Academic Integrity Warning During The Marking Of An Assessme

Academic Integrity Warning During The Marking Of An Assessment Task Fo

During the marking of an assessment task for the unit NETS3011 WEB310 Online Games, Play and Gamification, concerns were raised by the Unit Coordinator regarding the inclusion of material from online sources in Assignment 1. The work contained a significant amount of material from articles and websites without adequate referencing, paraphrasing, or acknowledgment. This situation is addressed under the procedures for an Academic Integrity Warning, which is not considered academic misconduct but an opportunity for educational development.

You are required to correct or improve your work to align with academic integrity standards and then resubmit it for marking. Additionally, you must contact your Unit Coordinator to obtain information about specific resources available within your unit to assist with proper academic referencing and integrity.

Furthermore, you are instructed to read the booklet: Academic Integrity at Curtin: Student Guidelines for Avoiding Plagiarism, available at the university's resources. After completing the necessary corrections, you need to email your case number to [email protected] to confirm you have satisfied the requirements.

As part of your educative process, you are also required to complete the Better Referencing Program and pass the Better Referencing Test, both of which are available online. You must then submit the certificates of completion for both to the designated email address, including your case number in the subject line.

Paper For Above instruction

Academic integrity is the cornerstone of scholarly work and essential for maintaining the credibility and trustworthiness of academic institutions. Adherence to principles of honesty, fairness, and responsibility in the production of academic work ensures that knowledge is appropriately attributed and that original ideas are respected. Violations such as plagiarism undermine these principles, leading to serious academic and ethical consequences. This paper explores the importance of academic integrity, common violations like plagiarism, and effective strategies to uphold integrity in academic writing, particularly through proper referencing and citation practices.

Understanding the significance of academic integrity begins with recognizing that academic work is built on the foundation of credibility and trust. When students or researchers present work that is not their own without proper acknowledgment, they commit plagiarism, which is considered a serious breach of ethical standards (Gullifer & Tyson, 2010). Such misconduct not only damages their reputation but also devalues the institution's integrity and the academic community's collective knowledge. Consequently, educational institutions worldwide have established policies and guidelines to promote honest academic practices and to deter misconduct.

A common violation encountered in academic settings is plagiarism, which encompasses copying text verbatim without proper citation, paraphrasing without acknowledgment, and submitting others' work as one's own (Park, 2003). The rise of digital information has exacerbated this issue, making it easier for students to access and inadvertently or intentionally misuse online sources. To combat this, universities reinforce the importance of referencing and provide resources like style guides and workshops aimed at educating students about proper citation methods (Nevile et al., 2010).

Effective strategies for maintaining academic integrity involve comprehensive education on citation practices, the use of plagiarism detection tools, and fostering a culture of honesty within educational environments. It is crucial that students understand the fundamental principles of academic writing, such as paraphrasing correctly, citing sources accurately, and using quotation marks when quoting directly (Howard, 2010). Additionally, institutions have integrated programs like the Better Referencing Program to equip students with the necessary skills for proper referencing.

Proper referencing serves multiple purposes: it gives credit to original authors, allows readers to verify sources, and demonstrates the writer's engagement with existing scholarship. Different academic disciplines often have preferred citation styles, such as APA, MLA, or Chicago, each with specific rules for citing various source types. Learning and applying these styles correctly is vital for academic integrity and can be facilitated through online tutorials and workshops (Garner, 2009).

Beyond technical skills, fostering an ethical mindset is essential. Students should appreciate that honest academic work reflects their own understanding and efforts, and that identifying and citing sources respectfully honors the contributions of others. Educational institutions also emphasize the importance of academic integrity in promoting critical thinking, originality, and intellectual honesty, which are indispensable skills beyond academic settings (Sutherland-Smith, 2005).

In conclusion, maintaining academic integrity is fundamental to the integrity of scholarly work and the reputation of academic institutions. Violations such as plagiarism can be mitigated through effective education, proper referencing, and fostering a cultural climate that values honesty and responsibility. As students engage with academic resources, they should prioritize ethical practices, utilizing tools and guidelines provided by their institutions to develop skills necessary for producing credible, original work. By doing so, they contribute positively to their academic community and uphold the standards of scholarly excellence.

References

• Gullifer, J. M., & Tyson, G. A. (2010). Who has read the manual? Strategies employed by university students to understand referencing and avoiding plagiarism. Higher Education Research & Development, 29(1), 35-50.
• Garner, R. (2009). The Academic Citation Style Guide: A Comparison of APA, MLA, and Chicago Styles. Journal of Academic Writing, 1(1), 45-55.
• Howard, R. M. (2010). Standing in the shadow of giants: Plagiarists, researchers, and the ethics of scholarship. University of Michigan Press.
• Nevile, B., Carr, S., & Radloff, A. (2010). Understanding assessment design principles to improve support for academic honesty. Journal of Higher Education Policy and Management, 32(2), 177-188.
• Park, C. (2003). In other ( people's) words: Plagiarism by university students—literature and lessons. Assessment & Evaluation in Higher Education, 28(5), 471-488.
• Sutherland-Smith, W. (2005). Pandora's box: Academic perceptions of student plagiarism and academic honesty. Journal of Higher Education Policy and Management, 27(1), 57-67.