“It wasn’t me, was it?” Plagiarism and the Web

DeVoss, Dànielle Nicole; Rosati, Annette C.

doi:10.1016/s8755-4615(02)00112-3

Cited by 89 publications

(28 citation statements)

References 15 publications

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“…Because of time constraints, academic institutions may not offer sufficient tuition in instructing students how to incorporate others' ideas into their own words. Students seem to think that referencing is just a form of etiquette in the academic area and they prioritize gathering sources and citations over development of their own ideas [21]. In addition, students may perceive ownership and authorship differently because of the ease of access facilitated by the advance of technological media.…”

Section: Institutional Expectation and Academic Misconduct Strategiesmentioning

confidence: 99%

An Instructional Approach to Practical Solutions for Plagiarism

Leung¹,

Cheng²

2017

ujer

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Plagiarism is an academic misconduct commonly found in the educational institutions nowadays. This paper first defines the types of plagiarism and explains the typical reasons for university students to engage in plagiarism. Then, the factors influencing plagiarism are discussed, including the access of materials on the Internet, the social norm of students and the academic policies in universities. This paper suggests an educational approach with the emphasis on the formative assessment to alleviate the problem of plagiarism. Formative assessments are more helpful when students do not need to hide their mistakes and are open about their limitations. This can provide more support for students developing their learning skills, compared with summative assessments in which students do all to suggest competence and conceal ignorance. A survey was performed to collect data about university students' attitudes to the final year project that is a kind of formative assessments. According to the result, the formative assessment is practical for students to understand plagiarism and avoid it. In addition, the learning experience from formative assessments is perceived to be beneficial in completing summative assessments.

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Section: Institutional Expectation and Academic Misconduct Strategiesmentioning

confidence: 99%

An Instructional Approach to Practical Solutions for Plagiarism

Leung¹,

Cheng²

2017

ujer

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“…According to De Voss and Rosati (2002) issues of plagiarism are complex, and made all the more complicated by students' increasing use of the world wide web (WWW) as a research space. In their view, the use of the virtual space of the web and the downloading and cuttingand -pasting techniques available pose new challenges related to the issues of plagiarism.…”

Section: Kendall (2005) Did a Study In Which Students'mentioning

confidence: 99%

Challenges with Reference Citations among Postgraduate Students at the Kwame Nkrumah University of Science and Technology, Kumasi, Ghana

Lamptey¹,

Atta-Obeng²

2013

Jnl Sci Tech

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“…In the wonderful world of Web sites, scores of online companies are eager and able to provide slackers with whatever they need-for a price." Similarly, an academic essay by Dànielle DeVoss and Annette C. Rosati (2002) has posited a binary in which students are either "doing critical, thoughtful, thorough research" or "searching for papers to plagiarize" (p. 201). 1 Another essay by Karla Saari Kitalong (1998) has made a primary assumption explicit: At the heart of the current furor over plagiarism, she said, "is the indisputable fact that the Internet's rich repository of online texts provides an unprecedented opportunity for plagiarism" (p. 255).…”

mentioning

confidence: 99%