Plagiarism is claiming credit for someone else’s work or ideas. Examples of plagiarism include:
· Creating documents or producing materials without crediting the source.
· Presenting as new or original any idea or product from an existing source.
· Paraphrasing or condensing ideas from another’s source without proper citation and referencing or primarily using other sources for the content of a paper.
· Intentionally or unintentionally using the words, works, or ideas of others and representing them as one’s own in any academic exercise.
· Wrongful use of electronically stored or transmitted work.
As a GCU student, you are responsible for authenticating any assignment submitted to an instructor. Proving that the assignment submitted is actually your own work. This includes:
· Producing copies of sources that are cited or referenced.
· Using Internet searches or Turnitin, if necessary.
· Being able to explain your work or process orally.
· Pass a quiz based on your submitted work.
· Knowing how to properly cite and reference information sources.
· Knowing GCU’s Code of Conduct, as stated in the Academic Catalog and Student Handbook.
As stated previously, the instructor determines the in-class penalty for academic dishonesty. Depending on the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a very minor omission) to zero credit for a specific assignment, or even receiving a failing grade in the class. In addition, University-level penalties may occur up to and including suspension or expulsion from the University.
This topic focused on the importance of research to your transition from student to scholar and, ultimately, a master of the knowledge base within your field. Up to this point, topics covered have been general in nature and focused on knowledge and skills you will need to be a successful graduate student at GCU. In the final topic, you will learn about important information regarding your specific college and program of study.
Research. (n.d.). In The Free Dictionary online dictionary. Retrieved from http://www.thefreedictionary.com/research
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Electronic Resource1. Critically Analyzing Information Sources: Ten Things to Look for When You Evaluate an Information Source
Read “Critically Analyzing Information Sources: Ten Things to Look for When You Evaluate an Information Source,” from the Cornell University Library website.
2. Overview and Contradictions
Read “Overview and Contradictions,” from the Purdue Online Writing Lab website.
3. APA Style Guide
Review the APA guidelines found in the APA Style Guide, which is located in the Student Success Center, to help you prepare for the Educational Reform Essay.
4. Purdue Online Writing Lab
Review the Purdue Online Writing Lab to help you prepare for the Educational Reform Essay.
5. Library Walk Through
Watch the “Library Walk Through” tutorial, located in the GCU Library.
6. Evaluating Websites
Watch the “Evaluating Websites” tutorial, located in the GCU library.
7. Education LibGuide
Check the resources posted by the GCU Library for COE programs.
8. Education Database
Use the Education Database to assist you with your research.
9. Ask a Librarian
Explore the “Ask A Librarian” page, located in the GCU Library.
Here the rubric on the assignment
|35.0 %Compare and Contrast Positive and Negative Changes in Education||No submission.||Essay has little or nothing to do with the positive and negative changes in education.||Essay inadequately compares and contrasts positive and negative changes in education and is overly simplistic. Few details and/or examples are given.||Essay clearly compares and contrasts positive and negative changes in education. It provides basic, appropriate supporting details and/or examples.||Essay skillfully and convincingly compares and contrasts positive and negative changes in education. It includes several distinctive supporting details and/or examples.|
|35.0 %Discuss Changes and/or Reforms to Education||No submission.||Essay has little or nothing to do with changes/reforms to education.||Inadequately discusses changes/reforms to education. Essay is overly simplistic, and few details and/or examples are given.||Clearly discusses changes/reforms to education. Essay provides basic, appropriate supporting details and/or examples.||Skillfully and convincingly discusses changes/reforms to education. Essay includes several distinctive supporting details and/or examples.|
|15.0 %Organization||No submission.||Statement of purpose is not justified by the conclusion. Argument is illogical. Conclusion does not support the claims made.||Purpose statement is vague, and claims do not thoroughly support it. Argument and conclusion are orderly but present unconvincing justification of claims.||Purpose statement and conclusion are clear. Argument shows logical progression. There is a smooth progression of claims from introduction to conclusion.||Purpose statement and related conclusion are clear and convincing. Information is well organized and logical. Argument presents a persuasive claim in a distinctive and compelling manner.|
|10.0 %Research Citations||No submission.||Reference page includes errors and/or inconsistently used citations. Sources are not credible.||Reference page lists sources used in the paper. Sources are appropriate and documented, although errors are present.||In-text citations have few errors. References used are reliable, and reference page lists all cited sources with few errors.||In-text citations and a reference page are complete and correct. Sources are credible. The documentation of cited sources is free of error.|
|5.0 %Mechanics||No submission.||Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.||Frequent and repetitive mechanical errors distract the reader. Inconsistent language and/or word choice are present. Sentence structure is lacking.||Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech, as well as some practice and content-related language.||Submission is nearly/completely free of mechanical errors and has a clear, logical conceptual framework. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.|
|100 %Total Weightage|