Much of the information in this section is drawn from content posted on the official website for plagiarism and TurnItIn.org. The information appears here in an edited form.
For a full discussion of these topics, including definitions and tutorials, please visit Plagiarism.org
Plagiarism is defined as "The action or practice of taking someone's else's work, idea, etc., and passing it off as one's own; literary theft."
Plagiarism includes, but is not limited to:
Remember, you can be charged with plagiarism if you:
All Shaw University students have FREE ACCESS to Grammarly premium software - a tool to use for grammar, spelling, plagiarism, citation assistance, and copyright issues!
Their website also offers free access to many of their tools, providing access without an account.
We recommend viewing the Perdue Online Writing Lab (OWL)'s website for great, detailed instructions and tutorials on plagairism and the messy world around it.
We recommend their pages on:
The Complete Guide to Referencing and Avoiding Plagiarism by
Why is accurate referencing important? How do I reference sources correctly? What must I do to avoid plagiarism in my written work? How can I use referencing to assert my own ideas? This excellent new edition of The Complete Guide to Referencing and Avoiding Plagiarism continues to demystify the referencing process and provide essential guidance to make sure you are not committing plagiarism. It provides clear guidelines on why and when to reference as well as how to correctly cite from a huge range of sources. Tackling all the main forms of referencing - Harvard, APA, MLA and Numerical referencing styles - in an accessible and comprehensive manner, you'll want to dip into this book time and again. A unique feature of the book is the comparisons it makes between different referencing styles, which are shown side-by-side. This provides a useful guide, particularly for students on combined studies courses who may be expected to use two, and sometimes three, different referencing styles. This new edition offers: A detailed guide to referencing electronic sources and choosing reliable internet sites Additional 'frequently asked questions' and answers Research findings of student perceptions of referencing Cases of referencing in practice by real students Examples of referencing in action Exercises and quizzes to test your knowledge Advice on the use of referencing management software The Complete Guide to Referencing and Avoiding Plagiarism is essential reading for all students and professionals who need to use referencing in academic writing to reflect their own ideas, constructively apply the work of others, and to avoid plagiarism.
Plagiarism by
An in-depth look at the history of plagiarism in light of today's Web-based plagiarism detection services.
My Word! by
"Classroom Cheats Turn to Computers." "Student Essays on Internet Offer Challenge to Teachers." "Faking the Grade." Headlines such as these have been blaring the alarming news of an epidemic of plagiarism and cheating in American colleges: more than 75 percent of students admit to having cheated; 68 percent admit to cutting and pasting material from the Internet without citation. Professors are reminded almost daily that many of today's college students operate under an entirely new set of assumptions about originality and ethics. Practices that even a decade ago would have been regarded almost universally as academically dishonest are now commonplace. Is this development an indication of dramatic shifts in education and the larger culture? In a book that dismisses hand-wringing in favor of a rich account of how students actually think and act, Susan D. Blum discovers two cultures that exist, often uneasily, side by side in the classroom. Relying extensively on interviews conducted by students with students, My Word presents the voices of today's young adults as they muse about their daily activities, their challenges, and the meanings of their college lives. Outcomes-based secondary education, the steeply rising cost of college tuition, and an economic climate in which higher education is valued for its effect on future earnings above all else. These factors each have a role to play in explaining why students might pursue good grades by any means necessary. These incentives have arisen in the same era as easily accessible ways to cheat electronically and with almost intolerable pressures that result in many students being diagnosed as clinically depressed during their transition from childhood to adulthood. However, Blum suggests, the real problem of academic dishonesty arises primarily from a lack of communication between two distinct cultures within the university setting. On one hand, professors and administrators regard plagiarism as a serious academic crime, an ethical transgression, even a sin against an ethos of individualism and originality. Students, on the other hand, revel in sharing, in multiplicity, in accomplishment at any cost. Although this book is unlikely to reassure readers who hope that increasing rates of plagiarism can be reversed with strongly worded warnings on the first day of class, My Word opens a dialogue between professors and their students that may lead to true mutual comprehension and serve as the basis for an alignment between student practices and their professors' expectations.
Who Owns This Text? by
Carol Haviland, Joan Mullin, and their collaborators report on a three-year interdisciplinary interview project on the subject of plagiarism, authorship, and "property," and how these are conceived across different fields. The study investigated seven different academic fields to discover disciplinary conceptions of what types of scholarly production count as "owned." Less a research report than a conversation, the book offers a wide range of ideas, and the chapters here will provoke discussion on scholarly practice relating to intellectual property, plagiarism, and authorship---and to how these matters are conveyed to students. Although these authors find a good deal of consensus in regard to the ethical issues of plagiarism, they document a surprising variety of practice on the subject of what ownership looks like from one discipline to another. And they discover that students are not often instructed in the conventions of their major field.
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