The main ideas in each of the paragraphs.

The academic words that are central to abc

understanding the paragraphs.
The information relevant to the writing
topic.

Text 4
Title: Academic Writing and the Internet: Cyber-Plagiarism amongst
University Students
Citation: Nechita Olivia-Dumitrina , Montserrat Casanovas & Yolanda Capdevila (2019).
Academic Writing and the Internet: Cyber-Plagiarism amongst University Students.
Department of Specific Didactics, University of Lleida, Spain.
http://dx.doi.org/10.13039/100009042

Main Ideas
Introduction
Explaning techology and literacy.
Showing evidence towards why student are lacking literacy skills.

Material and methods

Result
Conclusion
In text interaction

Studies on cyber-plagiarism in higher education are framed in research that examines

academic honesty and have addressed both plagiarism from printed sources as well the
appropriation of digital materials. For the purpose of this study, we will confine to the
second aspect given that numerous studies have documented that the Internet is the
main source of information used by university students to carry out their academic tasks
(Fuentes, 2006; Sureda, Comas, & Urbina, 2006; Egaña, 2012).
The systematic study of plagiarism began, as Sureda, Comas, and Morey
(2009) documents, in the 1990s and early 2000s, with pioneering research by McCabe
and Trevino (1993), Ashworth, Bannister, and Thorne (1997),Hexham (1999), Jordan
(2001) or Lambert, Hogan, and Barton (2003), in the Anglo-Saxon context.
Progressively, the technological element was introduced into research on the issue,
given the relevance that technology was gaining in that, on the one hand, word
processors were increasingly sophisticated and enabled the agile processing of
information and, on the other, the Internet made it possible to locate, store and manage
a large amount of information.

The second scenario suggested was paraphrasing and here it is observed that the
treatment given to the information determines the concept of plagiarism. Students were
asked to indicate their agreement or disagreement with the phrase: "Copying and putting
it in my own words is not plagiarism”.
As indicated in Table 3, 69.30% of students agree with the statement. That is to say,
paraphrasing information extracted from digital sources is not viewed as plagiarism since
they are using their own words, although it entails copying someone else’s ideas
This figure is very similar to that collected by Ronda-Pérez et al. (2016), where 69.3% of
those surveyed consider that paraphrasing without citing the author is not plagiarism.
Analysing data by faculties and schools, we observe, once again, two groups of centres:
those that are at a level of disagreement greater than 40.0%, which are INEFC, EPS,
and those that agree least FEPTS, FDET and ETSEA
 TEXT 5

Title: University students' usage of the internet resources for research and

learning: forms of access and perceptions of utility
Citation: Oberiri Destiny Apukea & Timothy Onosahwo Iyendoc (2018). University
students' usage of the internet resources for research and learning: forms of access and
perceptions of utility.
Main idea:
1. Introduction
2. Related works
3. Methods
3.1 Research design
3.2. Study area and sampling/selection procedure
3.2.1. Selection procedure for the quantitative survey participants
3.2.2. Selection procedure for the focus group participants
3.3. Procedure for data collection
3.3.1. Procedure for the quantitative (questionnaire) survey data collection
3.3.2. Procedure for the qualitative (focus group) data collection
3.4. Ethical consideration and approval

4. Results
4.1. Data analysis
4.2. Socio-demographic characteristics of the respondents
4.3. Internet resources accessibility, and its perceived benefits for
academic research and learning
4.4. The search engine and internet sources mostly used by the students
for their academic research and learning
4.5. The challenges faced by students in accessing and utilizing the
internet facilities
4.6. The effect of accessing and utilizing electronic resources for
academic research and learning
4.6.1. Students perceived benefits from the use of internet resources for research and
learning

5. Discussion and conclusion

5.1. Suggestions to improve internet access and usage in tertiary
educational settings
5.2. Limitations and directions for future research

In text interaction:
Approximately 86% of students claimed that their universities do not have an efficient
cybercafé and internet facility. This problem appears to be more reported in UNIMAID and
ADSU than TSU, suggesting that TSU somewhat have internet facilities comparable to the
other two institutions. However, most of the students believed that the inefficient and
inadequate internet facility within their university premises might have limited their access.
This has resulted in the over-dependency on their mobile telephone, as well as purchasing
internet data plans from other service providers such as mobile telecommunication company
(MTN Group), Globacom, Etisalat and Airtel telecommunications company. This is one
major aspect that hinders the student's regular access and utilization of the internet, which
likely slowed down the pace of carrying out assignments given to them in school. It was
observed that the subscription of data plan is sometimes problematic, as there are time lags in
the internet connectivity and slow access speed of these networks.
A considerable number of the students had the opinion that compared to the higher institution
in developed countries, their institutions need an electronic library, where they can easily
access scientific journals from databases such as Elsevier, Springer, Taylor and Francis,
Wiley, SAGE and Emerald. They believed that this will lessen the reliance on Google,
Google Scholar and open access journals as well as will provide a means to explore other
related scientific papers, in order to elevate their academic learning and research beyond its
current situation. Some of the students observed that they come across substantial and
relevant scientific papers online but could not gain access to them, due to lack of subscription
to scientific databases by their institutions. The students noted that most scientific papers cost
from $15 upward and this often restrict their access to scientific journals, as well as affecting
their quality of research. The students also believed that the irregularity of power supply in
their University premises, dormitory and homes, discourages internet accessibility for
academic purposes, as sometimes they run out of power/battery on their mobile and Laptop
devices. This submission means there is insufficient digital readiness among the sampled
institutions. Nevertheless, the students still make it a priority to harness the essence of the
internet through other self-generated means, and this has enhanced their research and learning
to an extent.
 Text 6
Title: Using Internet Sources
Citation: Rand Rasmussen, Ph.D. (2016). Using Internet Sources. University of Minnesota
Crookston

Main ideas:
I. A writer’s manual
II. Evaluating Internet Sources
III. Using the internet for research
Top tier sources
Mid tier sources
Botton tier sources
In text citation

Bottom-tier sources are those where information is likely to be inaccurate,

inadequately researched, or strongly biased . Some examples of bottom-tier sources
include:

 Homemade websites are websites made by individuals for their own reasons.

Remember that anyone can make a website. The quality of these sites varies wildly;
some writers take great care to add only accurate information, while others
purposefully report exaggerations and misinformation as fact. Information from these
sites should be treated as unreliable unless it is verified by a variety of higher-level
sources.

 Blogs are similar to homemade websites in that they are vehicles for a single person’s
worldview and opinions. While blogs can sometimes provide insightful (if often
personal and informal) analysis and opinions, they should, like other informal sources,
be treated with caution and used in academic papers only when absolutely necessary.

 Facebook, Twitter, and other social media are not really “sites” at all in the sense of
research. Social media posts tend to be brief, personal, and unverifiable. Most
companies have corporate Facebook and Twitter accounts, but because these are
primarily used for promotional purposes, they likely contain highly biased information.
Company websites are usually a better source for corporate information.