Now that you understand Walden’s policy on academic integrity, you will examine writing samples that may or may not adhere to Walden’s policy. This exercise will help you learn how to identify app

Now that you understand Walden’s policy on academic integrity, you will examine writing samples that may or may not adhere to Walden’s policy. This exercise will help you learn how to identify appropriate and inappropriate use of source material.

To prepare for this Discussion:

Review the Week 2 Resources. Pay special attention to the videos on effective and ineffective paraphrasing.

Here is where you can find the videos. https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase#s-lg-box-10514317

https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase/effective#s-lg-box-10514308

https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase/ineffective#s-lg-box-10514308

https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase/examples#s-lg-box-6264250

By Day 3

Post

a 1- to 2-paragraph analysis of three paraphrases of a source passage. In your own words, identify which paraphrase you think is most effective, and explain why. Also, explain why the other paraphrases are less effective and why they may constitute violations of Walden’s academic integrity policy.

Source passage:

“Policymakers are challenged to broaden their outlook of preferred plagiarism prevention measures and look towards those strategies that take into account the reasons students give for their plagiarism in the first place, and to build on the value that most students place upon their personal integrity” (Awdry & Sarre, 2013, p. 45).

Student A’s paraphrase:

Policymakers should broaden their outlook of plagiarism prevention measures by considering the reasons students give for plagiarism and by emphasizing the value most students place on personal integrity.

Student B’s paraphrase:

Education experts should expand their vision of strategies to reduce plagiarism by considering the explanations students give for committing plagiarism and by remembering that most students respect the need for academic integrity (Awdry & Sarre, 2013).

Student C’s paraphrase:

According to Awdry and Sarre (2013), policymakers are challenged to broaden their outlook of preferred plagiarism prevention measures and look towards those strategies that take into account the reasons students give for their plagiarism in the first place, and to build on the value that most students place upon their personal integrity.