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Every Friday KIJANG library is closed at 11.30 AM - 1.00 PM
Every Friday JWC library is closed at 11.30 AM - 1.00 PM
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Heritage Dictionary of the English Language(4th Ed.) defines plagiarism as "a piece of writing that has been copied from someone else and is presented as being your own work.“
The American Heritage Dictionary (2nd College Ed.) defines plagiarize as "to take and use as ones own the writings or ideas of another."
IEEE (Institute of Electrical and Electronics Engineers) defines plagiarism as the reuse of someone elses prior ideas, processes, results, or words without explicitly acknowledging the original author and source. It should also be noted that certain corrective actions might apply to the uncredited reuse of someone elses ideas.
What are the levels of misconduct described in the Guidelines?(According IEEE) 1. Level One pertains to the uncredited verbatim copying of a full paper, or the verbatim copying of a major portion (> 50%), or verbatim copying within more than one paper by the same author(s). 2. Level Two pertains to the uncredited verbatim copying of large portion (between 20 and 50%) or verbatim copying within more than one paper by the same author(s). 3. Level Three pertains to the uncredited verbatim copying of individual elements (Paragraph(s), Sentence(s),Illustration(s), etc.) resulting in a significant portion (up to 20%) within a paper 4. Level Four pertains to uncredited improper paraphrasing of pages or paragraphs 5. Level Five pertains to the credited verbatim copying of a major portion of a paper without clear delineation (e.g., quotes or indents)
Taking other people’s works whole
Plagiarism because of the overuse of copy-paste
Changing several words and sentences but still using the original sentence structure
Paraphrasing and combining from several sources
Using your own work without citations (auto plagiarism)
Taking from various sources and mixing them
Listing a nonexistent source
Too many citations from various sources, work is not original
Citing, but the results turn out too similar as the original source
Listing citations in the text but not in the bibliography or vice versa
Unclear which is original and which is quotation because no quotation marks are used
Too easy to do
Students don’t know when they can or must cite
Too lazy to read and do analysis and synthesis processes
Students didn’t make the framework first, no research statement made beforehand
Lecturers doesn’t think this a serious problem
Quoting theories or statements
Quoting data (statistics, numerics, years, numbers, coefficients, specifics)
Quoting cases and examples
Other specific and unique things which cannot be memorized
Always plan writing ahead with an introduction, where the research question is
Make writing framework, so there will be an image on where to place our supporting sources
Always cite sources if unsure
Understand and master at least one citation model to make writing process easier without seeing citation model references
Consistent in citation model usage
Author and quote together
The principal stated clearly that students “needed parental
Permission to leave school” (Abbott, 2005, p. 25).
Author and quote separated
MacDougall (2004) stated that the “Information Literacy Model needed to be implemented” (p. 34).
Quote from non-paginated material
Winkowski (2007) stated, “The research is unreliable” (Conclusion section, para.4).
Students at Nova Southeastern University have faced challenges in learninghow to use APA formatting. When discussing the challenges, Strunk (1922) stated:
Use quotes around an article title or book chapter, but italicize the title of abook, journal, brochure, or report when used in the body of the paper.Use a short title in the parenthetical
citation or complete title if the title isshort. NOTE Non-periodical titles like books and book titles have all their important words capitalized in the text citations, but these same book titles do not have all the important words capitalized in the reference list. (p.342)
Book by a single author.
Chitty, D. (2003). Do lemmings commit suicide?
Beautiful hypotheses and ugly facts. New York,
NY:Oxford University Press.
Book by two or more authors.
Rosellini, G., & Worden, M. (2004). Of course you're angry: A guide to dealing with the emotions of substance abuse (Rev. ed.). Center City, MN: Hazelden.
Jones, H. M., McKay, J., Alvarado, F., Plath, E., Jordan, A., Porter, M., . . . Allsop, S. (2005). The attractions of stupidity. The St.Croix e-Review, 30(2), 6-10. Retrieved from
Journal article with DOI
Gerry, R.. (2000). Tempo training for freestyle. Journal of
Swimming Technique, 34(1), 40-42. doi: