 Notes based on the following sources  IB, 2005 Academic honesty: guidance for schools  St Paul’s Grammar, Australia. Academic honesty in Schools: One School’s Experience  Harris, Robert A, The plagiarism handbook: strategies for preventing, detecting and dealing with plagiarism  IB, General regulations: Diploma Programme  TCS, Responsible Use Guidelines for ICT  OCC academic honesty contact: Mark Redlich Hettie Tinsley, DP coordinator, The Codrington School

 All places of learning require academic honesty  The IB has clear guidelines for students and teachers  “An authentic piece of work is one that is based on the candidate’s individual and original ideas with the ideas and work of others fully acknowledged.” (2003)  All ideas and work of other people must be acknowledged in writing, according to accepted formats, such as MLA Handbook

 Plagiarism: presenting the ideas or work of another as your own  Collusion: supporting malpractice of another candidate, such as allowing your work to be copied  Duplication of work: presenting the same work for different assessment

 Passing off others’ work as your own: copying research papers; works of art, music, film are also included  Collaborating with others on the final, assessed product when it is attributed to one person  Duplication of work for more than one subject  Downloading free research papers for use  Buying research from others  Translating research from other languages  Cutting and pasting from several sources

 Quoting less than all the words copied  Paraphrasing without attribution  Faking a citation

 Ignorance in not understanding the need to acknowledge sources  Careless note-taking  Access to tempting and easily accessed on-line sources  Stress and competition- linked to time management issues  Misuse of tutoring and over-dependence on help  Attitude to the task and reasons for undertaking the programme: being more concerned with the product than the process  Running out of time for research and development of original ideas

 Self-defence- “everyone does it”  Expecting it will not be spotted  Too many choices to make- so some tasks have low priority  Perception that authorities condone cheating or are complicit in it  Looking for shortcuts and ‘breathing space’ (based on Harris, 2001)

 Seek and accept guidance on research and writing skills  Be aware of the consequence s of malpractice  Understand the school and IB guidelines  Be aware that schools and examiners use programmes like Turnitin  Be aware that schools and IB randomly select work for checking  Be organised and meet deadlines- late work is checked  Enjoy the learning journey for its own sake

 Bibliography- the list of all works used in preparing an assessed task (including AV sources)  Bibliographies are broadly divided in two areas:  Works Cited (a reference list of primary and secondary works quoted or paraphrased, or their key ideas discussed)  Works Consulted (works read and considered but not used in a specific reference)