PLAGIARISM - A GUIDE FOR

DELTA MODULES TWO AND

THREE
FOR TUTORS AND CANDIDATES

V2 April 2022
 Plagiarism - a guide for DELTA Modules Two and Three

This document is intended as a revision guide or summary aid on plagiarism for DELTA
Modules Two and Three tutors and candidates. It is recommended that centres and tutors
provide candidates with initial instruction on correct citation methods and how to avoid
plagiarism before this summary is used. Cambridge University provides an online tutorial
which covers study skills promoting good academic practice, which can be found here:
https://libguides.cam.ac.uk/plagiarism/home

The Cambridge University website definition of plagiarism is as follows:

using someone else’s ideas, words, data, or other material produced by them
without acknowledgement.
University statement on plagiarism (2019), retrieved 28.02.22 from:
http://www.admin.cam.ac.uk/univ/plagiarism/students/statement.html

This means that whether or not a candidate intends to cheat, the following are examples of
what will be regarded as plagiarism:

• copying part or all of another student’s essay

• copying language or ideas from a published or unpublished source without proper
reference
• using other people’s work to structure your own work, create an argument or
present data without proper reference
• unauthorised collusion
• quoting directly without making it clear by standard referencing and the use of
quotation marks and/or layout (indented paragraphs, for example) that you are
doing so
• using text downloaded from the internet without referencing the source
conventionally
• closely paraphrasing a text
• submitting work which has been undertaken wholly or in part by someone else.

Plagiarism may take different forms, some of which are not direct copying. This document,
therefore, contains 8 examples of the most common forms of plagiarism and poor
scholarship occurring on DELTA Modules Two and Three.

Candidates are expected to know that all are unacceptable. Please familiarise yourself with
the content.

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 Plagiarism - a guide for DELTA Modules Two and Three

Contents

SECTION 1 - PLAGIARISM
Example 1 – Verbatim – Copy/paste from published material ……………………………….….…… 3
Example 2 – Verbatim – Copy/paste from other candidates ……………………….…................. 4
Example 3 – Poor paraphrasing …………………………………………………………………………..………… 5
Example 4 – Poor referencing ………………………………………………………………………………..……… 6

SECTION 2 – POOR SCHOLARSHIP

Example 5 – Patchwriting …………………………………………………………………………………………..…. 7
Example 6 – Copying structure and argument from other candidates …………………..……... 8
Example 7 – Copying essay structure …………………………………………………………………..………… 9
Example 8 – Copying visuals …………………………………………………………………………………..……. 10

Summary ..………………………………………………………………………………………………………………..…. 11
Further help and information ..……………………………………………………………………….………….… 12
List of references ..…………………………………………………………………………………………….……….... 12

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 Plagiarism - a guide for DELTA Modules Two and Three

Section 1 - Plagiarism
Example 1 – Verbatim – Copy/paste from published material

Original Text

‘Needs are often described in

terms of a linguistic deficiency,
that is, as describing the
Source:
difference between what a
Richards, J. C. (2001). Curriculum
learner can presently do in a
development in language
language and what he or she
teaching. Cambridge: Cambridge
should be able to do.’
University Press. p. 54
Richards. J (2001). Curriculum
development in language
teaching, CUP, UK. 55

Candidate Text

Before considering what form

the NA needs to take, it would
be useful to consider which
needs should be measured and
to ensure this decision is
underpinned soundly. Needs are
often described in terms of a
linguistic deficiency, that is, as Exact words used – no citation
describing the difference
between what a learner can
=
presently do in a language and
what he or she should be able to Plagiarism
do.
However, it is clear that
linguistic level is not the only
parameter which may be of
relevance to the course design.

Every time you use someone’s words – use citation conventions!

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 Plagiarism - a guide for DELTA Modules Two and Three

Example 2 – Verbatim – Copy/paste from other candidates

Candidate A

As Long (2005) explains, ‘[t]riangulation

of methods can involve use of different
data-collection procedures’ (p.29),
which he goes on to enumerate (e.g.
logs, interviews etc.). I have therefore
interviewed my learners while sending
questionnaires to their employers.

Bibliography
Long, M. H. (2005). Second Language
Needs Analysis. Cambridge: Cambridge
University Press.

Candidate B

Candidate B has:
As Long (2005) explains, ‘triangulation of
✓ used the same quote as
methods can involve use of different
Candidate A
data-collection procedures’ (p.29), which
 introduced the quote in
he goes on to list (e.g. logs, interviews
exactly the same words
etc.). My learners were therefore
 used the same example.
interviewed while questionnaires were =
sent to their employers. Additionally, I
interviewed their previous teacher.
Plagiarism

Do not use parts of other assignments in your work.

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 Plagiarism - a guide for DELTA Modules Two and Three

Example 3 – Poor paraphrasing

Original Text

‘Needs are often described in

terms of a linguistic deficiency, Source:
that is, as describing the Richards, J. C. (2001). Curriculum
difference between what a development in language
learner can presently do in a teaching. Cambridge: Cambridge
language and what he or she University Press. p. 54
should be able to do.’

Richards. J (2001). Curriculum

development in language
teaching, CUP, UK. 55

Candidate Text

Needs are often shown in

terms of a language
deficiency, that is to say, as The idea comes from Richards (2001)
showing the gap between with no mention that it is his work.
what a student can
currently do in a language =
and what they ought to be
able to do. Plagiarism
Additionally, only a few words have been
changed – this is poor paraphrasing.

Every time you use someone’s ideas – provide a citation.

A good paraphrase expresses the original idea in your own words and structure while still
acknowledging any source referred to.

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 Plagiarism - a guide for DELTA Modules Two and Three

Example 4 – Poor referencing

Original Text

‘Needs are often described in

terms of a linguistic deficiency,
that is, as describing the Source:
Richards, J. C. (2001). Curriculum
difference between what a
development in language
learner can presently do in a
teaching. Cambridge: Cambridge
language and what he or she
University Press. p. 54
should be able to do.’

Richards. J (2001). Curriculum

development in language
teaching, CUP, UK. 55
Candidate Text

Before considering what form the NA

needs to take, it would be useful to
consider which needs should be
measured and to ensure this decision is Richards (2001) is mentioned and
underpinned soundly. Needs are often we know the idea came from him.
described in terms of a linguistic
deficiency, that is, as describing the However – there are no quotation
difference between what a learner can marks or page number - so we do
presently do in a language and what he not know the words are his.
or she should be able to do (Richards,
2001).
=
However, it is clear that linguistic level is
not the only parameter which may be of
relevance to the course design.
Plagiarism

When you use someone’s words, make sure that all the citation conventions are used.

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 Plagiarism - a guide for DELTA Modules Two and Three

Section 2 – Poor scholarship

Example 5 – Patchwriting

Original text

‘Needs are often described in terms of ‘Needs analysis can thus have a
a linguistic deficiency, that is, as political dimension. It can be used to
describing the difference between support a particular agenda, for
what a learner can presently do in a example, by giving priority to one
language and what he or she should group to the exclusion of others
be able to do… . within a population… .’ (p.56)

Teachers, learners, employers,

parents, and other stakeholders Source:
(discussed in the next section) may Richards, J. C. (2001) Curriculum
thus all have different views as to development in language teaching.
what needs are.’ (p.54) Cambridge: Cambridge University Press.
P. 54-56

Candidate Text

Before outlining which NA instruments have been ✓ Correctly cited quotations

selected for this study, it will be useful to consider the ✓ one well paraphrased idea
activity of analysing needs. ‘Needs are often described in but
terms of a linguistic deficiency, that is, as describing the
 only one sentence of
difference between what a learner can presently do in a
candidate’s own work
language and what he or she should be able to do’
= poor academic writing.
(Richards, 2001, p. 54). However, it should be evident
that ‘[t]eachers, learners, employers, parents, and other
Beware of excessive citation
stakeholders […] may thus all have different views as to
with no personal interpretation
what needs are’ (op cit). ‘Needs analysis can thus have a
or reaction.
political dimension’ (Richards, 2001, p. 56) and as
In some instances, this could be
Richards (op cit) explains, can be managed to meet
interpreted as plagiarism. It is
certain pre-decided objectives.
always poor practice.

Use quotes and paraphrases to support your argument. Do not simply re-create someone else’s
argument. React to sources, don’t just repeat them.

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 Plagiarism - a guide for DELTA Modules Two and Three

Example 6 – Copying structure and argument from other candidates

Candidate A

It is now important to consider the term Needs Analysis in order to make an

informed decision on choice of NA instrument. ‘Needs are often described in
terms of a linguistic deficiency, that is, as describing the difference between
what a learner can presently do in a language and what he or she should be able
to do’ (Richards, 2001, p. 54) but this is not the only type of ‘need’ that may be
useful for course design. There are other needs which can be seen as relevant,
including learner motivation and the number of hours available for instruction.
Richards (2001) highlights that many different stakeholders will have different
priorities to be considered.

Candidate B

In this section, I will discuss the meaning of Needs Analysis to justify my choice
of NA instrument. ‘Needs are often described in terms of a linguistic deficiency,
that is, as describing the difference between what a learner can presently do in
a language and what he or she should be able to do’ (Richards, 2001, p. 54).
While this is true, it may be a simplistic view of NA as other types of need can be
equally pertinent (e.g. learner motivation). Indeed, Richards (2001) highlights
that many different stakeholders will have different priorities to be considered.

Candidate B has:
✓ presented the same quote as Candidate A
 introduced the quote in the same way as Candidate A
 used the same counter-argument as Candidate A
 used Candidate A’s paraphrase
Candidate B has used
Candidate A’s argument, structure and paraphrase
=
Poor scholarship and plagiarism

Do not use other assignments to structure your arguments.

Do not use other people’s paraphrasing; find the source and paraphrase the original yourself.

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 Plagiarism - a guide for DELTA Modules Two and Three

Example 7 – Copying essay structure

Candidate A – Contents Page

Contents

1. Introduction
1.1 CLIL – a personal journey
1.2.1 Theories and Principles –
Joining up classroom and books
1.2.2 Theories and Principles –
Where next?
1.3 Course design: getting it together

2 . Needs Analysis
2.1 Real life
2.2 NA instrument choice
2.3 Which DA?
2.4 Reading the DA
2.5 Back to real life

Candidate B – Contents Page

Contents
Candidate B has

1. Introduction  used the same micro-structure

as Candidate A
1.1 EAP– a personal journey
1.2.1 Theories and Principles –  used the same words wherever
Joining up classes and books possible
1.2.2 Theories and Principles –
Where next?
Candidate B has used
1.3 Course design: getting it together
Candidate A’s ideas on how to
organise
2. Needs Analysis
2.1 Real life =
2.2 NA instrument choice
2.3 Which DA?
2.4 Reading the DA
Poor scholarship
2.5 Back to real life

Within the constraints of the requirements outlined in the Handbook, organise your essay to suit
your content.

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 Plagiarism - a guide for DELTA Modules Two and Three

Example 8 – Copying visuals

Candidate A – visuals
Figure 2.1 Needs Analysis Results – EAP Writing skills
Student confidence gauge
(average scores)

Paraphrasing Citing Summarising Editing

Sub-skill
For detailed breakdown of results by student see Appendix 4.

Candidate B – visuals
Figure 2.4 Diagnostic Testing Results – Exam Classes
IELTS Reading
diagnostic reading skills test
Average student scores on

Skimming Scanning Reading for gist Reading for

detail
Sub-skill

✓ Different content presented by Candidate B but

 Candidate A’s original presentation copied
= Poor scholarship

Design your own visuals to best present your content or use generic graphs.
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 Plagiarism - a guide for DELTA Modules Two and Three

Summary
Please remember…

Every time you use someone’s words – use all the proper citation conventions.

Every time you use someone’s ideas – provide a citation.

Do not use parts of other assignments in your work and do not use other assignments to structure
your arguments.

Do not use other people’s paraphrasing; find the source and paraphrase the original yourself.

A good paraphrase expresses the original idea in your own words and structure.

Within the constraints of the requirements outlined in the Handbook, organise your essay to suit
your content.

Design your own visuals to best present your content or use generic graphs.

If you need help with any of the above, ask your tutor, consult the Cambridge University plagiarism
site (see next page) or do an internet search. There is plenty of advice on the web.

On DELTA Modules Two and Three, all assignments are automatically saved in a plagiarism-detection
package which:

✓ highlights all matches in the text between the submitted work and published works
✓ highlights matches with any submitted DELTA Module Two or Three assignment.

If plagiarism is found to have occurred, your result may be permanently withheld.

You can find out more about the possible outcomes at

https://www.cambridgeenglish.org/help/malpractice/teaching-qualifications/

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 Plagiarism - a guide for DELTA Modules Two and Three

Further help and information

For more information on what constitutes plagiarism and how to avoid it, see:

the DELTA Handbook

http://www.cambridgeenglish.org/images/181161-delta-handbook-for-tutors-and-candidates-
document.pdf

the University of Cambridge website

http://www.admin.cam.ac.uk/univ/plagiarism/students/statement.html

List of references
Cambridge University. Good academic practice and avoiding plagiarism. Retrieved 28 February 2022,
from: https://libguides.cam.ac.uk/plagiarism/home

Cambridge University. (2019). University Statement on plagiarism. Retrieved 28 February 2022,

from: http://www.admin.cam.ac.uk/univ/plagiarism/students/statement.html

Long, M. H. (2005). Second Language Needs Analysis. Cambridge: Cambridge University Press.

Richards, J.C. (2001). Curriculum development in language teaching. Cambridge: Cambridge

University Press.

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