Evaluating and using Information
This section explains how to use the information you find within your academic work.
4. Plagiarism introduction
4.2. Plagiarism activity
Have a look at the text below and the three examples of student writing, which attempt to integrate the passages into their own work.
“The scientific text or what is often called academic prose is often presented on the monologic-dialogic continuum as a classic example of a monologic text. Some linguists, in analyzing and comparing language variations, take it as being at the extreme monological pole, with spoken interaction being the other, most “dialogic” one (Chafe 1982; Biber et al. 1999).”
“However, a more in-depth scrutiny of the nature of scientific writing will show that it is only partially monologic in character. In fact, the texts that scientists write contain many dialogic features: They address other people in the past, present and future, relate to them and correspond with them in different ways. Moreover, it may be argued that scientific creativity, with the fluid and open-ended process that characterizes it, is rooted in an ongoing scientific conversation (Beller 1999:2). Beller’s analysis of the history of the quantum revolution in 20th-century physics is based on the notion of “dialogical creativity.” According to her approach, “dialogical creativity is not an instantaneous “eureka” experience; it is rather a patiently sustained process of responsiveness and addressivity to the ideas of others, both actual and imagined” (ibid.: 6).” — Livnat, L. (2012) Dialogue, Science and Academic Writing. Amsterdam, John Benjamins Publishing.
“However, a more in-depth scrutiny of the nature of scientific writing will show that it is only partially monologic in character. In fact, the texts that scientists write contain many dialogic features: They address other people in the past, present and future, relate to them and correspond with them in different ways. Moreover, it may be argued that scientific creativity, with the fluid and open-ended process that characterizes it, is rooted in an ongoing scientific conversation (Beller 1999:2). Beller’s analysis of the history of the quantum revolution in 20th-century physics is based on the notion of “dialogical creativity.” According to her approach, “dialogical creativity is not an instantaneous “eureka” experience; it is rather a patiently sustained process of responsiveness and addressivity to the ideas of others, both actual and imagined” (ibid.: 6).” — Livnat, L. (2012) Dialogue, Science and Academic Writing. Amsterdam, John Benjamins Publishing.
See what each student has written below
