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Reduce > Reuse > Recycle: Teaching ACRL’s 5th Information Literacy Competency Standard: Identifying Plagiarism Activity

This site contains supporting materials for a 2009 LOEX presentation by Bowling Green State Librarians C. Cardwell, A. Fyn, and C. Singer.

Identifying Plagiarism Activity

Test your knowledge of plagiarism by determining whether a student plagiarised from the given source or not.

Sample the first question here.

The paragraph is taken from an original source [Trevelyan, G. M. (1963).   England in the Age of Wycliffe, 1368-1520. New York: Harper and Row. (Original work published 1899)]

The demand for personal freedom, which had been the chief cause of revolt, was for the moment crushed. The Parliament of November gratefully confirmed the King’s repeal of the liberating charters. A unanimous vote of county and town members together contradicted all rumours that the emancipation of the serfs was seriously considered by Parliament. The Rising had failed. But the process of manumission, which had been going on for so long, continued steadily during succeeding generations. Under the Tudors the last remains of serfage were swept away, and in James the First’s reign it became a legal maxim that every Englishman was free. It must remain a matter of opinion whether this process was accelerated or retarded by the Peasants’ Rising; it is impossible to apply hard facts to the solution of such a problem. (Trevelyan, 1899/1963, p. 253)

For each question, indicate whether the student committed plagiarism from the original source above or not.

Question 1

Student paper: The events that followed the Peasant’s Rising crushed the chief cause of the revolt: the demand for personal freedom.

Question from: Rawson, M. (2007, April 26).  "Exercise 3: Summarizing, Paraphrasing, Quoting, and Citing." Plagiarism: Curricular Materials for History Instructors. American Historical Association. Retrieved April 10, 2009 from