, either of which is perfectly correct: 1) delete the period between the sentences and make the subordinating conjunction lowercase if the subordinate clause follows the main clause, or; 2) move the subordinate clause so that it precedes the main clause, separate the two with a comma, and make the first letter of the main clause lowercase.

Incorrect: Health insurance in the United States can be a complicated subject. Because there are many types of plans and different reasons for out-of-pocket costs.

Correct: Health insurance in the United States can be a complicated subject because there are many types of plans and different reasons for out-of-pocket costs.

Correct: Because there are many types of plans and different reasons for out-of-pocket costs, health insurance in the United States can be a complicated subject.

Point of View and Tone

Point of view refers to the vantage point from which a story, event, report, or other written work is told. The point of view in which you write depends on your purpose for writing. For most academic writing, you will use the third person (e.g., he, she, it, they.). The third-person point of view emphasizes the information instead of the writer.

Tone is the general character or attitude of a piece of writing, and it is highly dependent on word choice and structure. It should match the intended purpose and audience of the text. Table 2.1 describes how you can achieve an academic tone in your writing.

Table 2.1: How to Achieve an Academic Tone

Exclude Include
First-person pronouns (e.g., I, my, me) and second-person pronouns (e.g., you, your, yours). Third-person pronouns (e.g., he, she, it, they).
Contractions; instead, use the full words. Excellent spelling, grammar, and punctuation. Follow expected capitalization rules. Use correct subject-verb agreement.
Poor connectives. But, in particular, is a very poor connective. Also, avoid the overuse of and. Instead of but, use words like however, although, nevertheless, yet, or though. Try alternatives to and, such as plus, in addition, along with, also, as well as, moreover, or together with.
Colloquial language. Academic vocabulary (sometimes this is discipline-specific, such as technical or medical terms).
Hyperbolic language or emotive language. Clear and succinct writing. Appeal to the readers’ minds, not feelings.
Accurate citations, both in-text and the reference list.

Word Choice and Organization

Effective writing involves making conscious choices with words. When you prepare to sit down to write your first draft, you likely have already completed some freewriting exercises, chosen your topic, developed your thesis statement, written an outline, and even selected your sources. When it is time to write your first draft, start to consider which words to use to best convey your ideas to the reader.

Specific words and images make your writing more interesting to read. Whenever possible, avoid overly general words in your writing; instead, try to replace general language with particular nouns, verbs, and modifiers that convey details and that bring your words to life. Add words that provide color, texture, sound, and even smell to your writing.

However, as you edit your work to incorporate specific words, avoid using language that your readers are unlikely to understand. Jargon is a type of shorthand communication often used in the workplace. Experts in many professional fields use specialized and technical expressions that allow them to communicate efficiently and clearly with each other. Such language is often incomprehensible for nonexperts and should be avoided in writing for general readers.

Slang describes informal words that are considered nonstandard English. Slang often changes with passing fads. Groups of people with similar skills and interests often develop slang that allows them to express ideas quickly and vividly. Slang is generally considered too casual for most academic writing, but it may be appropriate for personal essays.

The order in which you place your ideas will also enhance, or detract from, the clarity of your writing. Paragraphs are guides for readers. Each new paragraph signals either a new idea, further development of an existing idea, or a new direction. An effective paragraph has a main point supported by evidence, is organized in a sensible way, and is neither too short nor too long. When a paragraph is too short, it often lacks enough evidence and examples to back up your claims. When a paragraph is too long, readers can lose the point you are making. Paragraphs help readers make their way through prose writing by presenting it in manageable chunks. Transitions (Table 2.2) link sentences and paragraphs so that readers can clearly understand how the points you are making relate to one another.

Table 2.2: Types of Transitional Words and Phrases

Type of Transition Words and Phrases
To compare or show similarity Likewise, similarly, in like manner
To contrast or change direction But, yet, however, nevertheless, still, at the same time, on the other hand, conversely
To add to Also, and, furthermore, next, then, in addition
To give examples For example, for instance, to illustrate, specifically, thus
To agree or concede Certainly, of course, to be sure, granted
To summarize or conclude Finally, in conclusion, in short, in other words, thus, in summary
To show time First, second, third, next, then, soon, meanwhile, later, currently, concurrently, at the same time, eventually, at last, finally
To show a spatial relationship Here, there, in the background, in the foreground, in the distance, to the left, to the right, near, above, below

Evidence (References)

Citing is the practice of giving credit to the sources that inform your work. As a student, citing is important because it shows your reader (or professor) that you have invested time in learning what has already been learned and thought about the topic before offering your own perspective (see Academic Integrity). As a scholarly writer, providing accurate citations puts your work and ideas into an academic context. They tell your reader that you’ve done your research and know what others have said about your topic. Not only do citations provide context for your work but they also lend credibility and authority to your claims.

Academic Integrity

Academic research leads us to the insight that comes from gaining perspectives and understandings from other people through what we read, watch, and hear. In academic work, we must tell our readers who and what led us to our conclusions. Documenting our research is important because people rely on academic research to be authoritative, so it is essential for academic conversations to be as clear as possible. Documentation for clarity is a shared and respected practice, and it represents a core value of the academy called academic integrity.

In other words, you must take full responsibility for your work, acknowledge your own efforts, and acknowledge the contributions of others’ efforts. Writing with integrity requires accurately representing what you contributed, as well as acknowledging how others have influenced your work. When you are a student, an accurate representation of your knowledge is important because it will allow both you and your professors to know the extent to which you have developed as a scholar. Part of that development is evidenced by how you apply the rules for acknowledging the work of others.

Academic integrity is important because it ensures fairness in the education that students pursue, in the academic work that students complete, and in the grades that students earn. If students expect their work to be marked and to receive grades for the work that they do, then they need to prepare, complete, and submit work that is their own – work that reflects their own understanding of the course content and work that demonstrates that they’re developing a mastery of the skill set that they’ll need to progress through the course and program and to succeed in their workplace after graduation. Cheating may get you the right answer on a particular exam question, but it won’t teach you how to apply knowledge in the world after school, nor will it give you a foundation of knowledge for learning more advanced material. When you cheat, you cheat yourself out of opportunities.

You also risk failing the course or even expulsion from the college or university. Each institution has its own definitions of and penalties for academic dishonesty, but most include cheating, plagiarism, and fabrication or falsification. The exact details of what is or is not allowed vary somewhat among different universities and colleges and even among instructors, so you should be sure to check your school’s website and your instructor’s guidelines to see what rules apply. Ignorance of the rules is seldom considered a valid defense.

What is plagiarism?

Plagiarism is the unauthorized or uncredited use of the writings or ideas of another in your writing. While it might not be as tangible as auto theft or burglary, plagiarism is still a form of theft. In the academic world, plagiarism is a serious matter because ideas in the forms of research, creative work, and original thought are highly valued.

If information is very well known to most people, it may be considered “common knowledge,” and it does not need to be cited. For example, the months of the year, the capitals of countries, and the freezing temperature of water constitute common knowledge. However, what is commonly known in one field may not be known by the general public. If you aren’t sure if something can be considered common knowledge, it is always safer to cite it.

If you are not from the United States, the American attitudes in reference to plagiarism may be different.  For example, in some cultures, using the words or ideas of others can be a sign of honor and respect.  In these countries, the ownership of words may not be as valued as it is with authors performing research from the United States.  Due to the strict standards required for high-level research, high value is placed on the words written within the article.  As such, some actions that may not constitute “plagiarism” in some cultures will be judged by the standards of the United States.  If these standards are not adhered to, you may be subjected to grade reduction or academic counseling and/or punishment, as this is considered a form of theft.

Most students understand that it’s wrong to plagiarize but are confused about what plagiarism really is. Understand that plagiarism can take many forms.

Unintentional Plagiarism

Unintentional plagiarism is the result of improperly paraphrasing, summarizing, quoting, or citing your evidence in your academic writing. Generally, writers accidentally plagiarize because they simply don’t know or they fail to follow the rules for giving credit to the ideas of others in their writing.

Unintentional plagiarism includes:

  • failing to cite sources.
  • not using quotation marks around quoted material.
  • using another person’s overall sentence structure and ideas while replacing certain words from the original work with synonyms (this includes using a website or program to make such changes).
  • copying phrases from various sources and using them in your work (also known as patchwriting).
  • copying a picture or other type of media file without crediting the source.

Both purposeful and unintentional plagiarism is wrong, against the rules, and can result in harsh punishments. Ignoring or not knowing the rules of how to not plagiarize and properly cite evidence might be an explanation, but it is not an excuse.

Collusion

Collusion means working together with others although explicitly being told to work individually. It is different from collaboration, which is working together on an assignment as a group as explicitly permitted or required by your instructor.

Collusion includes:

  • working on individual assignments with a classmate.
  • discussing online quizzes and exams with others.
  • sharing computer code that is intended to be individually written.
  • receiving unauthorized help from a tutor or other person to complete assignments.
  • in group projects, misrepresenting the individual contributions of the group members.

Contract Cheating

The most severe form of misrepresentation of something as your own is called contract cheating, which happens when a person completes an assignment for a student and the student then submits it as their own.

Contract cheating includes:

  • submitting a paper from a so-called “tutoring” service or “essay mill” as your own, for which you paid.
  • submitting a paper that someone else wrote for you (for example, a friend or a family member) as your own, no matter if you paid for it or not.
  • swapping papers with another student and submitting each other’s papers as your own, even if you made some changes.
  • producing work for a fellow student (with or without being paid), and they submit it as their own. In this case, you are deliberately aiding another student to behave fraudulently, and both of you will be subject to disciplinary actions.

Self-Plagiarism

Self-plagiarism is often described as the reuse of one’s own previous work without acknowledging that you are doing so or by not citing the original work. It is “recycling” one’s own work without referencing the earlier work.

Consult your college or university’s code of academic conduct to determine whether reusing past work without citing it is considered to be a violation of academic integrity. Understand that your instructors may also have policies pertaining to if and in which circumstances reusing work is acceptable.

What Happens If You Plagiarize?

The consequence of plagiarism can range in severity, including:

  • you may receive a zero for the writing assignment.
  • the instructor may give you an opportunity to write the assignment again. However, not all instructors will allow for second chances.
  • you may receive a failing grade in the course.
  • you may be expelled (forced to leave) from your college or university.
  • the information may be noted on your transcript.

For more information, consult your course syllabus and your college or university’s code of academic conduct.

Tips for Success

Knowing what not to do is only the first step. Understanding how to quote, paraphrase, and summarize ideas from other scholars will help you maintain your own academic integrity.

Quoting

Quoting means taking a part of a source word for word as it is. Quotes can be at the beginning, in the middle, or at the end of a sentence. However, it is a good practice to introduce quotes with some sort of statement that signals to the reader that information is coming that is not your own. Short quotes always require that you enclose them in quotation marks so the reader knows that these are the exact words you took from your source. Not putting quotation marks around a short quote is considered a form of plagiarism. Long quotes are put in a block indented from the remaining text and have no quotation marks.

Paraphrasing

Paraphrasing means rewriting someone else’s idea in your own words (i.e., using different vocabulary and sentence structure than the original source) without changing the original meaning. A good paraphrase demonstrates mastery of a topic, which is an important part of most assignments. Paraphrasing also allows you to maintain a consistent voice throughout your assignment and make better use of the material by emphasizing key concepts that are more relevant to your work or more resonant with your reader.

Try using this four-step method for effective paraphrase writing:

  • Step 1: Read the original text in its context until you understand it fully.
    • Trying to paraphrase information out of context can lead to misunderstanding and therefore misrepresenting the information. Before trying to paraphrase something, read the passage in context and ask questions like:
      • What is the focus?
      • How does this information relate to my research topic?
      • What was the authors’ main finding/conclusion?
    • Once you have answered these questions, you will be prepared to identify the specific pieces of information that are relevant to your paper, and that you may want to paraphrase. Identify any words from the original that are essential terminology and cannot or should not be changed. Check your understanding of any unfamiliar words and concepts in a dictionary.
  • Step 2: Without looking at the original text, write a first draft of the paraphrase.
  • Step 3: Compare your paraphrase to the original passage to ensure it accurately conveys the ideas in your own words.
    • Ask yourself:
      • Am I presenting the meaning of the passage accurately?
      • Have I used exact wording from the original unnecessarily?
      • Are there words or turns of phrases that are unique to the original that I want to retain and therefore must put in quotation marks?
  • Step 4: Revise the paraphrase if necessary. Integrate it into your assignment, making sure it is properly cited.

Summarizing

Similar to paraphrasing, summarizing also involves restating a text or passage in your own words. However, a summary only restates the main points of a text and therefore is usually much shorter than the original. You would paraphrase when you want to explain a concept in detail, while you would summarize to convey the highlights of a longer source in a short space. The process for writing a summary is similar to that for writing a paraphrase, except summary writing involves leaving out most of the details of the original and highlighting only the key points.

Try using this four-step method for effective summary writing:

  • Step 1: Read the original text until you understand it fully and separate the most important points from the supporting details.
    • Ask questions like:
      • What do you want the reader to take from the text?
      • What is the focus?
      • How does this information relate to my research topic?
      • What were the authors’ main findings/conclusions?
    • Identify any words from the original that are essential terminology and cannot or should not be changed. Check your understanding of any unfamiliar words and concepts in a dictionary.
  • Step 2: Without looking at the original text, write a first draft of the summary.
  • Step 3: Compare your summary to the original to ensure it accurately conveys the main ideas in your own words.
    • Ask yourself:
      • Am I presenting the meaning of the original accurately?
      • Have I used exact wording from the original unnecessarily?
      • Are there words or turns of phrases that are unique to the original that I want to retain and therefore must put in quotation marks?
  • Step 4: Revise the summary if necessary. Integrate it into your assignment, making sure it is properly cited.

When to Use Which

One common question that most new scholars ask is “How do I know when to quote, paraphrase, or summarize?” There is no easy answer, it just takes practice. You will work with a number of instructors who will have different ideas on what you should do. To start, here are a few general guidelines.

Use quotes when you want to:

  • add the power of the author’s words to support your argument or claims.
  • disagree with something specific an author said.
  • highlight a specific passage.
  • compare or contrast points of view.

Paraphrase when you want to:

  • clarify a short passage from a text.
  • avoid overusing quotations.
  • explain a point when exact wording isn’t critical.
  • articulate the main ideas of a passage or part.
  • report numerical data or statistics.

Summarize when you want to:

  • give an overview of a topic.
  • describe information (from several sources) about a topic.

Note-Taking

When you want to use your researched information to support your point of view, you then decide whether you want to use a direct quote, a paraphrase, or a summary of the original. Having the originals in front of you will allow you to double-check that you are quoting accurately and that you are paraphrasing properly. However, careless note-taking is one of the major factors in unintentional plagiarism. It is very easy to cut and paste information and lose track of the sources you used or mix what you borrowed with your own notes. As you read your sources of information, it is important to find a system for writing down the key points that you will use in your paper. Consider the following note-taking techniques:

Collect information word for word.

  • Write down the citation information.
  • Copy the exact text and put it in quotation marks.
  • Add your own thoughts in a different color.

Collect information and paraphrase it right away.

  • Write down the citation information.
  • Write out your paraphrase.
  • Add your own thoughts in a different color.

If you like to read digital files, you may want to take notes with a program like OneNote.

  • Paste the file you are reading into the notebook.
  • Make notes of key information, paraphrases, and analysis alongside the digital file.

Key Takeaways

  • Regardless of which course it is written for, academic writing shares similar characteristics. It follows the expected rules of spelling, capitalization, punctuation, and grammar. It has an objective point of view and a formal tone. The choice of words is deliberate. Ideas are organized in a logical order. It relies on evidence.
  • Academic integrity is a core value of higher education. When you work with integrity, you take full responsibility for your efforts and give credit to those whose work you’ve used.
  • Plagiarism, whether intentional or unintentional, violates academic integrity standards. Understand that it can take many forms and may result in harsh punishment.
  • Knowing how to accurately quote, summarize, or paraphrase will help you maintain your academic integrity.

Vocabulary

  • Academic integrity – accurately representing your efforts, as well as how others influenced your work
  • Collusion – working together with others despite being instructed to work individually
  • Contract cheating – when Person A completes an assignment for Person B, and Person B submits the work as their own
  • Jargon – shorthand communication used by experts
  • Paraphrasing – rewriting another person’s idea in your own words without changing the original meaning
  • Plagiarism – a form of theft; the unauthorized or uncredited use of another’s work or ideas
  • Point of view – the vantage point of written work; academic writing is usually in the third-person point of view
  • Quoting – using part of a source word for word as it is
  • Self-plagiarism – recycling one’s prior work without acknowledging that the work has been reused; may constitute a violation of academic integrity standards (see your institution’s academic integrity code)
  • Slang – informal communication that often changes with passing fads
  • Summarizing – restating another person’s idea in your own words; unlike a paraphrase, a summary only highlights key points
  • Tone – the general character or attitude of a piece of work, as determined by word choice and structure

CHapter 2 Test Yourself

Instructions: Select one of the gray boxes below to see if your answer is correct.

Chapter 2 Crossword Puzzle

Instructions: Type in your answers below to fill in the crossword puzzle.

Please see Appendix C for an offline copy of the Chapter 2 Test Yourself activity. To view interactive H5P elements that have been excluded from this version of the text, please visit it online here: https://pressbooks.uwf.edu/healthcarecareerfoundations/chapter/chapter-2-academic-writing-and-integrity/#h5p-18

References and Attributions

Introduction

“Writing for Classes” in College Success. Published by the University of Minnesota under a CC BY-NC-SA 4.0 license. Lightly edited for brevity and consistency with its new context.

Components of Academic Integrity

“Academic Tone and Language” in Academic Writing Skills by Patricia Williamson. Published under a CC BY-NC-SA 4.0 license. Lightly edited for brevity and consistency with its new context. Added bullets on writing mechanics and academic integrity.

Spelling

“Spelling” in Writing for Success by University of Minnesota Libraries Publishing. Published under a CC BY-NC 4.0 license. Lightly edited for tone.

Capitalization

“Capitalization” in Writing for Success by University of Minnesota Libraries Publishing. Published under a CC BY-NC 4.0 license. Transformed headings to bullet points for brevity and added content on APA guidelines.

Punctuation

“Proofreading for Punctuation” in Professional Communications by Jordan Smith, Melissa Ashman, eCampusOntario, Brian Dunphy, and Andrew Stracuzzi. Published under a CC BY-NC-SA 4.0 license.

Truss, L. (2003). Eats, shoots & leaves: The zero tolerance approach to punctuation. New York: Gotham. Retrieved from https://penguinrandomhouse.ca/books/294386/eats-shoots-and-leaves-by-lynne-truss/excerpt

Grammar

“Proofreading for Grammar” in Professional Communications by Jordan Smith, Melissa Ashman, eCampusOntario, Brian Dunphy, and Andrew Stracuzzi. Published under a CC BY-NC-SA 4.0 license. Lightly edited for tone. Replaced examples of incorrect/correct sentences with health-related examples.

Point of View and Tone

“Point of View” in Writing Guide with Handbook by Robinson, M. B., Jerskey, M., & Fulwiler, T. Published by OpenStax under a CC BY 4.0 license. Lightly edited for brevity and clarity. Access for free at https://openstax.org/books/writing-guide/pages/1-unit-introduction

“Academic Tone and Language” in Academic Writing Skills by Patricia Williamson. Published under a CC BY-NC-SA 4.0 license. Transformed bullet points into table and edited content for brevity, tone, and consistency with its new context.

Word Choice and Organization

“Word Choice” and “Using Context Clues” in Writing for Success by University of Minnesota Libraries Publishing. Published under a CC BY-NC 4.0 license. Lightly edited for brevity.

“Paragraphs and Transitions” in Writing Guide with Handbook by Robinson, M. B., Jerskey, M., & Fulwiler, T. Published by OpenStax under a CC BY 4.0 license. Lightly edited for flow. Access for free at https://openstax.org/books/writing-guide/pages/1-unit-introduction

Evidence (References)

“Why Cite Sources?” in Choosing & Using Sources: A Guide to Academic Research by Teaching & Learning, Ohio State University Libraries. Published under a CC BY 4.0 license. Lightly edited for brevity and clarity.

Academic Integrity

“Ethical Use and Citing Sources” in Choosing & Using Sources: A Guide to Academic Research by Teaching & Learning, Ohio State University Libraries. Published under a CC BY 4.0 license. Lightly edited for brevity.

“Why is Academic Integrity Important?” in Academic Integrity at Fanshawe College by Meaghan Shannon and Andrea Purvis. Published under CC BY-NC-SA 4.0 license. Lightly edited for brevity and clarity.

“The Honest Truth” in College Success. Published by the University of Minnesota under a CC BY-NC-SA 4.0 license. Lightly edited for brevity and tone.

What is Plagiarism?

“Intellectual Property: That’s Stealing!” in English 102: Journey Into Open by Christine Jones. Published under a CC BY-NC-SA 4.0 license. Lightly edited for brevity and tone.

“Common Knowledge & Plagiarism” by Excelsior Online Writing Lab (OWL). Published under a CC BY 4.0 license. Lightly edited to reformat examples of common knowledge.

Unintentional Plagiarism

“Intellectual Property: That’s Stealing!” in English 102: Journey Into Open by Christine Jones. Published under a CC BY-NC-SA 4.0 license. Lightly edited for brevity, clarity, and consistency with its new context. Content was condensed and summarized to create the list of unintentional plagiarism examples, with some original content added.

Collusion

“Misrepresentation: Collusion” in Academic Integrity by Ulrike Kestler and Christina Page. Published under a CC BY-NC-SA 4.0 license. Lightly edited for tone and clarity.

Contract Cheating

“Misrepresentation: Contract Cheating” in Academic Integrity by Ulrike Kestler and Christina Page. Published under a CC BY-NC-SA 4.0 license. Lightly edited for tone and clarity.

Self-Plagiarism

“What is Self-Plagiarism?” by University of Arizona Libraries, © [2022] The Arizona Board of Regents on behalf of The University of Arizona, licensed under a Creative Commons Attribution 4.0 International License. Added original content on differences in institutional policies.

What Happens if You Plagiarize?

“The Consequences of Plagiarism” by Excelsior Online Writing Lab (OWL). Published under a CC BY 4.0 license. Added original content about consulting relevant codes of conduct.

Tips For Success

Quoting

“Quoting” in Academic Integrity by Ulrike Kestler and Christina Page. Published under a CC BY-NC-SA 4.0 license. Lightly edited for brevity and formatting.

Paraphrasing

“Paraphrasing and Summarizing” in Academic Integrity Handbook by Donnie Calabrese, Emma Russell, Jasmine Hoover, and Tammy Byrne. Published under a CC BY-NC-SA 4.0 license. Lightly edited for flow.

Summarizing

“Paraphrasing and Summarizing” and “How to Summarize” in Academic Integrity Handbook by Donnie Calabrese, Emma Russell, Jasmine Hoover, and Tammy Byrne. Published under a CC BY-NC-SA 4.0 license.

When to Use Which

“Identifying Quoting, Paraphrasing and Summarizing” in Academic Integrity at the University of Minnesota by the University of Minnesota Libraries. Published under a CC BY-NC 4.0 license.

Note-Taking

“Note Taking Skills” in Academic Integrity by Ulrike Kestler and Christina Page. Published under a CC BY-NC-SA 4.0 license.

License

Icon for the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

Career Cornerstones: Establishing a Foundation for a Career in Healthcare Copyright © 2023 by Katherine Greene and Andrea Nelson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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