Plagiarism

What is the worst nightmare anyone in academia could have, finding out that someone else has stolen your topic or plagiarized you? Even worse, knowing it was done because you are a woman. Idea theft is a huge problem in academia, and women are often the victims of these thefts by the much more powerful men in the profession. However, while an idea is undeveloped, it is much more brazen in academia to steal ideas and topics that are published and well-publicized. Publishing is supposed to ensure an academic's work is protected; well, that is what I thought. A woman without a doctorate can just be trampled on, published or not.

Detecting academic plagiarism is a pressing problem, e.g., for educational and research institutions, funding agencies, and academic publishers. Existing plagiarism detection systems reliably identify copied text, or near copies of text, but often fail to detect disguised forms of academic plagiarism, such as paraphrases, translations, and idea plagiarism. We present Semantic Concept Pattern Analysis - an approach that performs an integrated analysis of semantic text relatedness and structural text similarity. Using 25 officially retracted academic plagiarism cases, we demonstrate that our approach can detect plagiarism that established text matching approaches would not identify. We view our approach as a promising addition to improve the detection capabilities for strong paraphrases. We plan to further improve Semantic Concept Pattern Analysis and include the approach as part of an integrated detection process that analyzes heterogeneous similarity features to better identify the many possible forms of plagiarism in academic documents.

Writing academic texts is a challenging endeavour for novice L2 writers, which causes them to rely heavily on the original texts. Some studies have differentiated intentional acts of fraud (like plagiarism) from patchwriting which they claim is unintentional source text reliance. However, others have a negative view toward it. The present study explores L2 graduate student writers and their professors' perspectives about these different writing practices and how they may work for or against developing professional writing expertise in a discipline. Survey questionnaires and interviews were used to collect data. The results were analysed through calculating frequencies and percentages as well as inductive data analysis for transcribed interviews. The results showed that many graduate students used patchwriting in their attempts to write academic texts unintentionally and intuitively. The reasons identified for patchwriting were students' lack of confidence to write independen...

Studies have shown that academic dishonesty is a complex and a growing problem worldwide. The aim of this study is to explain the personal philosophy and understandings of students about academic dishonesty. The research is based on semi-structured interviews with 26 undergraduate students. The results of the study indicate that undergraduate students mostly regard academic dishonesty as cheating on exams and giving answers to their fellow students. Participants inter alia mentioned reasons regarding academic dishonesty the indifferent attitude of university teachers who, as if, prompt and encourage students to cheat and who themselves also provide a negative model for students. The reasons behind academic dishonesty are associated with the widespread use of it in comprehensive schools and the internet makes participating in academic dishonesty easier for students. To reduce academic dishonesty the following option is mentioned: students should be interested in and should try to acquaint themselves with teaching methods of the members of university teachers. Understanding how undergraduate students think about academic dishonesty and their attitudes towards it could help reduce incidences of academic dishonesty.

The traditional approaches to prevent plagiarism see it as 1) a moral error, and 2) something illegal. These traditional approaches do not lead to the satisfactory results in preventing plagiarism. More recently, internet plagiarism is an educational disaster which shows the problems of the present system of education. To understand academic integrity, the student needs to acquire a set of skills which help him/her to see the value of using the sources correctly.

After the fall of the Soviet Union, former Soviet Republics found themselves needing to revise and sometimes create systems affecting their emerging democracies. In education for example, the former Soviet system of teaching and learning was now open for new and different methods of instruction and evaluation. In countries like the Republic of Moldova, the revision and creation of an educational system was made even more problematic as a multi-lingual and multi-ethnic population saw opportunities in more open and accessible pathways through education and into business. These opportunities gave rise to the pressures of success, and at times, by any means necessary. This has created an environment where academic dishonesty has become prevalent at all levels of education especially in higher education. This paper examines the attitudes, beliefs and practices of university students surrounding academic integrity in the Republic of Moldova.

In this work, we determined, the level of incidence of the use of technologies on academic success and the incidence of interaction and experience on the level of plagiarism of university students. A sample of 10,952 students from 31 face-to-face universities in Ecuador was created. Students were classified based on their experience level, level of interaction with teachers and classmates, and the use they do with technology for academic activities. The results showed that the level of experience does not affect academic success, but does have an incidence on plagiarism levels that increase as this experience increases. Plagiarism reaches higher levels when level of experience, family income and hours of connection per day increases. Academic performance depends on the number of hours that students seek information and the number of academic videos they watch. Also, plagiarism tends to decrease as the student makes better use of technology for their academic activities.

The concept of Plagiarism is not new in the present scenario. It is applicable in not just academics but in wide variety of
fields. The literature says that still people do not have proper understanding towards the concept. The purpose of the present paper is
to create an understanding towards the concept of plagiarism among new academicians

I analyze the potential a link between the problem of plagiarism and academic responsibility. I consider whether or not the way teachers and students view each other, education, and the writing process is  irresponsible wherein producing papers becomes more valuable than the genuine learning that paper writing is originally intended to indicate and facilitate. This irresponsibility applies to both students and teachers who allow writing papers to be industrialized into meaningless tasks done in order to obtain a grade / pass a course. In this irresponsible situation, plagiarism can appear an efficient, albeit dishonest, gamble to succeed. Using the thought of Edmund Husserl, Martin Heidegger, and Jan Patočka to philosophically assess and respond to this academic situation, I argue for a way to restore the teacher-student relationship to a proper state of care and responsibility.

The ubiquity of the internet, lavish content and adeptness of social-media applications arouses issues of social media plagiarism, where lines cross in WhatsApp messaging and academic plagiarism. Plagiarism and copyright infringement have a variety of implication for scholars. While there are plagiarism checkers like Turnitin, it cannot decipher an original message extracted from the WhatsApp status update or
broadcast message. Hence the relevance of this textual and discourse analysis. The paper concludes that
WhatsApp plagiarism can be mitigated by user exercising strength-of-character (virtue) and discretion in updates. Also, the government providing enabling environment via policies, in the interest of good
scholarship.

High standards of academic conduct, including the awareness raising of plagiaristic behaviours, are regarded as a central part of the development of individual scholarship in higher education systems worldwide. This research contributes to original knowledge in relation to understanding how students develop an understanding of plagiarism and how they actualise it within their undergraduate programmes in Thailand. Data were collected through a survey, numerical modelling and interview, and the Theory of Planned Behaviour is adopted as a lens through which the issues are interpreted and explored. The findings expose in detail not only the inadequacy of students’ understanding of both the gravity and complex and extensive nature of plagiarism but also their motivations for engaging in plagiaristic behaviour, which mainly centred upon lack of control and confidence in their academic endeavours. The study has implications for practitioners and administrators in higher education, particularly in relation to explicit expectations of students’ academic conduct.

l 17 de octubre de 2013 se publicó en Facebook una denuncia sobre un caso de plagio de tesis. Los afectados son dos hermanos que egresaron de la Universidad Autónoma del Estado de México, y a quienes sus respectivas tesis fueron plagiadas por dos egresados de la Universidad Autónoma Metropolitana, unidad Azcapotzalco.

Issues of plagiarism are mutual debates across Higher Education Institutions (HEI). As a result, institutions have employed software detection tools as a measure to deter such unacceptable academic practices. This study explores experiences related to the adoption and implementation of Turnitin (Tii) perspective through a developmental approach at a HEI, namely, the University of the Western Cape (UWC), South Africa, during the period 2010 January to 2013 June . A case study approach was adopted targeting the lecturers, their assistants and Centre for Innovative Educational and Communication Technologies (CIECT) Tii support team members. Qualitative research design was applied. This was in addition to an analysis of data collected from post-Tii training workshop evaluation questionnaires, and random email enquiries and responses between lecturers and the CIECT team on Tii matters. The paper reflects on the slow uptake of Tii by the lecturers, which is worrisome as the students are dependent on their commitment. The support team encourages a developmental, rather than a punitive approach. Students need to be encouraged by their lecturers to submit assignments and subsequently improve on their academic writing according to originality reports retrieved from Tii. The researchers hope that these findings would highlight the importance of the dissemination of an anti-plagiarism document which will enable plagiarism discourse.

Abstract:
At present, the education processes in the Higher Education Institutions (IES), discover as the main source of information the internet and the databases, giving access to thousands of documents, of very varied quality. Thus, the purpose of this paper is to present an investigation that is being carried out at the Catholic University of Manizales (UCM). We want to deepen dishonest practices and the main motives of students and teachers. The investigation is of causal correlational design and uses as a tool a questionnaire specially designed to obtain this type of information, prepared by Violeta Cebrián Robles, who authorized its use.
Keywords: Plagiarism; academic dishonesty; ethics; scientific integrity

Plagiarism is the most common form of scientific fraud. It is agreed that the best preventive measure is education of young scientists on basic principles of responsible conduct of research and writing. The purpose of this article was to contribute to the students' knowledge and adoption of the rules of scientific writing. A 45 min lecture was delivered to 98 attendees during 3 courses on science ethics. Before and after the course the attendees fulfilled an especially designed questionnaire with 13 questions, specifically related to the definition and various types of plagiarism and self-plagiarism. Although considering themselves as insufficiently educated in science ethics, the majority of the attendees responded correctly to almost all questions even before the course, with percentages of correct responses to the specific question varying from 45.9-85.7%. After completion of the course, these percentages were significantly (p<0.01) higher, ranging from 66.3-98.8%. The per...

RESUMO: Neste trabalho, exploramos o uso da citação em textos acadêmico-científicos, focalizando os limites da apropriação do dizer do outro na escrita de estudantes universitários. Para orientar nossas reflexões, utilizamos, como base teórica, os estudos de Hilgert (2002), Santos (2000), Paiva (2005), Eco (1991), entre outros. O corpus é composto de textos escritos (monografias de graduação) por estudantes do ensino superior, recortados de banco de dados de pesquisas que temos desenvolvido no Grupo de Pesquisa em Produção e Ensino do Texto (GPET). A análise mostra dificuldades de parafraseamento ou reformulação de um texto por parte dos estudantes do ensino superior, resultando, consequentemente, em manifestação de plágio. Essa dificuldade se dá em casos de reprodução literal das palavras do texto-fonte, mascaradas pela explicitação do nome de seu autor e pela ausência de aspas, evidenciando que o autor não se deu ao trabalho de expressar com suas próprias palavras o dito no texto-fonte, não conseguindo, portanto, realizar uma atividade de reformulação textual. Essa constatação sinaliza para uma maior atenção por parte dos professores do ensino superior, orientadores e examinadores de textos acadêmico-científicos, de todas as áreas do conhecimento, no sentido de serem mais vigilantes na orientação e na correção de textos. Além disso, esses resultados apontam para a necessidade de instigar cada vez mais o exercício da paráfrase, como estratégia de reformulação textual, desde o início da formação acadêmica, na perspectiva de ajudar os estudantes a superarem as dificuldades de interpretar e construir sentidos para os textos que leem. ABTRACT: This work explores the uses of quotation in academic scientific texts focus on the limits that undergraduate students take other's words when they write. To guide our reflections we took a theory base from scholars like Hilgert (2002), Santos (2000), Paiva (2005), Eco (1991), among others. The research corpus is formed by written text (graduate monograph works) from undergraduate students. This corpus was taken from a larger data bank in which our group research has been worked (Grupo de Pesquisa em Produção e Ensino do Texto-GPET). The analysis shows that there are difficulties in paraphrase or in reformulating texts by students in undergraduate level at the university, consequently they do plagiarism. Those difficulties occur in case that undergraduate students have to reproduce literal words from source text quoted where the writer put the name of the author and do not use quotes, so this can show that the student-writer did not paraphrase source text in his own words, this way he did not get success in reformulate text. This fact can sign that Professors, testers, and members that read academic monograph works need to a greater attention when guide undergraduate students in all area knowledge, in

Plagiarism can be analysed as struggle between perpetrators and opponents. The main tactics of weak perpetrators, such as students, are hiding their plagiarism and trying to explain it away. Powerful perpetrators can deploy more types of tactics, including disparaging the target, using official channels that give an illusion of justice, and making threats. Two case studies involving allegations of plagiarism are used to illustrate tactics used.

El plagio es una de las formas más comunes e importantes de deshonestidad por parte de periodistas, docentes, estudiantes e investigadores que realizan publicaciones académicas y/o de divulgación, así como tesis y conferencias (escritas u orales). Podemos definir el plagio como la acción de copiar o tomar partes de obras ajenas y presentarlas como si fueran propias, es decir, el plagio va desde copiar una frase de 7 palabras (o más) tal cual como las escribió el autor original sin darle el crédito y reconocimiento que merece, hasta duplicar una obra entera y presentarla como propia. Escribiendo con Ética: El plagio y sus consecuencias Fernando Padilla-Santamaría,1, 2 Carlos Manuel Leandro Núñez.3-5.

Plagiarism detection is gaining importance due to requirements for integrity in Research works especially when it comes
to Cross-lingual plagiarism. In this paper, we have researched a new approach for Cross-Lingual sentence level plagiarism
detection. The proposed approach works as initially the suspicious document is translated to a particular language and candidate
document is retrieved for further processing. Pre-processing techniques will be selected using NB Classifier for better efficiency
which will be used on document which includes POS tagging, Chunking, Stop-word removal, Lemmatization, Syntactic-semantic
rule. Then Machine Learning classification algorithms such as Support Vector Machine (SVM), Naïve Bayes Classifier (NBC),
Decision Tree (DT) are used to check plagiarism. The Evaluation and Analysis are performed using F-score, Accuracy, Precision
and Recall. Our aim in this paper is to find the plagiarism and improve the accuracy of plagiarism detection between two
languages by using concepts of natural language processing.

Different techniques can be used to detect plagiarism in the source code. However, they do not always give good results, especially when the code is deliberately altered to disguise the copied parts from different sources. This paper describes an approach that uses the syntax and semantic analysis of the code to perform the necessary pre-processing steps, and then compare the obtained abstract syntax trees and intermediate language code to determine the precise amount and the locations of the plagiarized code.

This paper discusses plagiarism origins, and the ethical solutions to prevent it. It also reviews some unethical approaches, which may be used to decrease the plagiarism rate in academic writings. We propose eight ethical techniques to avoid unconscious and accidental plagiarism in manuscripts without using online systems such as Turnitin and/or iThenticate for cross checking and plagiarism detection. The efficiency of the proposed techniques is evaluated on five different texts using students individually. After application of the techniques on the texts, they were checked by Turnitin to produce the plagiarism and similarity report. At the end, the “effective factor” of each method has been compared with each other; and the best result went to a hybrid combination of all techniques to avoid plagiarism. The hybrid of ethical methods decreased the plagiarism rate reported by Turnitin from nearly 100% to the average of 8.4% on 5 manuscripts.

La scheda è stata realizzata in occasione della mostra curata da Francesco Federico Mancini (Perugia, Palazzo Baldeschi al Corso, 17 settembre 2005 - 8 gennaio 2006). Dopo la dislocazione della pala, a seguito del terremoto del 30 ottobre 2016, la stessa è stata esposta a "RecuperataArs" (Civitanova Alta, Spazio Multimediale di San Francesco, 17 dicembre 2017 - 25 febbraio 2018). Nel relativo catalogo la scheda del 2005 è stata ampiamente ripubblicata sotto altro nome (si veda alla fine del file).

The paper is a case study summarizing a recent translation plagiarism: a Polish translation of The Original Folk and Fairy Tales of the Brothers Grimm: the Complete First Edition by Jack Zipes (2014) presented by the publishing company WasPos as the first Polish translation of the German original Kinder- und Hausmärchen (1812/1815). The paper presents traces of the source American translation by Zipes in the Polish text, but also discusses additions introduced by the Polish publisher which were aimed at increasing the alleged brutality of the German fairy tale collection. Such a strategy reveals the Polish stereotype of cruel, gloomy and bloody Brothers Grimms’ Tales. The presented story of a faked translation illustrates main problems in the Polish reception of this world famous fairy tale collection.

Can anyone comment on the ‘portfolios’ by our children? As parents, did you go through the ‘portfolio works’ done by them? Can anyone deny that most are ‘copy and paste’? And yet they go through high scoring. The markers and graders, are they aware of this?

The present review attempted to address the direction of plagiarism literature in Turkish context. 15 studies conducted in Turkey on plagiarism were analyzed through content analysis. The context, purposes, methodological issues and results of researching plagiarism were categorized. The findings of this review indicated that although plagiarism's raising legal and ethical concerns is acknowledged by Turkish researchers, there are limited numbers of studies exploring the plagiarism perceptions, views, situations and reasons of Turkish graduate students and professors.

Plagiarism is regarded as a heinous crime within the academic community, but anecdotal evidence suggests that some writers plagiarize without intending to transgress academic conventions. This article reports a study of the writing of 17 postgraduate students. Source reports in the student-generated texts were compared to the original sources in order to describe the relationship between the two. Interviews were also conducted with the student writers and their supervisors. The student writing was found to contain textual features which could be described as plagiarism, but the writers’ accounts of their work and the textual analysis strongly suggest absence of intention to plagiarize, thus providing empirical verification of similar suggestions in the literature. Implications of these findings are discussed and include a recommendation that the focus on preventing plagiarism be shifted from post facto punishment to proactive teaching.

Neste trabalho analisaremos e discutiremos textos acadêmicos que, embora sigam formalmente a estruturação textual, apresentam uma mistura de diferentes autores e seus escritos de procedência indefinida. Mais especificamente, trata-se de uma análise de textos-pastiche que, pelo fato de respeitarem minimamente as regras de citação acadêmica, não se constituem como plágio, mas cujos enunciados demonstram semiótica e semanticamente direta apropriação da pesquisa alheia com a intenção de
apresenta-la como sua. Seguindo esse pensamento, a nossa questão de pesquisa é a seguinte: Como abordar e depois definir um texto acadêmico que, mesmo ao seguir os preceitos formais predefinidos pela escrita acadêmica, acaba mostrando muitos elementos enunciativos pertencentes a outros autores, podendo assim considerá-lo um pastiche? Para responder a essa questão, discutiremos o conceito-chave - o próprio conceito de pastiche como definido por Jameson (1984) e Diniz e Munhoz (2011), além de abordar a teoria de enunciação que encontramos nos trabalhos de Benveniste (2006), nomeadamente os conceitos de unidade semiótica e semântica, relacionando-os à intertextualidade e interdiscursividade. Baseada nos trabalhos de Fairclough (2001; 2003) e Koch (2004). O objetivo é mostrar como a escrita de trabalhos, que
não apresentam transgressões explícitas da ordem formal de um texto acadêmico, pode se transformar, pelas semelhanças semânticas e semióticas, em uma miscelânea textual que não plagia, mas se apropria
da produção científica do outro como se fosse um simples processo combinatório. Para isso, selecionamos, como material de análise, um pastiche em forma de trabalho acadêmico que trata o tema de plágio na
universidade e três textos originais que consideramos terem sido usados na realização do pastiche.