Searching for "plagiarism"

Plagiarism 101

prepare your students – avoid plagiarism

DISCOURAGING & DETECTING PLAGIARISM

http://citl.illinois.edu/citl-101/teaching-learning/resources/classroom-environment/discouraging-detecting-plagiarism

concepts of plagiarism,

http://www.wpacouncil.org/node/9

https://owl.english.purdue.edu/owl/resource/589/05/

Tutorial

intellectual property,

 

copyright,

collaboration, and

fair dealing.

Teach students how to quote, paraphrase, https://youtu.be/MiL4H09v0gU

and cite correctly:

  • Remind students of available resources, such as consulting with the faculty member, TAs, librarians, and the writing center.
  • Exemplify academic integrity in class by citing sources on handouts and during lectures.
  • Inform students that you will randomly check their citations.

Rubrics to help avoid Plagiarism:

http://wehs.westex.libguides.com/content.php?pid=345788&sid=3018138

Free Plagiarism checker:

https://www.paperrater.com/plagiarism_checker

https://www.grammarly.com/plagiarism-checker

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more on plagiarism in this IMS blog
http://blog.stcloudstate.edu/ims?s=plagiarism

academic dishonesty plagiarism in the digital age

Ercegovac, Z., & Richardson, J. J. (2004). Academic Dishonesty, Plagiarism Included, in the Digital Age: A Literature Review. College & Research Libraries65(4), 301-318.

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what constitutes plagiarism, how prevalent plagiarism is in our schools, colleges, and society, what is done to prevent and reduce plagiarism, the attitudes of faculty toward academic dishonesty in general, and individual differences as predictors of academic dishonesty

the interdisciplinary nature of the topic and the ethical challenges of accessing and using information technology, especially in the age of the Internet. Writings have been reported in the literatures of education, psychology, and library and information studies, each looking at academic dishonesty from different perspectives. The literature has been aimed at instructors and scholars in education and developmental psychology, as well as college librarians and school media specialists.

Although the literature appears to be scattered across many fields, standard dictionaries and encyclopedias agree on the meaning of plagiarism.

According to Webster’s, plagiarism is equated with kidnapping and defined as “the unauthorized use of the language and thoughts of another author and the representation of them as one’s own.”(FN10) The Oxford English Dictionary defines plagiarism as the “wrongful appropriation or purloining, and publication as one’s own, of the ideas, or the expression of the ideas (literary, artistic, musical, mechanical, etc.).”(

plagiarism is an elusive concept and has been treated differently in different contexts.

different types of plagiarism: direct plagiarism; truncation (where strings are deleted in the beginning or ending); excision (strings are deleted from the middle of sentences); insertions; inversions; substitutions; change of tense, person, number, or voice; undocumented factual information; inappropriate use of quotation marks; or paraphrasing.

defined plagiarism as a deliberate use of “someone else’s language, ideas, or other original (not common-knowledge) material without acknowledging its source.”(FN30) This definition is extended to printed and digital materials, manuscripts, and other works. Plagiarism is interrelated to intellectual property, copyright, and authorship, and is discussed from the perspective of multiculturalism.(FN31)

Jeffrey Klausman made three distinctions among direct plagiarism, paraphrase plagiarism, and patchwork plagiarism

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Cosgrove, J., Norelli, B., & Putnam, E. (2005). Setting the Record Straight: How Online Database Providers Are Handling Plagiarism and Fabrication Issues. College & Research Libraries66(2), 136-148.

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None of the database providers used links for corrections. Although it is true that the structure of a particular database (LexisNexis, for instance) may make static links more difficult to create than appending corrections, it is a shame that the most elemental characteristic of online resources–the ability to link–is so underutilized within the databases themselves.

Finding reliable materials using online databases is difficult enough for students, especially undergraduates, without having to navigate easily fixed pitfalls. The articles in this study are those most obviously in need of a correction or a link to a correction–articles identified by the publications themselves as being flawed by error, plagiarism, or fabrication. Academic librarians instruct students to carefully evaluate the literature in their campuses’ database resources. Unfortunately, it is not practical to expect undergraduate students to routinely search at the level necessary to uncover corrections and retractions nor do librarians commonly have the time to teach those skills.

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more on academic dishonesty, plagiarism in this IMS blog
http://blog.stcloudstate.edu/ims?s=academic+dishonesty

Plagiarism Past, Present, and Future

Plagiarism: Past, Present, and Future

https://www.linkedin.com/pulse/plagiarism-past-present-future-josh-howell

The proper solution to plagiarism in our nation’s schools is education and vigilance. Students should understand the role of academic integrity inside their own work, and be held accountable when they are not in accordance with academic policies and honor codes. Self-plagiarism, incorrect citations, no citations, or even word for word copying must be taught to students on a regular basis. Updates to both MLA and APA are ongoing as well; therefor, even graduates must stay current with how their citation methods change overtime.

My response to this LInkedIn entry:
Here is most of the information, I have collected on plagiarism, academic integrity, academic dishonesty. I added also Joshe’s opinion LinkedIn entry:
http://blog.stcloudstate.edu/ims?s=plagiarism
My firm conviction through the years is that for-profit such as TurnitIn are a smoke-screen, opportunists, which are trying to bank on lack of organized approach toward educating students and ourselves about the increasing nebulous areas of plagiarism (due to the increasing digitization of our work). It is in their interest to use scare tactics and try to convince us that computerization is the answer. Anyone, who had proofread papers for more than two semesters can detect easily the change of style, the lack of punctuation and other little, but significant details in the writing process. Since, the instructor has to read the paper for content anyhow, it is just preposterous to seek multiple-thousand dollars software license to replace the instructor.
The literature shows that the predominant percentage of students committing plagiarism is doing it due to lack of proper explanation and education. I that sense, I support Josh’s choice of words: education and vigilance. My only addition is that the vigilance must be human based, not machine-based. Higher admin shouldn’t squander finances in purchasing more licenses and cutting faculty positions, but invest in well-rounded and capable faculty.

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more on plagiarism in this IMS blog:
http://blog.stcloudstate.edu/ims?s=plagiarism

Plagiarism in the Social Sciences

Plagiarism in the Social Sciences

Gary A. Hoover Biography:

Gary A. Hoover is currently a Professor and the Chair of the Economics Department at the University of Oklahoma.

Hoover received his Ph.D. in Economics from Washington University in St. Louis in 1998. Since then he has published numerous scholarly research papers, book chapters, and reviews on areas of public policy and income redistribution. He is a leading scholar on academic misconduct, specifically plagiarism, in the economics profession and sits on the REPEC plagiarism committee. Hoover has given over 100 lectures on plagiarism around the world.

He has also been a visiting scholar at the Institute for Research on Poverty at the University of Wisconsin.  He has also been a guest professor at the University of Hannover and the University of Konstanz in Germany along with the University of Vienna in Vienna, Austria.

Plagiarism or Collaboration?

Is It Plagiarism or Collaboration?

http://ww2.kqed.org/mindshift/2014/01/23/is-it-plagiarism-or-collaboration/

a recent PEW research study found that while educators find technology beneficial in teaching writing skills, they feel it has also led to a direct increase in rates of plagiarism and infringement of intellectual property rights.

We want students to do “group work,” to collaborate, and to discuss. However, we have very specific realms in which we want this to happen: the group assignment, the in-class discussion, studying for exams, etc. At the same time, many of us want to put up barriers and halt any collaboration at other times (during assessments, for example). When collaboration takes place during assessment, we deem it plagiarism or cheating, and technology is often identified as the instrument that tempts students into such behavior.

A student may produce an entirely wrong answer, but if how they got there was through logic, reasonable assumption, educated guessing (not just plain old “guessing”) – and they were effective in communicating that process – then there is evidence of learning that I can take into account.

More on plagiarism, academic integrity and academic dishonesty in this IMS blog:

http://blog.stcloudstate.edu/ims/?s=plagiarism&submit=Search
http://blog.stcloudstate.edu/ims/tag/academic-integrity/
http://blog.stcloudstate.edu/ims/tag/academic-dishonesty/

 

avoid plagiarism

Students’ Top Strategies for Avoiding Plagiarism

http://blog.cengage.com/students-top-strategies-for-avoiding-plagiarism/

avoid plagiarism

more on plagiarism in this blog:

http://blog.stcloudstate.edu/ims/?s=plagiarism&submit=Search

Additional ideas for students, from students

1. Be confident in your own skill and originality!

2. Take care when quoting or paraphrasing others’ ideas.

3. Ask for assistance. 

4. Check and re-check your work.

plagiarism and academic integrity

Posner, Kouwe, and Hegemann: old-school vs. new-school attitudes about plagiarism

http://www.csmonitor.com/Commentary/Opinion/2010/0219/Posner-Kouwe-and-Hegemann-old-school-vs.-new-school-attitudes-about-plagiarism

Generation-Y literary remixing? or plagiarism?

I’ve typically come to the defense of Gen Y, to which I belong, when baby boomers and others accuse us of neglecting personal relationships in favor of social networking, or of growing so reliant on technology that we’re unable to operate an actual telephone book or read a paper map. I even make my living doing all kinds of Millennial-y things like blogging and writing for online publications. But I also went to a solid journalism school that instilled me with plenty of old-old-school values, many of which I don’t think are forgiving when it comes to lifting another person’s writing or insights without also admitting where you got them.

Evering L, Moorman G. Rethinking Plagiarism in the Digital Age. Journal Of Adolescent & Adult Literacy [serial online]. September 2012;56(1):35-44. Available from: EBSCO MegaFILE, Ipswich, MA. Accessed December 3, 2014.

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The current concept of plagiarism is based on a capitalist view of property and ownership. It assumes that everything of value can be owned, bought, and sold and that ideas, knowledge, and art are created by individuals who have the rights of ownership. This view is deeply ingrained in Western culture.

Traditional definitions of plagiarism are further challenged by the digital revolution.

This situation has caused the current Millennial generation to see knowledge ownership, acquisition, and distribution in radically different terms than in previous generations. Clearly,
academia is past due in reevaluating the concept and how we deal with it in secondary and higher
education.

Plagiarism and the Millennials

https://hubbardbecky.wordpress.com/2010/09/22/plagiarism-and-millenialls/

Plagiarism: can Turnitin solve it?…

Turnitin And The Debate Over Anti-Plagiarism Software

http://www.npr.org/blogs/ed/2014/08/25/340112848/turnitin-and-the-high-tech-plagiarism-debate

excellent report by NPR on the advantages but also perils of computerizing/automation of a complex process, which requires prolonged education and discussions, rather then “yielding with a hammer.”

What is your take on how students can be educated to avoid plagiarism?
How academic dishonesty should be handled?

Please consider other IMS blog entries on plagiarism

http://blog.stcloudstate.edu/ims/?s=plagiarism

What is plagiarism?

Martine Herzog-Evans

Follow Martine

What is plagiarism?

Law Professor at the University of Reims, FranceTop Contributor

A colleague of mine is asking us to organise a disciplinary commission for a student who, during a test (home test) quoted an author at great length. I disagree with his judgement. This in my opinion is youth caution (I’m not too sure about what I think so I protect myself with very long quotes). She did refer to the author in question and did not steal his ideas as her own. The risk for the student (who happens to be a very good one) is that she may lose the right to pass any national exam of any sort for x years. I intend to defend her at the disciplinary hearing as I happen to have supervised her for a research last year and am supervising her this year for another and know what she’s made of. The question to you all is : what constitutes plagiarism in your opinion and practice?

 

179 comments

  • Shaun JamisonShaun

    Shaun Jamison

    Law Professor & Librarian

    @ Gregg, another clue is when they don’t bother to take out the hyperlinks from the original source they didn’t credit.

  • Gregg

    Gregg Etter

    Associate Professor at University of Central Missouri

    @Shawn. the sad part is if they would have credited the source it would have been research, not plagiarism!

  • John HainsJohn

    John Hains

    Associate Professor at Clemson University

    Gregg, I get the ‘lazy’ student part. How common is it for courses to be so redundant that a paper like this could be ‘re-cycled’?

  • Gregg

    Gregg Etter

    Associate Professor at University of Central Missouri

    @ John. That’s the point. The class I was teaching was policing in a democratic society. The paper was from a juvenile justice class that was taught by another professor. The content of the two courses does not match. It becomes real obvious when you get a re-cycled criminal law paper in a hate crimes or organized crime class. Some things will transfer and all knowledge is collective. However, in organized crime if you wanted to talk about criminal law, you might talk about the application of R.I.C.O., not Marbury v Madison or Estelle v. Gamble. A person wanting to apply the principles of juvenile justice might talk about the extended rights of a juvenile under Mirranda v. Arizona, not about juvenile holding facilities or juvenile courts.

  • Dr. Murphy NmeziDr. Murphy

    Dr. Murphy Nmezi

    Professor/Academic Mentor, Pathology/Pharmacology/Biostatistics

    Apropos Howard’s response to Mihail’s question:

    I once conducted an initial interview, in virtual space, to fill one of two biostatistics faculty positions that we had. And, it is important to note that success at this interview requires that the candidate be able to answer key questions in biostatistics analysis.

    With each question, (believe me, these are basic questions that anyone with an advanced degree in a related field should be able to answer), I could distinctly hear this individual “banging away” at the keyboard in search of the answer. Obviously, this candidate wasn’t prepared for the interview, nor did s/he possess the foundational knowledge that a degree holder in a field of study must have to succeed. Was it plagiarism or not?

    Perhaps, this candidate plagiarized his/her way through college and graduate school. Who knows? But, I can confidently bet my retirement that some of these jokers are slipping, undetected, through our educational system. I will also bet that this is happening, even to a greater extent, worldwide.

    Mihails Ņ. likes this

  • Harold KatcherHarold

    Harold Katcher

    Professor at University of Maryland

    John, I for one teach four classes, human biology, human health and disease (a watered-down patho-physiology course), the biology of aging and neuroscience. Someone could submit a paper say on Alzheimer’s disease, Parkinson’s disease, any of the dementias to any of these courses, a paper on atherosclerosis to three of them etc. But what is the point of writing the papers? To present their fellow students with new information (assuming they read it) or to give the student an opportunity to learn something new and demonstrate their comprehension? For me it’s mostly the latter, and allowing recycled papers doesn’t accomplish that.
    And Dr. Nmezi I totally agree with you – for everyone we catch, how many slip through undetected?
    Most countries in the world have constitutions that when examined closely, provide all the safeguards needed by a society – but in many places those laws are not upheld (for national security’s sake – a US excuse). So all’s I’m saying is uphold those rules that are in place – softening them may help those who otherwise might not be able to complete or compete successfully in a course or program, but you a hurting the society that expects that graduates of a program will be competent in what they do.

    Dr. Murphy N. likes this

  • John HainsJohn

    John Hains

    Associate Professor at Clemson University

    Harold, I guess I was thinking in terms of courses taught by different teachers. However, four of the five lecture courses I teach are strongly related and with that in mind, I make sure that I am in control of both the content and the assessment. So I make sure that if there is some overlap in content, I do not make an assignment which allows ‘recycling’. If someone has taken a similar course at another institution and ‘recycles’ a report, I have no way to detect that. So as far as I can tell I have never had a problem with this. But my assignments are structured so that they simply can’t support ‘recycling’.

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