{"id":44,"date":"2025-02-05T15:05:08","date_gmt":"2025-02-05T15:05:08","guid":{"rendered":"https:\/\/publications.lawschool.cornell.edu\/student-handbook\/?page_id=44"},"modified":"2025-02-06T14:39:17","modified_gmt":"2025-02-06T14:39:17","slug":"acknowledging-the-work-of-others","status":"publish","type":"page","link":"https:\/\/publications.lawschool.cornell.edu\/student-handbook\/acknowledging-the-work-of-others\/","title":{"rendered":"Acknowledging the Work of Others"},"content":{"rendered":"\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:33.33%\"><nav class=\"is-responsive  is-vertical handbook-toc wp-block-navigation is-layout-flex wp-container-core-navigation-is-layout-8cf370e7 wp-block-navigation-is-layout-flex\" aria-label=\"Handbook Table of Contents\" \n\t\t data-wp-interactive=\"core\/navigation\" 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Calendar<\/span><\/a><\/li><li class=\" wp-block-navigation-item external wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\"  href=\"https:\/\/www.lawschool.cornell.edu\/about-cornell-law-school\/school-leadership\/\" target=\"_blank\"  ><span class=\"wp-block-navigation-item__label\">Administrative Deans<\/span><\/a><\/li><li class=\" wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\"  href=\"https:\/\/publications.lawschool.cornell.edu\/student-handbook\/guiding-principles\/\"><span class=\"wp-block-navigation-item__label\">Guiding Principles<\/span><\/a><\/li><li data-wp-context=\"{ &quot;submenuOpenedBy&quot;: { &quot;click&quot;: false, &quot;hover&quot;: false, &quot;focus&quot;: false }, &quot;type&quot;: &quot;submenu&quot;, &quot;modal&quot;: null, &quot;previousFocus&quot;: null }\" data-wp-interactive=\"core\/navigation\" data-wp-on--focusout=\"actions.handleMenuFocusout\" data-wp-on--keydown=\"actions.handleMenuKeydown\" data-wp-on--mouseenter=\"actions.openMenuOnHover\" data-wp-on--mouseleave=\"actions.closeMenuOnHover\" data-wp-watch=\"callbacks.initMenu\" tabindex=\"-1\" class=\"wp-block-navigation-item has-child open-on-hover-click wp-block-navigation-submenu\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/publications.lawschool.cornell.edu\/student-handbook\/academic-degree-requirements\/\"><span class=\"wp-block-navigation-item__label\">Academic Degree Requirements<\/span><\/a><button data-wp-bind--aria-expanded=\"state.isMenuOpen\" data-wp-on--click=\"actions.toggleMenuOnClick\" aria-label=\"Academic Degree Requirements submenu\" class=\"wp-block-navigation__submenu-icon wp-block-navigation-submenu__toggle\" ><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"12\" height=\"12\" viewBox=\"0 0 12 12\" fill=\"none\" aria-hidden=\"true\" focusable=\"false\"><path d=\"M1.50002 4L6.00002 8L10.5 4\" 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Program<\/span><\/a><\/li><li class=\" wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\"  href=\"https:\/\/publications.lawschool.cornell.edu\/student-handbook\/academic-degree-requirements\/additional-programs\/\"><span class=\"wp-block-navigation-item__label\">Additional Programs<\/span><\/a><\/li><\/ul><\/li><li class=\" wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\"  href=\"https:\/\/publications.lawschool.cornell.edu\/student-handbook\/academic-policies-and-procedures\/\"><span class=\"wp-block-navigation-item__label\">Academic Policies And Procedures<\/span><\/a><\/li><li class=\" wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\"  href=\"https:\/\/publications.lawschool.cornell.edu\/student-handbook\/support-services-and-campus-resources-for-law-students\/\"><span class=\"wp-block-navigation-item__label\">Support Services and Campus Resources for Law Students<\/span><\/a><\/li><li class=\" wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\"  href=\"https:\/\/publications.lawschool.cornell.edu\/student-handbook\/policies-on-student-activities\/\"><span class=\"wp-block-navigation-item__label\">Student Activities<\/span><\/a><\/li><li class=\" wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\"  href=\"https:\/\/publications.lawschool.cornell.edu\/student-handbook\/law-school-standards-for-professional-conduct-and-non-academic-matters\/\"><span class=\"wp-block-navigation-item__label\">Law School Standards for Professional Conduct and Non-Academic Matters<\/span><\/a><\/li><li class=\" wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\"  href=\"https:\/\/publications.lawschool.cornell.edu\/student-handbook\/law-school-operations-and-facilities\/\"><span class=\"wp-block-navigation-item__label\"> Law School Operations and Facilities<\/span><\/a><\/li><\/ul>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div><\/nav><\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:66.66%\">\n<h2 class=\"wp-block-heading\">Acknowledging the Work of Others<\/h2>\n\n\n\n<p>Education at its best, whether conducted in a seminar, laboratory, or lecture hall, is a dialogue between teacher and pupil in which questions and answers can be sought and evaluated. If this dialogue is to flourish, students who enter the University must assume certain responsibilities. Among them is the responsibility to make clear what knowledge is theirs and what knowledge is someone else\u2019s. Teachers must know whose words they are reading or listening to, for no useful dialogue can occur between a teacher and an echo or ghost.<\/p>\n\n\n\n<p>Students who submit written work to the University must, therefore, be the authors of their papers. Students who use facts or ideas originating with others must plainly distinguish what is theirs from what is not. To misrepresent one\u2019s work knowingly is to commit an act of theft. To misrepresent one\u2019s work ignorantly is to show oneself unprepared to assume the responsibility presupposed by work at the college level. It should be obvious that none of this prohibits making use of the discoveries or ideas of others. What is prohibited is simply improper, unacknowledged use (commonly known as \u201cplagiarism\u201d)<\/p>\n\n\n\n<p>The computer program is a form of written work, and, although composed in a formal rather than a natural language, it possesses many of the attributes of the essay. The guidelines for acknowledging the help of others in written work should be used for acknowledging help in writing computer programs as well.<\/p>\n\n\n\n<p>When writing a program assignment, a student may discuss general strategies to be employed and perhaps receive some help in learning how to test the program to find errors, but unless closer cooperation is expressly permitted on the assignment, the actual writing of the program and its detailed testing must be the work of the individual student. Any other assistance should be expressly acknowledged. In the area of architecture and the arts, incorporating existing graphic images into one\u2019s work without acknowledging the source is also a form of plagiarism.<\/p>\n\n\n\n<p>To acknowledge the work of others, observe the following conventions:<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>When adopting someone else\u2019s language, provide quotation marks and a reference to the source, either in the text or in a footnote, as prescribed by such publications as Format, The MLA Style Sheet, or the manual of style recommended by the course instructor. Footnote form varies from discipline to discipline. In some fields, writers group references to a number of sources under a single footnote number, which appears at the end of a sentence or even in a paragraph. In other fields, writers use a separate footnote for each reference, even if this means creating two or three footnotes for a single sentence. It seems pointless, indeed counterproductive, to make the mechanics of footnoting unnecessarily complicated. If in a short, informal paper, a passage is cited from a work that all the class members are reading, in the same edition, it may be entirely sufficient simply to cite page numbers (and if necessary the title of the text) parenthetically within the sentences: \u201cHobbes suggests that life outside civil society is likely to be `solitary, poor, nasty, brutish, and short\u2019 (Leviathan, p.53).\u201d To ascertain what form to follow in these matters, ask the instructor.<\/li>\n\n\n\n<li>When adopting someone else\u2019s ideas and quotation marks cannot be placed because they are not reproduced verbatim, then not only provide a footnoted reference to the source but also insert in the text a phrase like one of the following: \u201cI agree with Blank,\u201d \u201cas Blank has argued,\u201d \u201caccording to some critics\u201d; or embody in the footnote a statement of indebtedness, like one of these: \u201cThis explanation is a close paraphrase of Blank (pp. ),\u201d \u201cI have used the examples discussed by Blank,\u201d \u201cThe main steps in my discussion were suggested by Blank\u2019s treatment of the problem,\u201d \u201cAlthough the examples are my own, my categories are derived from Blank.\u201d A simple footnote does no more than identify the source from which the writer has derived material. A footnote alone does not indicate whether the language, the arrangement of fact, the sequence of argument, or the choice of examples is taken from the source. To indicate indebtedness to a source for such features as these, the writer must use quotation marks or provide an explanation in his or her text or in the footnote.<\/li>\n\n\n\n<li>If some section of the paper is the product of a discussion, or if the line of argument adopted is such a product, and if acknowledgment within the text or footnote seems inappropriate, then furnish in a prefatory note or a footnote an appropriate acknowledgment of the exact nature of the assistance that has been received. The scholarship is, after all, cumulative, and prefatory acknowledgments of assistance are common. For example: \u201cI &#8230; wish to express my appreciation to Dr. Harlow Shapley of the Harvard Observatory, who read the original manuscript and made valuable suggestions and criticisms, with particular reference to the sections dealing with astronomy\u201d (Lincoln Barnett, The Universe and Dr. Einstein [New York: The New American Library, 1958]).<\/li>\n<\/ol>\n\n\n\n<p>A similar form of acknowledgment is appropriate when students confer about papers they are writing. It is often fruitful for students to assist each other with drafts of papers, and many instructors encourage such collaboration in class and out. All students need to do to avoid misunderstandings is to acknowledge such help explicitly, in a footnote.<\/p>\n\n\n\n<p>The examples and discussion of improper use of a source are given below, excerpted from a book by Harold. C. Martin*, and reprinted with his permission, should answer most questions concerning the proper use of sources. For further advice, students should consult their instructors.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">THE SOURCE<\/h3>\n\n\n\n<p>The importance of the Second Treatise of Government printed in this volume is such that without it we should miss some of the familiar features of our own government. It is safe to assert that the much- criticized branch known as the Supreme Court obtained its being as a result of Locke\u2019s insistence upon the separation of powers; and that the combination of many powers in the hands of the executive under the New Deal has still to encounter opposition because it is contrary to the principles enunciated therein, the effect of which is not spent, though the relationship may not be consciously traced. Again, we see the crystallizing force of Locke\u2019s writing. It renders explicit and adapts to the British politics of his day the trend and aim of writers from Languet and Bodin through Hooker and Grotius, to say nothing of the distant ancients, Aristotle and the Stoic school of natural law. It sums up magisterially the arguments used through the ages to attack authority vested in a single individual, but it does so from the point of view engendered by the Revolution of 1688 and is in harmony with the British scene and mental climate of the growing bourgeoisie of that age. Montesquieu and Rousseau, the framers of our own Declaration of Independence, and the statesmen (or should we say merchants and speculators?) who drew up the Constitution have reechoed its claims for human liberty, for the separation of powers, for the sanctity of private property. In the hands of these it has been the quarry of liberal doctrines, and that it has served the Socialist theory of property based on labor is final proof of its breadth of view.<\/p>\n\n\n\n<p>Charles L. Sherman, \u201cIntroduction to John Locke, Treatise of Civil Government and A Letter Concerning Toleration.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">EXAMPLE 1: WORD-FOR-WORD PLAGIARIZING<\/h3>\n\n\n\n<p>It is not hard to see the importance of the Second Treatise of Government to our own democracy. Without it, we should miss some of the most familiar features of our own government. It is safe to assert that the much-criticized branch known as the Supreme Court obtained its being as a result of Locke\u2019s insistence upon the separation of powers; and that the combination of many powers in the hands of the executive under the New Deal has still to encounter opposition because it is contrary to the principles enunciated therein, the effect of which is not spent, though the relationship may not be consciously traced. The framers of our own Declaration of Independence and the statesmen who drew up the Constitution have reechoed its claims for human liberty, for the separation of powers, and for the sanctity of private property. All these are marks of the influence of Locke\u2019s Second Treatise on our own way of life.<\/p>\n\n\n\n<p>In this example, after composing half of a first sentence, the writer copies exactly what is in the original text, leaving out the center section of the paragraph and omitting the names of Montesquieu and Rousseau where they take up the text again. The last sentence is also the writer`s own. If the writer had enclosed all the copied text in quotation marks and had identified the source in a footnote, they would not have been liable to the charge of plagiarism; a reader might justifiably have felt that the writer\u2019s personal contribution to the discussion was not very significant, however.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">EXAMPLE 2: THE MOSAIC<\/h3>\n\n\n\n<p>The crystallizing force of Locke\u2019s writing may be seen in the effect his Second Treatise of Government had in shaping some of the familiar features of our own government. That much-criticized branch known as the Supreme Court and the combination of many powers in the hands of the executive under the New Deal are modern examples. But even the foundations of our state &#8211; the Declaration of Independence and the Constitution &#8211; have reechoed its claims for human liberty, for the separation of powers, and for the sanctity of private property. True, the influence of others is also marked in our Constitution &#8211; from the trend and aim of writers like Languet and Bodin, Hooker and Grotius, to say nothing of Aristotle and the Stoic school of natural law; but the fundamental influence is Locke\u2019s Treatise, the very quarry of liberal doctrines.<\/p>\n\n\n\n<p>Note how the following phrases have been lifted out of the original text and moved into new patterns: the crystallizing force of Locke\u2019s writing some of the familiar features of our own government much- criticized branch known as the Supreme Court combination of many powers in the hands of the executive under the New Deal has reechoed its claims for human liberty &#8230; property from the trend and aim&#8230; Grotius to say nothing of Aristotle and&#8230; natural law quarry of liberal doctrines.<\/p>\n\n\n\n<p>As in the first example, there is no way of legitimizing such a procedure. To put every stolen phrase within quotation marks would produce an almost unreadable, and worthless, text.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">EXAMPLE 3: THE PARAPHRASE<\/h3>\n\n\n\n<p>PARAPHRASE: One can safely say that the oft censured.<\/p>\n\n\n\n<p>ORIGINAL: It is safe to assert that the much-criticized Supreme Court really owes its existence to the Lockeian Court obtained its being as a result of Locke\u2019s demand that powers in government be kept separate; insistence upon the separation of powers; equally one can say that the allocation of varied and that the combination of many widespread authority to the President during the era of powers in the hands of the executive under the New Deal has still to encounter opposition because the New Deal has still to encounter opposition because it is contrary to the principles enunciated therein. it is contrary to the principles enunciated therein. Once more it is possible to note the way in which, again, we see<\/p>\n\n\n\n<p>Locke\u2019s writing clarified existing opinion; the crystallizing force of Locke\u2019s writing.<\/p>\n\n\n\n<p>The foregoing interlinear presentation shows clearly how the writer has simply traveled along with the original text, substituting approximately equivalent terms except where his [or her] understanding fails him [or her], as it does with \u201ccrystallizing,\u201d or where the ambiguity of the original is too great a tax on his [or her] ingenuity for him [or her] to proceed, as it is with \u201cto encounter opposition &#8230;consciously traced\u201d in the original.<\/p>\n\n\n\n<p>Such a procedure as the one shown in this example has its uses; it is valuable for the student\u2019s own understanding of the passage, or one thing; and it may be valuable for the reader as well. How, then, may it properly be used? The procedure is simple. The writer might begin the second sentence with: \u201cAs Sherman notes in the introduction to his edition of the Treatise, one can safely say&#8230; \u201d and conclude the<\/p>\n\n\n\n<p>paraphrased passage with a footnote giving the additional identification necessary. Or they might indicate directly the exact nature of what they are doing, in this fashion: \u201cTo paraphrase Sherman\u2019s comment&#8230;\u201d and conclude that also with a footnote indicator.<\/p>\n\n\n\n<p>In point of fact, the source here used does not particularly lend itself to honest paraphrase, with the exception of that one sentence which the paraphraser above copied without change except for abridgment. The purpose of paraphrase should be to simplify or to throw a new and significant light on a text; it requires much skill if it is to be honestly used and should rarely be resorted to by the student except for the purpose, as was suggested above, of his [or her] personal enlightenment.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">EXAMPLE 4: THE \u201cAPT\u201d TERM<\/h3>\n\n\n\n<p>The Second Treatise of Government is a veritable quarry of liberal doctrines. In it the crystallizing force of Locke\u2019s writing is markedly apparent. The cause of human liberty, the principle of separation of powers, and the inviolability of private property &#8211; all three, major dogmas of American constitutionalism &#8211; owe their presence in our Constitution in large part to the remarkable Treatise which first appeared around 1685 and was destined to spark, within three years, a revolution in the land of its author\u2019s birth and, ninety years later, another revolution against the land. Here the writer has not been able to resist the appropriation of two striking terms &#8211; \u201cquarry of liberal doctrines\u201d and \u201ccrystallizing force\u201d; a perfectly proper use of the terms would have required only the addition of a phrase: \u201cThe Second Treatise of Government is, to use Sherman\u2019s suggestive expression, a \u2018quarry of liberal doctrines.\u2019 In it the \u2018crystallizing force\u2019 <strong>&#8211; <\/strong>the term again is Sherman\u2019s of Locke\u2019s writing is markedly apparent&#8230;\u201d<\/p>\n\n\n\n<p>Other phrases in the text above &#8211; \u201cthe cause of human liberty,\u201d \u201cthe principle of separation of powers,\u201d \u201cthe inviolability of private property\u201d &#8211; are clearly drawn directly from the original source but are so much matters in the public domain, so to speak, that no one could reasonably object to their reuse in this fashion.<\/p>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Acknowledging the Work of Others Education at its best, whether conducted in a seminar, laboratory, or lecture hall, is a dialogue between teacher and pupil in which questions and answers can be sought and evaluated. If this dialogue is to flourish, students who enter the University must assume certain responsibilities. Among them is the responsibility&#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-no-sidebar-toc.php","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-44","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/publications.lawschool.cornell.edu\/student-handbook\/wp-json\/wp\/v2\/pages\/44","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/publications.lawschool.cornell.edu\/student-handbook\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/publications.lawschool.cornell.edu\/student-handbook\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/publications.lawschool.cornell.edu\/student-handbook\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/publications.lawschool.cornell.edu\/student-handbook\/wp-json\/wp\/v2\/comments?post=44"}],"version-history":[{"count":6,"href":"https:\/\/publications.lawschool.cornell.edu\/student-handbook\/wp-json\/wp\/v2\/pages\/44\/revisions"}],"predecessor-version":[{"id":204,"href":"https:\/\/publications.lawschool.cornell.edu\/student-handbook\/wp-json\/wp\/v2\/pages\/44\/revisions\/204"}],"wp:attachment":[{"href":"https:\/\/publications.lawschool.cornell.edu\/student-handbook\/wp-json\/wp\/v2\/media?parent=44"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}