Clarify the distinctions among plagiarism, paraphrasing, and direct citation.

Consider the following source and three ways that a student might be tempted to make use of it:

Source: “The joker in the European pack was Italy. For a time hopes were entertained of her as a force against Germany, but these disappeared under Mussolini. In 1935, Italy made a belated attempt to participate in the scramble for Africa by invading Ethiopia. It was clearly a breach of the covenant of the League of Nations for one of its members to attack another. France and Great Britain, as great powers, Mediterranean powers, and African colonial powers, were bound to take the lead against Italy at the league. But they did so feebly and halfheartedly because they did not want to alienate a possible ally against Germany.

The result was the worst possible: the league failed to check aggression, Ethiopia lost her independence, and Italy was alienated after all?”

Version A: Italy, one might say, was the joker in the European deck. When she invaded Ethiopia, it was clearly a breach of the covenant of the League of Nations; yet the efforts of England and France to take the lead against her were feeble and halfhearted.

It appears that those great powers had no wish to alienate a possible ally against Hitler's rearmed Germany.

Comment: Clearly plagiarism. Though the facts cited are public knowledge, the stolen phrases aren't. Note that the writer’s interweaving of his own words with the source’s does not render him innocent of plagiarism.

Version B: Italy was the joker in the European deck. Under Mussolini in 1935, she made a belated attempt to participate in the scramble for Africa by invading Ethiopia. As J. M. Roberts points out, this violated the covenant of the League of Nations (J. M. Roberts, History of the World [New York: Knopf, 1976], p. 845). But France and Britain, not wanting to alienate a possible ally against Germany, put up only feeble and halfhearted opposition to the Ethiopian adventure. The outcome, as Roberts observes, was “the worst possible: the league failed to check aggression, Ethiopia lost her independence, and Italy was alienated after all” (Roberts, p. 845).

Comment: Still plagiarism. The two correct citations of Roberts serve as a kind of alibi for the appropriating of other, unacknowledged phrases. But the alibi has no force: Some of Roberts's words are again being presented as the writer's.

Version C: Much has been written about German rearmament and militarism in the period 1933-1939. But Germany’s dominance in Europe was by no means a foregone conclusion. The fact is that the balance of power might have been tipped against Hitler if one or two things had turned out differently. Take Italy’s gravitation toward an alliance with Germany, for example. That alliance seemed so very far from inevitable that Britain and France actually muted their criticism of the Ethiopian invasion in the hope of remaining friends with Italy. They opposed the Italians in the League of Nations, as J. M. Roberts observes, “feebly and halfheartedly because they did not want to alienate a possible ally against Germany” (J. M. Roberts, History of the World [New York: Knopf, 1976], p. 845). Suppose Italy, France, and Britain had retained a certain common interest.

Would Hitler have been able to get away with his remarkable bluffing and bullying in the later 1930s?..............................

Discussion Questions 1. List the important tools you have learned from this reading that will help you during your education.

2. Are there some additions you could make to your credo based on this instruction?

3. Make a list of what students gain through plagiarism. Make a list of the risks. Make a list of what students forgo when they engage in plagiarism.