Fairy tale is a short story about fairies.It belongs to folk literature and is a part of oral traditions. Magic, charm, disguise, and spells are names of the major ingredients of such stories.
Folk Tale
Folk tale is a story that belongs to oral tradition. Such stories are orally transmitted from one generation to another. The authors of such folk tales are anonymous.
A fable is a short story that illustrates a moral lesson in which animals, plants, inanimate objects, and forces of nature are used as characters.
A parable is a succinct short story with a universal truth in which human characters are mainly featured.
A parable is like a metaphor where characters face a moral dilemma.
In Plato’s republic, parable like the ‘Parable of the Cave’ was famous, in which one’s understanding of truth is persecuted as a story about being deceived by shadows on the wall of a cave teach an abstract argument.
Myth is a traditional story about heroes of supernatural beings, often attempting to explain the origin of natural phenomenon or aspects of human behaviour.
It is always concerned with creation and transferred from one generation to another through oral saying.
It is fictitious and imaginary.
A legend is a story from ancient times about people and events that may or may not be true.
The word ‘epic’ has originated from Latin word ‘epices’ and Greek word ‘epic’ which means a song.
An epic is a long poetic composition usually centred upon a hero, in which a series of great achievements or events is narrated in elevated style. For example, Homer’s Iliad is an epic poem.
ii.Lyric poetry:
A lyric is a short poem about a feeling, an emotion or usually about love. It is no longer than fifty or sixty lines.
iii.Ballad:
A ballad is a form of verse adopted for singing and recitation, which presents a dramatic or exciting episode in simple narrative form.
iv.Ode:
An ode is a poem originally to be sung but now a grand lyric poem often in praise of someone or something. Odes are highly subjective in content of being most often an externalization of poets’ internal feelings. It was established by Pindar in Greece and by Horace in Rome.
v.Elegy:
An elegy is a mournful, melancholic, or plaintive poem, specially a funeral song or lament for the dead.
vi.A sonnet:
A sonnet is a fixed form of a lyric poetry that consists of fourteen lines.
vii.Free verse:
Free verse is a form of poetry that refrain from consistent meter patterns, rhymes or any other musical patterns.
viii.Blank verse:
A blank verse is a poetry written with unrhymed patterns. Example is Paradise Lost by John Milton
ix.Shape poem or concrete poem:
A shape poem takes the shape of the object it describes. It is more for the eyes than for the brain or emotions.
x.Imagist poetry (Haiku):
An imagist poetry or haiku is a three line poetry that originated in Japan.
A poem (derived from Greek poiein) is a form of literary art in which language is used for its aesthetic and evocative qualities, in addition, its apparent meaning.
A poem is a piece of writing in which words are chosen for their sound and the image they suggest.
A poetry is a game in the sense that the poet plays with the meaning and music of words and readers respond to it by participating in that imaginative communication.
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Definition of poetry:
Poetry is a speaking picture with this end, to teach and delight. -Sir Philip Sydney
Poetry is the spontaneous overflow of powerful feelings, recollected in tranquillity. -William Wordsworth
Poetry is something divine. -PB Shelly
Poetry is metrical composition. -Johnson
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Characteristics of poetry:
Poetry is the eldest of all literary genres. Beowulf is the first poetry in English literature with 3000 lines in it. It is a heroic poetry, a typical example of epic poetry.
Features:
i.Connotation:
In poetry, the ideas, feelings, thoughts of the author are not directly conveyed. Such ideas are conveyed through the use of images, symbols and figures of speech.
ii.Meditation:
Reading and understanding poetry makes everyone think seriously.
iii.Metrics:
Not modern poetry, but old poetry may use this feature of metrical composition such as metre, rhymes, rhythm and foot.
iv.Music:
Poetry has musical quality.
v.Aesthetic and didactic:
Poetry provides us entertainment and gives an instruction to the readers.
vi.Imagination and feelings:
It is said that poetry is the expression of imaginations. Hence, imagination and feelings are profoundly predominant.
vii.Visible shape:
Poetry has its own physical structure.
viii.Stanza form:
Poetry is written in stanzas such as couplets, triplets and quatrains.
According to this theory, readers make the meaning out of the text. There are various RRTs.
i.Transactional RRT
Different readers come up with different acceptable interpretations because the text allows for a range of acceptable meanings.
ii.Affective RRT
Literary text is an event that occurs in time – that comes into being as it read and it affects the reader in the process of reading.
iii.Subjective RRT
In contrast to affective and transactional RRT, subjective RRT believes that there is no literary text beyond the meanings created by readers’ interpretations.
iv.Psychological RRT
According to this theory, the readers’ motives strongly influence how they read. Norman Holland believes that we react to literary text with same psychological responses we bring to events in our daily lives.
v.Social RRT
All readers come to the pre-disposed text to interpret it in a way they represent their interpretative community and whatever interpretative strategies are operating for them at a time, they read according to Stanley Fish.
Psychoanalysis is a way of understanding human behaviour. This concept is based on the psychoanalytic principles established by Sigmund Freud (1856-1939) whose those theories are referred to today as classical psychoanalysis. Since human behaviour is relevant to literary criticism, psychoanalytical criticism is important in literary theory.
Psychoanalytic concepts such as sibling rivalry, inferiority complex, oedipal conflict are common in daily life.
The origin of the unconscious:
The notion that human beings are motivated by desires, fears, needs and conflicts of which they are unaware – that is, unconscious- was one of Sigmund Freud’s radical insights. So, the unconscious is the storehouse of painful experiences and emotions, guilty desires, fears. The unconscious comes into being when we are vey young.
Later on, as an individual grows into adulthood, s/he undergoes many psychological experiences such as fear of intimacy, fear of abonnement, fear of betrayal, low self-esteem, insecure sense of self, oedipal complex etc.
For psychoanalysis, our sexuality is an inescapable human reality which may be affected by our conscious and unconscious mind. Sigmund Freud’s concept of id, ego and superego play a role in this regard. All guilty and good desires arise in id, and ego plays a role of referee between id and superego.
Super ego or cultural taboo determines which desires id will contain. Hence, psychoanalysis is the process whereby the clues of unconscious mind are understood by conscious mind which has literary relevance in critical theory.
Structuralism as a method of analysis which sees itself as a human science whose effects are to understand in a systematic way, the fundamental structures that underline all human experience, human behaviour and productions. Structuralism believes that the structuring mechanism of human mind are the means by which we make sense out of chaos, and literature is a fundamental means by which human beings explain the world to themselves. The final goal of structuralism is to understand the underlying structure of human experience.
For structuralism, the world we see consists of two fundamental levels : one visible and other invisible.
Post modernism is the term used to suggest contemporary literature of the last half of the 20th century. This literature is used to describe certain characteristics of post World War II literature. It is also a reaction against enlightenment ideas implicit in modernist literature. This age is specially marked by the literature of fragmentation and unstable text.
The key authors of this time include Salman Rushdie, R.K. Narayan, Anita Desai, Arundhati Roy. According to few post modernists, the age of post modernism actually begins with the death of Irish author James Joyce and English writer Virginia Wolf in 1941. Others believe that the modernism begins with lectures sign, structure and play by Derrida in 1966.
The neoclassical period was an institution of poets where the lights of knowledge acquisition with discipline and respect was given an overwhelming importance. This period marked an influx of theatre. This was also marked age of reasons or good sense. This was the 18th century literature.
Since this was the age of enlightenment, the literary content had emphasis on reasons and logic.
-Stability , wisdom, conventions, tradition
-Emphasis on individual
-Nature as background of Poetry
-Belief that man is basically evil
-Approach to life ‘the world is as it should be’
-Also known as Augustan period because English life and literature has reached an eliminating period of civilization and elegance corresponding to that which existed at Rome under the emperor Augustin.
Elizabethan period of English literature was marked by great composers such as William Shakespeare, Sir Edmund Spencer, Sir Philip Sydney, Christopher Marlowe and Francis Bacon.
Characteristics of Elizabethan Period:
It was dominated by the spirit of romance.
Largely influenced by the literature of Italy.
The literary spirit was all persuasive and the authors were men (not yet women) of almost every class.
Poetry preferred pastoral theme.
Idealized the ‘Golden Age’ of old England.
The comedies used Italian or Latin comedies as sources.
Tragedian were melodramatic and concerned with the darker side of human character.
Lust, adultery, corruption and death were literary themes.
Politics and history interested all the play writes.
Idealization of women, love, marriage and courtship remain the main theme.
Religious allegory, themes of humour and chivalry, courage and fidelity were important themes.
Satire on London life, it’s corruption, moral depravity, and lack of faith were also pervasive in literature.
Elizabethan poets were under the influence of Homer and other classical poets.
Poetry, sonnet, drama and metaphysical poetry were also in use in literature.
i. To develop a conviction and realization of the extent that growth can be promoted, learning acquired, social behavior improved, and personality adjustments effected. The realization of this objective will produce an increasing appreciation of what educational psychology contributes to the teacher.
ii. To assist in defining and setting up educational objectives and standards in terms of desirable behaviors (conduct, attitudes, and so forth I that ought to be the goals of all teaching efforts. If the teacher knows what the desired outcomes should be, he can set up the appropriate situation I curricular materials, teaching procedures, and so on) for bringing them about.
iii. To aid in developing an impartial but sympathetic attitude toward children so that their behavior will be regarded objectively.
iv. To assist in achieving a better understanding of the nature and importance of social relationships and the methods of developing in children such modes of social functioning as getting along with others, participation in group efforts, and cooperation.
v. To provide a body of facts and principles that can be used in solving the problems of teaching: how the materials of instruction can best be selected and organized into a graded series of problem-projects, units. or contracts; how these materials can be used intelligently as means in developing the desired outcomes; how the learning process can be so guided that the materials and methods will not obstruct learning; and how the entire process can be directed so that what is learned functions not only here and now, but anywhere and anytime, in school or out.
vi. To aid in affording the teacher a better perspective for judging both the results of his own teaching and the educational practices of others. Educational psychology helps provide a better background for understanding the total job of teaching in all its intricacies, the importance of goals or the need of a working philosophy, a knowledge of usable materials and means (available or possible), the most effective use of these materials, reliable and valid ways of evaluating outcomes or results, and so forth. Educational psychology helps develop a scientific, problem-solving attitude toward the problems of education. It also aids materially in training individuals to thinkpsychologically about problems of human conduct and education.
vii. To furnish the teacher with the necessary facts and techniques for analyzing behavior-both his own and that of others-to the end that normal adjustment may be facilitated and growth in personality effected.
viii. To assist in setting up, defining, and maintaining progressive teaching procedures, guidance programs, and functional forms of organization and administration.
The scope of educational psychology is ever-growing due to constantly researches in this field. The following factors will indicate the scope of educational psychology:
i. The Learner:
The subject-matter of educational psychology is knitted around the learner. Therefore, there need of knowing the learner and the techniques of knowing him well. The topics include – the innate abilities and capacities of the individuals, individual differences and their measurements, the overt, covert, conscious as well as unconscious behavior of the learner, the characteristics of his growth and development and each stage beginning from childhood to adulthood.
ii. The Learning Experiences:Educational Psychology helps in deciding what learning experiences are desirable, at what stage of the growth and development of the learner, so that these experiences can be acquired with a greater ease and satisfaction.
iii. Learning process: After knowing the learner and deciding what learning experiences are to be provided, Educational Psychology moves on to the laws, principles and theories of learning. Other items in the learning process are remembering and forgetting, perceiving, concept formation, thinking and reasoning, problem solving, transfer of learning, ways and means of effective learning etc.
iv. Learning Situation or Environment. Here we deal with the environmental factors and learning situations which come midway between the learner and the teacher. Topics like classroom climate and group dynamics, techniques and aids that facilitate learning and evaluation, techniques and practices, guidance and counseling etc. For the smooth functioning of the teaching-learning process.
v. The Teacher: The teacher is a potent force is any scheme of teaching and learning process. It discusses the role of the teacher. It emphasizes the need of ‘knowing thyself’ for a teacher to play his role properly in the process of education. His conflicts, motivation. Anxiety, adjustment, level of aspiration etc. It throws light on the essential personality traits, interests, aptitudes, the characteristics of effective teaching etc so as to inspire him for becoming a successful teacher.
Though the entire scope of Educational Psychology is included in the above mentioned five key-factors, it may be further expanded by adding the following:
vi. It studies Human Behavior in educational situations. Psychology is the study of behavior, and education deals with the modification of behavior; hence, educational psychology pervades the whole field of education.
vii. It studies the Growth and Development of the child. How a child passes through the various stages of growth and what are the characteristics of each stage are included in the study of educational psychology.
viii. To what extent Heredity and Environment contribute towards the growth of the individual, and how this knowledge can be made use of for bringing about the optimum development of the child; form a salient feature of the scope of educational psychology.
ix. Educational psychology deals with the Nature and Development of the Personality of an individual. In fact, education has been defined as the all-round development of the personality of an individual; personality development also implies a well-adjusted personality.
x. It studies Individual Difference: Every individual differs from every other individual. It is one of the fundamental facts of human nature which have been brought to light by educational psychology. This one fact has revolutionized the concept and process of education.
xi. It studies the nature Intelligence and its Measurement. This is of utmost importance for a teacher.
xii. It Provides Guidance and Counseling: Education is nothing but providing guidance to the growing child.
We can conclude by saying that Educational Psychology is narrower in scope than general psychology. While general psychology deals with the behavior of the individual in a general way, educational psychology in concerned with the behavior of the learner in an educational setting.
Educational psychology helps in realizing the goals of education. It helps primarily in answering questions of ‘how’ and ‘when’. It helps the student of education and the teacher in understanding human nature so that he may be able to motivate and direct learning and growth and conduct. Educational psychology has to enrich the educator himself by changing the learner’s thoughts, feelings, attitudes, ideals, standards of values and conduct along with improvement in the quality of instruction.
i. To grow conviction in the usefulness of the science of educational psychology.
ii. To assist in defining and setting up educational objectives and standards in terms of desirable behavior and organizing educational situations in which such a behavior may be brought about.
iii. To assist the teachers in treating their pupils with sympathy and understanding and to create positive attitude towards learning.
iv. To provide a body of facts and principles this can be used in solving problems of teaching.
v. To aid in providing the teacher with a better perspective for judging both the results of his own teaching and the educational practice of others.
vi. To assist the teacher in giving the necessary facts and techniques for the analyzing child’s behavior to facilitate adjustment and growth of personality.
vii. To assist in setting up, defining and maintaining progressive teaching procedures, guidance programmers and functional forms of organization and administration.
a. "Educational psychology is a subject to be studied, an area or field of knowledge, a set of applications of laws and principles from a field of knowledge to a social process, a set of tools and techniques, and a field for research." -G. L. Anderson
b. According to Charles. E. Skinner, “Educational psychology deals with the behavior of human beings in educational situations”.
c. In the words of E.A. Peel, “Educational Psychology is the science of Education”.
Educational Psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.
The field of educational psychology involves the study of memory, conceptual processes, and individual differences (via cognitive psychology) in conceptualizing new strategies for learning processes in humans. Educational psychology has been built upon theories of operant conditioning, functionalism, structuralism, constructivism, humanistic psychology, Gest. Psychology, and information processing.
Psychology is the science of behavior and mind, embracing all aspects of conscious and unconscious experiences as well as thought. It is an academic discipline and a social science which seeks to understand individuals and groups by establishing general principles and researching specific cases.
The nature of psychology can be defined as a science and art as follow:
i. Psychology as a science:
Like other natural sciences such as Physics and biology, psychology is an empirical field of study.
It is a systematic and controlled study which is based on testing of hypothesis through experimentation
Like a science, it emphasizes on search for truth rather than its utility.
It has both pure and applied sciences like other sciences.
The investigations in the field of psychology yield generalize laws which may be applicable in similar situation.
The findings in psychology are brought out in an experimental setting.
ii. Psychology as an art:
It deals with individuals whose characteristics are unique.
It studies behavior of organism which is always lacking consistency.
It is based on subjective analysis because of the behavior of individuals.
The findings can be generalized to an individual up to a limited extent because of individual differences.
iii. Psychology as a positive science:
It is descriptive science rather than prescriptive science. So it is positive science.
iv. Psychology as a study of human behavior:
v. Psychology as based on experimentation:
vi. Psychology as approximation in generalization:
vii. Psychology as a developing science:
i. “Psychology is the study of human behavior and human relationship’”. –Crow and Crow
ii. "Psychology should be define as a science of behavior and human relationship." –B.F. Skinner
iii. Psychology is the positive science of behavior. -Watson
The word, ‘Psychology’ is derived from two Greek words, ‘Psyche’ and ‘Logos’. Psyche means ‘soul’ and ‘Logos’ means ‘science’. Thus psychology was first defined as the ‘science of soul”. According to earlier psychologists, the function of psychology was to study the nature, origin and destiny of the human soul. But soul is something metaphysical. It cannot be seen, observed and touched and we cannot make scientific experiments on soul. In the 18th century, psychology was understood as the ‘Science of Mind’. William James (1892) defined psychology as the science of mental processes. But the word ‘mind’ is also quite ambiguous as there was confusion regarding the nature and functions of mind. Modern psychologists defined psychology as the “Science of Consciousness”. James Sully (1884) defined psychology as the “Science of the Inner World”. Wilhelm Wundt (1892) defined psychology as the science which studies the “internal experiences’. But there are three levels of consciousness – conscious, subconscious and the unconscious and so this definition also was not accepted by some. Thus psychology first lost its soul, then its mind and then its consciousness. At present only its behavior exists. William McDougall (1905) defined psychology as the “Science of Behavior”, W.B. Pillsbury (1911) and J.B. Watson (1912) also defined psychology as the science of behavior. Behavior generally means overt activities which can be observed and measured scientifically. But one’s behavior is always influenced by his experiences. So when we study one’s behavior we must also study his experiences. Psychology should, therefore, be defined as a “science of behavior and experiences on human beings” (B.F. Skinner) According to Crow and Crow, “Psychology is the study of human behaviour and human relationship’”.
Babies are more spontaneous, more genuine, and vibrant that is why they look extra ordinary.
When they interact with us, they make us feel important because they stay engaged with us. Babies do not care whether or not our face is well-formed. If there’s a smile on our face when we stare at them, they will automatically give us genuine smile.
Babies look cute maybe because of their innocence.
Importance of Education Education is a lifelong process which can be regarded as the light of life. It makes our perspectives broader and helps us stay enlightened. It opens up a world of new opportunities or solutions to our daily life problems.
Education is a life-long process of recharging our minds with different ideas, information, and experiences. Education may be of various types including formal, non-formal and informal. Education with formal boundary, timing, pre-determined objectives and subject matters is formal education whereas education without such limitation is non-formal education. But informal education is more situation and lifelong education which is totally unplanned and which may be inspired by any kind of activities performed in real life situations.
Life without education is very narrow, limited and dark. Education provides us with perspectives, understandings, and solutions to our daily problems. When we are educated, we become more competent, confident and more adroit in dealing with real-life situations. We are no more afraid to talk in front of people because we already possess the ability to make people understand us. We become more effusive and effective. Similarly, nothing will make us sad and depressed because we have already accepted the fact that anything might happen to our life at any time.
Education makes us able to conceptualize the ultimate destination of every living being regardless of the name and fame they own during their life. As a matter of fact, educated people are no longer afraid of problems, disasters and ultimately they are ready to face the storms of life such as lackings, endings etc. This makes the life of people more stable and valuable even when the whole world ends up rounding up in the circle of uncertainty. Educated people are more calm and altruistic because they are able to grab the highest degree of satisfaction and self-esteem in their life. They are enlightened since they remain stable in spite of the constant ups and downs they overcome naturally. Educated people talk less but mean more. They do not prefer to debate in pointless discussions. That is what they get from education.
We learn different languages, skills, behaviors, morals through education. We grab specific skills and we develop our own unique styles through education. Education makes the master of some sort of field or skills. It means we become more competent in any one or more disciplines by education and become qualified to perform actions. We can get job opportunities, make our own brands or start our own business because of education. When we have insight into our mind about making a change, nothing can stop us. Similarly, education is very important in becoming more important in the world.
An ode is a poem, originally to be sung but now a grand lyric poem often in praise of someone or something. Odes are highly subjective in content of being more often an externalization of poets' internal feelings. It was stablished by Pindal in Greece and by Horace in Rome.
The word 'epic' has originated from Latin word 'epices' and from Greece 'epic' which means a song. An epic is a long poetic composition usually centred upon a hero, in which a series of great achievements or events is narrated in elevated style. For example, Homer's Iliad is an epic poem.
Epic: The word 'epic' has originated from Latin word 'epices' and from Greece 'epic' which means a song. An epic is a long poetic composition usually centred upon a hero, in which a series of great achievements or events is narrated in elevated style. For example, Homer's Iliad is an epic poem.
Lyric Poetry: A lyric is a short poem about a feeling, an emotion or usually about love. It is no longer that fifty or sixty lines.
Balllad: A ballad is a form of verse adopted for singing and recitation, which presents a dramatic or exciting episdode in simple narrative poem.
Ode: An ode is a poem, originally to be sung but now a grand lyric poem often in praise of someone or something. Odes are highly subjective in content of being more often an externalization of poets' internal feelings. It was stablished by Pindal in Greece and by Horace in Rome.
Elegy: An elegy is a mournful, melandcholic or plaintive poem, specially a funeral song or lament for the dead.
A Sonnet: A sonnet is a fixed form of a lyric poetry that consists of fourteen lines.
Free Verse: Free verse is a form of poetry that refrain from consistent mter patterns, rhymes or any other musical patterns.
Blank Verse: A blank verse is a poetry written with unryhmed patterns. For example: Paradise Lost by John Milton is a blank verse.
Shape poem or concrete poem: A shape poem takes the shape of the object it describes. It is more for the eyes than for the brain or emotions.
Imagist Poetry (Haiku): An imagist poetry or Haiku is a three line poetry that originated in Japan.
Poetry is the oldest of all literary genres. 'Beowulf' is the final English literature with 3000 lines in it. It is a heroic poetry, a typical example of epic poetry.
Characteristic features of Poetry are as follow:
Connotation: In poetry, the ideas, feelings, thoughts of the speaker are not directly conveyed through the use of images, symbols, and figure of speech.
Meditation: Reading and understanding poetry makes everyone think seriously.
Metrics: Not modern poetry, but old poetry may use metrical composition, such as meter, rhythm, and foot.
Music: Poetry has the musical quality.
Aesthetic and dyadic: Poetry provides an entertainment and gives an instruction to the readers.
Imagination and Feelings: It is said that poetry is the expression of imagination. Hence, imagination and feelings are profoundly predominant in poetry.
Visible shape: Poetry has its own physical structure.
Stanza form: Poetry is written in stanzas such as couplets, triplets, and quotation.
Playfully pleasant: Poetry can please the heart of the reader.
Myth is a traditional story about heroes of supernatural beings, often attempting to explain the origin of natural phenomenon or aspects of human behaviour. It is always concerned with creation and transfer from one generation to the another through oral saying. It is fictitious and imaginary.
The term ‘fiction’ had has derived from Latin word ‘fictum’ which means ‘created’. A fiction is any form of relative which deals in part or whole with events that are not factual, but rather imaginary and invented by its authors.
In contrast to fiction, non-fiction deals with exclusively factual events. For example: biography, history etc.
Fiction is applied in theatrical, cinematic documental and musical works. Whereas non-fiction is applied in writing biography, documentry, history etc.
It is also called classical method because it was first used in the teaching of the classical languages, Latin and Greek. It is used for the purpose of helping students read and appreciate foreign language literature. It was the dominant method in the period from the 1840s to the 1940s and still used in many countries. GT method is popular among traditional teachers in Nepal. This method is chiefly based on the literary works of Romans and Greeks. German writer Karl Ploetx advocated GT method in the 19th century.
Welcome to exposure academy, an english language school
This is the
very first video in our Channel. You can do us favor by liking, offering
constructive comments and subscribing to our new channel so that you won't miss
every time we create a new video for you.
My spoken
English is not that much good. But I will try to be sure you understand me.
In this video
we will discuss about What is plagiarism? Which ways are regarded as plagiarism
and which not? And how to avoid plagiarim in our academic writings.
Firstly, let us
talk about plagiarism.
Basically, plagiarism
means claiming other's ideas as one's own.
It means taking
information or ideas from other writers and using them in one's own work
without acknowledging the sources appropriately.
Mostly the University students seem to have faced the
issues of plagiarism as they use other's works without citing or acknowledging
them either by intention or due to lack of knowledge on the importance of
quoting or citing.
As a matter of
fact, plagiarism is a form of intellectual dishonesty or theft.
Since it is a
serious academic offence or sin, each writer should attempt his or her best to
avoid plagiarism.
There are many
ways of taking information from others which would be considered plagiarism:
First and basic
way is _ not providing reference when we have used other's ideas in our work.
Similarly, no
use of quotation marks even if we provide the reference can also be considered
plagiarism.
Accordingly if
we take a few sentences or paragraphs out of other books or articles belonging
to other writer without referencing, that would be considered plagiarism.
Now, there are
some other ways we can follow without being charged of plagiarism
First point
is...use of commonly
accepted ideas even without referencing.
second is presenting
the results of our own work
use of some
vocabulary from the original or use of some new sentence structures which are
different from the ones in the original texts.
similarly if we
use the summary substantially different from the original, our way would be
plagiarism-free.
Now, lets think
of ways to avoid this kind of academic sin...
In order to
maintain academic honesty, the author needs to avoid plagiarism in his or her
writing. As a matter of fact, the writer is supposed to consult various sources
including books, articles and various websites and blogs which needs to be
properly cited and referenced.
On one hand,
proper citing and referencing would avoid plagiarism, and on the other, it
would show respect to the ideas and information of others.
Some of the
ways to avoid plagiarism can be discussed in the following points.
The first one
is...Integrating quotations into the text:
We need to
properly quote others' ideas if they are included in our text.
Quotations are
mainly used for providing support for the writer's argument,
giving examples
of different viewpoints on the topic,
justifying the
relationship between the writer's and other's ideas, etc.
They are also
called in-text citations.
According to
Hamp-Lyons and Heasley (2008), "Quotations are to fulfill their function,
they need to be identical to the original word for word, and must be attributed
to the author.:
Next way to
avoid plagiarism is to paraphrase or summarize the original source or text in
writer's own words. However, it would be honest of him to cite the resources.
The third and
most important way of avoiding plagiarism is Referencing or citing :
The sources
used for the creation of any academic texts should be properly referenced under
the section 'Reference' or 'Works Cited'.
The sources are
arranged alphabetically by author's last names, or when there is no author, by
the first word of the title excluding different articles in the beginning.
Within the
list, if a particular author is cited more than once, then the author's entries
are ordered chronologically with the most recent first".
There are mainly
two systems which are used for referencing or identifying the resources: They
are MLA (Modern Language Association) and APA (American Psychological
Association)
For more
information on MLA and APA check out for our another video.
Thank you for
watching this video. And most importantly don't forget to leave a like and
constructive comments to us.
