Teaching & Learning Center

	University of New Mexico - Valencia Campus Teaching & Learning Center
General Information Calendar of Events Goals Resources Workshops Web Resources Meet The Staff Tour of the Center Contact Us HELP Top of Page Top of Page Top of Page	College Integrity College plagiarism seems to be on the increase. For many teachers, the labor of proving suspected plagiarism is a formidable obstacle to face at the end of the semester. If plagiarism is to be combated, it must be done regularly throughout the semester, not just at the end. Here are some suggestions. http://newark.rutgers.edu/~ehrlich/plagiarism598.html Assignments could require a description of the research process, particularly how the utilized sources were found, which would make it extremely difficult to "defend" the use of another's paper. In addition, some part of each paper could be required to involve a personally conducted interview, survey, or experiment, which would preclude the use of a "catalog" paper. http://www.chron.com/content/chronicle/editorial/97/09/29/galles.0-0.html Slowing Internet plagiarism on campus is the job of college professors - not college legal departments, says Thomas Rocklin, director of the University of Iowa Center for Teaching in Iowa City. http://csmonitor.com/durable/1997/10/27/feat/learning.3.html Plagiarism by students is a serious problem in colleges in the USA. Note that the definitions of plagiarism, and particularly the exclusion of facts and ideas from plagiarism, in this essay are my personal views of what the rules should be. The rules that apply to a student are given in the regulations of the student's college, or in instructions from the student's professor. Before beginning this detailed discussion of the legal aspects of plagiarism, it is worthwhile to take a moment to reflect on why plagiarism is wrong. http://www.rbs2.com/plag.htm What Is Plagiarism?http://www.georgetown.edu/honor/plagiarism.html In college courses, we are continually engaged with other people's ideas: we read them in texts, hear them in lecture, discuss them in class, and incorporate them into our own writing. As a result, it is very important that we give credit where it is due. Plagiarism is using others' ideas and words without clearly acknowledging the source of that information. http://www.princeton.edu/pr/pub/integrity/pages/plagiarism.html After these resources, the second half of this teaching tip, shows how I've changed my own syllabus statement on plagiarism after thinking about the central need to communicate more clearly to--and discuss more often with--my students on what plagiarism is and why it's important to think about http://bedfordstmartins.com/technotes/techtiparchive/ttip102401.htm So what is a teacher to do? Here are some suggestions (many of which also help with the much more common problem of papers borrowed or purchased from friends): Let students know that you know about these web sites. Then do actually check some of them out. Students will be less likely to submit a paper that they know you may have seen on the web (or that a classmate might also submit).http://www.wiu.edu/users/mfbhl/wiu/plagiarism.htm Seven Antidotes to Prevent Highway Robbery in an Electronic Agehttp://fno.org/may98/cov98may.html By taking their perspective into account, we can significantly improve our ability to teach our students the basic mechanical skills of proper referencing and improve their essay-writing skills in the process. Drawing on my experience over the years and interviews with a number of students who have been charged with plagiarism, I have identified four common factors that faculty can address: sloppy research methods; reliance on inappropriate reference guides; misunderstanding of the logic and rules of referencing; and weak essay-writing skills.http://www.elon.edu/sullivan/cheatpap.htm The author uses this framework to argue that ESL/EFL professionals need to question the relevance of some traditional notions about plagiarism and examine their effect on the ability of their students to publish and take part in the mainstream of discourse in the sciences. The author includes pertinent information from literature in language politics, studies in second language acquisition and second language writing, culture studies, and contemporary literature concerning the effects of technology on traditional Western concepts of intellectual property http://www-writing.berkeley.edu/TESL-EJ/ej10/a2.html All members of the Eastern Oregon University academic community are responsible for compliance with its Academic Honesty Code. Students are required to report violations to the respective faculty member of a course. Provisions of the Academic Honesty Code are: http://www2.eou.edu/saffairs/handbook/honest.html I believe that we can do something about academic dishonesty—in positive ways—and, by doing so, we can strengthen the expectation that personal integrity and responsibility are essential for higher learning http://www.nea.org/he/advo00/advo0012/front.html Here are some suggestions for Plagiarism and Anti-Plagiarism http://newark.rutgers.edu/~ehrlich/plagiarism598.html These include competition and pressures for good grades, instructional situations that are perceived as unfair or excessively demanding, faculty who are perceived as uncaring or indifferent to their own teaching or to their students' learning, lax attitudes on the part of faculty toward academic dishonesty, peer pressure to support a friend, and a diminishing sense of academic integrity and ethical values among students. Not all these factors are under an instructor's control, but there are specific steps you can take to prevent academic dishonesty: http://teaching.berkeley.edu/bgd/prevent.html Types of Plagiarismhttp://www.lib.umich.edu/acadintegrity/instructors/violations/types.htm Detecting Plagiarism: Electronic Search Strategies to Locate Full Text Sources http://www.lib.umich.edu/acadintegrity/instructors/violations/decisiontree.htm How can an instructor combat e-cheating? I have eight suggestions: http://www.thejournal.com/magazine/vault/A3724.cfm In order to avoid plagiarism, what students need to do. Recommendations http://www.indiana.edu/~istd/overview.html How to Recognize Plagiarism : Exampleshttp://www.indiana.edu/~istd/examples.html Do you need specific strategies for preventing cheating and policies for dealing with it when it occurs? ….In general, the best strategies are to take specific actions to PREVENT (or at least minimize) cheating, but when it does occur: TAKE ACTION. Here are more specific strategies. http://www.ou.edu/idp/tips/ideas/quick17.html That alliance is essential to progress. Teachers rely on what we might call an "educational alliance" in which students join us in an agreed set of learning goals and steps toward those goals. Plagiarism is a surreptitious repudiation of that alliance.http://www.uiowa.edu/~centeach/talk/volume6/plagiarism.html "Plagiarism is intentionally or knowingly presenting words, ideas or work of others as one’s own work. Plagiarism includes copying homework, copying lab reports, copying computer programs, using a work or portion of a work written or created by another but not crediting the source, using one’s own work completed in a previous class for credit in another class without permission, paraphrasing another’s work without giving credit, and borrowing or using ideas without giving credit." http://www.csupomona.edu/~phoikkala/PHH_plagiarism.html The availability of textual material in electronic format has made plagiarism easier than ever. Copying and pasting of paragraphs or even entire essays now can be performed with just a few mouse clicks. http://www.virtualsalt.com/antiplag.htm We can find a way out of the chaos by considering these academic dos and don'ts. Should We Act as Judge and Jury or Try To Create a Culture of Academic Honesty? The Center for Academic Integrity, a consortium of about 200 colleges and universities, defines "academic integrity" as a commitment to five fundamental values: honesty, trust, fairness, respect, and responsibility. http://www.nea.org/he/advo00/advo0012/bestprac.html Just when we've thought we've seen it all, new surprises about integrity come our way! http://www.nea.org/he/advo00/advo0012/issues.html Slowing Internet plagiarism on campus is the job of college professors - not college legal departments, says Thomas Rocklin, director of the University of Iowa Center for Teaching in Iowa City. He offers three tools for preventing research-paper plagiarismhttp://csmweb2.emcweb.com/durable/1997/10/27/feat/learning.3.html An In-Depth Look http://www.plagiarism.com/screen.id.htm Download. Steal. Copy. Cheating at the University. http://www.dailypennsylvanian.com/vnews/display.v/ART/2001/11/27/3c03502bad345?in_archive=1 Oakton Professor Battles Notion that Cheating is Just Study Tool http://www.academicintegrity.org/pr1.asp

University of New Mexico - Valencia Campus

Teaching & Learning Center

General Information

Calendar of Events

Goals

Resources

Workshops

Web Resources

Meet The Staff

Tour of the Center

Contact Us

HELP

Top of Page

College Integrity

College plagiarism seems to be on the increase. For many teachers, the labor of proving suspected plagiarism is a formidable obstacle to face at the end of the semester. If plagiarism is to be combated, it must be done regularly throughout the semester, not just at the end. Here are some suggestions. http://newark.rutgers.edu/~ehrlich/plagiarism598.html

Assignments could require a description of the research process, particularly how the utilized sources were found, which would make it extremely difficult to "defend" the use of another's paper. In addition, some part of each paper could be required to involve a personally conducted interview, survey, or experiment, which would preclude the use of a "catalog" paper. http://www.chron.com/content/chronicle/editorial/97/09/29/galles.0-0.html

Slowing Internet plagiarism on campus is the job of college professors - not college legal departments, says Thomas Rocklin, director of the University of Iowa Center for Teaching in Iowa City. http://csmonitor.com/durable/1997/10/27/feat/learning.3.html

Plagiarism by students is a serious problem in colleges in the USA. Note that the definitions of plagiarism, and particularly the exclusion of facts and ideas from plagiarism, in this essay are my personal views of what the rules should be. The rules that apply to a student are given in the regulations of the student's college, or in instructions from the student's professor. Before beginning this detailed discussion of the legal aspects of plagiarism, it is worthwhile to take a moment to reflect on why plagiarism is wrong. http://www.rbs2.com/plag.htm

What Is Plagiarism?http://www.georgetown.edu/honor/plagiarism.html

In college courses, we are continually engaged with other people's ideas: we read them in texts, hear them in lecture, discuss them in class, and incorporate them into our own writing. As a result, it is very important that we give credit where it is due. Plagiarism is using others' ideas and words without clearly acknowledging the source of that information. http://www.princeton.edu/pr/pub/integrity/pages/plagiarism.html

After these resources, the second half of this teaching tip, shows how I've changed my own syllabus statement on plagiarism after thinking about the central need to communicate more clearly to--and discuss more often with--my students on what plagiarism is and why it's important to think about http://bedfordstmartins.com/technotes/techtiparchive/ttip102401.htm

So what is a teacher to do? Here are some suggestions (many of which also help with the much more common problem of papers borrowed or purchased from friends): Let students know that you know about these web sites. Then do actually check some of them out. Students will be less likely to submit a paper that they know you may have seen on the web (or that a classmate might also submit).http://www.wiu.edu/users/mfbhl/wiu/plagiarism.htm

Seven Antidotes to Prevent Highway Robbery in an Electronic Agehttp://fno.org/may98/cov98may.html

By taking their perspective into account, we can significantly improve our ability to teach our students the basic mechanical skills of proper referencing and improve their essay-writing skills in the process. Drawing on my experience over the years and interviews with a number of students who have been charged with plagiarism, I have identified four common factors that faculty can address: sloppy research methods; reliance on inappropriate reference guides; misunderstanding of the logic and rules of referencing; and weak essay-writing skills.http://www.elon.edu/sullivan/cheatpap.htm

The author uses this framework to argue that ESL/EFL professionals need to question the relevance of some traditional notions about plagiarism and examine their effect on the ability of their students to publish and take part in the mainstream of discourse in the sciences. The author includes pertinent information from literature in language politics, studies in second language acquisition and second language writing, culture studies, and contemporary literature concerning the effects of technology on traditional Western concepts of intellectual property http://www-writing.berkeley.edu/TESL-EJ/ej10/a2.html

All members of the Eastern Oregon University academic community are responsible for compliance with its Academic Honesty Code. Students are required to report violations to the respective faculty member of a course. Provisions of the Academic Honesty Code are: http://www2.eou.edu/saffairs/handbook/honest.html

I believe that we can do something about academic dishonesty—in positive ways—and, by doing so, we can strengthen the expectation that personal integrity and responsibility are essential for higher learning http://www.nea.org/he/advo00/advo0012/front.html

Here are some suggestions for Plagiarism and Anti-Plagiarism http://newark.rutgers.edu/~ehrlich/plagiarism598.html

These include competition and pressures for good grades, instructional situations that are perceived as unfair or excessively demanding, faculty who are perceived as uncaring or indifferent to their own teaching or to their students' learning, lax attitudes on the part of faculty toward academic dishonesty, peer pressure to support a friend, and a diminishing sense of academic integrity and ethical values among students. Not all these factors are under an instructor's control, but there are specific steps you can take to prevent academic dishonesty: http://teaching.berkeley.edu/bgd/prevent.html

Types of Plagiarismhttp://www.lib.umich.edu/acadintegrity/instructors/violations/types.htm

Detecting Plagiarism: Electronic Search Strategies to Locate Full Text Sources http://www.lib.umich.edu/acadintegrity/instructors/violations/decisiontree.htm

How can an instructor combat e-cheating? I have eight suggestions: http://www.thejournal.com/magazine/vault/A3724.cfm

In order to avoid plagiarism, what students need to do. Recommendations http://www.indiana.edu/~istd/overview.html

How to Recognize Plagiarism : Exampleshttp://www.indiana.edu/~istd/examples.html

Do you need specific strategies for preventing cheating and policies for dealing with it when it occurs? ….In general, the best strategies are to take specific actions to PREVENT (or at least minimize) cheating, but when it does occur: TAKE ACTION. Here are more specific strategies. http://www.ou.edu/idp/tips/ideas/quick17.html

That alliance is essential to progress. Teachers rely on what we might call an "educational alliance" in which students join us in an agreed set of learning goals and steps toward those goals. Plagiarism is a surreptitious repudiation of that alliance.http://www.uiowa.edu/~centeach/talk/volume6/plagiarism.html

"Plagiarism is intentionally or knowingly presenting words, ideas or work of others as one’s own work. Plagiarism includes copying homework, copying lab reports, copying computer programs, using a work or portion of a work written or created by another but not crediting the source, using one’s own work completed in a previous class for credit in another class without permission, paraphrasing another’s work without giving credit, and borrowing or using ideas without giving credit." http://www.csupomona.edu/~phoikkala/PHH_plagiarism.html

The availability of textual material in electronic format has made plagiarism easier than ever. Copying and pasting of paragraphs or even entire essays now can be performed with just a few mouse clicks. http://www.virtualsalt.com/antiplag.htm

We can find a way out of the chaos by considering these academic dos and don'ts. Should We Act as Judge and Jury or Try To Create a Culture of Academic Honesty?

The Center for Academic Integrity, a consortium of about 200 colleges and universities, defines "academic integrity" as a commitment to five fundamental values: honesty, trust, fairness, respect, and responsibility. http://www.nea.org/he/advo00/advo0012/bestprac.html

Just when we've thought we've seen it all, new surprises about integrity come our way! http://www.nea.org/he/advo00/advo0012/issues.html

Slowing Internet plagiarism on campus is the job of college professors - not college legal departments, says Thomas Rocklin, director of the University of Iowa Center for Teaching in Iowa City. He offers three tools for preventing research-paper plagiarismhttp://csmweb2.emcweb.com/durable/1997/10/27/feat/learning.3.html

An In-Depth Look http://www.plagiarism.com/screen.id.htm

Download. Steal. Copy. Cheating at the University. http://www.dailypennsylvanian.com/vnews/display.v/ART/2001/11/27/3c03502bad345?in_archive=1

Oakton Professor Battles Notion that Cheating is Just Study Tool http://www.academicintegrity.org/pr1.asp