Category: Plagiarism

Abstract

Even though the issue of plagiarism dates back to over a thousand years ago, nowadays, it is more relevant than ever. This paper discusses the notion of plagiarism. Firstly, the definition of plagiarism is introduced. Then, the historical trends are covered. The different types of academic plagiarism are then discussed, both intentional and unintentional, including copy-pasting, switching words and direct quotation, plagiarizing a style, and plagiarizing an idea. Causes of plagiarism are then discussed as well as the preventive measures currently in place. The focus is then shifted to the future of plagiarism in contemporary society and the effect of information technologies. Finally, conclusions based on the research conducted are made and solutions are proposed.

Introduction

A great variety of issues in the academic sphere are connected with the act of plagiarism, which has gained popularity among high school and college students. To understand the nature of plagiarism, one should accurately define the term. According to Peter Ashworth, Madeleine Freewood, and Ranald Macdonald (2003) plagiarism refers to any act of unauthorized use of the original words or language of the author, which another person presents as his/her writing. Plagiarism is widespread not only in academic establishments but also can be easily traced in journalism or on the Internet. The majority of concerns regard the existence of plagiarism in the sphere of education since students should learn how to express their own opinions instead of simply copying or imitating thoughts. So, a well-planned strategy of measures of gradual plagiarism abolishment among students should be developed and successfully implemented. This paper will concentrate on the history of plagiarism deeply rooted in many spheres of creative work. Having discussed historical perspective, explicit instances of plagiarism will be covered including copy-pasting material directly, switching words, plagiarizing an idea, and plagiarizing a style. Statistical facts and general trends will then be identified. Later the focus will be switched to causes of that sort of stealing such as teaching techniques that should be used by teachers in class, anti-plagiarism software tools, Freedman’s New Paradigm. As part of the causes, the effectiveness of punishment as a preventive measure will be assessed. Finally, conclusions will be made based on the research conducted; suggestions for future research will follow.

Plagiarism: Historic Perspective

Plagiarism was not founded by modern students, but its roots go deep in the history of literature. The word plagiarism itself comes from the Latin word “plagiare” with its original meaning “to abduct” or even “to kidnap” and this word first appeared in the English language back in the sixteenth century. The expropriation of the work of another person and presentation of it like your own is a bright violation of the ethic of society(Kaplan, Louis, 1995). It undermines the historical inquiry. But it is a rather surprising fact, that even Shakespeare was accused of stealing his great plots from Holinshed, another medieval philosopher, and writer. Such reputable and well-known literature representatives, as Samuel Coleridge and Laurence Sterne, committed shameful acts of plagiarism. As history evolves, the instances of plagiarism became significantly more frequent and more sophisticated.

Today, with the development of mass media, plagiarism boundaries have significantly expanded. A rather ironic, but truthful article “Plagiarize, Plagiarize Plagiarize, Only Be Sure to Always Call It Research” describes different cases of plagiarism in the history of journalism, focusing on the consequences of the act of stealing authors’ works and ideas: “To be sure, most writers and editors still regard plagiarism as a journalistic evil — the profession’s cardinal sin. […] Punishment is uneven, ranging from severe to virtually nothing even for major offenses.” (Lieberman, 1995, p.21) Even though the instances of plagiarism should have decreased over time with the invention of tools aiding in the war on plagiarism, e.g. TurnItIn, Eve, the situation became even more complex with no standardized punishment and effective legal base in effect, as noted by Lieberman (1995). According to statistical data presented by iParadigms, a software company that developed the TurnItIn program, an anti-plagiarism tool widely accepted in academic circles, as much as 97,5% of students are allowed to copy their work in 1989, as compared with only 58,3% in 1969 (2007). The stated above statistical trend is very representative in terms of the general trend identified by Lieberman (1995).

Instances of Academic Plagiarism

Plagiarism can take many forms, becoming more popular and widely spread virtually in every kind of creative work. The most common types of academic plagiarism include Copy and Paste, World Switch, Idea Plagiarism, and Style Plagiarism.

Copy-Pasting

Copy-pasting occurs when a person picks up a sentence or a significant phrase from a source without using quotation marks, without reference to the source. A lot of famous works were violently plagiarized by those who do not care about somebody’s rights. By those whose shame does not come between them and ethnic borders, between stealing and bringing something absolutely new in science, art, or any other field of study.

Whether the whole passage is copied or only a phrase of an author is given out as students’ own words, this instance of plagiarism would still be direct copy-pasting of material.

The reason why copy-pasting became so popular is directly related to the ease of availability of information online that could have been passed out by students as their own work. Many studies conducted among students confirm that the availability of Internet and research material in the digital form directly stimulated academic plagiarism. Furthermore, the very concept of copy-pasting is oftentimes referred to as electronic plagiarism primarily for the reason why it occurs.

It should be noted, that the instances of direct copy-pasting are becoming less popular among students since a number of anti-plagiarism software tools have been developed and successfully put into practice in academic institutions. As such, even though direct copy-pasting is one of the violent forms of plagiarism, it is getting less popular.

Switching Words: Direct Quote

To make correctly quoting a sentence, a person needs to put it in quotation marks, cite the author and the name of the work. Citing the Source articles should be done only if it is particularly useful in making the point in the quote and the whole work. There are a lot of cases when the quotation is not needed or is not useful at all.

Correct citing of the quotation marks is a very important part of the work. Commas and periods must be placed inside, not outside of quotation marks. All other punctuation must be placed outside quotation marks and only if the original source is contained within it, put inside. Even if a comma is not a part of the original quotation, the stated above practice must be followed. Furthermore, it is a general rule to place commas and periods inside the quotation mark, whereas other punctuation including question marks, exclamation points, colons, semicolons should be placed outside of the quotation itself.

Single quotation marks must be used if the inside of a long quote appears a shorter one. Internal quotation inside of quotation mark helps the reader to distinguish the internal quote in the material surrounding it. A reader also determines from which source a single marked internal quote was drawn.

Both sorts of quotation marks, single and double, need to be used when in the cited source the entire quote has been repeated. Actually, to minimize the possibility of plagiarism by citing the original source, one should ensure that:

1. authority is used effectively;
2. the original source is read by a writer.

It should be further noted, that the very meaning of a sentence can be altered by effective usage of punctuation when citing information directly. But the writer must never forget that he is the only one to decide which way to use and understand how important it is to cite information correctly considering the possibility of plagiarism.

To synthesize the expression of ideas in the source article can be enough to make the work. Still, many students are seeking the easy way out by inserting long quotations in the body of work to increase the number of words oftentimes at cost for the quality of the work itself (Mcleod, Kembrew, 2001).

Plagiarizing an Idea

Every writer must be aware that reproducing or publishing words of another person without acknowledging the words is plagiarism. But the instance of plagiarism applies not to the published word only, but also to many unpublished materials, pictures, graphs, spoken words, opinions, ideas. Plagiarism can occur any time when somebody’s material is being used, regardless of the material of the original source. The collective work of students can be a bright example of a situation when unintentional plagiarism occurs. During the collaboration, when many students working in one team are using ideas and materials of others, credit must be given to the original authors when the work itself is submitted. When the fact of incorporated work in the final product is not properly acknowledged person is guilty of plagiarism.

In many famous cases, the misappropriation of an idea of other person is a subtle process. Consider the case of Albert Schatz, a graduated student working at Rutgers under Selman Waksman. Schatz discovered an antibiotic named streptomycin. Even though the first publications of his work identified Schatz as the primary author, it was Waksman who began to take credit, over some time, for the discovery earning him in 1952 a Nobel prize.

A lot of dissertations, theses, and other long-term papers are required to be completed by students. As long as professionals submit articles to publishers, there will continuously be incidents of plagiarism. However, in mid -80s, in courts in the USA was a significant increase in the amount of litigation. In 1978, Alsbte, a student from Massachusetts, revoked the license of the physician to practice medicine to earn his M.D. degree. He committed four acts of plagiarism by stealing the ideas from the articles published earlier. The Board of Registration in Medicine founded in 1988 called that “lack of good moral character which is required to practice medicine.” The Supreme Court of Massachusetts affirmed this revocation (Barry, 2006, p. 377).

But actually, the situation is much worse than it was reported. Later Alsbte has reported that he had plagiarized more than sixty articles to claim both of his degrees and PH.D., none of which he had earned.

“Plagiarism is the appropriation of another person’s ideas, processes, results, or words without giving appropriate credit, including those
obtained through confidential review of others’ research proposals and manuscripts,” (Bolkan, 2006, p. 10).

Plagiarizing a Style

Even the style of writing itself can be subject to plagiarism. Even though a writing style is not protected under a general Copyright Law, plagiarizing a writing style is still considered a crime in academic circles. Style plagiarism occurs primarily because searching for own particular style is a long-lasting and difficult process. Give it is hard to get, the style becomes a real value for each writer. A style is determined by a few factors:

1. the writers’ selection of words;
2. the different ways those words can be arranged ( in paragraphs, sentences) to create meaning;
3. the assumptions of the writer about who is to read his or her work;
4. the conventions appropriate to the context, the writer is working in(Timothy J., and Bennett L. Schwartz, 2002).

This type of plagiarism is difficult to be detected; instead, style plagiarism oftentimes remains unnoticed. Still, plagiarizing a style remains an offense for students, being one of the types of plagiarism.

Plagiarism: Statistical Facts

To realize the scope of the issue of plagiarism, it is necessary to research the statistics on this problem. Unfortunately, the studies of various educational establishments remain rather sad: the Center for Academic Integrity reported that over 80% of students admitted that they have cheated at least once in 1986; a survey of the Psychological Record has shown that almost 36 % of college students said that they had plagiarized works of different authors (Lieberman, 1995). However, a much more serious issue is that almost all students believe that cheating is rarely noticed or that students that plagiarize rarely get punished. Consequently, students live in an environment where plagiarism and cheating are blooming, that is why when they have a choice of plagiarizing or not most of them see nothing significantly wrong in copying someone’s work or at least imitating it.

Until the issue of plagiarism is accurately addressed, the statistics will remain the same: 54% of students at least once plagiarized from the internet, 74% of students cheated, and 47% of them are convinced that some teachers ignore students’ cheating or plagiarism (iParadigms, 2007). According to the study conducted by Gallup Organization in 2000, the two major problems that society faces in the present day are lack of education and a decline in ethics (iParadigms, 2007). Given the issue of plagiarism became even more widespread with the availability of information in digital form, when combined with the general decline in ethics, the scope of the problem is even more impressive.

Causes of Plagiarism

Representatives from the academic sphere can not fully understand the nature of plagiarism unless they ascertain the most significant causes of this act and students’ understanding of plagiarism.

As it was mentioned earlier, plagiarism was evolving and expanding together with innovations in computer technologies and science. However, these factors should not be considered as the actual causes of plagiarism, since they only set a convenient environment for students who can easily take advantage of these techniques. So, one can conclude that problem of plagiarism lies in how students perceive this process: whether it is ethical for them and how common it is among their peers( Macfarlane, Bruce, 2004). Moreover, many students tend to set certain priorities on the necessity of certain courses, and those who seem to be of less importance for them are more likely to be cheated on. Sometimes the process of cheating or plagiarizing is connected with the rebellion of students against unjust assessment criteria set by the teacher: students are not willing to spend their time on the assignment which will be graded with no regard for their efforts.

According to the studies of Ashworth and Bannister reflected in the article “The Student Lifeworld and the Meanings of Plagiarism”, there is one more students’ justification for plagiarizing: “General discontent with how students perceived themselves to be regarded by academic staff was not only due to large classes and lack of faculty-student contact. Tasks which did not engage the student also conveyed the impression of staff disrespect,” (Ashworth, Free wood, Macdonald, 2003, p.257). So, the less time teacher spends working with each student individually, the less attention and respect student will pay to this particular course or subject.

As such, the reasons for plagiarism are multiple and oftentimes cannot be identified separately. Instead, some factors intervene convenient environment established by digital information, heavy workload and peer pressure, inability to set priorities and lack of motivation, the inability of government and educational system address the issue of plagiarism.

Measures against Plagiarism

Given the issue of plagiarism dates back to centuries ago, there are numerous recommendations for improving educational processes and taking measures against plagiarism. To apply these recommendations successfully, it is important to outline the most practical and useful ones.

A. Freedman’s New Paradigm: Michael Freedman, an assistant professor at Fordham University in New York, believes that the educational system should be adopted for the New Information Age. His theory of a new paradigm lies in the idea that students should learn how to work with multiple resources in the libraries and Internet and select the most appropriate for their assignments. Freedman is convinced that students do not need to write their works, but know how to work with useful information. “Prevention, not detection, is at the heart of the new paradigm for combating plagiarism,”- these words best sum up Freedman’s position on the issue of plagiarism (Freedman, 2004, p. 545).

The theory proposed by Freedman is centered on the students’ learning process rather than on ethical concerns. Even though these measures will be effective to some degree, one should concentrate on the fact that students often acknowledge what they are doing. As such, the issue is more ethical.

Teaching Techniques of Accurate Citing

This measure anticipates setting the system of seminars and lectures on the consequences of plagiarism, as well as the appropriate style of citing required in every case when the author’s ideas are presented. According to Elaine Barry (2006), the majority of college undergraduates do not have a sufficient amount of knowledge on the accurate citing of secondary sources. However, it was outlined that students have significantly improved their performance after they received instructions on the correct usage of citing styles. As such, teachers should start their courses with lectures on plagiarism and citation styles, so that students would be aware of teachers’ requirements from the very beginning of the course.

However, teaching students the techniques of accurate citation is not enough to diminish the level of plagiarism. It is necessary to look deeper into the origin of plagiarism – in most cases, students take advantage of plagiarism because of their lack of confidence in their writing skills, their personal ethics, as well as the lack of interest in learning more about a certain topic. So, it is necessary to work out a system of measures, which would include lectures on plagiarism and students’ ethics, courses on improving students’ writing and researching skills.

Anti-Plagiarism Software

The Information Age has not only led to the expansion of plagiarism in the world but has brought new powerful tools of struggle against the “evil of the twenty-first century”. The list of anti-software programs is rather long and includes the following innovative techniques: Glatt Plagiarism Screening Program, Essay Verification Engine, Plagiserve, Turnitin.com, or even Google. Turnitin is one of the best examples of programs that help educators identify plagiarism and conduct a much more just assessment of students’ works. Article “Using the Google Search Engine to Detect Word-for-Word Plagiarism in Master’s Theses: A Preliminary Study” by Melissa Holmberg and Mark McCullough describes the process of ascertaining the act of plagiarism:

“Plagiarism detection services typically require student papers to be submitted to professors in electronic format. Professors then submit the papers to the software company which runs the paper against its own database of online resources. The professor then receives reports from the company detailing which papers appear to contain plagiarism.” (2005, p.435).

The problem of using anti-software programs lies in their high cost, so many universities and high schools choose not to pay for the expensive process of plagiarism identification. Fortunately, there is a solution to this problem – Google Search engine, which is a free and rather fast tool against plagiarism. To prove the efficiency of Google, some fact can be presented: over 200 electronic works were examined by Google, the average time for ascertaining the percentage of plagiarized words was approximately 4 minutes, and as a result, 27% of works contained rather a high level of plagiarized or imitated phrases. This survey shows the importance of running students’ works through anti-plagiarism software and punishing those students who choose the easy way of plagiarizing someone’s works (Holmberg, McCullough, 2005, p.435).

Punishment as a Preventive Measure against Plagiarism

The majority of students commit the act of plagiarizing not realizing that it is a crime (in educational terms). Consequently, they can be severely punished if caught plagiarizing. Most university and high schools have similar policies regarding plagiarism suspensions or Fs for the assignment, or even the entire course. In some reputable educational establishments, like Yale or Harvard, students are punished for plagiarism much more severely- with a two-semester suspension, or even dismissal from the institution in some cases.

“It is impractical, if not impossible to have an effective punitive policy in place without strong deterrence and detection policies. Furthermore, without a policy in place, deterrence is not as effective, and detection is unlikely to be a priority,”- according to the article “Avoid the Plague: Tips and Tricks for Preventing and Detecting Plagiarism”, elaborate policy against plagiarism is the best tool for preventing this shameful act (Bolkan, 2006, p. 10).

So, every educational establishment should work out a section that would deal with the issue of plagiarism, measures to prevent it, and punishment for breaking the anti-plagiarism policy. To make this policy more effective, it would be appropriate to involve students in the process of setting certain rules, as well as punishment measures, so that students are well aware of the university’s policy.

Future of Plagiarism: World Wide Web

The problem of plagiarism in recent years is a topic of escalating concern. Oftentimes the problem is compound with diversity across many different disciplines. Recent studies and policies are primarily centered on the reduction of instances of plagiarism. By creating new strategies for detecting plagiarism, policies in place stimulate students to produce their own original work. In May 2006 in Sheffield took place a forum led by Engineering Subject Center on which a great number of students’ works were presented aiming at reflecting the problem and elimination of plagiarism. Among these works, there were a lot of appropriate techniques and software, approaching to detection of plagiarism and strategies for addressing the issues. The selection of disciplines such as engineering and others is helping to reinforce and provide the best weapon in the war against plagiarism.

The rise of technologies and the internet decline student writing. Selling term works on the internet became a regular practice and that encourages many students to commit a crime named plagiarism. When all people on the World Wide.

We are going to treat plagiarism the way it deserves to be treated, only then humanity will have a chance to defeat plagiarism. Until that time, they’re always will be people without honor and dignity violently stealing others’ ideas and works.

Conclusion

“Although it is difficult to accurately gauge just how pervasive plagiarism is and whether the Internet has made the problem worse, as more than one wag has noted, it is the unoriginal sin. Eradicating cheating isn’t likely to ever be accomplished, but some tools and techniques can help keep the educational environment much more honest,”- these words best sum up the issue of plagiarism, as one of the most common types of cheating (Bolkan, 2006, p. 10).

Plagiarism is the act of stealing someone’s writing or thoughts, so it can not be viewed from any positive perspective, just as any other type of crime. The origin of plagiarism is so old that it seems impossible to abolish it completely, so educators should strive to implement new measures to fight its further development. In this paper, we have examined in detail the issue of plagiarism including causes and preventive measures as well as prospects for the future; still, a lot is left for further research. As evident from the research above, there are multiple causes of plagiarism as well as proposed courses of action that should be taken to address them. As such, future research should be centered on determining the major problem of plagiarism – whether it is a lack of education or, instead, knowledgeable unethical acts, as different policies aimed at fighting plagiarism can be adopted to address the issue.

Works Cited

Ashworth, Peter, Madeleine Freewood, and Ranald Macdonald. “The Student Lifeworld and the Meanings of Plagiarism.” Journal of Phenomenological Psychology 34.2 (2003): 257.

Barry, Elaine S. “Can Paraphrasing Practice Help Students Define Plagiarism?” College Student Journal 40.2 (2006): 377.

Bolkan, J.V. “Avoid the Plague: Tips and Tricks for Preventing and Detecting Plagiarism.” Learning & Leading with Technology. 2006: 10.

Freedman, Michael P. “A Tale of Plagiarism and a New Paradigm.” Phi Delta Kappan 85.7 (2004): 545.

Kaplan, Louis. Laszlao Moholy-Nagy: Biographical Writings. Durham, NC: Duke University Press, 1995.

Lieberman, Trudy. “Plagiarize, Plagiarize Plagiarize, Only Be Sure to Always Call It Research.” Columbia Journalism Review. 1995: 21.

McCullough, Mark, and Melissa Holmberg. “Using the Google Search Engine to Detect Word-for-Word Plagiarism in Master’s Theses: A Preliminary Study.” College Student Journal 39.3 (2005): 435.

Macfarlane, Bruce. Teaching with Integrity: The Ethics of Higher Education Practice. London: Routledge Falmer, 2004.

Mcleod, Kembrew. Owning Culture: Authorship, Ownership, and Intellectual Property Law. New York: Peter Lang, 2001.

Perfect, Timothy J., and Bennett L. Schwartz, eds. Applied Metacognition. Cambridge, England: Cambridge University Press, 2002.

Many scholars are aware of the laws governing the use of academic materials. They forbid them to use the sources without acknowledging their and publishers (Neville, 2010). The citations are supposed to be both in-text and on the bibliography page. However, many of them choose not to follow these laws for the love of shortcuts. The problem is even much bigger when it comes to electronic resources (Neville, 2010). These are the materials found online and in different forms.

It is easier to be tempted to use information from electronic sources without acknowledging the bearers of their rights. This is mainly because they are easily available and no one is aware that particular people are using them at particular times. In this century, the number of electronic sources has been increasing by the day due to the takeover of technology that has been experienced in all fields, including academics. The most notable electronic sources include journals, e books and websites among other sources. In fact, some people, companies and learning institutions run online libraries full of these reading materials.

The major consequence of inept electronic research is that one can be sued for plagiarism. This is because all those electronic materials have owners, who have the legal rights to the resources. Whenever an individual uses them but does not acknowledge the writers and publishers, he/she can be sued for illegally using the resources. Many people have been involved in this violation for knowingly or unknowingly committing it. It is a requirement that students and other individuals using electronic materials in their research use the various citation methods in acknowledging the owners of the legal rights of any electronic materials.

The other most common consequence of inept electronic research is the loss of marks in school or even sometimes being discontinued from studying in academic institutions. Many institutions of higher learning have developed programs that can detect plagiarism in their students’ work. Similarly, they have formulated laws that punish the offenders, and discontinuation and the loss of marks are among the consequences.

Traditional reference materials can be as current as electronic materials. This is possible because, though traditional, they can be updated every time to cover amendments in law and current legal issues. For example, the West Encyclopaedia has been revised to cover the rights of homosexuals, capital punishment, euthanasia and domestic violence among other issues.

Advantages of Traditional Sources

• They have first-hand information on legal matters and laws made in ancient times. When scholars of today read them, they are likely to believe them more than they would trust recent ones (Posner, 2007).
• Many of them have an authenticity and originality that is lacking in more recent ones. Recent ones contain ideas that are mainly borrowed from other researchers.

Disadvantages of Traditional Sources

• Despite the possibility of being revised to contain current issues, most of them are not revised. Therefore, they do not contain current issues.
• Many of these sources have little and scanty information on topics that are well covered in recent sources. The reason for this is the scarcity in the number of reference materials during the writing of most of the traditional resources.
• The sources are usually not easy to access. For example for a researcher to acquire it she/he has to go buy it in the shop or borrow from library and sometimes it is not even available in shops or even the libraries as one can find that they are all sold out or also all borrowed from the library (Watkins, 2008).
• The sources are time consuming compared to the current sources of information. Looking for them takes a lot of time especially if the research is a large one.

References

Neville, C. (2010). The complete guide to referencing and avoiding plagiarism. Maidenhead: Open University Press/McGraw Hill.

Posner, R. (2007). The little book of plagiarism. New York: Pantheon Books.

Watkins, H. (2008). Plagiarism. Detroit: Greenhaven Press.

Academic Integrity

Today, the interest in issues connected with academic integrity and plagiarism, in particular, is rapidly growing (Ford & Hughes, 2012). The extent of these problems is increasing with the number of educational institutions (Macfarlane, Zhang, & Pun, 2014). By the definition of Jiang, Emmerton, and McKauge, plagiarism is “stealing the words or ideas of someone else and passing them off as one’s own without crediting the source” (2013, para. 1). Academic dishonesty is an unacceptable measure that violates ethical behaviors and may lead to serious implications for both the audience and the cheaters.

Case Study #1

Since Jenny has realized that she was having trouble with understanding long before the test, she had time to change it studying harder and asking other students or the professor for extra help. Jenny’s actions are the clear constitution of academic dishonesty. The “F” grade on the test is an acceptable sanction in this instance. To avoid such situations in the future, Jenny must manage her time according to the current circumstances.

Case Study#2

Simply turning in the same paper without any changes for the second time is dishonest of Ben. Perhaps, Ben should talk to the professor, explaining that he had already written that paper, and ask him for suggestions on how to develop the ideas to keep the paper appropriate for the current assignment. It would be good for Ben to take the opportunity and make his paper even better. Even though Ben’s writing is not plagiarism, it is unacceptable for him to turn it in without changes.

Case Study#3

Every member of the group must know the whole content of the assignment, not only their part. It can be understood that there is a friendship between Mike, Todd, and Chris, but they should not cheat. It is both Mike’s and Todd’s fault—Mike’s is that he does not know the content and asks Todd to show the answers, Todd’s is that he agrees. Moreover, Chris is put into conditions when he has to choose between their friendship and rules.

Case Study#4

Jennifer is wrong. She is plagiarizing. It is not important whether her opinion is the same or different, Jennifer is presenting someone else’s thoughts as her own. The author’s words must be cited. Jennifer should paraphrase or directly quote all the content she had plagiarized, and give credit to the author.

Case Study#5

Citing the “Internet” as a source is insufficient because the Internet is not a verified source, and it contains a lot of false and plagiarized information. Though it is not plagiarism because the sources were cited, they were cited incorrectly. Lee should not use the material which is not verified because it may have serious consequences, especially when it comes to healthcare-related researches. His actions may be viewed as an example of unconscionable work.

Conclusion

Academic dishonesty is an unacceptable measure that violates ethical behaviors and may lead to serious implications for both the audience and the cheaters. Growing along with the development of educational institutions, the issues connected with academic integrity, and plagiarism today is a concern of scholars all over the world. Some of the students are plagiarizing unintentionally, but there are a lot of those who do it purposely. Although it is universally recognized that plagiarism may lead to serious consequences, the students continue to neglect the rules of academic writing.

References

Ford, P. J., & Hughes, C. (2012). Academic integrity and plagiarism: Perceptions and experience of staff and students in a school of dentistry: A situational analysis of staff and student perspectives. European Journal of Dental Education, 16(1), 180-186.

Jiang, H., Emmerton, L., & McKauge, L. (2013). Academic integrity and plagiarism: A review of the influences and risk situations for health students. Higher Education Research & Development, 32(3), 369-380.

Macfarlane, B., Zhang, J., & Pun, A. (2014). Academic integrity: A review of the literature. Studies in Higher Education, 39(2), 339-358.

Introduction

Currently, the renowned form of corruption that degrades the efforts of man in the search and quest to discover novel things and innovatively new ideas is plagiarism. Instead of forging ahead, the hard work of human beings has been downtrodden by the shortest routes that human beings try to pursue to get things done, plagiarizing. As human beings move backward to the dark ages, plagiarism could be embedded as the main course of the ensuing problems which will never permit beings to advance and become successful (Mirow, n.d.). Therefore, given the nature of the crime committed to plagiarizing, there are two sides that individuals and groups need to defend themselves against:

• From producers, editors, and authors believing that their works have been plagiarized through what has been published, and
• Personal authors who become upset by the acts assumed when it is apparent that the undertaken assignment is plagiarized.

This paper examines four legal aspects that concern plagiarism. The first section expounds on the differences existing between copyright breach and plagiarism. The second section deliberates on the types of plagiarism considered to be illegal. The third section highlights the permissible penalties of plagiarism and their remedies. The final section examines ways through which producers may handle the matters concerning plagiarism without encountering more hitches relating to human rights breaches, privacy, and defamation.

Differences amid copyright breaches and plagiarism

Copyright entails two procedures including ascertaining if the new work or text incorporates any copy of the previous old texts and establishing whether the copied work is deemed substantial. In this case, acknowledging the old work is considered irrelevant. However, acknowledgments might be used as a defense component in case the plagiarizer claim that the copied work served the purpose of its legalized use namely; reviews, criticisms, or non-commercial research. The authors are not permitted to copy other people’s works as they want even with acknowledgments. In fact, cases have been reported where acknowledgments persist yet the injured publishers successfully get the infringement damages since economic values have been derived by the infringers (Mallor et al., 2009).

For instance, in a case involving University Tutorial Press Ltd vs. University of London Press Ltd (1916), the magistrate asserted that anything that can be copied should prima facie be protected. This implies that acknowledgment defense is not given priority, but it should first be established that a substantial part of the old work has been copied. If this is the case, then an anomalous situation is reached where the writer of the published work might be termed a plagiarist and not necessarily a copyright infringer (Mirow, n.d.). In contrast, another writer might breach the copyright although the author is not necessarily a plagiarist due to the provision of an acknowledgment.

Plagiarism incorporates a broad scale that ranges from the documented copying of term to term to the alteration of certain words while preserving the elementary structure. This means that both arguments and concepts can be copied and the copied texts must be acknowledged. Thus, any unacknowledged work makes the copied texts to be dishonest, hence plagiarism. If an author quotes the work of another writer and offers the reference, then such an author is generally not a plagiarist.

Types of plagiarism considered illegal

The defense of fair dealing offers some fascinating insights on the extent to which copying might be legalized. Neither the United States nor the English laws proffer an outright ban on copying. Basically, the fair dealing concept in the US traces back its roots to the 1841 case that involved the copied letters of George Washington. According to Justice Story, provided a substantial part of the original work has been taken to an extent that the worth of the original work is rationally reduced and the effort of the inventive writer is reasonably shrank to an injurious level, it would be adequate based on the law to institute piracy pro-tanto (Mirow, n.d.).

Patent rights given over inventions are widely considered monopolies and this is not the case with copyrights. Usually, copyright is by far a textured and more abstruse concept that offers a balance between the individuals who are interested in the promotion of the authors’ creativities and individuals who are interested in the promotion of knowledge. Such a balance provides the broad continuum of what constitutes plagiarism, and these are subsequently discussed.

Verbatim copying

This involves copying a substantial fraction of the text which could probably add up to copyright breach. Such a case of plagiarism materializes to be on word-based copying. A clear illustration is where thirteen pages out of one-hundred-page book were verbatim copies in a single book. Another case is where an external assessor caused a doctoral scholar to fail after producing chapter four of an academic paper where the student copied verbatim.

Such cases sometimes become plain frauds since the intent to copy is to deceive (Mallor et al., 2009). The authors’ institutions are always obliged to take disciplinary actions against such fraudulent misrepresentation claims. In case the author copied but slightly altered the phrases in the original text to extent that verbatim reading depicts that there is no substantial copying of a given text, copyright infringement will not exist.

When the overall thrust of the revised text remains identical after certain words have been altered

Copying the work of another author is comparatively an infringement given that only minor alterations are made in the new text. However, it should be tested if substantial copying existed. For instance, Shakespeare used Macbeth’s ideas from the text Holinshed, yet he treated them differently to produce a dissimilar work. If academic work has been published in an article that claims some chronological history, the law tends to be slow in preventing the reworking of similar ideas. However, when the new work exhibits similar paragraphs and headings in a matching sequence with minor alterations in the wordings, copyright infringement is likely to appear (Mirow, n.d.).

When ideas are taken from a text with substantial word alterations

Words, arguments, and ideas that have been taken from a given text ought to be acknowledged. Plagiarism but not necessarily copyright infringement will materialize in case ideas have been borrowed from an academic source without any acknowledgment of the source (Mirow, n.d.). Thus, when an author uses other academic ideas while innovatively expressing them in a firsthand article, copyright will not have been infringed even when such conduct is regarded as plagiarism and unethical. Nevertheless, plagiarism has some legal effects.

Plagiarism and its legal consequences

Contractual infringements often occur if academicians forbid the conduct required in the visibly stated rules or contract for compliances that were entered into with publishers. The infringement consequences of such conduct may make the publishers cease their publications. Based on the rules of the editors and whether such guidelines were availed to the authors, any breaches might make the writer be banned from any imminent publications, the published work may be refuted, and published articles extracted from the documentations (Mallor et al., 2009). The matter can equally be referred by the publishers to the department that heads the authors so that disciplinary actions are taken against such conduct.

For example, there was a published disciplinary story carried out by the Times Higher Education Supplement. It showed that a professor who allegedly used nearly five sheets from a certain United States article in his article saw the publisher of that article pulp the academic work and institution disciplining the professor. Plagiarism can also draw us into unexpected litigations, database rights, moral rights breaches, frauds, misrepresentation as well as contractual breaches. In case copyright breaches persist, the consequences may incorporate court injunctions to stop the handing over of account of profits accruing from such wrongdoings alongside the prevention of further damages and publications (Mirow, n.d.).

Conclusion

In conclusion, therefore, it is worth noting that publishers can handle the matters concerning plagiarism without encountering more hitches relating to human rights breaches, privacy, and defamation. Allowing plagiarized work to be published may lead to the peril of libel and risk relating to the breach of the Data Protection Act. To effectively handle plagiarism allegations, the publisher may opt to use libel laws to safeguard the publication allegations (Mirow, n.d.).

A private letter may be written to senior reviewers and the department of the author to retract the journal from publication. Besides, the author may safeguard plagiarism allegations using fair comments defense. In this case, statements of facts should not be used but rather an opinion statement needs to be applied. In fact, the detection rate of plagiarism continues to escalate with the invention of new plagiarism detecting software and this will translate into tides of litigations. Publishers might be forced to incessantly face plagiarism issues but the prompt yet not precipitous handling of such claims with care might help them overcome the ensuing legal perils.

References

Mallor, J. P., Barnes, A. J., Bowers, L. T., & Langvardt, A. W. (2009). Business Law: The Ethical, Global, and E-Commerce Environment. London, UK: McGraw-Hill Companies.

Mirow, M. C. (n.d.). Plagiarism: A Workshop for Law Students. Web.

Introduction

Plagiarism is considered a global problem of contemporary science and education as well as in the spheres of literature and music. In educational institutions, students frequently confuse plagiarism and citation. Thus, plagiarism can be not intentional, although stealing other people’s work cannot be justified. Moreover, plagiarizing hurts the person’s reputation and lead to legal or monetary repercussions (“6 consequences of plagiarism,” n.d.). Despite many interventions aimed at the detection and prevention of plagiarism, such as plagiarism detection software, it is still frequent among different people including scholars, students, journalists, authors, and other professionals. Thus, there is a need to review plagiarism in different spheres and determine its possible consequences.

Plagiarism in Art

Plagiarism cases in art and media are not so frequent as in education, but usually, they attract more attention to society and also can lead to court. For example, Ed Sheeran was accused of “willful copyright infringement” for one of his hit songs, which was initially recorded by an Australian country musician (Moran, 2018, para. 4). The estimated profit that Sheeran received from the illegal use of the song reached five million US dollars. Another case of plagiarism, which was in the news, involves guitarist Joe Satriani accusing Coldplay of copying his instrumental and presenting it as their creation (Michaels, 2009).

However, the opponents managed to achieve an agreement and came to the out-of-court settlement. Coldplay was supposed to pay Satriani off after this settlement. One more case that attracted public attention involved Led Zeppelin and the rock band Spirit (Baker, 2016). The band claimed that the Zeppelin songwriters took the opening cords of their tune. Still, the income this song earned was safeguarded by a Los Angeles jury. On the whole, the mentioned cases are examples of legal and financial consequences of plagiarism.

Plagiarism in Education and Science

Colleges, universities, and research institutions give significant attention to the issue of plagiarism. For example, Academic Senate Policy on Academic Honesty (UCI, 2008) states that “university is an institution of learning, research, and scholarship predicated on the existence of an environment of honesty and integrity,” and “cheating, forgery, dishonest conduct, plagiarism, and collusion in dishonest activities erode the University’s educational, research, and social roles” devaluating the learning experience (p. 1). There are cases when plagiarizing deprives students of an opportunity to get the education because they are expelled from educational institutions.

Thus, Ebert (2008) reported that a student from Ohio University together with another student had to leave the ship during their “Semester at Sea” program because the professor suspected them of plagiarism in their papers. Another disturbing practice is to pay someone for writing a paper. Marshall (2013) claims that there is an opportunity to order not only student essays but also a Ph.D. dissertation, and it is just the question of money. One more unacceptable way of plagiarizing is taking students’ works by professors and including them as parts of their works without mentioning the authors.

Consequences of Plagiarism

Plagiarism can have personal, professional, legal, or ethical consequences. The cases of plagiarism are easily detected with the help of specific software., which is available both for institutions and private individuals (“6 consequences of plagiarism,” n.d.). The proven cases or even suspicion of plagiarism ruin the reputation of a student, professional, or academic. The worst consequences can include the loss of a position or expulsion in case the plagiarizer is a student. Also, legal and monetary repercussions are possible. The violation of copyright legislation is considered a crime and can lead to a legal case against the plagiarizer. As a rule, they result in granting monetary restitution to the author. Thus, in addition to the lost reputation, plagiarizers lose part of their income.

Conclusion

Summarizing, it should be said that plagiarism is one of the common mistakes that can cost a person money as well as the lost opportunities and pride. Sometimes people who take other people’s work do not realize that they can face many problems and plagiarism can be detected. Thus, to avoid being a plagiarizer, a person should cite the source in academic papers and always mention the author in every case somebody’s creation is mentioned.

References

Baker, C. (2016). The price of plagiarism. The Chronicle of Higher education. Web.

Ebert, L. B. (2008). UVa expels plagiarizing OhioU student from ship!. Web.

Marshal, H. (2013). What is the price of plagiarism?. Web.

Michaels, S. (2009). Coldplay plagiarism lawsuit dismissed by judge. The Guardian. Web.

Moran, R. (2018). Ed Sheeran hit with plagiarism lawsuit from Australian songwriters. Web.

6 consequences of plagiarism. (n.d.). Web.

UCI. (2008). Appendix VIII. The UCI academic senate policies on academic honesty. Web.

Introduction

Plagiarism and other unfair practices are a problem for international students. This has resulted from increased use of other people’s inventions and ideas in learning institutions by lecturers without giving due credit to the sources of these ideas (Hall, 2004, para.1).

Definition

Plagiarism is described as a fraud in the sense that people obtain other people’s original ideas and cite them as their own inventions without crediting their source. Some students copy other people’s work directly from various sources such as books, articles or internet articles and present it as their own original work. Where an individual uses another person’s ideas and consequently fail to acknowledge the source of the information, such an act leads to plagiarism (Hall, 2004, para. 2).

Examples of Plagiarism

Many people commit the act unconsciously. In a given case, one can find information which is relevant to the study or research being conducted thus copying it directly or does not give credit to the author. To avoid plagiarism, the researcher must ensure that the work being presented is legitimate.

Example of plagiarism- From 1945 onwards, there has been a fundamental hypothesis that poorer countries of the world are slowly developing towards the western model. In addition, there has been a view that the international aid policy should be geared to this end. Many Arab countries for example Japan-restructured under US guidance after 1945, believe in this hypothesis. The word bank categorizes countries either as high, middle and low income.

The low income countries are characterized by high levels of deceases, poverty, and are working hard with the help of high and middle countries to assist the improve their living standards by assuming western-style economic managements and institutions. This phrase is plagiarized and to some extent the original meaning intended by the author is changed.

Also, the source of the information is not reflected in the text. To avoid plagiarism, this phrase should have been presented as follows; since the World War II, countries which were poorly developed are believed to be adopting western style with examples of Japan (currently developed) in order to develop. This has created levels of development among the developed and developing countries (Buckley, 2004, p.7).

The second example of plagiarism is also illustrated as follows; a person can be a good conversationalist by being a good listener. When one is conversing with someone else, he / she should pay close attention to the words of the speaker and also looking at his or her face. One should show the interest by smiling and/or nodding.

In addition, one should not interrupt while the other is speaking: this is impolite. If one has a good story, he / she should wait until the speaker has finished. To add on this, one should watch the body language as can affect the communication whether one is the speaker or the listener. For instance, one should not sit slumped in a chair or make nervous hand and foot movements. One should be relaxed and bending the body slightly forward to show interest in the person and the conversation.

This phrase lacks the source of this information. Also, it is apparent that the information has been obtained from another source and changed to represent the third person.

To avoid plagiarism, this should have been presented as follows; conversation flows as expected and smoothly if the parties involved are paying attention to each other’s message, avoiding interruptions, showing positive responses and observing correct body languages. Ones behavior during conversation dictates much to the speaker of the kind of a listener a person is. Therefore, it is vital if one observes the necessary requirements during conversation (University of Portsmouth, 2008, p.27).

Conclusion

It is vital for writers to avoid plagiarism. This can only be attained if the sources used are properly documented and cited. Recognizing works of other people can be attained via use of footnotes, parenthetical references, or endnotes. In addition, at the end of the research paper, reference list or work cited page should be created Stanford University Libraries (2008, para.2).

Reference list

Buckley, R. 2004. The Global village: challenges for a shrinking planet. USA: Garnet Publishing.

Hall, B. 2004. What is plagiarism and why it is important? Bloomington: Herman B Wells Library.

Stamford Universities Library.2008. Plagiarism; how to avoid it. Stamford: Stamford Universities library.

University of Portsmouth. 2008. Academic Writing. Portsmouth: University of Portsmouth.

Plagiarism is the concept of using the results of someone else’s work while demonstrating themselves as actual authors. Most of the time, it is not encouraged, but the situation is different in professional writing. There are many cases in which plagiarism can be required and compulsory, such as template use. That is why the perception of plagiarism needs to be revised.

Companies usually use template plagiarism for annual reports because they should be notorious. Dougherty (2020) states that “template plagiarism is the use of a source text as a template to fabricate the illusion of new research” (p. 127). However, in this case, the structure, phrases, and vocabulary stay the same for years, and none of the partners is against it. It is also called institutionalized plagiarism, and it is reasonable because the knowledge of such documents is common.

Plagiarism can be helpful for students because of its developmental influence. Students can use such experiments to sound like experienced writers and understand core rules. Helms (2015) declares that “imitation and patchwriting are good ways of building vocabulary and learning writing conventions.” Still, plagiarism remains an ethical issue and needs to be avoided every time it is possible. To avoid plagiarism is “being accurate, clear and honest with where you got ideas or material in your work” (Proofreading Pal, 2019). Respect for authorship is one of the critical elements of professional writing.

To conclude, plagiarism can be seen differently from various points of view. The rules of it can and need to be respected to observe copyright. On most occasions, it is not acceptable for different reasons. However, society needs to see it another way. It can save time and give students examples of how the writing should be done and what is usually used.

References

Dougherty, M. V. (2020). Disguised Academic Plagiarism. Springer.

Helms, G. (2015). Why plagiarism doesn’t bother me at all: a research-based overview of plagiarism as an educational opportunity. Teaching & Learning at Higher Ed.

Proofreading Pal. (2019). Tricky Issues in Plagiarism: Part 2.

Key Terms

Plagiarism is the use of someone else’s ideas without giving credit to the author.

Plagiarism education can be defined as instructional techniques which can raise students’ awareness about plagiarism. Moreover, these methods are important for avoiding unintentional plagiarism which is very widespread.

Electronic detection is the use of software tools in an effort to identify plagiarized passages.

Central claim/focus

The authors of this study argue that the use of electronic detection tools can help students better understand the correct methods of citing sources and avoiding plagiarism.

1. Many learners do not pay much attention to plagiarism, even though they are often warned about this issue by educators.
   1. Some of them believe that copying the text without citation is not a serious offence that can be easily overlooked (Barrett and Malcolm 39).
   2. There are many cases of unintentional plagiarism that cannot be explained by academic dishonesty or the desire to deceive professors or teachers assistants (Barrett and Malcolm 39).
2. The use of electronic detection software can be an effective deterrent against plagiarism.
   1. Learners are better able to avoid plagiarism if they see how plagiarized passages can be detected with the help of various software tools.
   2. Furthermore, this approach enables learners to understand the way sources should be incorporated into their own research.

Content Significance

This study can be of great use to educators who need to raise students’ awareness about the dangers of plagiarism. Therefore, this research can have significant practical implications.

Critical Analysis

The arguments of the author can be partly expected because in many cases, learners do not understand what constitutes plagiarism and how it is detected. Nevertheless, the results of this research cannot be generalized because the authors focused only students who majored in computer science and electronics (Barrett and Malcolm 39). Overall, this article can be used as the basis for later studies.

Reference

Barrett, R & Malcolm, J 2005 ‘Embedding plagiarism education in the assessment process’, International Journal of Educational Integrity, vol. 2, no. 1, pp. 38-45.

The problem of plagiarism is of great concern to many teachers who want to ensure that learners can acquire knowledge and skills. On the whole, this behavior significantly decreases the value of education. This issue is particularly relevant to people who study art and design. Creativity and originality have to be the top priorities for them. If students do not develop these qualities, it is unlikely that they will become good artists. Therefore, it is vital to change the attitudes of learners who should remember that plagiarism will not help attain their professional goals. Moreover, teachers should work on the development of more challenging and interesting tasks that can engage students. This paper is aimed at discussing these questions in more detail.

It should be borne in mind that in some cases, it is difficult to prove that a certain person relied on the ideas of other people without giving credit to them. Educators, who teach art and design, also face such a difficulty because students can incorporate the creative thoughts of other people and elaborate or modify them. However, they must take independent decisions in order to create artistic works. Yet, this result is impossible to attain provided that students simply choose to use the materials posted by other people. This is one of the aspects that can be identified.

This issue becomes particularly important at the time when Internet technologies provide many opportunities for students who can get access to numerous informational resources. In some cases, they rely on websites that can provide plenty of information for them. They can rely on them while writing their papers or taken exams. As it has been said before, such practices undermine the value of education.

An educator, who notices that the contents of the paper could be taken from Wikipedia, has every reason to be concerned about this problem. In this case, plagiarism means that learners decided to do the assigned task without relying on their knowledge, skills, or creativity. They simply preferred to copy the work of others. This is vital for teachers to change the values of students who should know that plagiarism is a form of self-deception. In other words, learners, who act in this way, believe that the ultimate goal of education is a good grade. Yet, they forget about such things as knowledge, skills, critical thinking, and creativity. This is the main problem that should not be disregarded.

Moreover, the instances of plagiarism can also indicate that the teacher failed to provide the interesting and challenging task to learners. It is possible that they did not see the value of this task. This possibility should also be taken into account. Therefore, educators need to modify the assignments that they provide to learners. Such an approach can also increase the effectiveness of education.

This discussion indicates that plagiarism is one of the threats to the quality of education. The study of art and design is also based on the premise that students comply with the principles of academic and artistic integrity. More importantly, they should attach importance to creativity and novelty of their work. This is why this problem of plagiarism should not be overlooked. Additionally, it is vital to work on instructional design and the development of challenging tasks. Finally, they must demonstrate that plagiarism is not compatible with learning and education.

Cheating in academic settings is one of the problems that it is often discussed by teachers and journalists. Such behavior can significantly decrease the value of educations; this issue is particularly important when one speaks about different forms of plagiarism. On the whole, cheating is a serious violation of ethical rules adopted in schools or colleges and it should be punished; however, educators should remember only by punishing students they will not be able to cope with this problem. Their main task is to show that the main objective of learning is to gain knowledge and skills, and that education cannot be reduced only to good grades and recognition of other people. This is the main argument that should be discussed in this paper.

It should be noted that academic dishonesty can take many forms. For instance, teachers pay close attention to plagiarism or presenting the work of other people as one’s own. This importance of this issue should be underestimated because thousands of students can submit essays or term papers that were either copied from the Internet or written by someone else. Very often, such practices may not be detected even by anti-plagiarism software. In his essay The Plagiarism Plague Raymond Schroth argues that cheating in academic setting can make students believe that dishonesty will help them achieve success (Schroth 14). In the future, these people may become managers, public administrators, engineers or other professionals, and they can take credit for the work done by other people. Raymond Schroth argues that “plagiarists present themselves as people they are not” (Schroth 14). This means that cheating in academic settings may have far-reaching implications. Furthermore, these students will not be able to acquire the knowledge and skills that are necessary for good performance in the workplace. So, the task of educators is to eliminate such behavior in academic settings. In part, this goal can be achieved by using anti-plagiarism software or penalizing those learners who use the works of others without acknowledging it. The most lenient sanction is to give a plagiarist a failing grade for the assignment. It seems that this penalty is quite justified.

Nevertheless, educators should not assume that such strategies will be sufficient for the struggle against academic dishonesty. It is necessary to understand the reasons why students can be engaged in cheating or other forms of cheating. The essay written by Alfle Kohn is aimed at identifying some of these factors. For instance, according to the author, learners are more likely to submit plagiarized papers in those cases when they believe that their assignments are irrelevant to their academic or professional interests (Kohn 5). In other words, they do not understand why they should spend their time doing something that will be of little use to them in the future. Moreover, plagiarism is more widespread among people who think that the ultimate goal of education is good grades, rather than knowledge and skills (Kohn 6). These students may be reluctant to do their assignments independently, they are afraid of receiving a poor grade. Moreover, there are many schools that have honor rolls or lists of students who are recognized for their academic achievement. Alfle Kohn argues that the students of these schools can have an extra incentive to cheat because students attach more importance to the recognition of other people, instead of their learning objectives (6). This is another factor that leads to academic dishonesty.

This problem of cheating in academic setting has several dimensions. The development of information technologies has certainly enabled students to use the ideas of others without giving credit to the author. Nevertheless, one should not assume that in the previous years, cheating or plagiarism did not exist. For instance, Alfle Kohn refers to the surveys conducted at the beginning of the twentieth century and in the recent years. According to them, approximately the same percentage of students admitted their academic dishonesty (Kohn 8). Therefore, it is impossible argue that the attitudes or values of learners have changes significantly over time. Overall, these examples indicate that only penalties are not likely to prevent students from plagiarizing or cheating. Teachers should demonstrate the rationale for learning tasks and explain their benefits. Moreover, they should spend more time on discussing academic assignments with students. Provided that it is done, learners will be better able to cope with tasks. This is one of the points that should be kept in mind.

Plagiarism and other form of cheating are regarded as the plagues of the modern educations. Such behavior justifies dishonesty in the daily lives of students and should certainly be penalized. Nevertheless, teachers should not assume that such practices can be attributed only to a person’s lack of ethical principles or values. In some cases, cheating can be the result of poor instruction and inability to motivate students. By looking at the problem of cheating from this perspective, teachers will better address it.

Works Cited

Kohn, Alfle. “Who’s Cheating Whom.” Education Digest, 73.5 (2008): 4-11. Print.

Schroth, Raymond. “The Plagiarism Plague.” America, 2012:14. Print.