Ahsgs plagarism abridj2012

Assoc. Prof. Dr. Azlina Murad Sani
University Teaching & Learning Centre &
Dept of Language Studies, SEML

azlina@uum.edu.my

AHSGS 3RD COLLOQUIUM FOR GRADUATE STUDENTS

©The intellectual rights of the original sources are asserted.

AHSGS 3rd Colloquium 15122012

Objectives
 At the end of this talk, you should be
able to
 identify the different types of plagiarism
 distinguish between acceptable and
unacceptable forms of attribution

AHSGS 3rd Colloquium 15122012 2

What is Plagiarism?
Latin: plagiarius, kidnapper, literary thief
To take (ideas, writings, etc.) from (another) and pass them off as
one‟s own.
American Heritage Dictionary

 “…the use of pre-existing material by the author of a new work in
such a manner that it appears to be claimed to be an original
contribution by that author, in particular because of the absence of a
citation of the original work.”
(Davison et al. cited in Clarke, 2005, p.5)

 “Academic plagiarism occurs when a writer repeatedly uses more
than four words from a printed source without…reference to the
original… in a work presented as the author’s own research and
scholarship.”
(Hexham, 2005, p.2)


Plagiarism by students
 A study of 23 U.S colleges: 38% students
admitted to some form of internet plagiarism.
Almost 50% did not even consider it to be
cheating. (New York Times, 2003)
 American survey: 70 % of students admitted to
some cheating; 2005 40% admitted to internet
plagiarism (Center for Academic
Integrity, 2005)
 An assistant professor shares her thesis with
her PhD student. The student not only
plagiarized passages from her, but submitted
work that was basically her thesis. (Chronicle
of Higher Educ, 2004)


Consequences
 An estimated 10,000 students a year are
subjected to disciplinary action across
Australian universities, mostly for
plagiarism (University World News, Dec
2010)
 A British university withholds the degree of
an English major who admits to plagiarism
throughout his academic career, but claims
he did not know that his “cut and paste”
techniques were a problem. (Chronicle of
Higher Educ, 2004)


Plagiarism by academics
 The Guardian, UK; Oct 30 2007 reported:
 Durham University: former dean investigated for
plagiarism, resigned
 Wolverhampton University: senior lecturer dismissed for
plagiarism
 Southern Illinois University: University President
accused of lifting sections from original works, ruled
unintentional
 University of Colorado: professor dismissed for
plagiarising & falsifying research
 All India Institute of Medical Sciences: 6 professors & a
director accused of fraudulent journal publications
 Kock (1999):
 In a prestigious US university: Foreign assistant
professor of Information Systems published data
plagiarised from a counterpart‟s PhD; resigned.

Why the big fuss?
 Centrality of writing in academia
 Students: demonstration of scholarship deserving the
award of the degree
○ No false claims of idea contribution
 Academics: obligation to advance knowledge
○ Gives false „aura of expertise‟
○ Career—accelerated progress of „less fit academics‟,
sometimes at the expense of the truly deserving ones.
○ Affects the image of academia
(Clarke, 2005)

 Respect and trust as honour code in academic
writing
 valuing and respecting not just knowledge itself but
contributors to the body of knowledge.


Plagiarism as violation of implicit trust
As members of the global academic community,
scholars/ researchers trust that:

 When we express ideas that are a product of
careful thought, then we have the rights of
intellectual ownership

 Someone will use our ideas, and/or build on them
for the advancement of human knowledge.

 Those who choose to do so will have the intellectual
integrity/honesty to give credit to us as the originator of the
idea, opinion, data or words.
(Hexham, 2005; Clarke, 2005)


Challenge of academic
writing culture for junior
scholars
Negotiating knowledge advancement:
 Ideas have to be „original‟, but based on
something read.
 Expert opinion has to be included, but they
should be critiqued and expanded.
 Credit should be given to other writers, but
your own voice should be clear
 Build upon what you read, but use your own
words
(Purdue Online Writing Lab)


Adaptation:
Plagiarism Quiz, Learning Centre, UNSW


1. You have an interesting opinion, but you can‟t put
it into words very well.
Then you come across some sentences in an
article that say exactly what you want to say. You
borrow some of the wording.
Since you had the idea in your mind even before
you found the article, you don‟t need to cite the
reference.


2. You found an idea that fits in well into your
proposal.
You use it, but you rewrite the idea in a better
way than the original. It‟s now in your own
words, so you don‟t need to provide the source.


3. You borrowed some sentences from a book. You
don‟t use quotation marks to indicate the words
you borrowed, but you provided the reference in
your bibliography list.


4. After weeks of struggling, you have come
up with a conceptual framework for your
study. You create an original figure to
show proposed relationships between
your variables.
To explain the relationships, you rely on
phrases that have come from your
readings. As your framework is original,
you haven‟t referenced the phrases.


5. You have done a lot of reading on your
topic. You submitted a paper where
almost every line is a direct quotation or
paraphrase. You double checked to
ensure that all sources are properly cited,
using quotation marks. You also provided
a comprehensive reference list.


 You have read a document related to the topic
of your study in your native language. In writing
your paper, you used several ideas from that
source, translating them into English. You don‟t
cite the source. Your lecturer doesn‟t know your
native language.

Plagiarism includes translating into another
language:
 original words or paraphrase of ideas
 opinions, recommendations,
 speculations, insights, arrangement of ideas
without attribution to the original work and/or
intentionally passing off as one’s own.

What doesn‟t need
documentation?
 Common knowledge and undisputed
facts, including those in your specific field
 Common sense, myths, events in history (unless
specifically derived from historical documents)
 Rule of thumb: information that is found
undocumented in at least five reliable
sources, or easily found in general
references.
(Purdue OWL)


Refer to Handout


Source text

Although teachers at all levels are traditionally
considered as knowledge managers, the field of
education has not embraced Knowledge
Management (KM) with the same enthusiasm
shown by other fields, particularly those in
business organizations pursuing “business
intelligence”. While people in academia do
conduct cross disciplinary and interdisciplinary
studies, the preference still seems to be towards
disciplinary specializations and integrity of
traditional academic disciplines.

Source:
Bajunid, I.A. (2004). Preliminary explorations of knowledge management initiative in
higher education institutions. Malaysian Journal of Learning and Instruction, 1 (1) p.5

Borrowed idea: Example 1
Education seems to be rather conservative
compared to other fields. While people in academia
do conduct cross disciplinary and interdisciplinary
disciplinary specializations and integrity of traditional
academic disciplines. This practice should be
reconsidered. The need to look outwards, and take
advantage of the benefits of interdisciplinary work is
crucial if educationists intend to keep up with the
knowledge demands of the 21st century.

TYPE: Straight plagiarism— borrowing exact sentences

Correction?


Example 1
Education seems to be rather conservative
Quote
compared to other fields. Bajunid (2004) observed
marks
that “ while people in academia do conduct cross
disciplinary and interdisciplinary studies, the
preference still seems to be towards disciplinary
specializations and integrity of traditional academic
disciplines” (p. 5). This practice should be
Pg no.
reconsidered. The need to look outwards, and take
advantage of the benefits of interdisciplinary work is
crucial if educationists intend to keep up with the
knowledge demands of the 21st century.
In ref ------------
list
Bajunid, I.A. (2004). Preliminary explorations of
knowledge management initiative in higher
education institutions. Malaysian Journal of Learning
and Instruction,1(1), 1-30.


Example 2
Although traditionally, teachers are
considered as “knowledge managers”, the
field of Education has not embraced
knowledge management with the same
enthusiasm shown by other fields, particularly
business organizations, particularly those with
the pursuit of business intelligence.


Example 2
Although traditionally, ^ teachers are ^
considered as “knowledge managers”, the field of
Education has not embraced knowledge
management with the same enthusiasm shown by
other fields, particularly business organizations
with the pursuit of “business intelligence”.

 TYPE: Straight plagiarism
○ Change of capitalization, punctuation, substitution
with synonym, addition/deletion of one or two words

 REMEDY:
 Copy exactly
 If original has an error, use (sic)
 CITE source and page no at the end of the quoted part
 Ref list

Example 3
In his 2005 article published in the Malaysian
Journal of Learning and Instruction, eminent
educationist Ibrahim Ahmad Bajunid proposed that
although teachers at all levels are traditionally
considered as knowledge managers, the field of
education has not embraced Knowledge
Management (KM) with the same enthusiasm shown
by other fields. He observed that while people in
academia conduct cross disciplinary and
interdisciplinary studies, the preference seems to be
towards disciplinary specializations and integrity of
traditional academic disciplines.


Example 3
Praise
In his 2004 article published in the Malaysian Journal of
Learning and Instruction, eminent educationist Ibrahim
Quote marks
Ahmad Bajunid proposed that “although teachers at all
levels are traditionally considered as knowledge
managers, the field of education has not embraced
Knowledge Management (KM) with the same enthusiasm
shown by other fields.” He observed that “while people in
academia conduct cross disciplinary and interdisciplinary
Close quote and reopen
studies, the preference …seems to be towards disciplinary
disciplines” (p.5).
Page no

 TYPE: Simple plagiarism using a citation
 Borrowing exact sentences/paragraph with incomplete
acknowledgement (not using quotation marks and page
numbers properly)


Example 4
 Although educators, whether at primary or tertiary
levels, are traditionally considered as knowledge
managers, the field of education itself has not
embraced the idea of Knowledge Management with
the same enthusiasm shown by other fields, such as
in business. “While educators in academia do
conduct cross disciplinary and interdisciplinary
disciplinary specializations and integrity of traditional
academic disciplines.” (Ibrahim Ahmad Bajunid,
2004, p.5)


Student modifies original
Example 4 here and there without
citing
 Although educators, whether at primary or tertiary
levels, are traditionally considered as knowledge
managers, the field of education itself has not
embraced the idea of knowledge management with the
same enthusiasm shown by other fields, such as in
business. “While educators in academia do conduct
Properly
cross disciplinary and interdisciplinary studies, the
cites preference still seems to be towards disciplinary
this part
disciplines.” (Ibrahim Ahmad Bajunid, 2004, p.5)

 TYPE: Plagiarism with hanging quotations
 Delay inserting quote marks, and/or continuing to copy after closing
the quote


Example 5

 Surprisingly, knowledge management has not
gained popularity among educators, despite
the fact that they traditionally manage
knowledge on a daily basis.


Example 5

 Surprisingly, knowledge management has not
gained popularity among educators, despite
the fact that they traditionally manage
knowledge on a daily basis.
(Bajunid, 2004)

TYPE: Illegitimate paraphrase
Idea is taken with no acknowledgement
to original source


Main Types of Plagiarism
 Straight
 Simple
 Hanging quotation
 Illegitimate paraphrase/paraphrasing as
plagiarism
(terms from Hexham, 2005)


Other Types:
 Complex plagiarism:
 Taking a selection of material from more than one
page of one author‟s work, without citations.
 False leads:
 Using material from one source and citing another
that is somewhat relevant, with the purpose of
steering reader away from plagiarized material.
 Quoting a primary source from a secondary
source, giving the false impression that you actually
read the the primary source .
 Plagiarising a paraphrase from secondary source
without citing, giving the impression that you
paraphrased the primary source yourself.

Review: Common manifestations of
plagiarism
 Direct copying of a single sentence or significant
parts of a sentence, paragraphs or a sentence
without quotation marks.

 Copying of ideas, concepts, research results,
images, designs, text or any combination.

 Paraphrasing with minor changes but maintaining
essential meaning, form and/or progression of
ideas


Review: Common manifestations of
plagiarism
 Relying on a specific interpretation that is not
one‟s own, without identifying whose
idea/interpretation it is.

 Cutting or pasting statements from multiple
sources and/or piecing together work of others,
and representing as original work, without own
contribution/voice.
Source: University of Melbourne
academichonesty.unimelb.edu.au


Why does it happen?
 An intentional attempt to imply originality?
 Unintentional?
 Lack of analytical skills, therefore unable
to find your own voice?
 Lack of language/writing skills?
 Ignorance of academic referencing
conventions?
 Sloppy note taking?


When does plagiarism require serious
action?

 When it occurs in a scholarly work and/or
refereed, published work
 When it makes or implies a claim of originality
through
 Not taking attribution seriously, don‟t bother
 Deliberate attempts to hide the origin of
materials
 When it involves taking a large amount, or
significant parts of one or more work.
(Clarke, 2005. p.19)


Basic Tips
Google Purdue OWL (online writing lab) and
APA Style
 Systematic note taking/writing
○ to distinguish between your ideas/wording
from others from the start
 Proper documentation keeping with style
manual/style sheet from the start
○ In text citation
○ Reference/bibliographic entry


Nothing gives an author so much pleasure
as to find his works respectfully quoted by
other learned authors.
Benjamin Franklin


Ahsgs plagarism abridj2012

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