2/27/2017 WhatConstitutesPlagiarism?

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HarvardGuidetoUsingSources:WhatConstitutes
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VerbatimplagiarismMosaicplagiarismInadequateparaphrase
UncitedparaphraseUncitedquotationsUsingmaterialfromanotherstudent'swork

Inacademicwriting,itisconsideredplagiarismtodrawanyideaoranylanguagefromsomeoneelsewithout
adequatelycreditingthatsourceinyourpaper.Itdoesn'tmatterwhetherthesourceisapublishedauthor,another
student,aWebsitewithoutclearauthorship,aWebsitethatsellsacademicpapers,oranyotherperson:Taking
creditforanyoneelse'sworkisstealing,anditisunacceptableinallacademicsituations,whetheryoudoit
intentionallyorbyaccident.

TheeasewithwhichyoucanfindinformationofallkindsontheInternetmeansthatwhenyouuseonline
sources,youneedtobeextravigilantaboutkeepingtrackofwhereyouaregettinginformationandideas,and
aboutgivingpropercredittotheauthorsofthesourcesyouuse.Ifyoucutandpastefromanelectronic
documentintoyournotesandforgettoclearlylabelthedocumentinyournotes,orifyoudrawinformation
fromaseriesofWebsiteswithouttakingcarefulnotes,youmayenduptakingcreditforideasthataren'tyours,
whetheryoumeantoornot.

It'simportanttorememberthateveryWebsiteisadocumentwithanauthor,andthereforeeveryWebsitemust
becitedproperlyinyourpaper.Forexample,whileitmayseemobvioustoyouthatanideadrawnfrom
ProfessorStevenPinker'sbookTheLanguageInstinctshouldonlyappearinyourpaperifyouincludeaclear
citation,itmightbelessclearthatinformationyougleanaboutlanguageacquisitionfromtheStanford
EncyclopediaofPhilosophyWebsitewarrantsasimilarcitation.Eventhoughtheauthorshipofthis
encyclopediaentryislessobviousthanitmightbeifitwereaprintarticle(youneedtoscrolldownthepageto
seetheauthor'sname,andifyoudon'tdosoyoumightmistakenlythinkanauthorisn'tlisted),youarestill
responsibleforcitingthismaterialcorrectly.Similarly,ifyouconsultaWebsitethathasnoclearauthorship,
youarestillresponsibleforcitingitasasourceforyourpaper.Thekindofsourceyouuse,ortheabsenceofan
authorlinkedtothatsource,doesnotchangethefactthatyoualwaysneedtociteyoursources(seeEvaluating
WebSources).

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Whileitmayseemobviousthatcopyingsomeoneelse'swordsverbatimandsubmittingtheminapaperwith
yournameonitisplagiarism,othertypesofplagiarismmaybelessfamiliartoyou.Thesemoresubtleformsof
plagiarismareactuallymorecommon,andyoushouldmakesureyouunderstandallofthem,aswellashowto
avoidthembyconductingyourresearchandwritingcarefullyandresponsibly.

Verbatimplagiarism
Ifyoucopylanguagewordforwordfromanothersourceandusethatlanguageinyourpaper,youare
plagiarizingverbatim.Evenifyouwritedownyourownideasinyourownwordsandplacethemaroundtext
thatyou'vedrawndirectlyfromasource,youmustgivecredittotheauthorofthesourcematerial,eitherby
placingthesourcematerialinquotationmarksandprovidingaclearcitation,orbyparaphrasingthesource
materialandprovidingaclearcitation.

Example

Sourcematerial

Politicaltransitionsbroughtaboutbythecollapseofauthoritarianrule,democratization,orpoliticalreformsalso
makestatesparticularlypronetoviolence.28Theemergenceandriseofexclusionarynationalideologies,such
asethnicnationalismandreligiousfundamentalism,canbedestabilizingaswell.Theemergenceof
dehumanizingideologies,whichliterallydenythehumanityofotherethnicgroups,isparticularlydangerous
becauseitisoftentheprecursortogenocidalslaughter.29

BrownMichaelE."TheCausesofInternalConflict:AnOverview."NationalismandEthnicConflict.Ed.
MichaelE.Brownetal.Cambridge:MIT,2001.14.Print.

Plagiarizedversion

WhilethisstudenthaswrittenherownsentencesaboutRwanda,shehascopiedtheitalicizedsentencesdirectly
fromthesourcematerial.ShehasleftoutonepassagefromBrownsparagraph,buthasreproducedtherest
verbatim.

InthecaseofRwanda,bothovertethnicdiscriminationandaweakstateledtogenocide.Thestatehadnot
protectedthecivillibertiesoftheTutsis,thusfailingtoupholdtruedemocraticprinciples.Infact,political
transitionsbroughtaboutbythecollapseofauthoritarianrule,democratization,orpoliticalreformsalsomake
statesparticularlypronetoviolence.Theemergenceandriseofexclusionarynationalideologies,suchasethnic
nationalismandreligiousfundamentalism,canbedestabilizingaswell.Theemergenceofdehumanizing
ideologiesisoftentheprecursortogenocidalslaughter.

Acceptableversion#1(directquotationwithcitation)

ByquotingdirectlyfromMichaelBrownandincludingacitation(MLAintextcitationinthiscase),thestudent
givesadequatecredittoBrown.OnlythepagenumberisrequiredinthecitationasBrownsnameismentioned
whenthequotationisintroduced.

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InthecaseofRwanda,bothovertethnicdiscriminationandaweakstateledtogenocide.Thestatehadnot
protectedthecivillibertiesoftheTutsis,thusfailingtoupholdtruedemocraticprinciples.Infact,Brownnotes
that"politicaltransitionsbroughtaboutbythecollapseofauthoritarianrule,democratization,orpolitical
reformsalsomakestatesparticularlypronetoviolence.Theemergenceandriseofexclusionarynational
ideologies,suchasethnicnationalismandreligiousfundamentalism,canbedestabilizingaswell.The
emergenceofdehumanizingideologiesisoftentheprecursortogenocidalslaughter"(14).

Acceptableversion#2(paraphrasewithcitation)

InthisversionthestudenthasparaphrasedBrownsargument,makingitclearthattheseareBrownsideasby
introducingthesectionwithaclearsignalphrase("MichaelBrownsuggests")andcitingthepagenumberof
thesource(inthiscaseusingtheMLAintextcitationstyle).

InthecaseofRwanda,bothovertethnicdiscriminationandaweakstateledtogenocide.Thestatehadnot
protectedthecivillibertiesoftheTutsis,thusfailingtoupholdtruedemocraticprinciples.Infact,asMichael
Brownsuggests,violenceoftenresultsfromtheendofanauthoritariangovernmentanditsreplacementwitha
moredemocraticsociety.Violenceisalsomorelikelywhenanauthoritariansocietygiveswaytoethnic
nationalismorreligiousfundamentalism.Whenemergingideologiesdehumanizecertainethnicgroups,the
conditionsarealsoripeforgenocide(14).

Mosaicplagiarism

Ifyoucopybitsandpiecesfromasource(orseveralsources),changingafewwordshereandtherewithout
eitheradequatelyparaphrasingorquotingdirectly,theresultismosaicplagiarism.Evenifyoudon'tintendto
copythesource,youmayendupcommittingthistypeofplagiarismasaresultofcarelessnotetakingand
confusionoverwhereyoursource'sideasendandyourownideasbegin.Youmaythinkthatyou'veparaphrased
sufficiently,orquotedrelevantpassages,butifyouhaven'ttakencarefulnotesalongtheway,orifyou'vecut
andpastedfromyoursources,youcanlosetrackoftheboundariesbetweenyourownideasandthoseofyour
sources.It'snotenoughtohavegoodintentionsandtocitesomeofthematerialyouuse.Youareresponsiblefor
makingcleardistinctionsbetweenyourideasandtheideasofthescholarswhohaveinformedyourwork.Ifyou
keeptrackoftheideasthatcomefromyoursourcesandhaveaclearunderstandingofhowyourownideasdiffer
fromthoseideas,andyoufollowthecorrectcitationstyle,youwillavoidmosaicplagiarism.

Example

Source#1

AnepisodeofScrubsoffaDVD(withoutcommercials)isonly22minuteslong.A22minuteepisodefollowed
bya5minutebreakanda22minutediscussionwillbemoreengagingandmorememorabletothestudentsthan
alecture

Oneneednotagreewithallelementsofthestoryforittohaveeducationalvalue.Whatisaccurateandwhatis
inaccuratearegristforagooddiscussion,andencouragesstudentparticipationmorethananyarticlethatjust
tellsthemwhattobelieve.Furthermore,watchingpeopleandhearingtheirvoicesprovidemuchbettertestsof
clinicalskillsofobservationthanmerelyreadingwordsonapage.Onemustseeapatient'sbodylanguageand
hearhertoneofvoiceinordertolearnhowtoobserve(orhowtohoneone'sskills).

Spike,Jeffrey.(2008).Televisionviewingandethicalreasoning:WhywatchingScrubsdoesabetterjobthan
mostbioethicsclasses.TheAmericanJournalofBioethics,8(12),1113.

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Source#2

Indeed,ofthemorethan3500hoursofinstructionduringmedicalschool,anaverageoflessthan60hoursare
devotedtoallofbioethics,healthlawandhealtheconomicscombined.Mostoftheinstructionisduringthe
preclinicalcourses,leavingverylittleinstructionaltimewhenstudentsareexperiencingbioethicalorlegal
challengesduringtheirhandson,clinicaltraining.Morethan60percentoftheinstructorsinbioethics,health
law,andhealtheconomicshavenotpublishedsince1990onthetopictheyareteaching.

Persad,G.C.,Elder,L.,Sedig,L.,Flores,L.,&Emanuel,E.(2008)Thecurrentstateofmedicalschool
educationinbioethics,healthlaw,andhealtheconomics.JournalofLaw,Medicine,andEthics36,8994.

Plagiarizedversion

TheinformationinthissentenceisdrawndirectlyfromPersad,butbecausethestudentendsthecitationof
Persadabove,thissentenceappearstobethestudentsownidea.

EverythinguptothispointintheparagraphiseitherparaphrasedortakenverbatimfromSpike,butthestudent
doesnotciteSpike.Asaresult,readerswillassumethatthestudenthascomeupwiththeseideashimself.

Thestudenthascomeupwiththeideaabouttheroleofempathyonhisown,butbecausenothinginthe
paragraphiscited,itseemstobepartofawholeparagraphofhisideas,ratherthanthepointthatheisbuilding
fromSpikesideas.

InordertoadvocatetheuseofthesitcomScrubsaspartofthemedicaleducationsystem,itisalsoimportantto
lookatthecurrentbioethicalcurriculum.Medicalschoolcurriculumdoesnotfocusadequatelyonthemoral
issuesthatdoctorsfaceintheclinic.Infact,inmorethan3500hoursoftrainingthatstudentsundergoin
medicalschool,onlyabout60hoursarefocusedonbioethics,healthlaw,andhealtheconomics.Itisalso
problematicthatstudentsreceivethistrainingbeforetheyactuallygoontotheirhandson,clinicaltraining
(Persadetal,2008).Mostofthesehoursaretaughtbyinstructorswithoutcurrentpublicationsinthefield.

BywatchingepisodesofScrubs,however,medicalstudentswouldhavethechancetowatchpeopleandhear
theirvoices,providingamuchbettertestofclinicalskillsofobservationthanyoucangetfromreadingwords
onapage.Onemustseeapatient'sbodylanguageandhearhertoneofvoiceifoneistobecomeabetter
observer,andwatchingthepatientsontelevisionwouldprovideagoodopportunityformedicalstudentstodo
so.Perhapsevenmoresignificantly,medicalstudentswouldbeintroducedtocertainissues,andwhilethe
experiencesmaynotbetheirown,theywouldbeeffectiveinhelpingthemtounderstandthoseexperiencesas
theyempathizewiththecharacters.

Acceptableversion

Thestudentmentionstheresearchersineachsentence,whichmakesitclearthatalltheinformationinthis
paragraphhasbeendrawnfromPersadetal.ThestudentalsousesaclearAPAintextcitationtopointthe
readertotheoriginalarticle.

ByintroducingSpikesideaswithaclearsignalphraseandthendirectlyquotingfromSpikesarticle(and
includinganAPAstylecitation),thestudentcreatesaclearboundarybetweenSpikesideasandhisown.

InordertoadvocatetheuseofthesitcomScrubsaspartofthemedicaleducationsystem,itisalsoimportantto
lookatthecurrentbioethicalcurriculum.Medicalschoolcurriculumdoesnotfocusadequatelyonthemoral
issuesthatdoctorsfaceintheclinic.Infact,accordingtoPersadetal.(2008),onlyaboutonepercentofteaching
timethroughoutthefouryearsofmedicalschoolisspentonethics.Astheresearchersargue,thispresentsa
problembecausethestudentsarebeingtaughtaboutethicalissuesbeforetheyhaveachancetoexperiencethose
issuesthemselves.Theyalsonotethatmorethansixtypercentofinstructorsteachingbioethicstomedical
studentshavenorecentpublicationsinthesubject.
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ProfessorJeffreySpike(2008)proposesanunconventionalsolution:watchingScrubs.Ashenotes,simplyin
viewingtheshow,"watchingpeopleandhearingtheirvoicesprovidemuchbettertestsofclinicalskillsof
observationthanmerelyreadingwordsonapage"(p.12).Perhapsevenmoresignificantly,medicalstudents
wouldbeintroducedtocertainethicaldilemmas,andwhiletheexperiencesmaynotbetheirown,theywouldbe
effectiveinhelpingthemtounderstandthoseexperiencesastheyempathizewiththecharacters.

Inadequateparaphrase
Whenyouparaphrase,yourtaskistodistillthesource'sideasinyourownwords.It'snotenoughtochangea
fewwordshereandthereandleavetherestinstead,youmustcompletelyrestatetheideasinthepassageinyour
ownwords.Ifyourownlanguageistooclosetotheoriginal,thenyouareplagiarizing,evenifyoudoprovidea
citation.

Inordertomakesurethatyouareusingyourownwords,it'sagoodideatoputawaythesourcematerialwhile
youwriteyourparaphraseofit.Thisway,youwillforceyourselftodistillthepointyouthinktheauthoris
makingandarticulateitinanewway.Onceyouhavedonethis,youshouldlookbackattheoriginalandmake
surethatyouhavenotusedthesamewordsorsentencestructure.Ifyoudowanttousesomeoftheauthor's
wordsforemphasisorclarity,youmustputthosewordsinquotationmarksandprovideacitation.

Example

Sourcematerial

SoinRomeoandJuliet,understandablyinviewofitsearlydate,wecannotfindthattragedyhasfullyemerged
fromthemoraldramaandtheromanticcomedythatdominatedinthepublictheatersofShake>speare'searliest
time.Hereheattemptedanamalgamofromanticcomedyandthetragicidea,alongwiththeassertionofamoral
lessonwhichisgiventhefinalemphasisalthoughtheforceofthatlessonisswitchedfromtheloverstotheir
parents.Buttragedyisnecessarilyatoddswiththemoral:itisconcernedwithapermanentanguishingsituation,
notwithonethatcaneitherbeputrightorbeinstrumentalinteachingthesurvivorstodobetter.

Leech,Clifford."TheMoralTragedyofRomeoandJuliet."CriticalEssaysonRomeoandJuliet.Ed.Joseph
A.Porter.NewYork:G.K.Hall,1997.20.Print.

Plagiarizedversion

Thisisaninadequateparaphrasebecausethestudenthasonlyreplacedafewwords("mixture"for"amalgam"
"assertsamorallesson"for"assertionofamorallesson""impact"for"force")whileleavingtherestofLeechs
wordsintact.

Inhisessay,"TheMoralTragedyofRomeoandJuliet,"CliffordLeechsuggeststhatratherthanbeingastraight
tragedy,RomeoandJulietisamixtureofromanticcomedyandthetragicidea,andthatitassertsamorallesson
whichisgiventhefinalemphasis.Theimpactofthemorallessonisswitchedfromtheloverstotheparents(20).

Acceptableversion#1(Adequateparaphrasewithcitation)

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Inthisversion,thestudentcommunicatesLeechsideas(andcitesLeechwithanMLAintextcitation),butdoes
notborrowlanguagefromLeech.

Inhisessay,"TheMoralTragedyofRomeoandJuliet,"CliffordLeechsuggeststhatthereismoretoRomeoand
Julietthansimplyagloomanddoomtragedyoftwopeopledestinedtodiefortheirillicitlove.Accordingto
Leech,RomeoandJulietispartromanticcomedy,parttragedy,partmoralitytaleinwhichthemorallessonis
learnedattheend.Butthismorallessoncomeswithatwist:Sincetheloversaredead,theirparentsexperience
theconsequencesoftheiractions(20).

Acceptableversion#2(Directquotationwithcitation)

Inthisversion,thestudentusesLeechswordsinquotationmarksandprovidesaclearMLAintextcitation.

Inhisessay,"TheMoralTragedyofRomeoandJuliet,"CliffordLeechsuggeststhatthereismoretoRomeoand
Julietthansimplyagloomanddoomtragedyoftwopeopledestinedtodiefortheirillicitlove.Accordingto
Leech,inRomeoandJuliet,Shakespeare"attemptedanamalgamofromanticcomedyandthetragicidea,along
withtheassertionofamorallessonwhichisgiventhefinalemphasisalthoughtheforceofthatlessonis
switchedfromtheloverstotheirparents"(20).

Uncitedparaphrase

Whenyouuseyourownlanguagetodescribesomeoneelse'sidea,thatideastillbelongstotheauthorofthe
originalmaterial.Therefore,it'snotenoughtoparaphrasethesourcematerialresponsiblyyoualsoneedtocite
thesource,evenifyouhavechangedthewordingsignificantly.Aswithquoting,whenyouparaphraseyouare
offeringyourreaderaglimpseofsomeoneelse'sworkonyourchosentopic,andyoushouldalsoprovide
enoughinformationforyourreadertotracethatworkbacktoitsoriginalform.Theruleofthumbhereissimple:
Wheneveryouuseideasthatyoudidnotthinkupyourself,youneedtogivecredittothesourceinwhichyou
foundthem,whetheryouquotedirectlyfromthatmaterialorprovidearesponsibleparaphrase.

Example

Sourcematerial

Theformofmilitarycompensationalsolimitstheabilityofmilitaryfamiliestoadapttofinancialcrises,
potentiallyforcingthemtoturntocreditors.Muchofmilitarycompensationcomesintheformofnonfungible
inkindgoodsandservices,ratherthanatraditionalpaycheck.Militaryhealthcare,futuretuitionassistance,
militaryhousing,militaryfood,accesstocommissaries,andaccesstomilitaryrecreationalfacilitiesand
entertainmentareallimportantcomponentsofthecompensationpackageformilitarypersonnel.Military
recruitersunderstandablyusethesesidebenefitsasawayofexplainingandjustifyingrelativelylowmilitary
pay.Nevertheless,thenonfungiblenatureofnoncashcompensationpreventsmilitarypersonnelfrom
convertingasignificantportionoftheirresourcestoovercomeincomeshocksandunexpectedexpenses.

Graves,S.M.,&Peterson,C.L.(2005).Predatorylendingandthemilitary:Thelawandgeographyof
"payday"loansinmilitarytowns.OhioStateLawJournal66,27.

Plagiarizedversion

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ThisstudenthasdrawntheseideasdirectlyfromGravesandPetersonandhasnotgiventhemcredit.Although
sheparaphrasedadequately,sheisstillresponsibleforcitingGravesandPetersonasthesourceofthis
information.

Besidestheproblemoflowwages,however,militarymembersarealsofacedwiththerealitythatmuchoftheir
compensationisnotpaidincash.Whilecivilianscanallottheircashearningstopayfor,say,carrepairs,a
militaryhouseholdcannotconverttheirilliquidmedical,housing,food,ortuitionassistancebenefitsintocashto
coverunexpectedexpenses.Asaresult,manymilitarypersonnelfindthattheamountandthetypeof
compensationtheyreceivearenotconducivetosmoothingtemporaryspikesinexpenditures.

Acceptableversion

Inthisversion,thestudenteliminatesanypossibleambiguityaboutthesourceoftheideasintheparagraph.By
namingtheauthorswheneverthesourceoftheideascouldbeunclear,thestudentclearlyattributestheseideas
toGravesandPeterson.

AccordingtoGravesandPeterson(2005),militarymembersarefacednotonlywithlowwages,butwiththe
realitythatmuchoftheircompensationisnotpaidincash.Whilecivilianscanallottheircashearningstopay
for,say,carrepairs,amilitaryhouseholdcannotconverttheirilliquidmedical,housing,food,ortuition
assistancebenefitsintocashtocoverunexpectedexpenses.GravesandPetersonfurtherexplainthatmany
militarypersonnelfindthattheamountandthetypeofcompensationtheyreceivearenotconduciveto
smoothingtemporaryspikesinexpenditures.

Uncitedquotation

Whenyouputsourcematerialinquotationmarksinyouressay,youaretellingyourreaderthatyouhavedrawn
thatmaterialfromsomewhereelse.Butit'snotenoughtoindicatethatthematerialinquotationmarksisnotthe
productofyourownthinkingorexperimentation:Youmustalsocredittheauthorofthatmaterialandprovidea
trailforyourreadertofollowbacktotheoriginaldocument.Thisway,yourreaderwillknowwhodidthe
originalworkandwillalsobeabletogobackandconsultthatworkifheorsheisinterestedinlearningmore
aboutthetopic.Citationsshouldalwaysgodirectlyafterquotations.

Example

Sourcematerial

Moreinterestedinthelegalandmoralaspectsofworldorderthanintheeconomicagendasupportedby
Hamiltonians,WilsonianstypicallybelievethatAmericaninterestsrequirethatothercountriesacceptbasic
Americanvaluesandconductboththeirforeignanddomesticaffairsaccordingly.Thisschoolhasmuchdeeper
rootsfartherbackinAmericanhistorythanissometimesrecognized.

Mead,WalterRussell.SpecialProvidence.NewYork:Routledge,2002.Print.

Plagiarizedversion

Itsnotenoughforthestudenttoindicatethatthesewordscomefromasourcethesourcemustbecited.
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Wilsonianstaketheposition"thatAmericaninterestsrequirethatothercountriesacceptbasicAmericanvalues
andconductboththeirforeignanddomesticaffairsaccordingly."AnanalysisofPresidentObama'sforeign
policygoals,asarticulatedinhisinauguraladdress,revealsstrongWilsoniantendencies.

Acceptableversion

Here,thestudenthascitedthesourceofthequotationusinganMLAintextcitation.

Wilsonianstaketheposition"thatAmericaninterestsrequirethatothercountriesacceptbasicAmericanvalues
andconductboththeirforeignanddomesticaffairsaccordingly"(Mead88).AnanalysisofPresidentObama's
foreignpolicygoals,asarticulatedinhisinauguraladdress,revealsstrongWilsoniantendencies.

Usingmaterialfromanotherstudent'swork

Insomecoursesyouwillbeallowedorencouragedtoformstudygroups,toworktogetherinclassgenerating
ideas,ortocollaborateonyourthinkinginotherways.Eveninthosecases,it'simperativethatyouunderstand
whetherallofyourwritingmustbedoneindependently,orwhethergroupauthorshipispermitted.Mostoften,
evenincoursesthatallowsomecollaborativediscussion,thewritingorcalculationsthatyoudomustbeyour
own.Thisdoesn'tmeanthatyoushouldn'tcollectfeedbackonyourwritingfromaclassmateorawritingtutor
rather,itmeansthattheargumentyoumake(andtheideasyourelyontomakeit)shouldeitherbeyourownor
youshouldgivecredittothesourceofthoseideas.

Sowhatdoesthismeanfortheideasthatemergefromclassdiscussionorpeerreviewexercises?Unlikethe
ideasthatyourprofessoroffersinlecture(youshouldalwayscitethese),ideasthatcomeupinthecourseof
classdiscussionorpeerreviewarecollaborative,andoftennotjusttheproductofoneindividual'sthinking.If,
however,youseeaclearmomentindiscussionwhenaparticularstudentcomesupwithanidea,youshould
certainlycitethatstudent.Inanycase,whenyourworkisinformedbyclassdiscussions,it'scourteousand
collegialtoincludeadiscursivefootnoteinyourpaperthatletsyourreadersknowaboutthatdiscussion.So,for
example,ifyouwerewritingapaperaboutthenarratorinTimO'Brien'sTheThingsTheyCarriedandyoucame
upwithyourideaduringadiscussioninclass,youmightplaceafootnoteinyourpaperthatstatesthefollowing:
"IamindebtedtothemembersofmyExpos20sectionforsparkingmythoughtsabouttheroleofthenarratoras
GreekChorusinTimO'Brien'sTheThingsTheyCarried."

Questionsofcollaborationoftenariseinmathandcomputersciencecourses,inwhichitisconsidered
appropriatetotalkthroughyourideaswithotherstudents,butoftennotconsideredappropriatetoworktogether
onspecificproblemsorcode.Whenindoubtaboutwhetheritisappropriatetocollaborateonworkforany
course,youshouldalwaysconsultyourinstructor.

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Search SearchTips

Introduction
WhyUseSources?
WhatAreYouSupposedToDoWithSources?
Writing"OriginalPapers
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2/27/2017 WhatConstitutesPlagiarism?HarvardGuidetoUsingSources

LocatingSources
NavigatingtheHarvardLibraries
UnderstandingYourAssignment
EvaluatingSources
QuestionstoAskAboutAllSources
EvaluatingJournalArticles
EvaluatingWebSources
What'sWrongwithWikipedia?
MakingDecisionsBasedonYourDiscipline
AvoidingPlagiarism
WhatConstitutesPlagiarism?
TheException:CommonKnowledge
OtherScenariostoAvoid
WhyDoesitMatterifYouPlagiarize?
HowtoAvoidPlagiarism
HarvardPlagiarismPolicy
IntegratingSources
SourcesandYourAssignment
ASource'sRoleinYourPaper
ChoosingRelevantPartsofaSource
Summarizing,Paraphrasing,andQuoting
TheNuts&BoltsofIntegrating
CitingSources
CitationFormats
Books
ScholarlyJournals
NewspapersandMagazines
OtherTextSources
NonTextSources

2017PresidentandFellowsofHarvardCollege

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