complete the passage using past perfect tense .
The train ----- ( reach ) the station before I reached there. It was about to move again. The guard ____ (show) the green flag and the engine ----- (give ) the whistle. Maya ----- (get) down from the train
after she ____ (set) her luggage to take water bottle. She ----- (take) the bottle and ----- (get ) in the train . the train ------ (start) to move before I ___ (sit ) in this berth .
afueni (give) the whistle. Maya mad ootteriget) down from the
train
(take) the bottle and has allanget) in the train. The train had started
(start) to move before Il_set(sit
) in the berth.
Change the following sentences into negative sentences.
1. (felt happy after I had seen him.
did not feel happy after
a happy after Thad been him
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Complete the passage using past perfect tense.
Answers
Answer:
Create appropriate assignments that encourage learning. Assignments should be explicitly connected to course learning goals and should contain adequate instructions. Explicitly define plagiarism so that students will have no doubts about the standards being applied in a particular course. Avoid making assumptions about students’ implicit knowledge of plagiarism or what other instructors might have taught. Teach students about plagiarism and how to avoid it. The author uses a simple assignment in which students read a source paragraph and three “paraphrases” of that paragraph, two of which are plagiarized. Their task is to indicate whether each paraphrase is plagiarized and why/why not. If appropriate, teach students about paraphrasing to avoid plagiarism. Encourage them to seek assistance if they do not understand the sources.
There is hope
Many instructors, including the author, lament the current state of academic honesty. However, all is not lost because instructors can and do affect the ethical climate in their classrooms. A climate of ethical behaviors begins with the assertion that student learning is central to all course activities. Teaching students the connection between ethical behavior and their own learning and development is central to encouraging them to behave ethically. When instructors engage students in learning, students will work to master the course material. Without such engagement, without a bond or commitment between instructors and students to work together, unethical behaviors may flourish.
References
Barry, E. S. (2006). Can paraphrasing practice help students define plagiarism? College Student Journal, 40, 377-384.
Belter, R. W., & du Pré, A. (2007, August). Plagiarism: Ignorance is not bliss. Poster presented at the annual convention of the American Psychological Association, San Francisco, Calif.
Blum, S. D. (2009, February 20). Academic integrity and student plagiarism: A question of education, not ethics. Chronicle of Higher Education, 55(24), A35.
Brothen, T., & Wambach, C. (2001). Effective student use of computerized quizzes. Teaching of Psychology, 23, 292-294.
Caldwell, C. (2010). A ten-step model for academic integrity: A positive approach for business schools. Journal of Business Ethics, 92, 1-13.
Davis, S. F., & Ludvigson, H. W. (1995). Additional data on academic dishonesty and a proposal for remediation. Teaching of Psychology, 22, 119-121.
Engler, J. N., Landau, J. D., & Epstein, M. (2008). Keeping up with the Joneses: Students’ perceptions of academically dishonest behavior. Teaching of Psychology, 35, 99-102.
Hollinger, R. C., & Lanza-Kaduce, L. (2009). Academic dishonesty and the perceived effectiveness of countermeasures: An empirical survey of cheating at a major public university. National Association of Student Personnel Administrators Journal, 46, 587-602.
Jordan, A. E. (2001). College student cheating: The role of motivation, perceived norms, attitudes, and knowledge of institutional policy. Ethics & Behavior, 11, 233-247.
Keith-Spiegel, P., Tabachnick, B. G., Whitley, B. E., Jr., & Washburn, J. (1998). Why professors ignore cheating: Opinions of a national sample of psychology instructors. Ethics & Behavior, 8, 215-227.
Landau, J. D., Druen, P. B., & Arcuri, J. A. (2002) Methods for helping students avoid plagiarism. Teaching of Psychology, 29, 112-115.
Macdonald, R., & Carroll, J. (2006). Plagiarism — a complex issue requiring a holistic institutional approach. Assessment & Evaluation in Higher Education, 31, 233-245.
McCabe, D. L., & Bowers, W. J. (2009). The relationship between student cheating and college fraternity or sorority membership. National Association of Student Personnel Administrators Journal, 46, 573-586.
McCabe, D. L., Butterfield, K. D., & Treviño, L. K. (2006). Academic dishonesty in graduate business programs: Prevalence, causes, and proposed action. Academy of Management, Learning and Education, 5, 294-305.
McCabe, D. L., & Treviño, L. K. (1993). Academic dishonesty: Honor codes and other contextual influences. Journal of Higher Education, 38, 522-538.
McCabe, D. L., Treviño, L. K., & Butterfield, K. D. (2001). Cheating in academic institutions: A decade of research. Ethics & Behavior, 11, 219-232.
Prohaska, V. (2012) Teachers can have an effect: Strategies for encouraging ethical student behavior. In R. E. Landrum & M. McCarthy (Eds.), Teaching ethically: Challenges and opportunities. American Psychological Association: Washington, D.C.
Answer:
had reached
had shown
had given
had get
had set
had taken
had get
had started
had sit
had given