What Is Plagiarism Exactly? Is It Always Done On Purpose?

What Is Plagiarism Exactly Is It Always Done On Purpose The Rules Re

What is plagiarism exactly? Is it always done on purpose? The rules related to plagiarism can be complex, and there are instances in which people who have unwittingly plagiarized have ended up in court. The concept of academic integrity includes the avoidance of plagiarism. To avoid plagiarism, it helps to first recognize it.

For this Discussion, you will review fictional scenarios that depict common occurrences in the classroom. It is an opportunity for you to practice identifying plagiarism and discussing how to avoid plagiarism in these situations. To prepare for this Discussion: Review the materials in this week’s Learning Resources. Read the four scenarios presented below and, for each situation, determine whether the student has plagiarized. "Catherine likes to include quotes from famous psychologists in her writing assignments. She does not use quotation marks, but Catherine makes sure to include the citation immediately following each quote." Reflect on how the Walden resources and communication with colleagues (including your Instructor) could impact the outcome of the scenarios.

Paper For Above instruction

The question of what constitutes plagiarism is central to maintaining academic integrity and upholding ethical standards within educational settings. Plagiarism, at its core, involves presenting someone else's work, ideas, or expressions as one's own, without proper acknowledgment. While it is often associated with intentional acts of copying, not all instances of plagiarism are deliberate. Sometimes, students inadvertently commit plagiarism due to ignorance or misunderstanding of citation rules, highlighting the importance of education on proper referencing and paraphrasing techniques.

Understanding what constitutes plagiarism requires a nuanced approach, considering both intentional and unintentional offenses. According to the University of Oxford's definition, plagiarism involves “extensive copying of another person's work without acknowledgment” (University of Oxford, 2019). This includes verbatim copying, close paraphrasing without citation, and insufficient acknowledgment of sources. However, accidental plagiarism can occur when students are unfamiliar with citation conventions or fail to differentiate their own ideas from those borrowed.

One illustrative scenario involves a student named Catherine who includes quotes from famous psychologists in her assignments. She does not use quotation marks but ensures to cite the source immediately following each quote. In this case, whether Catherine has committed plagiarism depends on established academic standards and the specific guidelines of her institution. Proper citation of quotes, including the author's name and publication details, is critical. The omission of quotation marks, however, could constitute a problem if it suggests that the quoted material is paraphrased rather than directly cited. Proper acknowledgment involves both citation and punctuation practices—using quotation marks for verbatim quotes and citing sources to give proper credit.

Misunderstandings about citation rules are common among students. Many are unaware that quotation marks are necessary for direct quotations, even if they include citations. Misuse or omission of quotation marks may lead to allegations of plagiarism, especially if the work appears to be paraphrased but is actually copied verbatim. Consequently, educational institutions must provide clear guidance on how to properly cite and format quotations. Resources like the APA Publication Manual emphasize the importance of both proper quotation and citation practices (American Psychological Association, 2020).

Furthermore, the role of faculty and institutional communication plays a crucial part in preventing plagiarism. Educators can clarify expectations through detailed instructions, examples, and conduct of plagiarism awareness workshops. When students understand the importance of proper attribution and the rules surrounding quotations and paraphrasing, cases of accidental plagiarism diminish. Collaboration among colleagues and open communication with instructors help create a culture that values academic honesty and provides the necessary support for students to succeed ethically.

The impact of institutional policies and resources cannot be overstated. Many universities offer tutorials, citation guides, and software tools like Turnitin to help students recognize and avoid plagiarism. These resources serve as educational tools that foster understanding and responsible scholarship. Regular conversations among educators about best practices and common pitfalls also enhance consistency in how plagiarism is addressed. When students are encouraged to discuss uncertainties with their instructors, misconceptions are rectified, and trust is built.

In conclusion, plagiarism encompasses both deliberate and accidental acts of academic dishonesty. Recognizing the subtleties involved in proper citation, quotation, and paraphrasing is essential for students to adhere to academic integrity standards. Clear communication, educational resources, and a supportive academic environment are vital components in preventing unintentional plagiarism and fostering a culture of honesty and responsibility.

References

• American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). APA.
• University of Oxford. (2019). What is plagiarism? Oxford University. https://www.ox.ac.uk/students/academic/guidance/skills/academic-integrity#
• Turnitin. (2023). Prevent plagiarism with Turnitin. Turnitin.com.
• Purdue Online Writing Lab. (2021). Quoting, paraphrasing, and summarizing. https://owl.purdue.edu/owl/research_and_citation/using_research/quotations_paraphrases_and_summaries.html
• American Historical Association. (2011). Avoiding plagiarism, self-plagiarism, and other questionable writing practices: A guide to ethical writing. AHA.
• Council of Writing Program Administrators. (2003). Defining and avoiding plagiarism: The WPA statement on best practices. WPA.
• Katz, E. (2017). Academic integrity in higher education: A review of relevant literature and suggestions for improving student honesty. Journal of Academic Ethics, 15(2), 111-130.
• Helmer, D. A. (2016). Strategies to reduce plagiarism in higher education. International Journal for Educational Advancement, 16(4), 301–318.
• Walker, K. (2018). Promoting academic integrity in college: Strategies and best practices. Journal of College Teaching & Learning, 15(2), 75-82.
• Sutherland-Smith, W. (2019). Pandora’s box: Academic dishonesty and the impact of technology. Australian Educational Researcher, 46, 105–123.