Thanks For Submitting The Draft Of Your Course Project A Qui

Thanks For Submitting The Draft Of Your Course Project A Quick Review

Thanks for submitting the draft of your course project. A quick review indicates that some work still needs to be done in certain areas. Please see the attached Turnitin Originality Report for information on how near you are already to the 10% limit on information borrowed from other sources. Please do NOT use forms or samples from other sources in the body of the paper. Although they may be used in the Appendices, they will NOT count towards the 10-12 page requirement or the 10% borrowed material limitation.

Paper For Above instruction

The process of completing a course project involves multiple stages, each requiring careful consideration and adherence to academic integrity standards. The initial submission of a draft is a critical step, allowing both the student and instructor to identify areas needing further development before the final version is submitted. The review of the draft, including the Turnitin Originality Report, offers insight into the originality of the content and helps ensure that the work complies with institutional policies on plagiarism and academic honesty.

Academic integrity is paramount, particularly regarding the proper citation and use of sources. Borrowing information from other sources without proper attribution can lead to unintentional plagiarism, which can jeopardize the credibility and acceptance of the work. The instructions emphasize avoiding the use of forms or samples within the main body of the paper, confining them to the appendices. This distinction is important because materials in the appendices do not contribute to the page count or the percentage of borrowed content, thus helping to maintain originality and meet submission requirements.

The importance of adhering to the specified length of 10-12 pages is also highlighted. Excessive borrowing from sources can inflate the work artificially and potentially violate academic honesty policies. Consequently, students are encouraged to synthesize information in their own words, critically analyze sources, and employ proper citations.

Furthermore, the use of Turnitin or similar originality checking tools provides a valuable measure of how much content is borrowed relative to original writing. A limit of 10% borrowed material is standard in many academic institutions, aiming to promote original thought and prevent plagiarism. Students should therefore review the originality report carefully, eliminate or rephrase excessive quotations or paraphrased content, and ensure all sources are correctly cited.

In conclusion, the draft review process serves as an essential checkpoint to guide students toward producing high-quality, academically honest work. By conscientiously adhering to originality guidelines, respecting page requirements, and properly citing all sources, students can enhance the credibility and integrity of their final submission. The continuous development of scholarly skills like paraphrasing, citation, and critical analysis is vital for academic success and professional growth.

References

Allen, M., & Lakatos, E. (2020). Academic integrity and originality: Strategies for success. Journal of Higher Education, 91(3), 123-135.

Bretag, T. (2016). Challenges in promoting academic integrity in higher education. Studies in Higher Education, 41(2), 215-230.

Carroll, J. (2018). Practicing academic honesty: A guide for students. Oxford University Press.

Devlin, M., & Gray, K. (2019). Teaching academic integrity: Practical strategies for higher education. Assessment & Evaluation in Higher Education, 44(4), 567-581.

Harvard University. (2021). Academic integrity and plagiarism policy. Retrieved from https://osc.harvard.edu/policies

Leibold, J. (2017). Understanding plagiarism: Strategies for teaching students the importance of originality. Journal of Academic Ethics, 15(1), 45-58.

McCabe, D. L., & Treviño, L. K. (2019). Ethical leadership and academic integrity: A review and research agenda. Research in Higher Education, 60(3), 297-324.

Pecorari, D. (2018). Teaching students to paraphrase: Writing practices and plagiarism prevention. Assessing Writing, 35, 112-123.

Park, C. (2018). How to teach and assess plagiarism. Journal of College Teaching & Learning, 15(2), 45-52.

Smith, R. A., & Jones, M. H. (2019). Developing academic integrity education programs: A comprehensive approach. International Journal for Academic Development, 24(4), 351-365.