印第安纳大学 How to Recognize Plagiarism 题库

印第安纳大学的 How to Recognize Plagiarism:Tutorials and Tests给出了如何正确引用和避免抄袭的若干守则,被 南开大学等学校用作 学术规范与论文写作指导 课程的测试。

但题目往往极难，至少需要3 4遍后才能做对，有的人甚至做了十遍八遍。

我用chatgpt4o（需要开会员）基于我训练了一个模型，可以准确判别类型。
有需要的可以加wx：Stack_Chen

下面将我遇到的一些题放出，充当题库，给大家提供参考：

1.

Original Source Material：

To return to the primeval soup, it must have become populated by stable varieties of molecule; stable in that either the individual molecules lasted a long time, or they replicated rapidly, or they replicated accurately. Evolutionary trends toward these three kinds of stability took place in the following sense: if you had sampled the soup at two different times, the later sample would have contained a higher proportion of varieties with high longevity/fecundity/copying-fidelity.

References:  
Dawkins, R. (1989). _The selfish gene_ (3rd ed.). Oxford, England: Oxford University Press.

Student Version：

The "primeval soup...must have become populated by stable varies of molecule" and over time would contain "a higher proportion of varieties with high longevity/fecundity/copying-fidelity" (Dawkins, 1989, p. 18).

References:  
Dawkins, R. (1989). _The selfish gene_ (3rd ed.). Oxford, England: Oxford University Press.



2.

Original Source Material：

The concept of systems is really quite simple. The basic idea is that a system has parts that fit together to make a whole; but where it gets complicated - and interesting - is how those parts are connected or related to each other. There are many kinds of systems: government systems, health systems, military systems, business systems, and educational systems, to name a few.

References:  
Frick, T. W. (1991). _Restructuring education through technology_. Bloomington, IN: Phi Delta Kappa Educational Foundation.



Student Version：

While systems can become very complex, the concept behind a system can be easily explained. A system is made up of parts that join together to form a whole. Frick (1991) suggests that where things get interesting is in the specifics of how parts relate to one another.

References:  
Frick, T. W. (1991). _Restructuring education through technology_. Bloomington, IN: Phi Delta Kappa Educational Foundation.



3.

Original Source Material：

Television and radio editorials--when they rarely occur--are usually bland; typically, they are opposed to sin and for freedom. But too many newspaper editorials are the same, and newspapers do not have a federal license that might be taken away. The unspoken motto that hangs over too many editorial-writing desks is: Don't offend the advertisers. Don't offend the public. Don't be too controversial.

References:  
Simon, P. (2003). _Our culture of pandering._ Carbondale, IL: Southern Illinois University Press.



Student Version：

Unfortunately, avoiding controversy and shying away from ideas that might offend advertisers or the public too often seems to be the unexpressed motto displayed on newspaper editorials-writing desks. Unlike television and radio, "newspapers do not have a federal license that might be taken away" (Simon, 2003, p. 67) so governments have less ability to influence newspaper content.

References:  
Simon, P. (2003). _Our culture of pandering._ Carbondale, IL: Southern Illinois University Press.



4.

Original Source Material：

The selected memories, nevertheless, both from her childhood and from Sally's do coalesce, or at least indicate a very clear thematic focus: primarily death, and, to a smaller extent, writing, creation, the power of words-two aspects where this book originates in: the trauma of death as a source of writing--and, as a result, as a means of creating one's self, the autobiographical subject, or the subject of this autobiography.

References:  
Séllei, N., (2009) The mother in mourning as the subject of autobiography in Rosamond Lehmann's _The swan in the evening: Fragments of an inner life_. In A. O'Reilly, & S. Caporale-Bizzini (Eds.). _From the personal to the political: Toward a new theory of maternal narrative_ (pp. 170-182). Cranbury, NJ: Susquehanna University Press.



Student Version：

Areas of thematic focus in of Rosamond Lehmann's The Swan in the Evening include death and the power of writing (Séllei, 2009). Further, Séllei (2009) points out the ability for "the trauma of death" to act "as a source of writing" (p. 175).

References:  
Séllei, N., (2009) The mother in mourning as the subject of autobiography in Rosamond Lehmann's _The swan in the evening: Fragments of an inner life_. In A. O'Reilly, & S. Caporale-Bizzini (Eds.). _From the personal to the political: Toward a new theory of maternal narrative_ (pp. 170-182). Cranbury, NJ: Susquehanna University Press.





5.

Original Source Material：

Educational processes and systems are complex, and any attempt to measure them, especially at this level of aggregation, can only lead to broad and general discussions. However, we contend that this discussion is necessary. Further, attempting to measure global processes in education may provide another puzzle piece to theoreticians as well as national and local policy-makers, who are working at understanding and, in the latter case, steering educational systems.

References:  
Rutkowski, L., & Rutkowski, D. (2009). Trends in TIMSS responses over time: Evidence of global forces in education? _Educational Research and Evaluation, 15_(2), 137-152.



Student Version：

After presenting their results the authors recognize that the nature of the data they have provided "can only lead to broad and general discussions" but also suggest "that this discussion is necessary" (Rutkowski & Rutkowski, 2009, p. 150).

References:  
Rutkowski, L., & Rutkowski, D. (2009). Trends in TIMSS responses over time: Evidence of global forces in education? _Educational Research and Evaluation, 15_(2), 137-152.



6.

Original Source Material：

Of course, you could say that free will is an illusion anyway. If there really is a complete theory of physics that governs everything, it presumably also determines your actions. But it does so in a way that is impossible to calculate for an organism that is as complicated as a human being, and it involves a certain randomness due to quantum mechanical effects.

References:  
Hawking, S., & Mlodinow, L. (2008). _A briefer history of time_ (Reprint.). New York, NY: Bantam.



Student Version：

Like Einstein before him, Hawkings has established himself as a physics superstar. Of particular interest is his work towards a theory of everything. If physics govern everything, a comprehensive theory of physics could also make predictions about how people will act in the future. A precise calculation is, however, impossible in the case of an organism that is as complicated as a human being, and it involves a certain randomness due to quantum mechanical effects.



7.

Original Source Material：

Modifications that increase task difficulty are also presented to assist instructors in structuring developmental progressions for activities that reflect various net/wall games. For example, game modifications that require participants to strike a ball with a hand after a bounce are introduced before requiring participants to strike a ball with a racquet or with a hand without a bounce.

References:  
Mandigo, J. L., & Anderson, A. T. (2003). Using the pedagogical principles in net/wall games to enhance teaching effectiveness. _Teaching Elementary Physical Education, 14_(1), 8-11.



Student Version：

One strategy for changing a task to decrease difficulty comes from physical education where "game modifications that require participants to strike a ball with a hand after a bounce are introduced before requiring participants to strike a ball with a racquet or with a hand without a bounce" (Mandigo & Anderson, 2003, p. 9). A participant may then be able to focus on other aspects of the game (e.g., strategy) or find that their anxiety about playing has decreased.

References:  
Mandigo, J. L., & Anderson, A. T. (2003). Using the pedagogical principles in net/wall games to enhance teaching effectiveness. _Teaching Elementary Physical Education, 14_(1), 8-11.



8.

Original Source Material：

But what are reasonable outcomes of the influence of global processes on education? While the question of how global processes influence all aspects of education (and who controls these forces) is multidimensional and not completely testable, there appear to be some theories of globalization as it relates to education that can be empirically examined.

References:  
Rutkowski, L., & Rutkowski, D. (2009). Trends in TIMSS responses over time: Evidence of global forces in education? _Educational Research and Evaluation, 15_(2), 137-152.



Student Version：

The question of “how global processes influence all aspects of education (and who controls these forces) is multidimensional and not completely testable but there appear to be some theories of globalization as it relates to education that can be empirically examined” (Rutkowski and Rutkowski, 2009, p.138).



9.

Original Source Material：

It should be apparent that technology will play a crucial role in the success of the information-age paradigm of education. It will enable a quantum improvement in student learning, and likely at a lower cost per student per year than in the current industrial-age paradigm. Just as the electronic spreadsheet made the accountant's job quicker, easier, and less expensive, the kind of LMS described here will make the teacher's job quicker, easier, and less expensive.

References:  
Reigeluth, C. M., Watson, W. R., Watson, S. L., Dutta, P., Chen, Z. C., & Powell, N. D. P. (2008). Roles for technology in the information-age paradigm of education: Learning management systems. _Educational Technology, 48_(6), 32-39.



Student Version：

Introducing technology into the workplace does not automatically improve job performance. While managers may dream of lower costs, the introduction of technology may increase costs (especially in the short term) if using/learning the technology makes the individual's job harder.



10.

Original Source Material：

In examining the history of the visionary companies, we were struck by how often they made some of their best moves not by detailed strategic planning, but rather by experimentation, trial and error, opportunism, and--quite literally--accident. What looks in hindsight like a brilliant strategy was often the residual result of opportunistic experimentation and "purposeful accidents."

References:  
Collins, J. C., & Porras, J. I. (2002). _Built to last: Successful habits of visionary companies._ New York, NY: Harper Paperbacks.



Student Version：

The variety of projects that Google undertakes, from Internet search to cars that drive themselves, could be considered lack of focus. However, perhaps Google recognizes that successful moves that looked like the result of "a brilliant strategy was often the residual result of opportunistic experimentation" (Collins & Porras, 2002, p. 141).

References:  
Collins, J. C., & Porras, J. I. (2002). _Built to last: Successful habits of visionary companies._ New York, NY: Harper Paperbacks.

参考答案：
1. Not plagiarism
2. Paraphrasing plagiarism
3. Not plagiarism
4. Not plagiarism
5. Not plagiarism
6. Word-for-word plagiarism
7. Not plagiarism
8. Word-for-word plagiarism
9. Not plagiarism
10. Not plagiarism