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Understanding Plagiarism: A Comprehensive Guide for Students

Learn about intentional and unintentional plagiarism, ways to avoid plagiarism, and tips to resist it. Discover effective strategies for responsible handling of sources to enhance your research and writing skills.

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Understanding Plagiarism: A Comprehensive Guide for Students

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  1. DiscouragingPlagiarismin Student Papers Short of this → Kathryn Mincey, Associate Professor of English Morehead State University

  2. Clarifying for Students the Two Types of Plagiarism • Intentional – knowingly presenting others’ words, ideas, or intellectual property as one’s own • Unintentional - resulting from either: • Lack of earlier instruction on responsible handling of sources, or • Past misinstruction on responsible handling of sources

  3. The Paradox • Students need to know that, regardless of whether plagiarism is accidental or intentional, the academic and professional penalty may likely be the same. YET • Faculty need to know that, even though we may regard both with equal scholarly disdain, unintentional plagiarism is not an act of dishonesty; it is a result of inadequate teaching.

  4. What is UnintentionalPlagiarism? Careless handling of material from a source It comes in two varieties: • Texthugging – an unacceptable hybrid of direct quotation and paraphrasing • Lack of attribution signals - failure to supply an in-text clue to a source even if the source appears in the Works Cited or Bibliography

  5. Helping Students AvoidUnintentional Plagiarism • Responsible reading and notetaking – by recording notes that distinguish between quoting and paraphrasing (but are primarily paraphrased) • Avoiding Texthugging – by reconstructing and blending ideas from sources with original analysis, carefully distinguishing quotations from paraphrases and providing attribution signals

  6. Helping Students ResistIntentional Plagiarism • Remove barriers to self-confidence • Use preliminary writing assignments to • Familiarize yourself with students’ writing style • Review appropriate handling of sources • Provide encouraging feedback and opportunity for revision

  7. Helping Students Resist Intentional Plagiarism • Promote personal investment by • Allowing topic selection for individual relevancy • Requiring some primary research • Encouraging incorporation of author’s voice • Suggesting the selection of a specific audience

  8. Helping Students Resist Intentional Plagiarism • Establish a clear target • Provide a detailed assignment • Specify a style sheet • Provide a detailed evaluation rubric that is tied directly to the assignment description • Review models of successful products

  9. Helping Students Resist Intentional Plagiarism • Emphasize process as much as product • Customize research methods: require locally available sources, through CCL’s EBSCOhost databases, for instance • Customize structural options • Establish a reasonable schedule of due dates for preliminary stages • Monitor research stages • Require submission of textmarked photocopies of major sources

  10. Helping Students Resist Intentional Plagiarism • Expand the audience • Require a draft review with the researcher’s primary sources for feedback • Arrange a classmate buddy system to spot-check the handling of sources • Build in culminating oral / multimedia presentations of the project to classmates; incorporate the author’s reflection of the research and writing process

  11. Suspected or Discovered Plagiarism…Then What? • Before accusing, allow the student to describe his or her process • Prepare to produce and analyze evidence • Review the method of avoiding unintentional plagiarism with the student • Explore the common academic sanctions for plagiarism • Require the student to complete the assigned process and product responsibly

  12. Why Not Just Flunk ‘em? • The student does not accomplish the learner outcome: proficiency with responsible research techniques and/or critical thinking. • Excused from responsibility to learn, he or she assumes that a 50/50 chance of getting caught cheating may work next time. • Therefore, the research writing process is not de-mystified, • And the student misses an opportunity to discover • the instructor’s real purpose--to be a teacher instead of a gatekeeper, and • a viable and morally satisfying alternative to dishonesty

  13. Recent ABC News Reports • “A Cheating Crisis in American Schools,” April 29, 2004 http://abcnews.go.com/Primetime/story?id=132376&page=1 • “Big Cheats on Campus,” Nov. 19, 2004http://abcnews.go.com/2020/story?id=264646&page=1 • “Is America a Country of Copy Cats?” May 7, 2004http://abcnews.go.com/US/story?id=91391&page=1 • “Grandmother Confesses to Cheating in 1957,”Feb. 2, 2005http://abcnews.go.com/US/wireStory?id=466142 ====================================================== • Colorado State University’s Writing Guide: Working with Sources http://writing.colostate.edu/guides/index.cfm?guides_active=workingsources&category1=24

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