This blog is on an Assignment paper Research Methodology and here I was given a descriptive assignment on my topic of plagiarism and Academic integrity.
Academic Integrity:
Academic integrity, student cheating, and plagiarism are concerns of the utmost importance to university faculty, administrators, writing center and tutoring staff, librarians, and academic advisors. The short, straightforward definitions of academic integrity and plagiarism are meant to assist persons interested in understanding more about these issues.
Most sources define academic integrity (or academic honesty) as the foundation for academic life. It is the manner in which you behave in an academic environment when you do research, write a paper, or create a project. The fundamental five values in this academic process are honesty, trust, respect, fairness, and responsibility. Academic integrity is the commitment to live by these values. Plagiarism is an aspect of academic integrity in that using another's ideas, words, theories, illustrations or graphics, opinions, or facts without giving credit is dishonest.
It's important to highlight ways in which academic dishonesty can be expressed (in different forms). Students' positioning and relationships to academic integrity are interesting to observe. Underlying values are relevant. Do students care? To what extent and about what? Getting caught-or?What are other directions this conversation might have taken? The language that invites open listening as opposed to defensive positioning on the part of students is important. (Even with neutral, as opposed to accusatory, language, they seem to "defend" the value of academic dishonesty! Curious about why they tried to justify it.)Language addressing values and morals can be inflammatory-it is important to keep emotions out as much as possible and yet sometimes it is important to dramatize strong feelings.
Plagiarism
Plagiarism is "The appropriation of another person's ideas, processes, results, or words without giving appropriate credit." Plagiarism is just one form of academic misconduct; plagiarism and cheating are perhaps the most commonly practiced.
The most prevalent form of plagiarism occurs when a writer neglects to credit the author's textual sources in a term paper or writing assignment. Plagiarism applies to written or electronic text found in books, journals, magazines, newspapers, websites, etc. However, it also pertains to visual documents such as photographs, charts, graphs, drawings, statistics, and the material taken from lectures, interviews, or television programs. In other words, it covers all created sources.
Less experienced writers may commit plagiarism as a result of incomplete or poor knowledge of citation and documentation standards or because they are incorporating standards from one field or culture inappropriately into another. Inexperienced writers may also be unsure of the difference between direct quotation, paraphrasing, and summary. Poor note-taking habits may also lead to plagiarism.
It is your responsibility as an author, and yours alone, to acknowledge and document your sources. In other words, if you use another person's ideas or words, you must tell the reader which words or ideas you borrowed, from whom, and where he or she might find the text you used. To use, steal or represent the ideas, words, or products of another as your own ideas, words or products. Use of someone else's ideas, words, or products without giving credit to the author or originator is considered plagiarism.
When using or quoting word for word the words of another person must be acknowledged. Summarizing or paraphrasing the words or ideas of another without giving that person credit is also plagiarism.
DEFINITION OF PLAGIARISM
Derived from the Latin word plagiarius ("kidnapper"), to plagiarize means "to commit literary theft" and to "present as new and original an idea or product derived from an existing source" (Merriam-Webster's Collegiate Dictionary. Plagiarism involves two kinds of wrongs. Using another person's ideas, information, or expressions without acknowledging that person's work constitutes intellectual theft. Passing off another person's ideas, information, or expressions as your own to get a better grade or gain some other advantage constitutes fraud Plagiarism is sometimes a moral and ethical offense rather than a legal one since some instances of plagiarism fall outside the scope of copyright infringement, a legal offense.
CONSEQUENCES OF PLAGIARISM
A complex society that depends on well-informed citizens strives to maintain high standards of quality and reliability for documents that are publicly circulated and used in government, business, industry, the professions, higher education, and the media. Because research has the power to affect opinions and actions, responsible writers compose their work with great care. They specify when they refer to another author's ideas, facts, and words, whether they want to agree with, object to, or analyze the source. This kind of documentation not only recognizes the work writers do; it also tends to discourage the circulation of error, by inviting readers to determine for themselves whether a reference to another text presents a reasonable account of what that text says. Plagiarists undermine these important public values. Once detected plagiarism in a work provokes skepticism and even outrage among readers, whose trust in the author has been broken
The charge of plagiarism is a serious one for all writers. Plagiarists are often seen as incompetent-incapable of developing and expressing their own thoughts-or worse, dishonest, and willing to deceive others for personal gain. When professional writers, such as journalists, are exposed as plagiarists, they are likely to lose their jobs, and they are certain to suffer public embarrassment and loss of prestige. Almost always, the course of a writer's career is permanently affected by a single act of plagiarism. The serious consequences of plagiarism re- Bect the value the public places on trustworthy information
Students exposed as plagiarists may suffer severe penalties, ranging from failure in the assignment or in the course to expulsion from school. This is because student plagiarism does considerable harm For one thing, it damages teachers' relationships with students, turning teachers into detectives instead of mentors and fostering suspicion instead of trust By undermining institutional standards for assigning grades and awarding degrees, student plagiarism also becomes a matter of significance to the public. When graduates' skills and knowledge fail to match their grades, an institution's reputation is damaged For example, no one would choose to be treated by a physician who obtained a medical degree by fraud. Finally, students, who plagiarize harm themselves lose an important opportunity to learn how to write a research paper. Knowing how to collect and analyze information and reshape it in essay form is essential to academic success This knowledge is also required in a wide range of careers in law journalism engineering, public policy, teaching, business, government, and not-for-profit organizations.
UNINTENTIONAL PLAGIARISM
The purpose of a research paper is to synthesize previous research and scholarship with your ideas on the subject. Therefore, you should feel free to use o her persons words, facts, and thoughts in your research paper, but the material you borrow must not be presented as if it were your own creation When you write your research paper, remember that you must document everything that you borrow-not only direct quotations and paraphrases but also information and ideas.
Often plagiarism in student writing is unintentional, as when an elementary school pupil, is assigned to do a report on a certain topic. copies down, word for word, everything on the subject in n encyclopedia. Unfortunately, some students continue to take this approach in high school and even in college, not realizing that it constitutes plagiarism. To guard against the possibility of unintentional plagiarism during research and writing, keep careful notes that always distinguish between three types of material: your ideas, your summaries and paraphrases of others' ideas and facts, and the exact wording you copy from sources. Plagiarism sometimes happens because researchers do not keep precise records of their reading, and by the time they return to their notes, they have forgotten whether their summaries and paraphrases contain quoted material that is poorly marked or unmarked. Presenting an author's exact wording without marking it as a quotation is a plagiarism, even if you cite the source. For this reason, recording only quotations is the most reliable method of note-taking in substantial research projects, especially for beginning students. It is the surest way, when you work with notes, to avoid unintentional plagiarism. Similar problems can occur in notes kept electronically When you copy and paste passages, make sure that you add quotation marks around them.
Another kind of unintentional plagiarism happens when students write research papers i in a second language. In an effort to avoid grammatical errors, they may copy the structure of an author's sentences When replicating grammatical patterns, they sometimes inadvertently plagiarize the author's ideas, information, words, and expressions.
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Plagiarism Related ISSUES
Other issues related to plagiarism and academic integrity include re-using a research paper, collaborative work, research on human sub- jects, and copyright infringement
Reusing a Research Paper
If you must complete a research project to earn a grade in a course. handing in a paper you already earned credit for in another course is deceitful. Moreover, you lose the opportunity to improve your knowledge and skills. If you want to rework a paper that you prepared for another course, ask your current instructor for permission to do so. If you wish to draw on or reuse portions of your previous writing in a new paper. ask your instructor for guidance.
Collaborative Work
An example of collaborative work is a group project you carry out with other students. Joint participation in research and writing is common and, in fact, encouraged in many courses and in many professions. It does not constitute plagiarism provided that credit is given for all contributions. One way to give credit, if roles were clearly demarcated or unequal, is to state exactly who did what. Another way. especially if roles and contributions were merged and shared, is to acknowledge all concerned equally. Ask your instructor for advice if you are not certain how to acknowledge the collaboration.
Research on Human Subjects
Many academic institutions have policies governing research on human subjects. Examples of research involving human subjects include clinical trials of a drug or personal interviews for a psychological study. Institutions usually require that researchers obtain the informed consent of human subjects for such projects. Although research for a paper in high school or college rarely involves human subjects, ask your instructor about your institution's policy if yours does.
Copyright Infringement
Whereas summaries, paraphrases, and brief quotations in research papers are normally permissible with appropriate acknowledgment, re-producing and distributing an entire copyrighted work or significant portions of it without obtaining permission to do so from the copyright holder is an infringement of copyright law and a legal offense, even if the violator acknowledges the source. This is true for works in all media. For a detailed discussion of copyright and other legal issues related to publishing. (words-1896)
Work Cited
Drinan, Patrick M., and Tricia Bertram Gallant. “Plagiarism and Academic Integrity Systems, Journal of Library Administration.” Taylor and Francis, 2008, https://www.tandfonline.com/doi/abs/10.1080/01930820802186472.
Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. Modern Language Association of America, 2009. Accessed 29 March 2023.
Thomas, Ebony Elizabeth, and Kelly Sassi. “An Ethical Dilemma: Talking about Plagiarism and Academic Integrity in the Digital Age.” The English Journal, vol. 100, no. 6, 2011, pp. 47–53. JSTOR, http://www.jstor.org/stable/23047881. Accessed 29 Mar. 2023.
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