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[A] What to do as a student? [B] Various definitions of plagiarism [C] Ideas should always be sourced [D] Ignorance can be forgiven [E] Plagiarism is equivalent to theft [F] The consequences of plagiarism Scholars, writers and teachers in the modern academic community have strong feelings about acknowledging the use of another person’s ideas. In the English-speaking world, the term plagiarism is used to label the practice of not giving credit for the source of one’s ideas. Simply stated, plagiarism is “the wrongful appropriation or purloining, and publication as one’s own of the ideas, or the expression of ideas of another.” 1. ____________________ The penalties for plagiarism vary from situation to situation. In many universities, the punishment may range from failure in a particular course to expulsion from the university. In the literary world, where writers are protected from plagiarism by international copyright laws, the penalty may range from a small fine to imprisonment and a ruined career. Protection of scholars and writers, through the copyright laws and through the social pressures of the academic and literary communities, is a relatively recent concept. Such social pressures and copyright laws require writers to give scrupulous attention to documentation of their sources. 2. ____________________ Students, as inexperienced scholars themselves, must avoid various types of plagiarism by being self-critical in their use of other scholars’ ideas and by giving appropriate credit for the source of borrowed ideas and words, otherwise dire consequences may occur. There are at least three classifications of plagiarism as it is revealed in students’ inexactness in identifying sources properly. They are plagiarism by accident, by ignorance, and by intention. 3. ____________________ Plagiarism by accident, or oversight, sometimes is the result of the writer’s inability to decide or remember where the idea came from. He may have read it long ago, heard it in a lecture since forgotten, or acquired it second-hand or third-hand from discussions with colleagues. He may also have difficulty in deciding whether the idea is such common knowledge that no reference to the original source is needed. Although this type of plagiarism must be guarded against, it is the least serious and, if lessons learned, can be exempt from being severely punished. 4. ____________________ Plagiarism through ignorance is simply a way of saying that inexperienced writers often do not know how or when to acknowledge their sources. The techniques for documentation —notetaking, quoting, footnoting, listing bibliography—are easily learned and can prevent the writer from making unknowing mistakes or omissions in his references. Although “there is no copyright in news, or in ideas, only in the expression of them,” the writer cannot plead ignorance when his sources for ideas are challenged. 5. ____________________ The most serious kind of academic thievery is plagiarism by intention. The writer, limited by his laziness and dullness, copies the thoughts and languages of others and claims them for his own. He not only steals, he tries to deceive the reader into believing the ideas are original. Such words as immoral, dishonest, offensive, and despicable are used to describe the practice of plagiarism by intention. The opposite of plagiarism is acknowledgement. All mature and trustworthy writers make use of the ideas of others but they are careful to acknowledge their indebtedness to their sources. Students, as developing scholars, writers, teachers, and professional leaders, should recognize and assume the responsibility to document all sources from which language and thoughts are borrowed. Other members of the profession will not only respect the scholarship, they will admire the humility and honesty.
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更多 “问答题[A] What to do as a student? [B] Various definitions of plagiarism [C] Ideas should always be sourced [D] Ignorance can be forgiven [E] Plagiarism is equivalent to theft [F] The consequences of plagiarism Scholars, writers and teachers in the modern academic community have strong feelings about acknowledging the use of another person’s ideas. In the English-speaking world, the term plagiarism is used to label the practice of not giving credit for the source of one’s ideas. Simply stated, plagiarism is “the wrongful appropriation or purloining, and publication as one’s own of the ideas, or the expression of ideas of another.” 1. ____________________ The penalties for plagiarism vary from situation to situation. In many universities, the punishment may range from failure in a particular course to expulsion from the university. In the literary world, where writers are protected from plagiarism by international copyright laws, the penalty may range from a small fine to imprisonment and a ruined career. Protection of scholars and writers, through the copyright laws and through the social pressures of the academic and literary communities, is a relatively recent concept. Such social pressures and copyright laws require writers to give scrupulous attention to documentation of their sources. 2. ____________________ Students, as inexperienced scholars themselves, must avoid various types of plagiarism by being self-critical in their use of other scholars’ ideas and by giving appropriate credit for the source of borrowed ideas and words, otherwise dire consequences may occur. There are at least three classifications of plagiarism as it is revealed in students’ inexactness in identifying sources properly. They are plagiarism by accident, by ignorance, and by intention. 3. ____________________ Plagiarism by accident, or oversight, sometimes is the result of the writer’s inability to decide or remember where the idea came from. He may have read it long ago, heard it in a lecture since forgotten, or acquired it second-hand or third-hand from discussions with colleagues. He may also have difficulty in deciding whether the idea is such common knowledge that no reference to the original source is needed. Although this type of plagiarism must be guarded against, it is the least serious and, if lessons learned, can be exempt from being severely punished. 4. ____________________ Plagiarism through ignorance is simply a way of saying that inexperienced writers often do not know how or when to acknowledge their sources. The techniques for documentation —notetaking, quoting, footnoting, listing bibliography—are easily learned and can prevent the writer from making unknowing mistakes or omissions in his references. Although “there is no copyright in news, or in ideas, only in the expression of them,” the writer cannot plead ignorance when his sources for ideas are challenged. 5. ____________________ The most serious kind of academic thievery is plagiarism by intention. The writer, limited by his laziness and dullness, copies the thoughts and languages of others and claims them for his own. He not only steals, he tries to deceive the reader into believing the ideas are original. Such words as immoral, dishonest, offensive, and despicable are used to describe the practice of plagiarism by intention. The opposite of plagiarism is acknowledgement. All mature and trustworthy writers make use of the ideas of others but they are careful to acknowledge their indebtedness to their sources. Students, as developing scholars, writers, teachers, and professional leaders, should recognize and assume the responsibility to document all sources from which language and thoughts are borrowed. Other members of the profession will not only respect the scholarship, they will admire the humility and honesty.” 相关考题
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– I’m bound to lose again. What should I do? –()
(A) What a pity!(B) Next time do better.(C) No problem.(D) Cheer up. You can do it.
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DIt is true that good writers rewrite and rewrite and then rewrite some more. But in order to work up the desire to rewrite, it is important to learn to like what you write at the early stage.I am surprised at the number of famous writers I know who say that they so dislike reading their own writing later that they even hate to look over the publishers’ opinions. One reason we may dislike reading our own work is that we’re often disappointed that the rich ideas in our minds seem very thin and plain when first written down. Jerry Fodor and Steven Pinker suggest that this fact may be a result of how our minds work. .Different from popular belief ,we do not usually think in the works and sentences of ordinary language but in symbols for ideas （known as “mentalese”）, and writing our ideas down is an act of translation from that symbolic language . But while mentalese contains our thoughts in the form. of a complex tapestry （织锦），writing can only be composed one thread at a time . Therefore it should not be surprising that our first attempt at expressing ideas should look so simple. It is only by repeatedly rewriting that we produces new threads and connect them to get closer to the ideas formed in our minds.When people write as if some strict critics （批评家） are looking over their shoulder , they are so worried about what this critic might say that they get stuck before they even start. Peter Elbow makes an excellent suggestion to deal with this problem. When writing we should have two different minds. At the first stage, we should see every idea, as well as the words we use to express it ,as wonderful and worth putting down . It is only during rewrites that we should examine what we excitedly wrote in the first stage and check for weaknesses.68. What do we learn from the text about those famous writers?A They often regret writing poor worksB Some of them write surprisingly much.C Many of them hate reading their own worksD They are happy to review the publishers’ opinions.
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Section ADirections: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item with a single line through the center. You may not use any of the words in the bank more than once.Plagiarism is the practice of dishonestly claiming or implying original authorship of material which one has not actually created, such as when a person incorporates material from someone else's work into his own work without attributing it. The United States of America Office of Research Integrity【C1】______ plagiarism as "the appropriation of another person's idea, processes, results or words without【C2】______ appropriate credit". Moreover, Shakespeare's appropriation of stories into his plays may be considered plagiarism except that Shakespeare【C3】______ claimed that the stories were his own.Within academia, plagiarism is seen as【C4】______ dishonesty and is a serious and punishable academic offense.There is little academic research into the frequency of plagiarism. Any research that has taken place has【C5】______ on universities (high educations). Of the【C6】______ of cheating (including plagiarism, inventing data and cheating during an exam), students admit to plagiarism more than any other. 25% to 90% of students admit to plagiarism. However, this figure【C7】______ considerably to 20% and 10% when students are asked about the frequency of "serious" plagiarism (such as copying most of an assignment, or purchasing a【C8】______ paper from a website).Plagiarism is not necessarily the same as copyright infringement(侵害), which occurs when one violates copyright law. The copying of a few sentences for a【C9】______ is fair use under copyright law, but, if not attributed to the true【C10】______ , it is plagiarism.A) increases I) neverB) focused J) completeC) social K) decreasesD) forms L) dependedE) quotation M) authorF) ever N) definedG) giving O) paragraphH) academic【C1】
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听力原文： (32)Your assignments this term will be to write two major research papers．One of the most important things about writing a research paper is giving proper credit of your resources of information. Failure to do this is called plagiarism which is a form. of intellectual dishonesty.(33)Plagiarism is a kind of stealing or at least an unauthorized borrowing of someone else's ideas. Sometimes inexperienced students will plagiarize unintentionally, and then be surprised when the teacher won't accept their papers, or gives them a failing grade.The best way to avoid an unintentional plagiarizing is to be very careful in gathering your information. As you take notes on books and magazine articles about the topic you've selected, first try to assimilate the information thoroughly. (34)Secondly, write it down in your own words. This is called paraphrasing. If you do a good job of paraphrasing, you'll capture the main idea from your source without actually using any phrases from it. (34)Most of your notes should probably be paraphrases. However, occasionally you may find something you wish to quote directly in your research paper. In this Case, (35)be sure that you copy the quotation precisely in your notes and enclose it in quotation marks. That way when you're finalizing your research paper, you'll be able to remember which of your notes are direct quotes and which are your own summaries of the material. You can then incorporate them appropriately and give the original author proper credit.(33)A．Reading magazine articles.B．Reviewing book reports.C．Writing research papers.D．Selecting information sources.
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Passage TwoThe other day I heard an American say to a Chinese student of English "You speak very good English." But the student answered, "No, no. My English is very poor." The foreigner was quite surprised at the answer. Thinking he had not made himself understood or the student had not heard him clearly, he said, "Yes indeed, you speak English very well." But the Chinese student still kept saying "No". In the end the foreigner gave up and was at a loss what to say. What's wrong with the student's answer? It is because he did not accept a compliment(赞美的话)as the English people do. He should have said "Thank you" instead of "No". He actually understood what the American had said. But he thought he should be modest. If he said "Thank you", that would mean he was too proud. According to the western culture, if someone says the dishes you have cooked are very delicious, you should say "Thank you". If someone says to a Woman "You look so beautiful with the new clothes on", she should be very happy and answer "Thank you". In our country we think being modest is a virtue and showing off a bad thing. But in the west, if you are modest and say "No, I'm afraid I can't do it well", then the others will take it for granted that you really cannot do it. If you often say "No", you will certainly be looked down upon by others. When asking for a job, if one says something like "Let me have a try on the job" instead of "Yes, I can certainly do it," he or she will never expect to get it. So in the west one should always be confident. Without self-confidence, he cannot go anywhere. Confidence is of great importance to one in a country where competition is quite keen.40. Why was the American surprised at the Chinese student's answer?A. Because he wondered whether the student could really speak good English.B. Because he could hardly hear what the student had said.C. Because he wouldn't like others to say "No".D. Because the way to accept a compliment in China is not the same as that in the western countries.
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第一篇PlagiarizeLast fall Susan Youngwood,a journalism instructor at St. Michael's College,phoned the offices of Columbia Journalism Review(CJR)to pose a question.For an exercise in covering speeches,shehad asked her students to listen to John F. Kennedy's inaugural address and write a story about it.The sixteen students,mostly sophomores,complied with the assignment. However,two students,acting independently,took a short cut,plagiarized New York Times' account of Kennedy's speech,and submitted the Times's words as their own.The students received an F for the course,the maximum penalty the journalism department demands.But Youngwood wanted more.She wanted examples that told her students why plagiarism was bad,and looked to CJR for guidance."I was curious about what happens on a professional level,"she said."If I am caught plagiarizing,what happens?"Her question was interesting. But the answers,like so many,are not a crisp black or white.Their tones of gray mirror the inconsistency with which society treats dozens of other offenses.To be sure,most writers and editors still regard plagiarism as a journalistic evil一the profession's cardinal sin."This is something you never,never do,"says James Fallows,Washington editor of The Atlantic Monthly. Every line of work needs clear rules.If you are a soldier,you don't desert. If you are a writer,you don't steal anyone's prose.It should be the one automatic firing.But it is not. Punishment is uneven,ranging from severe to virtually nothing even for major offenses.Some editors will keep a plagiarist on staff or will knowingly hire one if talent outweighs the wrong doing.If convinced Watergate burglar G. Gordon Liddy can become a talk show host with a hand of admiring followers and Richard Nixon can go to his grave a respected elder statesman,it's hardly surprising the journalists who commit plagiarism can continue their careers at the same publication or move on to some loftier endeavor.With the answer received fro CJR to her question,Susan Youngwood would probably______.A:tell her students to make their own judgment professionally and morally in the complicated societyB:be able to make her student understood why the department gave two of their classmates an F for the courseC:convince her students that plagiarism was a major journalistic evilD:be able to show her students why they shouldn't pagiarize
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第一篇PlagiarizeLast fall Susan Youngwood,a journalism instructor at St. Michael's College,phoned the offices of Columbia Journalism Review(CJR)to pose a question.For an exercise in covering speeches,shehad asked her students to listen to John F. Kennedy's inaugural address and write a story about it.The sixteen students,mostly sophomores,complied with the assignment. However,two students,acting independently,took a short cut,plagiarized New York Times' account of Kennedy's speech,and submitted the Times's words as their own.The students received an F for the course,the maximum penalty the journalism department demands.But Youngwood wanted more.She wanted examples that told her students why plagiarism was bad,and looked to CJR for guidance."I was curious about what happens on a professional level,"she said."If I am caught plagiarizing,what happens?"Her question was interesting. But the answers,like so many,are not a crisp black or white.Their tones of gray mirror the inconsistency with which society treats dozens of other offenses.To be sure,most writers and editors still regard plagiarism as a journalistic evil一the profession's cardinal sin."This is something you never,never do,"says James Fallows,Washington editor of The Atlantic Monthly. Every line of work needs clear rules.If you are a soldier,you don't desert. If you are a writer,you don't steal anyone's prose.It should be the one automatic firing.But it is not. Punishment is uneven,ranging from severe to virtually nothing even for major offenses.Some editors will keep a plagiarist on staff or will knowingly hire one if talent outweighs the wrong doing.If convinced Watergate burglar G. Gordon Liddy can become a talk show host with a hand of admiring followers and Richard Nixon can go to his grave a respected elder statesman,it's hardly surprising the journalists who commit plagiarism can continue their careers at the same publication or move on to some loftier endeavor.Two of the students failed the course because they______.A:took a short cut without the teacher's permissionB:copied a newspaper article and pretended it was their ownC:didn't listen to the president's inaugural addressD:cited words from the New York Times in their assignments
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第一篇PlagiarizeLast fall Susan Youngwood,a journalism instructor at St. Michael's College,phoned the offices of Columbia Journalism Review(CJR)to pose a question.For an exercise in covering speeches,shehad asked her students to listen to John F. Kennedy's inaugural address and write a story about it.The sixteen students,mostly sophomores,complied with the assignment. However,two students,acting independently,took a short cut,plagiarized New York Times' account of Kennedy's speech,and submitted the Times's words as their own.The students received an F for the course,the maximum penalty the journalism department demands.But Youngwood wanted more.She wanted examples that told her students why plagiarism was bad,and looked to CJR for guidance."I was curious about what happens on a professional level,"she said."If I am caught plagiarizing,what happens?"Her question was interesting. But the answers,like so many,are not a crisp black or white.Their tones of gray mirror the inconsistency with which society treats dozens of other offenses.To be sure,most writers and editors still regard plagiarism as a journalistic evil一the profession's cardinal sin."This is something you never,never do,"says James Fallows,Washington editor of The Atlantic Monthly. Every line of work needs clear rules.If you are a soldier,you don't desert. If you are a writer,you don't steal anyone's prose.It should be the one automatic firing.But it is not. Punishment is uneven,ranging from severe to virtually nothing even for major offenses.Some editors will keep a plagiarist on staff or will knowingly hire one if talent outweighs the wrong doing.If convinced Watergate burglar G. Gordon Liddy can become a talk show host with a hand of admiring followers and Richard Nixon can go to his grave a respected elder statesman,it's hardly surprising the journalists who commit plagiarism can continue their careers at the same publication or move on to some loftier endeavor.What kind of exercises did Susan Youngwood ask her students to do?A:Deliver a speech.B:Report a speech.C:Find Kennedy's address.D:Write a story of Kennedy's.
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第一篇PlagiarizeLast fall Susan Youngwood,a journalism instructor at St. Michael's College,phoned the offices of Columbia Journalism Review(CJR)to pose a question.For an exercise in covering speeches,shehad asked her students to listen to John F. Kennedy's inaugural address and write a story about it.The sixteen students,mostly sophomores,complied with the assignment. However,two students,acting independently,took a short cut,plagiarized New York Times' account of Kennedy's speech,and submitted the Times's words as their own.The students received an F for the course,the maximum penalty the journalism department demands.But Youngwood wanted more.She wanted examples that told her students why plagiarism was bad,and looked to CJR for guidance."I was curious about what happens on a professional level,"she said."If I am caught plagiarizing,what happens?"Her question was interesting. But the answers,like so many,are not a crisp black or white.Their tones of gray mirror the inconsistency with which society treats dozens of other offenses.To be sure,most writers and editors still regard plagiarism as a journalistic evil一the profession's cardinal sin."This is something you never,never do,"says James Fallows,Washington editor of The Atlantic Monthly. Every line of work needs clear rules.If you are a soldier,you don't desert. If you are a writer,you don't steal anyone's prose.It should be the one automatic firing.But it is not. Punishment is uneven,ranging from severe to virtually nothing even for major offenses.Some editors will keep a plagiarist on staff or will knowingly hire one if talent outweighs the wrong doing.If convinced Watergate burglar G. Gordon Liddy can become a talk show host with a hand of admiring followers and Richard Nixon can go to his grave a respected elder statesman,it's hardly surprising the journalists who commit plagiarism can continue their careers at the same publication or move on to some loftier endeavor.Liddy and Nixon are mentioned in the passage probably as an example to show______.A:how society punishes plagiarists in spite of their popularityB:why burglars and cooked politicians can escape punishmentC:why it is hard for the journalist profession to uphold its principleD:how reporters can escape from severe punishment such as being fired
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第一篇PlagiarizeLast fall Susan Youngwood,a journalism instructor at St. Michael's College,phoned the offices of Columbia Journalism Review(CJR)to pose a question.For an exercise in covering speeches,shehad asked her students to listen to John F. Kennedy's inaugural address and write a story about it.The sixteen students,mostly sophomores,complied with the assignment. However,two students,acting independently,took a short cut,plagiarized New York Times' account of Kennedy's speech,and submitted the Times's words as their own.The students received an F for the course,the maximum penalty the journalism department demands.But Youngwood wanted more.She wanted examples that told her students why plagiarism was bad,and looked to CJR for guidance."I was curious about what happens on a professional level,"she said."If I am caught plagiarizing,what happens?"Her question was interesting. But the answers,like so many,are not a crisp black or white.Their tones of gray mirror the inconsistency with which society treats dozens of other offenses.To be sure,most writers and editors still regard plagiarism as a journalistic evil一the profession's cardinal sin."This is something you never,never do,"says James Fallows,Washington editor of The Atlantic Monthly. Every line of work needs clear rules.If you are a soldier,you don't desert. If you are a writer,you don't steal anyone's prose.It should be the one automatic firing.But it is not. Punishment is uneven,ranging from severe to virtually nothing even for major offenses.Some editors will keep a plagiarist on staff or will knowingly hire one if talent outweighs the wrong doing.If convinced Watergate burglar G. Gordon Liddy can become a talk show host with a hand of admiring followers and Richard Nixon can go to his grave a respected elder statesman,it's hardly surprising the journalists who commit plagiarism can continue their careers at the same publication or move on to some loftier endeavor.Which of the following is true according to the passage?A:The journalism departments of St.Michael's College could have expelled the two students instead of merely giving them an F.B:If a reporter uses other people's words as her own,she is usually fired automatically.C: Some plagiarists are not fired because their editors regard their ability as more important than their offense.D:Rather than receiving the punishment they deserve,some reporters are even promoted because of the plagiarism.
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When a process is in control, what do you want to do with the process?（ ）.A.The process should not be adjusted
B.The process may be adjusted for continuous improvement
C.The process should be always adjusted for continuous quality
D.The process should be regularly adjusted
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第二篇Three Ways to Become More CreativeMost people believe they don't have much imagination.They are wrong. Everyone has imagination,but most of us,once we become adults,forget how to access it. Creativity isn't always connected with great works of art or ideas.People at work and in their free time routinely think of creative ways to solve problems.Maybe you have a goal to achieve,a tricky question to answer or you just want to expand your mind!Here are three techniques to help you.This technique involves taking unrelated ideas and trying to find links between them.First,think about the problem you have to solve or the job you need to do.Then find an image,word,idea or object,for exam- pie,a candle.Write down all the ideas/words associated with candles:light,fire,matches,wax,night,silence, etc.Think of as many as you can?The next stage is to relate the ideas to the job you have to do?So imagine you want to buy a friend an original present,you could buy him tickets to a match or take him out for thenight.Imagine that normal limitations don't exist. You have as much time/space/money,etc.as you want. Think about your goal and the new possibilities.If,for example,your goal is to learn to ski,you can now prac- tice skiing every day of your life(because you have the time and the money).Now adapt this to reality.May- be you can practice skiing every day in December,or every Monday in January.Look at the situation from a different point of view. Good negotiators（谈判者）use this technique in business; and so do writers.Fiction writers often imagine they are the characters in their books.They ask questions: what does this character want?Why can't she get it?What changes must she make to get what she wants? What does she dream about?If your goal involves other people,put yourself" in their shoes".The best fisher- men think like fish!We learn from the third technique that a good salesman should ask himself_______________?A:what do I usually doB:what are my customers' needsC:what did my boss tell me to doD:how should I sell my products
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第三篇Three Ways to Become More CreativeMost people believe they don't have much imagination.They are wrong. Everyone has imagination,but most of us,once we become adults,forget how to access it.Creativity isn't always connected with great works of art or ideas.People at work and in their free time routinely think of creative ways to solve problems.Maybe you have a goal to achieve,a tricky question to answer or you just want to expand your mind!Here are three techniques to help you.This technique involves taking unrelated ideas and trying to find links between them. First,think about the problem you have to solve or the job you need to do.Then find an image,word,idea or object,for exam- ple,a candle.Write down all the ideas/words associated with candles:light,fire,matches,wax,night,silence, etc.Think of as many as you can.The next stage is to relate the ideas to the job you have to do.So imagine you want to buy a friend an original present,you could buy him tickets to a match or take him out for the night.Imagine that normal limitations don't exist.You have as much time/space/money,etc.as you want. Think about your goal and the new possibilities.If,for example,your goal is to learn to ski,you can now prac- tice skiing every day of your life(because you have the time and the money).Now adapt this to reality.May- be you can practice skiing every day in December,or every Monday in January.Look at the situation from a different point of view. Good negotiators（谈判者）use this technique in business,and so do wnters.Fiction writers often imagine they are the characters in their books.They askquestions:What does this character want?Why can't she get it?What changes must she make to get what she wants?What does she dream about?If your goal involves other people,put yourself" in their shoes".The best fishermen think like fish!We learn from the third technique that a good salesman should ask himself:_________?A:What do I usually doB:What did my boss tell, me to doC:What are my customers' needsD:How should I sell my products
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Not always（）they want (to)Apeople can do whatBcan people do whatCpeople can not do whatDcan‘t people do what
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Not always（）they want (to)A、people can do whatB、can people do whatC、people can not do whatD、can‘t people do what
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单选题Well, really _______ now is start learning what to do with this software and read a lot of tutorials, learn and practice _______ you can.A
what you should do; as much asB
that you need do; whateverC
how you should start; the mostD
as should you do; the longest hours
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问答题◆Topic 11：On Bicycle Theft Questions for reference: 1) Is bicycle theft commonly seen on campus? 2) What are the causes for the theft? 3) What can universities you to stop such phenomenon?
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问答题Topic 4：Talk about Virtue Questions for reference: 1) What virtues can you name? 2) Which one do you think it the most important one? 3) What should we do in order to establish concept of honor and disgrace among people?
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单选题Which of the following is NOT true about self-plagiarism in academic publications?A
It is impossible when one recycles his / her work at such extent as everyone legally does.B
It is a clearly defined area especially in universities.C
Handing in the essentially same essay for credit in different courses belongs to it.D
Many universities are strongly opposed to it.
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单选题What can the postal service do?A
Colleting market prices of goods.B
Spreading ideas at a low cost.C
Promoting political lobbying.D
All of the above.
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单选题Not always（）they want (to)A
people can do whatB
can people do whatC
people can not do whatD
can‘t people do what
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单选题In the second sentence of the first paragraph, “this” refers to _____.A
all the activities about plagiarismB
the activities of self-plagiarismC
the argument for the impossibility of self-plagiarismD
the argument for the possibility of self-plagiarism
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问答题[A] What to do as a student? [B] Various definitions of plagiarism [C] Ideas should always be sourced [D] Ignorance can be forgiven [E] Plagiarism is equivalent to theft [F] The consequences of plagiarism Scholars, writers and teachers in the modern academic community have strong feelings about acknowledging the use of another person’s ideas. In the English-speaking world, the term plagiarism is used to label the practice of not giving credit for the source of one’s ideas. Simply stated, plagiarism is “the wrongful appropriation or purloining, and publication as one’s own of the ideas, or the expression of ideas of another.” 1. ____________________ The penalties for plagiarism vary from situation to situation. In many universities, the punishment may range from failure in a particular course to expulsion from the university. In the literary world, where writers are protected from plagiarism by international copyright laws, the penalty may range from a small fine to imprisonment and a ruined career. Protection of scholars and writers, through the copyright laws and through the social pressures of the academic and literary communities, is a relatively recent concept. Such social pressures and copyright laws require writers to give scrupulous attention to documentation of their sources. 2. ____________________ Students, as inexperienced scholars themselves, must avoid various types of plagiarism by being self-critical in their use of other scholars’ ideas and by giving appropriate credit for the source of borrowed ideas and words, otherwise dire consequences may occur. There are at least three classifications of plagiarism as it is revealed in students’ inexactness in identifying sources properly. They are plagiarism by accident, by ignorance, and by intention. 3. ____________________ Plagiarism by accident, or oversight, sometimes is the result of the writer’s inability to decide or remember where the idea came from. He may have read it long ago, heard it in a lecture since forgotten, or acquired it second-hand or third-hand from discussions with colleagues. He may also have difficulty in deciding whether the idea is such common knowledge that no reference to the original source is needed. Although this type of plagiarism must be guarded against, it is the least serious and, if lessons learned, can be exempt from being severely punished. 4. ____________________ Plagiarism through ignorance is simply a way of saying that inexperienced writers often do not know how or when to acknowledge their sources. The techniques for documentation —notetaking, quoting, footnoting, listing bibliography—are easily learned and can prevent the writer from making unknowing mistakes or omissions in his references. Although “there is no copyright in news, or in ideas, only in the expression of them,” the writer cannot plead ignorance when his sources for ideas are challenged. 5. ____________________ The most serious kind of academic thievery is plagiarism by intention. The writer, limited by his laziness and dullness, copies the thoughts and languages of others and claims them for his own. He not only steals, he tries to deceive the reader into believing the ideas are original. Such words as immoral, dishonest, offensive, and despicable are used to describe the practice of plagiarism by intention. The opposite of plagiarism is acknowledgement. All mature and trustworthy writers make use of the ideas of others but they are careful to acknowledge their indebtedness to their sources. Students, as developing scholars, writers, teachers, and professional leaders, should recognize and assume the responsibility to document all sources from which language and thoughts are borrowed. Other members of the profession will not only respect the scholarship, they will admire the humility and honesty.
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单选题Which of the following does NOT belong to self-plagiarism?A
No indication about the recycling of the work.B
Disguising the original work by making small changes.C
Indication about the small changes in the work.D
Substitution of technical terms in two different languages.
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问答题Directions: English Club at your university intends to extend and take in new members, encouraging individuals to join in with their own fresh ideas. Write a letter, introduce yourself first and then explain what your ideas are, what kind of job you plan to do and how you will practice your ideas if you are lucky enough to be taken in. You should write about 100 words. Do not sign your own name at the end of the letter. Use “Li Ming” instead. You do not need to write the address. Now write the letter on the AnswerSheet.
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单选题Teachers should set a good example ______ their students, because what they do and say has a great effect ______ them.A
for; toB
to; onC
for; inD
to; to
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单选题According to the passage, ______ is the essence of self-plagiarism.A
the writer’s pursuit for money or promotionB
the writer’s laziness at his / her workC
the writer’s deception on himselfD
the writer’s deception on the reader
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单选题Passage 2Two friends have an argument that breaks up their friendship forever，even though neither one can remember how the whole thing got started. Such sad events happen over and over in high schools across the country. In fact，according to an official report on youth violence，“In our country today，the greatest threat to the lives of children and adolescents is not disease or starvation or abandonment，but the terrible reality of violence”. Given that this is the case，why aren't students taught to manage conflict the way they are taught to solve math problems，drive cars，or stay physically fit？First of all，students need to realize that conflict is unavoidable. A report on violence among middle school and high school students indicates that most violent incidents between students begin with a relatively minor insult. For example，a fight could start over the fact that one student eats a peanut butter sandwich each lunchtime. Laughter over the sandwich can lead to insults，which in turn can lead to violence. The problem isn't in the sandwich，but in the way students deal with the conflict.Once students recognize that conflict is unavoidable，they can practice the golden rule of conflict resolution: stay calm. Once the student feels calmer，he or she should choose words that will calm the other person down as well. Rude words，name-calling，and accusation only add fuel to the emotional fire. On the other hand，soft words spoken at a normal sound level can put out the fire before it explodes out of control.After both sides have calmed down, they can use another key strategy for conflict resolution: listening. Listening allows the two sides to understand each other. One person should describe his or her side, and the other person should listen without interrupting. Afterward, the listener can ask non-threatening questions to clarify the speaker's position. Then the two people should change roles.Finally, students need to consider what they are hearing. This doesn't mean trying to figure out what's wrong with the other person. It means understanding what the real issue is and what both sides are trying to accomplish. For example, a shouting match over a peanut butter sandwich might happen because one person thinks the other person is unwilling to try new things. Students need to ask themselves questions such as these: How did this start? What do I really want? What am I afraid of? As the issue becomes clearer, the conflict often simply becomes smaller. Even if it doesn't, careful thought helps both sides figure out a mutual solution.There will always be conflict in schools, but that doesn't mean there needs to be violence. After students in Atlanta started a conflict resolution program, according to Educators for Social Responsibility,"64% of the teachers reported less physical violence in the classroom;75% of the teachers reported an increase in student cooperation; and 92% of the students felt better about themselves". Learning to resolve conflicts can help students deal with friends, teachers, parents, bosses, and coworkers. In that way, conflict resolution is a basic life skill that should be taught in schools across the country.After the conflict resolution program was started in Atlanta, it was found that______A
there was a decrease in classroom violenceB
there was less student cooperation in the classroomC
more teachers felt better about themselves in schoolsD
the teacher-student relationship greatly improved
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