text or using quotation mark. Verbatim Copy ... Student Paraphrase: A certain ... Source: Word recognition from speech plays a fundamental role in ... indicates the citation properly, the ... include cohesion for connecting sections of the passage.
The Qualitative Measurements: Plagiarism Typology Main Category
Subcategory
Definition
Features Verbatim Copy No Reformulation No Quotation Mark No Citation
Copy-Paste without Quotation Mark/No Citation Given
The student copies the whole text without acknowledging the source text or using quotation mark.
Copy-Paste without Quotation Mark Plus Citation
Although the student copies the whole text, he acknowledges the source text without using quotation mark.
Scarce Synonym Substitution/No Reformulation No Citation
Although the student copies the whole text, he substitutes synonyms for one or two words. He uses neither citation, nor quotation mark to show other people's ideas.
Verbatim Copy Scarce Synonym Substitution No Reformulation No Quotation Mark No Citation
Scarce Synonym Substitution/No Reformulation No Citation
Although the student copies the whole text, he substitutes synonyms for one or two words. To show other people's ideas, he indicates citation without quotation mark.
Verbatim Copy Scarce Synonym Substitution No Reformulation No Quotation Mark Citing Sources
Copy-Paste Verbatim Copy No Reformulation No Quotation Mark Citing Sources
Synonym Substitution
Example Source: Often, a certain message a speaker wants to convey can be expressed with a number of possible sentences (Hartsuiker & Westenberg, 2000). Student Paraphrase: A certain message a speaker wants to convey can be expressed with a number of possible sentences. Source: In an attempt to make themselves more intelligible, talkers will typically speak more slowly, more loudly, and will articulate sounds in a more ‘exaggerated’ manner (Smiljanić & Bradlow, 2009). Student Paraphrase: In an attempt to make themselves more intelligible, talkers will typically speak more slowly, more loudly, and will articulate sounds in a more ‘exaggerated’ manner (Smiljanić & Bradlow, 2009). Source: If the reader has sufficient background knowledge, the mental representation of a low-cohesion text may be coherent (McNamara, Crossley & McCarthy, 2009). Student Paraphrase: If the learners have adequate knowledge, the mental representation of low-cohesion text may be coherent. Source: Word recognition from speech plays a fundamental role in a listener’s ability to apply non-linguistic and linguistic knowledge while processing spoken language (Matthews & Cheng, 2015). Student Paraphrase: Word recognition from speech plays an important role in learners' skills to apply linguistic and non-linguistic knowledge (Matthews & Cheng, 2015).
Accurate Paraphrase/Missing Citation
Partial Synonym Substitution/ No Citation Given
Although a student copies the whole text, he substitutes synonyms for more than two words (but not the whole). He uses neither citation nor quotation mark to show other people's ideas.
Verbatim Copy Partial Synonym Substitution No Reformulation No Quotation Mark Citing Sources
Partial Synonym Substitution/ Plus Citation
Although a student copies the whole text verbatim, he substitutes synonyms for more than two words (but not the whole). To show other people's ideas, he indicates citation without quotation mark.
Verbatim Copy Partial Synonym Substitution No Reformulation No Quotation Mark Citing Sources
Complete Synonym Substitution/ No Citation Given
Although the student chooses appropriate synonyms for almost all the words in the source text, the structure remains intact. The student fails to indicate citation to show other people's ideas.
Complete Synonym Substitution No Reformulation No Citation
Complete Synonym Substitution Plus Citation
Although the student chooses appropriate synonyms for almost all the words in the source text and indicates the citation properly, the structure remains intact and is not reformulated.
Complete Synonym Substitution No Reformulation Citing Sources
Complete Paraphrase/No Citation Given
The student manages to choose an appropriate synonym for the words and reformulates the structure of the source text but he fails to indicate proper citation.
Complete Synonym Substitution Reformulating Source’s Sentences No Citation
Source: Learners presented with video, audio and captions would perform better on written than on aural tests (Sydorenko, 2010). Student Paraphrase: Listeners exposed to video, audio, and captions, would do better on written than on listening test (Sydorenko, 2010). Source: The goal of talkers is to communicate their messages in a manner that is intelligible to listeners (Smiljanić & Bradlow, 2009) Student Paraphrase: The aim of speakers is to transfer their speech in a manner that is comprehensible to the listeners (Smiljanić & Bradlow, 2009). Source: Regular perception practice may also help learners become more sensitized to the sounds of the target language (Goh, 2000). Student Paraphrase: Repeated comprehension exercise assist the learners become more informed about the sounds of the objective language. Source: Assessment of this aspect of writing is important if our goal is to produce writers who can effectively connect their ideas in writing (Struthers, Lapadat, & MacMillan, 2013). Student Paraphrase: Evolution of this part of writing is essential if our purpose is to generate writers who are able to link their thoughts in writing (Struthers, Lapadat, & MacMillan, 2013). Source: If listening and reading are combined, some learners may rely more on aural input whereas others may focus on reading. It can be rather difficult for students to divide their attention equally over both skills (Smiljanić & Bradlow, 2009). Student Paraphrase: If we mix listening and reading, it will be confusing for the students because they do not know which skill should be more focused.
Miscellaneous
Misquoting sources
While acknowledging the original text, the restated information is not relevant to the source text because the student has misquoted the original message.
Complete Synonym Substitution Reformulating Source’s Sentences Citing Sources
Misrepresenting Sources
The restated information is not relevant to the source text because the student has distorted the original message. He does not add a citation either.
Partial Synonym Substitution Reformulating Source’s Sentences No Citation
Distorting Sources
Without reformulating the sentence structures, the student substitutes the source words with multiple irrelevant synonyms. He does not add a citation either.
Partial Synonym Substitution No Reformulation No Citation
Source Text: Often, a certain message a speaker wants to convey can be expressed with a number of possible sentences (Hartsuiker & Westenberg, 2000). Student Paraphrase: In order to communicate and transfer your opinion, several sentences should be used (Hartsuiker & Westenberg, 2000). Source Text: Cohesion involves a set of linguistic resources—lexical and grammatical, for linking one part of a text to another (Mortensen, Smith-Lock, & Nickels, 2009). Student Paraphrase: As a base of linguistic ability, vocabulary and structure include cohesion for connecting sections of the passage. Source Text: The listener must discriminate between sounds, understand vocabulary and grammatical structures, interpret stress and intonation (Vandergrift, 1999) Student Paraphrase: The listener has to distinguish between pronunciations, comprehend words and word formation, explain stress and act of intoning.
