There are different forms of plagiarism in the text of Student X. Firstly; the student does not include the resource from which the information was available. For instance, the goes ahead defining the Frankfurt school without giving the specific source from which the definition is found. The student does not give the citation after defining Frankfurt School. Additionally, the student uses the exact words of the author when defining the Frankfurt school and does not include quotes or citations linking the original work to his or her definition. For instance, the student writes, “The Frankfurt School refers to a group of Marxist scholars who first examined the role of the European and German media in the 1930s, and subsequently moved on to analyzing the American media over the next two decades.” The student only changes or uses few synonyms to replace the words used in the original text. Thirdly, Student X re-writes the work of the original author without giving proper citation resources. For instance, the student writes, “As Marxists, they stressed the way the media functioned to subordinate the working classes and how they were determined by economic interests.” These are the exact words of the author of the original work. The following is an example of Student X’s writing without plagiarism forms.
The Frankfurt School refers to different Marxist scholars that evaluated the media’s role in Germany and Europe in the 1930s. This group of scholars later moved with their analysis to include the role of media in America during the 1940s and 50s. These scholars stressed the manner in which the media functioned in subordinating working classes and the influence off their economic interests. The Marxists defined the US media as an industry that was conscious in assisting the masses after realizing the dangers of the prevalent media in Nazi Germany ((O’Shaughnessy & Adler, 2012).
In the final three paragraphs of his speech, Heywood argues for different issues. Firstly, he argues that reading forms all-rounded people. He goes ahead and questions whether reading is necessary for this century. Secondly, he suggests that writing gives one a three-dimensional comprehension in life that is not available in the media platforms. Lastly, Heywood gives a message that the world simultaneously offers good and bad choices for people, and it is upon them to choose.
Heywood’s mainly appeals to the youth concerning writing and justice. He begins by acknowledging that he is an activist advocating the rights of humans to basic education. He suggests that there should be a certain culture of teaching and learning and that the youth would want to immerse themselves in education. He talks about privileged students and the resources they have like books and emphasizes the significance of reading to individuals. Heywood says that reading not only enables one to trace history but also helps one in appreciating the role of writing and reading in influencing the commitment and thoughts of people. He talks of the diverse tradition in South Africa and the literature in every language. He also gives examples of authors like George Orwell and William Shakespeare and the influence of their writings on people. Heywood concludes his speech with a message suggesting that the world is full of bad, and good happenings and people have choices. One can embrace good selfishly with friends and families but cannot escape the existing bad. Moreover, people can seek to mould the good in their presence and limit the bad befalling them.
It is important for the South African youths to vote in the upcoming elections because of various factors. Firstly, they have a right to vote, and the elections will give them the opportunity to choose leaders of their choice. Additionally, voting of the youth will have a significant influence on the outcome of the election because the youth accounts for the majority population in the country.
Jankowitz, H. T. (2009). Detecting Plagiarism in Student Pascal Programs. The Computer Journal.
PARK, C. (2003). In Other (People's) Words: Plagiarism by university students--literature and lessons. Assessment & Evaluation in Higher Education. doi:10.1080/02602930301677