plagiarism among university student research paper

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A full set of resources to accompany this feature can be downloaded for free here. Calling all English teachers: does this sound familiar? As structure gcse english lit essay go through extracts in the last lesson on Friday afternoon, you ask carefully crafted questions, and note with satisfaction how students shoot their hands up in a flash, like Barry Allen on the run. Later, back at home, you mark them. What went wrong?

Plagiarism among university student research paper help with my government essay

Plagiarism among university student research paper

More importantly, the policing approach to plagiarism is educationally counterproductive. Students should be encouraged to model themselves on the best thinkers and, at the same time, to think critically and originally. This is hardly possible if they are constantly being scrutinised for intentional or inadvertent plagiarism. The aim should be to develop a culture of respect for quality work. There needs to be much more explicit discussion of what is meant by plagiarism and what is appropriate acknowledgement in particular circumstances.

This includes detailed examples in subject notes, discussion in lectures and articles in student newspapers. Most students do treat plagiarism seriously. According to one study, the major issues so far as students are concerned are "fairness to authors and other students, the responsibility of students to do independent work, and respect for ownership rights.

What is considered appropriate acknowledgement depends on the subject and circumstance. Adding footnotes to a musical score is not a common practice! Departments and, in some cases, even individual lecturers may need to develop their own guidelines. Staff and students must recognise that the academic culture, with its acknowledgement of authorship, is at variance with many other parts of society.

Unacknowledged copying is tolerated by some school teachers. Misrepresentation of authorship is standard practice among politicians, business executives and public sector administrators, who seldom give appropriate credit to their speechwriters and junior staff. In many subjects, plagiarism can be minimised by appropriate design of essay questions, or student assessment generally.

For example, essay questions can be posed which require the student to refer to recent newspaper or magazine articles, draw on personal experiences, or make connections between theory and example not found in the literature. This prompts students to do their own work without any specific concern about plagiarism. In some subjects, students commonly work together on assignments, and this may be a valuable part of the educational process. If this is the case, it is better to encourage students to acknowledge their collaboration, for example by providing for group submissions accompanied by signed statements allocating credit for work done.

Academics can provide a good example for students by giving appropriate credit for ideas in their lectures and subject notes. When academics are more explicit about the source for examples, problems or approaches, this also helps students gain a better appreciation of the position of their teachers in the development and communication of knowledge. Many universities have an honour code by which students undertake both to not cheat and to report cheating by other students -- and in some universities the code is widely respected and observed.

At many universities, such a culture of honesty would be difficult to introduce in the short term. Nevertheless, it remains a worthy goal, and may be possible to introduce within individual departments or faculties. Most students who plagiarise from published sources do not understand that it is wrong. When lecturers subtract marks or fail an essay because of plagiarism, the student is penalised but may not learn how to do it correctly.

Your writing is very strong in some Lack of knowledge of referenc- 7 chapters while very weak in others. What may be the reasons? I had very limited time so there Desire to write a better thesis 6 might be some errors at some places. I will correct them. Almost all the participants interviewed confessed Guide: You have copied some paragraphs and that they could not complete their research if they sentences from other theses and books without did not plagiarize, and revealed that if they acknowl- acknowledging.

I wrote the complete thesis on of their own! Therefore, most students had content my own. Pointing out a sentence at random I believe this is not your sentence. This is the sentence I wrote. They thought that if they seen this sentence in one linguistics text.

I am sorry, plagiarism but a proper practice in research. Some sir. I did not have time. I have a job and cannot students even replied that their supervisors did not save my time for thesis. Guide: It means your thesis is a plagiarized work.

Discussion Student: No, sir. I did not copy the whole thesis. There are some sentences that I wrote on my own The findings of the present study conformed to too. Though the students know that plagiarism is This conversation was written based on an not an accepted practice in academic writing, they interview with a thesis student plagiarized their work in a substantial amount.

The reasons behind their during the interview and were grouped later into dif- plagiarizing are common across different studies. Each student gave several reasons. Research plagiarize. Even if the teachers identify the cases studies in American and European universities have of plagiarism, they are helpless because there is no come up with conclusions that Eastern culture, policy in the universities in Nepal.

Universities, as particularly Asian culture, encourages students to elite institutions in society, have a moral obligation plagiarize. We have to assure ourselves and others to stop the rot Williams, There should that we never encourage plagiarism in our students.

Plagiarism is a serious offence almost all the students in this study unanimously against scholarship and should be condemned and replied that it is the system that should be accused. Once plagiarism has been Surprisingly, no student said that students are the detected, it is important that it is dealt with fairly, source of plagiarism. Then what should be done?

Universities and departments must single sentence without acknowledging the source, make clear rules and policies, and if any student this is plagiarism. Intentional plagiarism is more is found to be plagiarizing, it must be immediately disastrous than accidental one.

Students must be taught the system of proper referencing and citing the sources. If they References plagiarize again, they must be penalized; penalty Bhattarai, R. Plag ue iarism. The Kathmandu can be in different forms ranging from rejection of Post.

Kathmandu: Kantipur Publications Pvt. Conclusion Carroll, J. Plagiarism: the unfun game. In the academic community, anecdotal evidence Carroll, J. Student plagiarism is a most complained issue in all the departments at Tribhuvan University.

Carroll, J. It is just a visible tip of jisc. Plagiarism has been troubling teachers Collins, A. Thinking and research supervisors since long. Journal of known fact that plagiarism is a problem that can Economic Literature. Retrieved August 2, never be fully prevented. MLA Handbook for Writers and do not have to bother turning the pages of books.

Research Papers 6th ed. The university does not have a consistent Ha, P. Plagiarism and overseas students: policy on internal assessment system. Nor is it stereotypes again? Revocation of academic cultural conditioning truly the major culprit?

College and University Law Jocoy, C. Plagiarism by adult Sowden, C. Plagiarism and the culture of learners online: a case study in detection and multilingual students in higher education remediation. International Review of Research abroad. Retrieved Standler, R. Plagiarism in colleges in USA. Martin, B. Plagiarism: a misplaced emphasis. Thomley, P. In search of a plagiarism policy.

Journal of Information Ethics. Northern Kentucky Law Review , The plagiarism problem: are www. Conference Proceedings. Retrieved October 22, Mawdsley, R. Yakovchuk, N. Why students plagiarize: Nathan, P. Teaching against plagiarism in developing plagiarism prevention strategies the EAP classroom. Beaven ed. Beaven Harrogate Conference Selections.

Related Papers. Gettings, et al. Plagiarism Issues and Concerns in Japan. By Bob Gettings. By Dr. Stella-Maris Orim.

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Where does one draw the line between the two? And what about clergy who repeat phrases and ideas that many others have used before them? Are they plagiarizing their sermons, or are they taking advantage of a shared resource? Ashworth, P. Guilty in whose eyes? Studies in Higher Education, 22, Bowden, D.

Coming to terms: Plagiarism. English Journal, 85 4 , Franklin, B. The autobiography of Benjamin Franklin. Howard, R. Plagiarisms, authorships, and the academic death penalty. College English, 57, Lipson, A. The responsible plagiarist: Understanding students who misuse sources. About Campus, Price, M. College Composition and Communication, 54 1 , Woodmansee, M.

The law of texts: Copyright in the academy. Citation: Cleary, M. Phi Delta Kappan 99 4 , Is there a site students can post their work to that will determine whether or not the plagiarized? Your email address will not be published. Save my name, email, and website in this browser for the next time I comment.

Career Confidential. Phyllis L. Should teacher sue parent who criticized her on social media? On Leadership. Joshua P. Too much autonomy can mean too little equity. Washington View. Maria Ferguson. Stop blaming teachers for school closures. Under The Law. Robert Kim. First Person. Sarah Pazur. Jennifer Altavilla. The right time for research-practice partnerships.

Alexander Russo. Mask and vaccine mandates, a scathing review of the Seattle Times ed reporting, the big school scare: best education journalism of the week July Stay up to date on the latest news, research and commentary from Kappan. What you can do: Let students know the consequences of plagiarizing.

Students are less likely to plagiarize deliberately if they perceive the cost of getting caught as too high. Make sure to have a clear statement in your syllabus, and let students know that you use Turn-It-In, Google, or some other method of checking their sources. Make it so hard to plagiarize that they might just as well write the paper. Requesting these things does not mean you necessarily have a whole lot more work to do. You can use a peer response exercise or in-class work for quick reviews of many of these items.

If you ask for multiple drafts, only check for a few things on each draft for example, just for main idea and basic structure on the first draft or just for citation format on a second draft. Besides preventing plagiarism, collecting these documents can help you assess student learning and, when necessary, intervene before the bitter end. Make it hard to plagiarize by designing assignments around specific, focused questions or issues.

Avoid general topics like character in Hemingway. There are so many papers on the internet on such topics that the temptation may be too great. What you can do: Help students learn how to pace themselves and organize their work, especially if the task you have given them is complex, and they are novices. This can be done by warning them of common process problems at the start, by assigning intermediate steps, by conducting an ongoing discussion of their process online discussion groups are good for this and do not take class time , and by modeling your process.

Explicitly discuss with students why the assignment is important in the context of the class and of their learning. Tell them what transferable skills and knowledge they will gain from doing this assignment. Finally, as in 10, make the risks and consequences of being caught clear.

What you can do: Help students see how they already have expertise in many areas, such as movie reviews, their favorite music, sports, or leisure activity, and equate learning academic jargon with the learning they have already done to master these other topics.

Have students write down their ideas before, during, and after research. The student who has put down their guesses about what they will find and who has written a response immediately after reading a source will be less likely to act as a passive collector of information.

Situate research as the attempt to test and refine their hypothesis. Show students examples of student papers with uncited summaries and paraphrases and require them to identify and correct the problem. When a paper is handed in, give it a quick scan. If the student only cited direct quotes, he or she may be neglecting summaries and paraphrases. Different classifications have been suggested for the typology of what can be considered plagiarism, ranging from the most descriptive and intentional to the most exhaustive.

Among the former are those raised by Bugeja and Park , which distinguish intentional plagiarism , in which the ideas and texts of others are presented directly as their own, and unintentional plagiarism , in which quotations and paraphrases are made incorrectly or when sources are simply not cited because one does not know how to do it. One of the recurrent motifs is, in our view, especially interesting. Devlin and Gray have documented that poor academic skills are the main factor leading students to academic dishonesty.

The aim of this paper is to explore a selection of the data gathered as part of the project Digital competences of incoming students at the University of Lleida CODI Project , an institutional initiative that aims to understand the competence profile in the use of ICTs of incoming undergraduates and to detect their specific training needs. The project was articulated on the basis of specific objectives to document and analyse six aspects: 1 access to technology; 2 knowledge and use of the University's 2.

In order to achieve the objectives of the research, a questionnaire was designed for data collection. It was developed using an online platform, Typeform and consists of 83 questions distributed in six sections, corresponding to the six blocks outlined above. Seventeen of them were formulated as open-ended and the rest were formulated as close-ended, dichotomous or polytomous with single or multiple choice.

This platform was selected due to its usability advantages in a wide range of mobile devices and for the fact that it allows for the creation of various routes based on the responses of the informants. Thus, it was possible to define sequences of progressive formulation associated with the type of response.

A pilot phase was carried out with a group of sophomores to assess the lack or excess of questions to achieve the stated objectives, their understanding of how questions are formulated and to estimate the time needed to complete the questionnaire. After this phase, the questionnaire was validated by a group of experts and later administered from February to April This was considered to be the most appropriate date since incoming students were already familiar with the university and its virtual environment.

This article analyses a section of the data collected in the third block, relating to the concept of plagiarism that the participants have, based on their answers to four questions on different scenarios involving the use of digital information sources. The study was designed for all incoming students at the University of Lleida UdL using a quantitative methodology.

The questionnaire was administered to first-year students, representing It was carried out in the nine UdL centres and the valid responses in all of them have been equal to or higher than As for the social profile of the respondents, as expected, the majority are in a similar age range. With regard to the distribution by sex, overall, This distribution varies in some faculties where degrees are either feminized or masculinized. In terms of socio-economic status, Only 3. The predominant access pathway is the baccalaureate, as Given the purpose of the research, a descriptive analysis was carried out.

In some cases, a cluster analysis was carried out by grouping homogeneous elements differentiated among them based on the frequency distribution of the variables. The participants were presented with the following four statements related to the concept of cyber-plagiarism and the citation of digital sources, on which they had to express their agreement or disagreement:.

In all cases, the general data collected was analysed, as well as those of each faculty or school, with the aim of detecting whether there are distinct patterns according to the nature of the studies they offer. Firstly, students were asked about the copy-paste phenomenon, specifically in the case of information found on the Internet without any explicit author.

It can be observed in the following table that This implies that This figure is slightly higher than the one reported in the analysis of the use of printed fonts. In the questionnaire, students were asked whether or not they agreed with the phrase "Plagiarism is copying directly from a book ". In that case, The format, then, seems to have some significance in the students' perception of copying, but does not determine it. If we take into account the differences by faculties and schools, shown in Table 2, we can observe two groups of centres: those with responses above It is detected that the type of degrees studied humanities, sciences or social sciences fields does not influence the perception students have of plagiarism Table 2.

Other studies in which students were asked whether they copy-pasted from digital have produced data similar to those analysed here. Sureda and Comas , in the survey carried out through the Universia website, found that In their study, The second scenario suggested was paraphrasing and here it is observed that the treatment given to the information determines the concept of plagiarism.

As indicated in Table 3, Analysing data by faculties and schools, we observe, once again, two groups of centres: those that are at a level of disagreement greater than Thirdly, data was gathered which documented students' perceptions when translating a source of information. As can be seen in the following table, the majority When examining the differences between faculties, only one of them, FDET is below the

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English Journal, 85 4 , Franklin, B. The autobiography of Benjamin Franklin. Howard, R. Plagiarisms, authorships, and the academic death penalty. College English, 57, Lipson, A. The responsible plagiarist: Understanding students who misuse sources.

About Campus, Price, M. College Composition and Communication, 54 1 , Woodmansee, M. The law of texts: Copyright in the academy. Citation: Cleary, M. Phi Delta Kappan 99 4 , Is there a site students can post their work to that will determine whether or not the plagiarized?

Your email address will not be published. Save my name, email, and website in this browser for the next time I comment. Career Confidential. Phyllis L. Should teacher sue parent who criticized her on social media? On Leadership. Joshua P. Too much autonomy can mean too little equity.

Washington View. Maria Ferguson. Stop blaming teachers for school closures. Under The Law. Robert Kim. First Person. Sarah Pazur. Jennifer Altavilla. The right time for research-practice partnerships. Alexander Russo. Mask and vaccine mandates, a scathing review of the Seattle Times ed reporting, the big school scare: best education journalism of the week July Stay up to date on the latest news, research and commentary from Kappan.

What you can do: Let students know the consequences of plagiarizing. Students are less likely to plagiarize deliberately if they perceive the cost of getting caught as too high. Make sure to have a clear statement in your syllabus, and let students know that you use Turn-It-In, Google, or some other method of checking their sources. Make it so hard to plagiarize that they might just as well write the paper.

Requesting these things does not mean you necessarily have a whole lot more work to do. You can use a peer response exercise or in-class work for quick reviews of many of these items. If you ask for multiple drafts, only check for a few things on each draft for example, just for main idea and basic structure on the first draft or just for citation format on a second draft. Besides preventing plagiarism, collecting these documents can help you assess student learning and, when necessary, intervene before the bitter end.

Make it hard to plagiarize by designing assignments around specific, focused questions or issues. Avoid general topics like character in Hemingway. There are so many papers on the internet on such topics that the temptation may be too great. What you can do: Help students learn how to pace themselves and organize their work, especially if the task you have given them is complex, and they are novices. This can be done by warning them of common process problems at the start, by assigning intermediate steps, by conducting an ongoing discussion of their process online discussion groups are good for this and do not take class time , and by modeling your process.

Explicitly discuss with students why the assignment is important in the context of the class and of their learning. Tell them what transferable skills and knowledge they will gain from doing this assignment.

Finally, as in 10, make the risks and consequences of being caught clear. What you can do: Help students see how they already have expertise in many areas, such as movie reviews, their favorite music, sports, or leisure activity, and equate learning academic jargon with the learning they have already done to master these other topics.

Have students write down their ideas before, during, and after research. The student who has put down their guesses about what they will find and who has written a response immediately after reading a source will be less likely to act as a passive collector of information. Situate research as the attempt to test and refine their hypothesis.

Show students examples of student papers with uncited summaries and paraphrases and require them to identify and correct the problem. When a paper is handed in, give it a quick scan. If the student only cited direct quotes, he or she may be neglecting summaries and paraphrases.

What you can do: Teach students to put their source material out of sight when they write their summaries so they are not tempted by the lovely words of the author. Look for papers in which the citations only come at the end of paragraphs. This is often a sign that the student thinks the citation in the last sentence covers all borrowing from the source anywhere in the paragraph. What you can do: Explicitly discuss with students the goals of their research. Acknowledge up front that citation styles, especially for internet sources, are in flux.

Work with other teachers in your school or better yet, your district to develop citation rules that govern all student work, and use those rules consistently from teacher to teacher and subject to subject. Help students learn how to extrapolate from the examples presented in style manuals to craft citations for unusual sources.

What you can do: Teach students strategies for organizing their notes. Students who deliberately cheat or is never allowed in the Vietnamese schools and engage in fraudulent behavior are always putting colleges, but it has been a big problem there. Liu the academic values and ethics of the institution at a also argues that Chinese culture never allows great risk.

He sees cultural conditioning as a from public harassment. If we see plagiarism as a practical well-known historian charged with plagiarism was reality, its most obvious reasons are the language asked to resign from prominent public positions and content problems faced by the students even though she admitted responsibility for the Yakovchuk, Martin Luther understand the role that citations and sources play King, Jr.

Even technology-equipped software unfair means; the lack of adequate and stringent like Copycatch or Turnitin is not feasible in all laws of copyright; the delay and hassles in the contexts, particularly in developing countries like implementation of such regulations; and a lacklustre Nepal, because of the problems of accessibility of attitude on the part of authorities.

Sowden invention of modern technology like internet has a: realizes that the problems of plagiarism made plagiarism easier than ever before. Universities can never be resolved, but they can be addressed. Some teachers where plagiarism is suspected; greater use can be administer a test, consisting of either objective made of oral presentations ibid.

An alternative items or subjective items or a combination of both, is to prevent plagiarism by designing assessment of twenty marks while others give some writing procedures appropriately, for example by getting assignment and ask the students to submit the students to use their own experiences in creative answers within a certain period. Similarly, the writing Carroll, If they have an access to an online text or a paper text, their teachers This paper is a result of my experience as an internal do have the access too.

Once the assignment is evaluator and as a thesis supervisor in the university. Students must bear journals and pasted it exactly as it was in the original in mind that their teachers are the experts in the text.

A few students had submitted me the same field and know the sources more than their students answer word to word with only different cover do. Punishing the students of their plagiarized pages. One interesting example, among others, is an work sometimes can be counter-productive in the exact text from www. Teachers must teach plagiarism to analysis, which I found in the introduction section their students not from a punitive approach, but of the assignment on contrastive analysis. The rather by drawing their attention to good writing, capitalized words in the online text were capitalized and referencing and citation skills.

The way some students do their graduate thesis is Background of the present study not less interesting. I have come across theses that The present study is primarily based on my are more or less an exact copy of works previously experience of evaluating assignments of graduate done on a similar topic. Copying the text and ideas students at the Department of English Education at without acknowledging the source is very prevalent.

Tribhuvan University and my experience of guiding Some students even do not read the original books, their Master of Education M Ed theses at the same journals and theses, but surprisingly document their department. Tribhuvan University-- the largest names at the reference section.

Responses of 7 assignments? The first 12 students were not informed that Participants their responses were being noted down and would be used for the research purpose. The third group The participants in this study included ninety- of 5 students, however, was clearly explained the six M Ed second year students majoring English purpose of the interview. They were, therefore, Education , coming from diverse regional and rather hesitant to answer my questions because they cultural backgrounds at the Department of English thought that their plagiarism might lead them to a Education in Tribhuvan University.

All of them penalty. The participants were selected at random interview will be presented in different sections. Another Questionnaire results group of participants were 17 students doing their graduate theses as a partial fulfilment for their M Ed The responses obtained through self-reported degree. In major sources: questionnaire and interview.

The following table shows how class to a group of fifty-three students in section a typical assignment was prepared by the students. The students were informed of the purpose of the study and were also explained the jargons like Table 1. Among the Other sources e. I forgot to mention the source. This fact, however, is words of the original is the best not generalizable to all the students since answers writing.

The students and original writing while gave various reasons; each student gave several awarding marks. The responses have been roughly grouped Other e. Table 2. Questionnaire results on why students pla- giarize The table above is a clear picture of why the students Categories of responses No.

All the 17 students agreed that plagiarism is a prohibited I have problems with content 27 practice in academics and claimed that they had not to write on my own. After I used several I am not confident that I can 68 circumlocutions e. Here is one exam- The following table shows this. Table 3. Interview results on why students plagia- rize Guide: Shyamji changed name I wonder you Reasons Number of completed your thesis so quickly.

I need a transcript very soon. My college requires this. Your writing is very strong in some Lack of knowledge of referenc- 7 chapters while very weak in others. What may be the reasons? I had very limited time so there Desire to write a better thesis 6 might be some errors at some places. I will correct them. Almost all the participants interviewed confessed Guide: You have copied some paragraphs and that they could not complete their research if they sentences from other theses and books without did not plagiarize, and revealed that if they acknowl- acknowledging.

I wrote the complete thesis on of their own! Therefore, most students had content my own. Pointing out a sentence at random I believe this is not your sentence. This is the sentence I wrote. They thought that if they seen this sentence in one linguistics text. I am sorry, plagiarism but a proper practice in research. Some sir. I did not have time. I have a job and cannot students even replied that their supervisors did not save my time for thesis.

Guide: It means your thesis is a plagiarized work. Discussion Student: No, sir. I did not copy the whole thesis. There are some sentences that I wrote on my own The findings of the present study conformed to too. Though the students know that plagiarism is This conversation was written based on an not an accepted practice in academic writing, they interview with a thesis student plagiarized their work in a substantial amount.

The reasons behind their during the interview and were grouped later into dif- plagiarizing are common across different studies. Each student gave several reasons. Research plagiarize. Even if the teachers identify the cases studies in American and European universities have of plagiarism, they are helpless because there is no come up with conclusions that Eastern culture, policy in the universities in Nepal. Universities, as particularly Asian culture, encourages students to elite institutions in society, have a moral obligation plagiarize.

We have to assure ourselves and others to stop the rot Williams, There should that we never encourage plagiarism in our students. Plagiarism is a serious offence almost all the students in this study unanimously against scholarship and should be condemned and replied that it is the system that should be accused. Once plagiarism has been Surprisingly, no student said that students are the detected, it is important that it is dealt with fairly, source of plagiarism.

Then what should be done? Universities and departments must single sentence without acknowledging the source, make clear rules and policies, and if any student this is plagiarism. Intentional plagiarism is more is found to be plagiarizing, it must be immediately disastrous than accidental one.

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To me, plagiarism meant taking a source word for word, using it and not giving credit to the original author. As I made my way through secondary school plagiarism was something that we were continuously warned against and I figured that if I stayed away from my definition of plagiarism then all will be well and frankly, it has been well. Now I am pursuing a higher education I am again met with writing research papers and the act of plagiarism.

In order to prepare us to become more efficient researchers. When samples of the writing are typed into a Google search engine, sentences and whole paragraphs are found to be a match. Students are confronted with the plagiarism and given information. Introduction: Plagiarism is common phenomenon of academic cheating among students.

In recent years, plagiarism has been repeated. Plagiarism is becoming more and more serious. Whether in life or in school. The students, the teachers, and the creators have had a great deal of trouble. The British Internet papers trading volume of more than million pounds. Students can spend or more on "customized" papers, such as "guaranteed," "good reviews", "novel, unique, original, reliable" and so on.

So British institutions would have to check the students' papers and books, materials or other paper anti plagiarism software, once reached more than a definition of similarity ratio, it will be regarded as plagiarism. Britain's "Daily Telegraph" has done a survey. The University …show more content… On the students' learning and teachers' self examination ethos of knowledge system, ideological quality, occupation morals, attitude and professionalism plays a subtle role.

If teacher is honest and never do the plagiarism, students will study from their teacher, then the student will not cheating and do the plagiarism, if most students do not do the plagiarism then all of students will be no plagiarism and being honest. If teachers are not honest, and do the plagiarism when teacher is teaching or working, students will not pay attention on honesty, students will doing the plagiarism, then it will influence school 's study and teaching style.

And it will tent to a bad influence and get a bad result. Always remind students do not cheating and do not do the plagiarism. Improving teaching methods and teaching content to improve students' learning enthusiasm, and establish a good style of study, then it will have a good. Get Access. Read More. The Internet Plagiarism Explosion Essay Words 6 Pages A great deal has been published in the media about the "explosion" of Internet plagiarism among high school and college students. Academic Integrity Summary And Analysis Words 2 Pages To me, plagiarism meant taking a source word for word, using it and not giving credit to the original author.

Popular Essays. The site offers insight on scientific misconduct and publishing research ethically. This site is an important resource for researchers, offering an ethics toolkit that contains examples of scientific misconduct and breach of publications ethics, including plagiarism.

Elsevier uses resources such as the plagiarism detection service, CrossCheck powered by iThenticate , to protect the integrity of literature being published. The site also offers a helpful questions section where the researcher can ask a question regarding research and publishing ethics. With technological tools such as this one available, a researcher should be publishing ethically every time.

Academic integrity, including plagiarism avoidance, should be taught to young students as soon as they begin to write papers. As Honig and Bedi suggested, a system of monitoring and censure should also be implemented world-wide for all scholarly research.

The many instances of plagiarism throughout the world are disconcerting. In a technologically advanced world with a global marketplace, scholarly researchers should be held to the highest standards. This is especially so with the advent of the technological tools and information offered by companies such as Elsevier. Cheema, Z. Conceptual awareness of research scholars about plagiarism at higher education level: Intellectual property right and patent.

International Journal of Academic Research, 3 1 , Honig, B. The fox in the hen house: A critical examination of plagiarism among members of the academy of management. Should all journalists be required to take a plagiarism quiz? Professor may have plagiarized student's paper to secure research grant. Topics: Academic. Login Buy Credits.

Plagiarism Blog. Written by Beth Calvano Given the high-profile plagiarism cases over the last few years, one would believe that scholars would know and understand the definition of plagiarism. Plagiarism Among High-Ranking Scholars In another study on plagiarism in academic research, Honig and Bedi concentrated on the demographic and institutional predictors of plagiarism practices by social science academics.

Modern Technology Can Help The issues that the above studies raise and the conclusions that they draw can be remedied easily by the researchers themselves. Conclusion Academic integrity, including plagiarism avoidance, should be taught to young students as soon as they begin to write papers. Sources Cheema, Z. Related Should all journalists be required to take a plagiarism quiz?

Are mistaken. finding a dissertation topic consider, that