UNIVERSITY OF SAINT LOUIS

Tuguegarao City

SCHOOL OF EDUCATION, ARTS and SCIENCES

Second Semester
A.Y. 2023-2024

CORRESPONDENCE LEARNING MODULE

ENGL 1013- Purposive Communication

Prepared by:

CARLA ABANA
ANJANETTE F.
BATULAN ROVELYN
BILAN
EMILIO CARAG
KYLE ESPIRITU
PABLO NARAG
CHARISSA
ZALUN

Reviewed by:
ANJANETTE F. BATULAN, Ph.D.
Teacher Education Program Chair

Recommended by:
HERBERT S. CORPUZ, Ed.D.
Academic Dean

Approved by:
EMMANUEL JAMES PATTAGUAN, Ph.D.
Vice President for Academics

ENGL 1013- Purposive Communication | PAGE \* MERGEFORMAT 18

 Writing a Problem Solution Paper and Plagiarism & Documentation Styles
Topic: Writing a Problem Solution Paper; Plagiarism & Documentation Styles

Learning Outcomes: At the end of this module, you are expected to:

1. Identify local problems in your respective communities

2. Distinguish block and chain structures
3. Recognize parts of the Problem Solution Paper
4. Develop civic consciousness thru writing a Problem Solution Paper
5. Recognize plagiarism issues
6. Identify forms of plagiarism
7. Develop an in-depth understanding of plagiarism
8. Distinguish MLA versus APA format
9. Value intellectual honesty in all your academic endeavors

LEARNING CONTENT

Introduction:

#theQUEST

This springboard activity will give you the opportunity to cultivate your civic consciousness to your immediate
community and manifest one of our Louisian core values “Social Awareness and Responsibility”.

Directions: The table below has 4 columns: situation, problem, solution, evaluation. Accomplish the table
conforming to existing problems in your local community. Provide at least three.

Outdoor activity is NOT allowed. This may be done thru mere observation or interview from elders inside your
home.

Situation Problems Solutions Evaluation

Where is the problem Top three local problems Suggest atleast two Predict how will the
happening? in your community solutions per problem proposed solutions
address the existing
problem

Situation Problems Solutions Evaluation

Tuguegarao City Improper Waste Disposal Clustered Bins With the conduct of
community orientation
Community Orientation and presence of
clustered bins, the locals
will know how to properly
segregate their waste

Declining Spirituality Online Mass & Spiritual With the global

Activities pandemic, locals are

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 afraid of gathering,
conducting online
masses will be an
avenue for people to be
closer to God even
without their physical
presence in spiritual
buildings

Increased Crime Rate Curfew & Stringent Visibility of cops will

Police Patrol tame the offenders.

Example:

Processing:
Problems are part of life. We all deal with individual problems, families have family issues, and
communities have community problems. Communities must come together to solve their problems, just like
families.

When communities try to solve problems, they start just like individuals do. They must reflect and analyze
the issue to help come to a solution. But, before discussing solutions, problems must be identified. Problems
can arise in any part of a community and come from any aspect of community life.

Example Community Problems: Adolescent pregnancy, access to clean drinking water, child abuse and
neglect, crime, domestic violence, drug use, pollution, mismanagement of resources, lack of funding for
schools and services, ethnic conflict, health disparities, HIV/ AIDS, hunger, inadequate emergency services,
inequality, jobs, lack of affordable housing, poverty, transportation, violence, racism and police brutality.

Rather than aim for a complete problem list, here are some criteria you may consider when identifying
community problems:

 The problem occurs too frequently (frequency)

 The problem has lasted for a while (duration)
 The problem affects many people (scope, or range)
 The problem is disrupting to personal or community life, and possibly intense (severity)
 The problem deprives people of legal or moral rights (equity)
 The issue is perceived as a problem (perception)

This last criterion, perception, is an important one, and can also help indicate readiness for addressing the
issue within the community.

What is seen as a problem can vary from place to place and group to group in the same community.
Although there's no official definition of a community problem, the above examples and criteria above should
help you begin to name and analyze community problems.

Lesson Proper:

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A Problem/Solution paper requires you to investigate a problem, examine alternative solutions, and
propose the most effective solution using supporting evidence.

Problem-solution paper considers the problems of a particular situation, and give solutions to those problems.
They are in some ways similar to cause and effect essays, especially in terms of structure. Problem-solution
paper is actually a sub-type of another type of essay, which has the following four components:

 Situation
 Problem
 Solution
 Evaluation

As we go through the process, we shall have the three stages of writing:

Starting Writing Polishing

Starting the Paper

1. Identify the situation. The situation you are going to address in the problem solution paper should be
stated clearly in the prompt for the paper. You may be assigned a situation to address or be allowed to
choose a situation for the paper. Often the situation will address a social, cultural, or historical issue in
society.[1]

For example, you may have a main situation like, “obesity and poor fitness,” or “trigger warnings on college
campuses.”

If you get to choose the situation, make a list of groups you belong to, such as “school,” “family,” “race,”
“culture”,” or “local community.” Then, identify a situation or issue you have encountered as a member of one
of these groups.

2. Determine the key components of the paper. A problem-solution paper will contain four main
components: the situation, the problem, the solution, and the evaluation. You should structure your paper
so it addresses these four components.

 In the situation component, you will paraphrase the prompt of the paper in your own words.
 In the problem component, you will state the problem or problems and explain what they are in your
own words.

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  In the solution component, you will state your solution or solutions to the problem. You will also
explain how it will address the problem.
 In the evaluation component, you will list the main ideas in the paper and offer a prediction or
recommendation based on your solution to the problem.

There will only be one situation presented to you in the prompt for the paper. You can then have multiple
problems and multiple solutions that link back to the situation.

3. Use the block structure for the outline. One way you can outline the paper is to use the block structure,
where you list the problems first in the paper, followed by the solutions. You will use the following outline
for the block structure:
 Introduction section, where you discuss the situation
 Problem 1
 Problem 2
 Transition sentence or paragraph
 Solution 1
 Solution 2
 Conclusion section, where you discuss the evaluation

10. Try the chain structure for the outline. Another possible structure you can use for a problem solution paper
is the chain structure, where you discuss a problem, followed by a solution to that problem. The chain
structure is used more often for short problem solution papers. You will use the following outline for the
chain structure:
 Introduction section, where you discuss the situation
 Problem 1 and Solution to Problem 1
 Problem 2 and Solution to Problem 2
 Problem 3 and Solution to Problem 3
 Conclusion section, where you discuss the evaluation

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The two types of structure, block and chain, are shown in the diagram below. This is for a short essay, which
includes the 'situation' in the introduction and 'evaluation' in the conclusion. A longer essay, for example one of
around 1,000 words, with citations, would probably have these two sections as separate paragraphs in the
main body.

Writing the Paper

1. State the situation in your own words. Start by writing out the situation in your own words. You can do
this in the introduction section of the essay. Focus on a specific angle or perspective on the situation,
especially if the situation is broad.

For example, if the situation in the paper prompt is “obesity and poor fitness,” you may focus on specific
aspects of the situation in the introduction. You may look at how the consumption of unhealthy food and the
overuse of cars plays into obesity and poor fitness in society.

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2. Research the problem or problems. Read as much as you can about the problem, such as scholarly
journals online, print books, and academic texts. Look for articles at a national or state level that discuss
the problem. Check local publications for discussions about the problem. The more research you do, the
stronger your solutions to the problem will be in the paper.

If you cannot find a lot of outside material on the problem, you can collect your own data for the paper. Do this
by making a survey that you give to people who are affected by the problem. You can also interview people
associated with the problem, or with possible solutions.

For example, if you were researching the problem “trigger warnings on college campuses,” you may interview
college representatives at your university or college. You may also talk to students on campus.

Most problem solution papers written for exams do not require you to cite any outside sources. You may need
to cite your sources if you are writing the problem solution paper for a class.

3. Create a strong thesis statement. a

For example, if you were writing about the situation “obesity and poor fitness,” you may have the following
thesis statement: “Obesity and poor fitness can lead to a decrease in life expectancy, and it is essential that
individuals and governments work together to tackle this issue by improving their citizen's diet and fitness.”

4. Identify your solutions. The best solutions to a problem will be easy to implement, effectively address the
problem, and be cost effective for all involved. Think about the problem and come up with one to two
solutions. You will then explore these solutions in your paper.

For example, you may come up with a solution that addresses a lack of resources by adding support, money,
or more staff. Or you may come up with a solution that addresses the problem by changing an existing practice
or habit.

11. Support your solutions with specific examples. Avoid simply listing problems and solutions in the essay
in a general way. Use specific examples that allow you to expand on your solutions. Do not use general or
vague language when discussing the solutions.

For example, if one of your solutions to the problem of obesity and poor fitness is to encourage people to cook
at home, you may list a few specific ways people can do this. You may suggest that national eating healthy at
home campaign is created, offering recipes online that take less than 30 minutes to prepare at home.

12. Wrap up the paper with an evaluation. Once you have outlined your solutions in the body of the paper,
you should end with the evaluation in the conclusion section. The evaluation should discuss your solutions
briefly and sum up the goal of your solution. It can also have a call to action, where you note the value of
your solution.

For example, you may end up a call to action like, “With rising levels of obesity in our country, it is essential
that we take action now to address this serious issue.”

Polishing the Paper

1. Confirm the paper follows a clear structure or outline. Review the paper and confirm it covering the
four components of a problem solution paper. Make sure it addresses the problem and the solution in
detail. Check that your thesis statement appears in the introduction and in the conclusion sections of the
paper.

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You can create a reverse outline using your paper as a guide, where you go through each section and confirm
it follows the outline you started with.

2. Check for spelling, grammar, and punctuation. Read the paper aloud to yourself to check for any
misspelled words or grammatical errors. Try reading the paper backward, starting at the end, to check for
spelling mistakes. Circle the punctuation in the paper and confirm you are using all punctuation correctly.

You can also show the paper to a peer, friend, or family member and get them to proofread it for you.

3. Revise the paper to fit the word count. If you are writing a problem solution paper for an exam, you will
often have a set word count. The word count is usually very short, around 250-500 words. Make sure the
paper falls under or at the word count. If it doesn't, you may need to revise it by shortening the sentences,
tightening up the language, and making your ideas more concise.

If you are writing the problem solution paper for a class assignment, you may still have a set word count.
Check that your paper falls within this word count.

Thesis
The thesis is an essential part of the introduction of your problem solution essay, but it doesn’t mean you need
to write your paper, including the thesis, in a strict order. In fact, most students benefit from writing the thesis
last. By that time, they have already developed a thorough understanding of the problem and can form a clear
and concise thesis that will be supported by the rest of the work.

How to Find Solutions to Your Problems

Before you can propose your own solutions to the problems, you need to demonstrate your prior research on
the issue by offering some of the solutions previously designed by other scholars. Analyze whether they were
completely successful, and if not, what can be changed about them. Then you can move on to proposing your
own solutions to the problems highlighted in the earlier parts of the essay. The work on your solutions can be
divided into three easy steps:

 Offer a plan of action. Your solution needs to be simple and detailed, possibly in a step-by-step form.
Think of the potential criticism of your solution and address it in the same chapter.
 Support your solution with examples. Whether it’s pictures, statistics, or simply stories, there needs to
be a strong background for your newly designed solution. Only then will your solution seem feasible to
the public.
 Provide a call to action. Instead of simply offering a conclusion to your solution, be proactive and
encourage your audience to take action. If the problem you’ve described is real and you’ve offered
some genuine solutions, the call to action will be very effective. The projection technique is very
effective for this purpose.

Proofreading and Writing Tips

Here is how to make sure your writing meets the highest academic standards:

 After finishing the paper, leave it for one or two days before coming back and proofreading it with a
fresh outlook.
 Check whether your essay covers all four elements of a problem solution paper.
 Make sure the thesis clearly refers to the content of the essay.
 Confirm that you’ve done the most extensive research of the problem.
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  Check whether the solutions offered to the problem are realistic and can be achieved.
 Pay special attention to the conclusion: it needs to not only summarize the text, but also offer a call to
action.
 Use online services like Grammarly to check your spelling and punctuation.
 Ask one of your friends or family members to proofread your paper to make sure no grammar or logical
mistakes spoil your final grade.

Example:

PSYCHOLOGICAL ILLNESS AND TEENAGERS

Psychological illness is very common in today’s era, and especially among teenagers. Depression, anxiety,
personality disorders, and a lot more are common. More than 50% of teenagers are a victim of mental illness.
The question arises that “What is psychological health?” It is a general misconception that only psychological
illness is reflected in the form of disability. This is not the case. Any unusual or unexpected response from an
individual to very common activities is said to be “psychological illness.” For example, a boy/girl might show
aggression over a casual debate at his place. Psychological illness is damaging our youth and the major
reasons behind such illnesses are parental involvement, addictions, and traumas that might be due to any
reason.

There are several solutions to this problem among which the following three can be very easily implemented.
Firstly, individuals must be more active by doing exercise. They should get enough sleep and have a balanced
diet. Their stress must be reduced. Exercise helps in better hormonal secretions that help in reducing stress
and anxiety. It also helps in quitting addictions which most teenagers adopt due to low morale.

Secondly, parents should be better involved in their child’s life. It is the utmost duty of parents to help their
children in facing all the problems with courage rather than leaving them on their own in such a crucial
situation. They should help their child in quitting all sorts of addictions. Generally, teenagers find drugs very
attractive and a symbol of classiness. Some parents do not focus on their children at all and some parents are
over-involved that annoys children.

Thirdly, parents should cut off the communication gap. They should talk to their children about their life. If a
teen is in depression, it is the duty of parents to talk to them because talking about the problem releases stress
and helps in coming back to life.

Teenage is a very crucial phase of life and its handling is similar to that of a fragile good. The above-stated
solutions will help you in handling a depressed teenager. The solutions have no tough schedule. It is all a
matter of time. The solutions have worked for a relative of mine and I hope that these solutions will help you
too.

LESSON 2
#GuiltyOrNot

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Directions:

In a courtroom, you are acting as a judge and you need to identify whether the following people are guilty or
not in plagiarism. Accomplish the table to state your verdict and your justification.

4. Thelma saw a photo on Pinterest and a video on YouTube that would look perfect for her online
advertising. She used it without crediting the creator or asking for permission.
5. Cyrene reproduced substantial chunks of someone else's prose – more than the "fair use" exception to
copyright and took the writing without giving credit.
6. Julius had a marketing breakthrough, but Bryan presented it to the boss as his own idea.
7. John Paul ripped off someone's architectural design.

Employee Verdict Justification

Thelma

Cyrene

Julius

John Paul

Processing:
Most of us in the academic world were brought up to believe that originality was the supreme virtue. We looked
on plagiarism as the primal sin, as little short of a fall from grace. Proof of plagiarism used to end professorial
careers and warrant the immediate failure of students in courses and, on occasion, their expulsion from an
institution.

Throughout history, plagiarism has always been present, but never more so than in the current digital age.
Where the internet is filled to the brim with content, with more being posted each and every day, it can be
difficult to truly know whether what you are reading is original content.

However, while most plagiarism cases are dealt with easily or float under the radar, there are some higher
profile cases that certainly haven’t had that benefit!

MELANIA TRUMP

While this one might not be the tip of the ice-burg when it comes to thinking about the most words plagiarised,
it certainly does for one of the worst possible places to do it. Also taking place in 2016, Melania Trump’s
plagiarism scandal came about when she took to the stage to give a speech on the President’s behalf at the
Republican National Convention. However, as great as the speech may have appeared to some, it pricked the
ears of Obama fans, who quickly realised that Melania’s speech sounded strangely similar to Michelle
Obama’s speech that was given in 2008 at the Democratic National Convention. Melania’s speech writer was
blamed, and while she apologised and went on to try and resign, Trump refused to accept it anyway.

VLADAMIR PUTIN

1997 brought about Putin’s turn to face public criticism following accusations of plagiarism. Putin’s 1996
dissertation titled ‘Strategic Planning of Mineral Resources Replenishment at a Regional Level in Market
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Economy’ fell under scrutiny when it appeared to bear unavoidable resemblance to a book written by William
Kind and David Cleland’s book ‘Strategic Planning and Policy’. Granted, no one’s approached Putin to
question it directly, but the accusations have been made all the same.

The gist: Tourism slogan “Pilipinas Kay Ganda” drew criticism a week after its launch in 2010 after its logo
had a striking similarity to Poland’s “Polska,” from the font and the colors to the use of a tree. An application
where users can make a personalized name logo with the tagline “Kay Ganda” then made the rounds on social
media sites as Filipinos made fun of the alleged plagiarism committed by the advertising agency tapped by
DOT.

What DOT did: Then-DOT Undersecretary Vicente “Enteng” Romano III, who was in charge of DOT’s
planning and promotions section, took full responsibility for the campaign and left his post. He also apologized
to then-President Benigno Aquino III, then-Tourism Secretary Alberto Lim and to the public over the
controversy.

What happened next: The “Pilipinas Kay Ganda” campaign was scrapped and eventually replaced by the
“It’s more fun in the Philippines” slogan, which became an Internet hit.

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The gist: Just after its launch in January 2012, the Department of Tourism’s (DOT) “It’s more fun in the
Philippines” slogan was criticized for allegedly being a copycat of a 1951 Swiss tourism slogan that read “It’s
more fun in Switzerland.”

What DOT did: Tourism Secretary Mon Jimenez took to Twitter to react on the issue, saying that the
similarity is just a coincidence.

What happened next: The plagiarism issue eventually died down, especially after Swiss Ambassador to
Manila Ivo Sieber expressed his support for the “It’s more fun in the Philippines” campaign.

The gist: Parts of Sotto’s two speeches on his stand on the controversial RH bill were lifted from different
online sources, drawing an online firestorm.

What Sotto did: While Sotto initially denied plagiarizing parts of his first RH bill speech (saying “blogger lang
iyon,” drawing even more flak), his then-chief of staff, Atty. Hector Villacorta, admitted that they copied the
work of American blogger Sarah Pope. A day later, it was found that Sotto’s staff writers also copied from
different websites for the senator’s second speech. But this time, Villacorta defended the senator and stressed
that “blogs are public domain.”

What happened next: Like Sotto, Villacorta saw himself at the receiving end of criticism, with netizens
calling him “stupid” and “arrogant.”

The necessity to acknowledge others’ work or ideas applies not only to text, but also to other media,
such as computer code, illustrations, graphs etc. It applies equally to published text and data drawn from books
and journals, and to unpublished text and data, whether from lectures, theses or other students’ essays. You
must also attribute text, data, or other resources downloaded from websites.

The best way of avoiding plagiarism is to learn and employ the principles of good academic practice
from the beginning of your university career. Avoiding plagiarism is not simply a matter of making sure your
references are all correct, or changing enough words so the examiner will not notice your paraphrase; it is
about deploying your academic skills to make your work as good as it can be.

This module will enlighten your thoughts about the dreadful word “PLAGIARISM.” Many would use the
terms “inspired” “benchmarked” and “derivative” to justify an imitated concept or idea. But in this world of
uniqueness and duplication, when do you say that you have actually crossed the line?

Don’t be confused. We’ll be focusing plagiarism in the context of academic writing.

Lesson Proper:

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#CopyCatOrNot?
Plagiarism is a breach of academic integrity. It is a principle of intellectual honesty that all members of
the academic community should acknowledge their debt to the originators of the ideas, words, and data which
form the basis for their own work. Passing off another’s work as your own is not only poor scholarship, but also
means that you have failed to complete the learning process. Plagiarism is unethical and can have serious
consequences for your future career; it also undermines the standards of your institution and of the degrees it
issues.

According to the University of Oxford, the plagiarism definition is that you're presenting someone else's
ideas as your own, whether deliberately or because you didn't know any better. Business plagiarism is
common, but it's still unethical.
Plagiarism happens when you present someone else's designs, words, code or visuals as your own
without their permission. Even if you do this unintentionally, it's still unethical and could lead to a lawsuit.
At University of North Carolina, plagiarism is defined as “deliberate or reckless representation of
another’s words, thoughts, or ideas as one’s own without attribution in connection with submission of academic
work, whether graded or otherwise”
Plagiarism is presenting someone else’s work or ideas as your own, with or without their consent, by
incorporating it into your work without full acknowledgement. All published and unpublished material, whether
in manuscript, printed or electronic form, is covered under this definition. Plagiarism may be intentional or
reckless, or unintentional. Under the regulations for examinations, intentional or reckless plagiarism is a
disciplinary offense.
According to the Merriam-Webster online dictionary, to "plagiarize" means:
 to steal and pass off (the ideas or words of another) as one's own
 to use (another's production) without crediting the source
 to commit literary theft
 to present as new and original an idea or product derived from an existing source
 In other words, plagiarism is an act of fraud. It involves both stealing someone else's work and lying
about it afterwards.

#CopyCatQuestion1
Can words and ideas really be stolen?

According to U.S. law, the answer is yes. The expression of original ideas is considered intellectual property
and is protected by copyright laws, just like original inventions. Almost all forms of expression fall under
copyright protection as long as they are recorded in some way (such as a book or a computer file).

#CopyCatQuestion2
When do you say that someone has plagiarized?
All of the following are considered plagiarism:

 turning in someone else's work as your own

 copying words or ideas from someone else without giving credit
 failing to put a quotation in quotation marks
 giving incorrect information about the source of a quotation
 changing words but copying the sentence structure of a source without giving credit

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  copying so many words or ideas from a source that it makes up the majority of your work, whether you
give credit or not (see our section on "fair use" rules)

Most cases of plagiarism can be avoided, however, by citing sources. Simply acknowledging that certain
material has been borrowed and providing your audience with the information necessary to find that source is
usually enough to prevent plagiarism.

#CopyCatQuestion3
What about images, videos, and music?

Using an image, video or piece of music in a work you have produced without receiving proper permission or
providing appropriate citation is plagiarism. The following activities are very common in today’s society. Despite
their popularity, they still count as plagiarism.

 Copying media (especially images) from other websites to paste them into your own papers or
websites.
 Making a video using footage from others’ videos or using copyrighted music as part of the soundtrack.
 Performing another person’s copyrighted music (i.e., playing a cover).
 Composing a piece of music that borrows heavily from another composition.
 Certainly, these media pose situations in which it can be challenging to determine whether or not the
copyrights of a work are being violated.

For example:

 A photograph or scan of a copyrighted image (for example: using a photograph of a book cover to
represent that book on one’s website)
 Recording audio or video in which copyrighted music or video is playing in the background.
 Re-creating a visual work in the same medium. (for example: shooting a photograph that uses the
same composition and subject matter as someone else’s photograph)
 Re-creating a visual work in a different medium (for example: making a painting that closely resembles
another person’s photograph).
 Re-mixing or altering copyrighted images, video or audio, even if done so in an original way.

The legality of these situations, and others, would be dependent upon the intent and context within which they
are produced. The two safest approaches to take in regards to these situations is: 1) Avoid them altogether
or 2) Confirm the works’ usage permissions and cite them properly.

#CopyCatQuestion4
Why are my instructors so concerned about plagiarism?

In order to understand plagiarism, it helps to understand the process of sharing and creating ideas in the
university. All knowledge is built from previous knowledge. As we read, study, perform experiments, and gather
perspectives, we are drawing on other people’s ideas. Building on their ideas and experiences, we create our
own. When you put your ideas on paper, your instructors want to distinguish between the building block ideas
borrowed from other people and your own newly reasoned perspectives or conclusions. You make these
distinctions in a written paper by citing the sources for your building block ideas. Providing appropriate citations
will also help readers who are interested in your topic find additional, related material to read—in this way, they
will be able to build on the work you have done to find sources.

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Think of it this way: in the vast majority of assignments you’ll get in college, your instructors will ask you to read
something (think of this material as the building blocks) and then write a paper in which you analyze one or
more aspects of what you have read (think of this as the new structure you build). Essentially, your instructors
are asking you to do three things:

 Show that you have a clear understanding of the material you’ve read.
 Refer to your sources to support the ideas you have developed.
 Distinguish your analysis of what you’ve read from the authors’ analyses.

When you cite a source, you are using an expert’s ideas as proof or evidence of a new idea that you are trying
to communicate to the reader. Documentation Styles will be presented on a latter part.

#CopyCatQuestion5
What about “common knowledge”?
In every professional field, experts consider some ideas “common knowledge,” but remember that you’re not a
professional (yet). In fact, you’re just learning about those concepts in the course you’re taking, so the material
you are reading may not yet be “common knowledge” to you. In order to decide if the material you want to use
in your paper constitutes “common knowledge,” you may find it helpful to ask yourself the following questions:

 Did I know this information before I took this course?

 Did this information/idea come from my own brain?

If you answer “no” to either or both of these questions, then the information is not “common knowledge” to you.
In these cases, you need to cite your source(s) and indicate where you first learned this bit of what may be
“common knowledge” in the field.

#CopyCatQuestion6
What about paraphrasing?

Paraphrasing means taking another person’s ideas and putting those ideas in your own words. Paraphrasing
does NOT mean changing a word or two in someone else’s sentence, changing the sentence structure while
maintaining the original words, or changing a few words to synonyms. If you are tempted to rearrange a
sentence in any of these ways, you are writing too close to the original. That’s plagiarizing, not paraphrasing.

Paraphrasing is a fine way to use another person’s ideas to support your argument as long as you attribute the
material to the author and cite the source in the text at the end of the sentence. In order to make sure you are
paraphrasing in the first place, take notes from your reading with the book closed. Doing so will make it easier
to put the ideas in your own words. When you are unsure if you are writing too close to the original, check with
your instructor BEFORE you turn in the paper for a grade. So, just to be clear—do you need to cite when you
paraphrase? Yes, you do!

#CopyCatQuestion7
How can I tell whether I’ve plagiarized?
If you’ve followed the above guidelines but still aren’t sure whether you’ve plagiarized, you can double-check
your work using the checklist below.

ENGL 1013- Purposive Communication | PAGE \* MERGEFORMAT 18

You need to cite your source, even if:

 you put all direct quotes in quotation marks.

 you changed the words used by the author into synonyms.
 you completely paraphrased the ideas to which you referred.
 your sentence is mostly made up of your own thoughts, but contains a reference to the author’s ideas.
 you mention the author’s name in the sentence.

** When in doubt, give a citation.**

#CopyCatQuestion8
What are other forms of plagiarism?

1. Verbatim (word for word) quotation without clear acknowledgement

Quotations must always be identified as such by the use of either quotation marks or indentation, and with full
referencing of the sources cited. It must always be apparent to the reader which parts are your own
independent work and where you have drawn on someone else’s ideas and language.

2. Cutting and pasting from the Internet without clear acknowledgement

Information derived from the Internet must be adequately referenced and included in the bibliography. It is
important to evaluate carefully all material found on the Internet, as it is less likely to have been through the
same process of scholarly peer review as published sources.

3. Paraphrasing

Paraphrasing the work of others by altering a few words and changing their order, or by closely following
the structure of their argument, is plagiarism if you do not give due acknowledgement to the author whose work
you are using.

A passing reference to the original author in your own text may not be enough; you must ensure that you
do not create the misleading impression that the paraphrased wording or the sequence of ideas are entirely
your own. It is better to write a brief summary of the author’s overall argument in your own words, indicating
that you are doing so, than to paraphrase particular sections of his or her writing. This will ensure you have a
genuine grasp of the argument and will avoid the difficulty of paraphrasing without plagiarizing. You must also
properly attribute all material you derive from lectures.

4. Collusion

This can involve unauthorized collaboration between students, failure to attribute assistance received, or failure
to follow precisely regulations on group work projects. It is your responsibility to ensure that you are entirely
clear about the extent of collaboration permitted, and which parts of the work must be your own.

5. Inaccurate citation

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It is important to cite correctly, according to the conventions of your discipline. As well as listing your sources
(i.e. in a bibliography), you must indicate, using a footnote or an in-text reference, where a quoted passage
comes from. Additionally, you should not include anything in your references or bibliography that you have not
actually consulted. If you cannot gain access to a primary source you must make it clear in your citation that
your knowledge of the work has been derived from a secondary text (for example, Bradshaw, D. Title of Book,
discussed in Wilson, E., Title of Book (London, 2004), p. 189).

6. Failure to acknowledge assistance

You must clearly acknowledge all assistance which has contributed to the production of your work, such as
advice from fellow students, laboratory technicians, and other external sources. This need not apply to the
assistance provided by your tutor or supervisor, or to ordinary proofreading, but it is necessary to acknowledge
other guidance which leads to substantive changes of content or approach.

7. Use of material written by professional agencies or other persons

You should neither make use of professional agencies in the production of your work nor submit material which
has been written for you even with the consent of the person who has written it. It is vital to your intellectual
training and development that you should undertake the research process unaided. Under Statute XI on
University Discipline, all members of the University are prohibited from providing material that could be
submitted in an examination by students at this University or elsewhere.

8. Auto-plagiarism

You must not submit work for assessment that you have already submitted (partially or in full), either for your
current course or for another qualification of this, or any other, university, unless this is specifically provided for
in the special regulations for your course. Where earlier work by you is citable, ie. it has already been
published, you must reference it clearly. Identical pieces of work submitted concurrently will also be considered
to be auto-plagiarism.

#CopyCatQuestion9
Does this mean that I shouldn’t use the work of other authors?

On the contrary, it is vital that you situate your writing within the intellectual debates of your discipline.
Academic essays almost always involve the use and discussion of material written by others, and, with due
acknowledgement and proper referencing, this is clearly distinguishable from plagiarism. The knowledge in
your discipline has developed cumulatively as a result of years of research, innovation and debate. You need
to give credit to the authors of the ideas and observations you cite. Not only does this accord recognition to
their work, it also helps you to strengthen your argument by making clear the basis on which you make it.
Moreover, good citation practice gives your reader the opportunity to follow up your references, or check the
validity of your interpretation.

#CopyCatQuestion10
What if it’s unintentional plagiarism?

Not all cases of plagiarism arise from a deliberate intention to cheat. Sometimes students may omit to
take down citation details when taking notes, or they may be genuinely ignorant of referencing conventions.
However, these excuses offer no sure protection against a charge of plagiarism. Even in cases where the
plagiarism is found to have been neither intentional nor reckless, there may still be an academic penalty for
poor practice.
ENGL 1013- Purposive Communication | PAGE \* MERGEFORMAT 18
 It is your responsibility to find out the prevailing referencing conventions in your discipline, to take
adequate notes, and to avoid close paraphrasing. If you are offered induction sessions on plagiarism and study
skills, you should attend. Together with the advice contained in your subject handbook, these will help you
learn how to avoid common errors. If you are undertaking a project or dissertation you should ensure that you
have information on plagiarism and collusion. If ever in doubt about referencing, paraphrasing or plagiarism,
you have only to ask your tutor.

Plagiarism Hacks: Ways to Avoid Lawsuit Case on Plagiarism

Now that you understand what plagiarism is, you’re ready to employ the following steps to avoid plagiarizing in
your written work.

Step 1: Accentuate the positive. Understand the value of citations.

Do you feel that you use too many citations? Too few? Many students worry that if they use too many citations
their instructors will think that they’re relying too heavily on the source material and therefore not thinking for
themselves. In fact, however, using citations allows you to demonstrate clearly how well you understand the
course material while also making clear distinctions between what the authors have to say and your analysis of
their ideas.

Thus, rather than making your paper look less intellectually sophisticated, using citations allows you to show
off your understanding of the material and the assignment. And instead of showing what you don’t know, citing
your sources provides evidence of what you do know and of the authority behind your knowledge. Just make
sure that your paper has a point, main idea, or thesis that is your own and that you organize the source
material around that point.

Are you worried that you have too few citations? Double-check your assignment to see if you have been given
any indication of the number or kind of source materials expected. Then share your writing with another reader.
Do you have enough evidence or proof to support the ideas you put forward? Why should the reader believe
the points you have made? Would adding another, expert voice strengthen your argument? Who else agrees
or disagrees with the ideas you have written? Have you paraphrased ideas that you have read or heard? If so,
you need to cite them. Have you referred to or relied on course material to develop your ideas? If so, you need
to cite it as well.

Step 2: How can I keep track of all this information? Improve your note-taking skills.

Once you’ve reconsidered your position on using citations, you need to rethink your note-taking practices.
Taking careful notes is simply the best way to avoid plagiarism. And improving your note-taking skills will also
allow you to refine your critical thinking skills. Here’s how the process works:

(1) Start by carefully noting all the bibliographic information you’ll need for your works cited page. (See #3 for
more details on how to determine exactly what information you’ll need for different kinds of sources.) If you’re
photocopying an article or section out of a book or journal, why not photocopy the front pages of the source as
well? That way you’ll have the bibliographic information if you need it later. If you forget to gather the
information for a book, you can usually get it from the library’s online card catalogue. Simply pull up the entry
for the book you used to see the bibliographic information on that source. If you’re working on an article from a
journal, you can return to the database from which you got the original citation to find the bibliographic
information.

ENGL 1013- Purposive Communication | PAGE \* MERGEFORMAT 18

(2) Next, try thinking about your notes as a kind of transitional space between what you’ve read and what
you’re preparing to write. Imagine yourself having a conversation with the author of the
story/novel/play/poem/article/book you’re reading, in which you repeatedly ask yourself the following questions:

 What is the author trying to explain?

 Why does s/he think these points are important?
 How has s/he decided to construct the argument?
 How does the structure of the argument affect the reader’s response to the author’s ideas?
 How effective is the author’s argument?

Adopting this “conversational” approach to note-taking will improve your analysis of the material by leading you
to notice not just what the author says, but also how and why the author communicates his or her ideas. This
strategy will also help you avoid the very common temptation of thinking that the author’s way of explaining
something is much better than anything you could write. If you are tempted to borrow the author’s language,
write your notes with the book closed to ensure that you are putting the ideas into your own words. If you’ve
already taken a step away from the author’s words in your notes, you’ll find it easier to use your own words in
the paper you write.

Step 3: So many details, so little time! Locate the appropriate style manual.

Don’t worry—no one can remember all the different citation conventions used in all the different university
disciplines! Citing your sources appropriately is a matter of:

 determining which style your instructor wants you to use,

 finding the appropriate style manual, and
 copying the “formula” it gives for each type of source you use.

First, carefully read the assignment to determine what citation style your instructor wants you to use (APA,
MLA, Chicago, and CSE are the most common). If s/he doesn’t specify a citation style in the assignment,
check your syllabus, course pack, and/or Sakai site. If you can’t find the citation style in any of those places,
ask your instructor what style s/he prefers.

Second, academic citation styles follow specific formats, so making an educated guess about how to structure
your citations and works cited page is usually not a good idea. Instead, find the specified style manual in the
reference section of the library, on the reference shelf in the Writing Center, or online.

Finally, style manuals provide easy-to-follow formulas for your citations. For example, the MLA handbook
provides the following format for citing a book by a single author:

Author’s name. Title of the book. Publication information.

You can use this formula for your own citation by simply plugging in the information called for, following the
format of the formula itself. Here’s an example of how that might look:

Berlage, Gai Ingham. Women in Baseball: The Forgotten History. Praeger, 1994.

MLA Style

In MLA, in-text citations are inserted in the body of your research paper to briefly document the source of your
information. Brief in-text citations point the reader to more complete information in the Works Cited list at the
end of the paper.

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ENGL 1013- Purposive Communication | PAGE \* MERGEFORMAT 18
ENGL 1013- Purposive Communication | PAGE \* MERGEFORMAT 18
APA Style

APA style is a set of guidelines for writing in psychology and related fields. These guidelines are set down in
the Publication Manual of the American Psychological Association (APA, 2006)

APA style is best thought of as a “genre” of writing that is appropriate for presenting the results of
psychological research—especially in academic and professional contexts.

Journal Articles

For journal articles, the generic format for a reference is as follows:

Author, A. A., Author, B. B., & Author, C. C. (year). Title of article. Title of Journal, xx(yy), pp–pp.
doi:xx.xxxxxxxxxx

Here is a concrete example:

Adair, J. G., & Vohra, N. (2003). The explosion of knowledge, references, and citations: Psychology’s unique
response to a crisis. American Psychologist, 58(1), 15–23. doi: 10.1037/0003-066X.58.1.15

Books

For a book, the generic format and a concrete example are as follows:

Author, A. A. (year). Title of book. Location: Publisher.

Kashdan, T., & Biswas-Diener, R. (2014). The upside of your dark side. New York, NY: Hudson Street Press.

Book Chapters

For a chapter in an edited book, the generic format and a concrete example are as follows:

ENGL 1013- Purposive Communication | PAGE \* MERGEFORMAT 18

Author, A. A., Author, B. B., & Author, C. C. (year). Title of chapter. In A. A. Editor, B. B. Editor, & C. C. Editor
(Eds.), Title of book (pp. xxx–xxx). Location: Publisher.

Lilienfeld, S. O., & Lynn, S. J. (2003). Dissociative identity disorder: Multiple personalities, multiple
controversies. In S. O. Lilienfeld, S. J. Lynn, & J. M. Lohr (Eds.), Science and pseudoscience in clinical
psychology (pp. 109–142). New York, NY: Guilford Press.

REFERENCES

Textbooks

Suarez, C., et. Al. (2018) Purposive Communication in English. Quezon City : Ateneo de Manila University
Press.

Online References

https://www.plagiarism.org/article/what-is-plagiarism
https://www.ox.ac.uk/students/academic/guidance/skills/plagiarism
https://writingcenter.unc.edu/tips-and-tools/plagiarism/
https://www.ithenticate.com/plagiarism-detection-blog/the-top-10-plagiarism-stories-of-2016#.X6JD0IgzbIU
https://examples.yourdictionary.com/what-are-famous-examples-of-plagiarism.html
https://medium.com/the-post-grad-survival-guide/how-i-plagiarized-a-story-and-thought-the-work-was-mine-
3dcd955a41e2
https://www.verywellmind.com/general-rules-for-apa-format-2794840
https://sscc.libguides.com/citations/mlavsapa
https://writingcenter.unc.edu/tips-and-tools/plagiarism/
https://smallbusiness.chron.com/examples-plagiarism-workplace-11971.html
https://www.ox.ac.uk/students/academic/guidance/skills/plagiarism
https://ctb.ku.edu/en/table-of-contents/assessment/assessing-community-needs-and-resources/analyzing-community-
problems/main
https://www.wikihow.com/Write-a-Problem-Solution-Paper#/Image:Write-a-Problem-Solution-Paper-Step-4-Version-
2.jpg
https://owlcation.com/academia/How-to-Write-a-Propose-a-Solution-Essay
https://writingcenter.ashford.edu/sites/default/files/inline-files/Sample%20Problem%20Solution%20Paper_1.pdf
https://paperhelpwriting.com/blog/convincing-problem-solution-essay/
https://www.eapfoundation.com/writing/essays/problemsolution/

Learning Materials
1. Worksheets (teacher-made)

ENGL 1013- Purposive Communication | PAGE \* MERGEFORMAT 18

LEARNING TASK 1

NAME: _______________________________________________
CODE: _____________________

Directions: Watch the link below and answer briefly the questions being asked.
https://www.youtube.com/watch?v=3G-l8kpQb7w

 How does Chris Tiu, a popular youth Icon in the Philippines deliver his
message?
 Comment on the use of language, words, and tone. What makes the
delivery effective?
 How is the combination of words, images, and music used in achieving
the communication purpose?

LEARNING TASK 2

NAME: _______________________________________________
CODE: _____________________

#CopyRightorCopyCat

Directions: Read and examine the following texts and identify whether they are:
 Copyright – if it conforms to citation rules
 Copycat – if it is plagiarized
Justify your answers. Use the table below

Source text
From a class perspective this put them [highwaymen] in an ambivalent position. In aspiring to that proud, if
temporary, status of ‘Gentleman of the Road’, they did not question the inegalitarian hierarchy of their society.
Yet their boldness of act and deed, in putting them outside the law as rebellious fugitives, revivified the ‘animal
spirits’ of capitalism and became an essential part of the oppositional culture of working-class London, a
serious obstacle to the formation of a tractable, obedient labour force. Therefore, it was not enough to hang
them – the values they espoused or represented had to be challenged.

(Linebaugh, P., The London Hanged: Crime and Civil Society in the Eighteenth Century (London, 1991), p.
213. [You should give the reference in full the first time you use it in a footnote; thereafter it is acceptable to
use an abbreviated version, e.g. Linebaugh, The London Hanged, p. 213.]

1. Peter Linebaugh argues that although highwaymen posed no overt challenge to social orthodoxy – they
aspired to be known as ‘Gentlemen of the Road’ – they were often seen as anti-hero role models by the
unruly working classes. He concludes that they were executed not only for their criminal acts, but in order
to stamp out the threat of insubordinacy.

ENGL 1013- Purposive Communication | PAGE \* MERGEFORMAT 18

2. Peter Linebaugh argues that highwaymen represented a powerful challenge to the mores of capitalist
society and inspired the rebelliousness of London’s working class.
3. Although they did not question the inegalitarian hierarchy of their society, highwaymen became an
essential part of the oppositional culture of working-class London, posing a serious threat to the formation
of a biddable labor force.
4. Although they did not question the inegalitarian hierarchy of their society, highwaymen exercised a
powerful attraction for the working classes. Some historians believe that this hindered the development of a
submissive workforce.
5. Although they did not question the inegalitarian hierarchy of their society, highwaymen ‘became an
essential part of the oppositional culture of working-class London [and] a serious obstacle to the formation
of a tractable, obedient labor force’.

Item Copyright or Justification

Copycat

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