Help writing papers is available to graduate students at the Graduate Online Writing Lab. Among other types of assistance, they can double-check your work to catch any unintentional plagiarism.
The ACS Style Guide by Original passage from page 51 of Cathy O'Neil’s 2016 book Weapons of Math Destruction: U.S. News’s first data-driven ranking came out in 1988, and the results seemed sensible. However, as the ranking grew into a national standard, a vicious feedback loop materialized. The trouble was that the rankings were self-reinforcing. If a college fared badly in U.S. News, its reputation would suffer, and conditions would deteriorate. Top students would avoid it, as would top professors. Alumni would howl and cut back on contributions. The ranking would tumble further. The ranking, in short, was destiny.
Recommended ACS Style:
O'Neil (2) claims that low college rankings have caused schools' reputations and conditions to worsen.
OR
Using college rankings to select a school may not be as rational as it first appears given that rankings have proven self-reinforcing (2).
UNM Plagiarism Policy: http://www.unm.edu/~unmvclib/handouts/somplagiarism.pdf
Plagiarism is when you:
This guidance can be straightforward to understand, but harder to practice:
| Original Source |
Differentiation as an instructional approach promotes a balance between a student's style and a student's ability. Differentiated instruction provides the student with options for processing and internalizing the content, and for constructing new learning in order to progress academically.
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| Plagiarized |
Differentiation is a way to encourage equality between the approach and talent of the student (Thompson, 2009). This type of instruction gives students different ways to deal with and grasp information, and for establishing new learning to move on in education (Thompson, 2009).
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| Not Plagiarized |
Teachers use differentiated instruction to help students learn, allowing the teacher to cater lessons to the way each student learns and each student's skill (Thompson, 2009).
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Example from Walden University Writing Center. Want more? Watch their video on the paraphrasing process.
"An astonishing 64 percent of these engineers' overall work time is spent on some form of communication. This result has far-reaching implications for employers and engineering schools.
Employers need to know that 64 percent of the salaries they expend on newly graduated engineers pay for their communication skills, not their engineering competencies. Clearly, technical ideas and results are not useful until and unless they are communicated and discussed. Therefore, employers are justified in demanding graduates who are thoroughly trained in communicating technical information.
Engineering schools need to prepare all their students for the real-world communication demands their graduates will face. Just providing an outstanding technical education is no longer sufficient, as many respondents observed."
Sageev, P.; Romanowski, C. J. A Message from Recent Engineering Graduates in the Workplace: Results of a Survey on Technical Communication Skills. Journal of Engineering Education 2001, 90 (4), 685–693. https://doi.org/10.1002/j.2168-9830.2001.tb00660.x.
