Deterring and Detecting Plagiarism

Deterring and Detecting Online Plagiarism
The explosion of online resources including complete books, magazine articles, and Web pages presents a limitless opportunity for in-depth scholarship and, conversely, widespread plagiarism. The primary aim of this guide is to enhance academic integrity by:
Why is Plaigiarism misunderstood?

Plagiarism can be explained as "the use of any source, published or unpublished, without proper acknowledgment." (Academic Integrity at Princeton). A further explanation of plagiarism from a Le Moyne College librarian includes five examples:

1. Deliberate, copying of text without attribution
2. Changing the words around, using synonyms, without attribution
3. Quoting too closely, without quotation marks, but with attribution
4. Believing the information to be common knowledge
5. Using someone else's paper (Pearson).

Major confusion may occur when students do not fully understand when and how to credit sources or paraphrase them. Some students may consider the Web to be a free exchange idea market since authors are not always listed on Web pages, so no one is "hurt" by pilfering the information included on the page. Still others may review writing handbooks and find differing opinions on what constitutes "common knowledge" that does not need to be cited. The Holt Handbook seems to suggest that most facts including those that appear on the Internet could be considered "widely available" (or common knowledge) and thus do not need to be cited. (Kirszner & Mandell 618).

How can I use research related strategies to minimize students' online plagiarism?
  • Discuss what constitutes plagiarism and provide practice exercises that identify examples of plagiarism using various original sources including Web pages ( McFarland ).
  • Provide clearly written examples of how to document sources and encourage students to contact you and/or a librarian to explain specific points in detail as needed ( Renard ).
  • Discuss intellectual property, plagiarism, and its penalties. (See also sample letter to students on academic integrity .) Then contrast student plagiarism with theft of ideas in the workplace and its penalties. Use current incidents of employee information theft in the news as a starting point ( Leland ).
  • Require that students provide documentation of their research via notes, drafts, annotated bibliographies, and other materials ( Hinchcliffe ).
  • Demonstrate in a computer lab how to include documentation if you cut and paste from an online source.
  • Consistently document sources used in preparation for the course on the syllabus and handouts used in course. Stimulate discussion of ideas with quotes from Internet sources clearly identified and put in correct format so students remember that the Web is no different than other information sources ( Renard ).
  • Change topics periodically, provide specific requirements for types of resources needed, and require student reflection to be included in their research ( Renard ).
  • Notify students that you are aware of free and fee-based term paper sites on the Web. Since the quality of these papers is frequently mediocre, locate a sample page or complete essay from these sites and critically review the example with the class.
    • What are some visual clues and electronic tools that can detect plaigiarism from online and hard copy sources?

    Most savvy professors know that plagiarism may be easily found by careful examination of a work. Robert A. Harris, a former English professor, outlines several elements that may identify misappropriated material including inconsistent paper margins and other formatting, out-of-date references for current topics, and use of a variety of citation styles. ( Harris )

    Beyond these strategies, the following software programs offer different capabilities. They are listed for informational purposes and not as an endorsement.

    • EVE: The Essay Verification Engine Software (locates Internet plagiarism-$29.99 per teacher for unlimited use-download free trial)
    • Glatt Plagiarism Screening Program (GPSP) also sells a "Plagiarism Teaching Program" that helps students understand and identify plagiarism (total package $500)
    • Turnitin.com - well-reviewed (individual instructor plan $100, but other plans available-request free trial password)
    • WCopyfind -The Plagiarism Resource Center's software (free) - developed by Lou Bloomfield, Professor of Physics, University of Virginia
    • Also search for brief phrases (e.g., Google - 10 words maximum) in article databases and search engines to find plagiarized Web pages and articles. (NOTE: may not be able to find all electronic sources) that may have been plagiarized).
    What potential options may promote academic integrity?
    References
    • Academic Integrity at Princeton: Acknowledging Your Sources. Princeton University. 31 Oct. 2001 .
    • Harris, Robert A. Anti-Plagiarism Strategies for Research Papers. 19 Oct. 2001. 5 Nov. 2001 .
    • Hinchcliffe, Lisa. Cut-and-Paste Plagiarism: Preventing, Detecting and Tracking Online Plagiarism. May 1998. University of Illinois at Urbana-Champaign. 31 Oct. 2001 .
    • Kirszner, Laurie G., and Stephen R. Mandell. The Holt Handbook. 5th ed. Fort Worth: Harcourt Brace, 1999.
    • Leland, Bruce. Plagiarism and the Web. Western Illinois University. 31 Oct. 2001 .
    • McFarland, Michael. Personal interview. 30 Oct. 2001.
    • Pearson, Gretchen. Electronic Plagiarism Seminar. 30 Jul. 2001. Le Moyne Coll. 16 Oct. 2001 .
    • Renard, Lisa. "Cut and Paste 101: Plagiarism and the Net." Educational Leadership 57 (1999/2000): 38-42. PA Research II. ProQuest. North Harris Coll. Lib., Houston. 31 Oct. 2001 .


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