NOTE: Free essay sample provided on this page should be used for references or sample purposes only. The sample essay is available to anyone, so any direct quoting without mentioning the source will be considered plagiarism by schools, colleges and universities that use plagiarism detection software. To get a completely brand-new, plagiarism-free essay, please use our essay writing service.
One click instant price quote
Intellectual integrity Stolen scholarship nowadays represents nothing unusual and novel, though in modern world it can occur in some mouse clicks. A great number of theses, research papers, term papers, and essays are easy of access from the Internet free or a fee. Some online paper mills have specific sections for social work. Countless other websites provide excellent information that can easily be stolen and pasted into papers. The value of Web-distributed information can make scholarship richer and more convenient, but it also poses new opportunities for intellectual deceit. Moreover the Web offers powerful research tools that could scarcely be imagined a few years ago and immediate access to global information on any topic.
The New Jersey-based NEC Research Institute estimates that every second 25 new pages are added to more than 1. 4 billion pages already on the Net (Vernon, Shirley & Smith 194). Electronic content can effortlessly be copied, pasted, and manipulated for use in reports and assignments. So even though there is a not-so-fine line between quoting online sources and copying, it has never been easier to fraudulently submit such content as one's own original work. Nowadays a number of states including Massachusetts and Texas have made it illegal to sell research material if there is the expectation that it will be submitted for academic credit, so many paper mill sites now include prominent disclaimers indicating that their contents are solely for "informational, "comparison" or "research" purposes. Though does it decide the problem itself? I'm sure that the best method of plagiarism prevention is the system of education itself.
It's necessary to help students in developing accurate and in-depth working definitions of the notion of plagiarism. Most investigators of the topic consider that the basic problem is that students (and, generally, people) do not understand just the meaning of the term "plagiarism" and the phenomenon itself. (The term "plagiarism" is derived from the Latin verb "plain" that means "to kidnap"). The most common definition of plagiarism is the "theft of intellectual property." If I would define plagiarism myself I would say it's a premeditated misappropriation of authorship on the pieces of literature, science, art or on innovations that belong to some other people. Though I'm sure it's necessary to define some kinds of the phenomenon. For example Shelley Angelil-Carter in her useful book Stolen Language? (2000), (cited in Mccullough & Holmberg 435) notes R. M.
Howard's division of the act of plagiarism into three forms: cheating (deliberate fraud), non-attribution (usually out of ignorance of the conventions for referencing), and patch writing (the stitching-together of one's own words with a too-closely-paraphrased source, attributed or not). Then she distinguishes between novelists (and by implication poets) on the one hand and, on the other, expository writers, whether high-school students or professional journalists or academic historians. The latter are properly expected to mark their indebtedness for information and ideas. The former, by contrast, typically need not provide references to such sources, though they ought, in formal acknowledgments if nowhere else, to indicate writers they have quoted, and to what extent. Thus, Shelley Angelil-Carter gave an example: "Hannah Crafts, as a nascent novelist, with Dickens, Stowe, Charlotte Bronte, and other sources open beside her, was having a problem with the patch writing variety of plagiarism, and was clueless about how to acknowledge what she owed to those other texts" (cited in Mccullough & Holmberg 437).
So I think there should be differences in inadvertent and deliberate plagiarism. I think it should be in the kind of punishment but the problem is that The nature of the appropriate punishment for deliberate plagiarism is hard to determine. Expulsion? Re-doing the work?
The actual procedures are not known and it is hard to think what would be right. There has to be a punishment for deliberate plagiarism, but there is a major problem in judging whether the case is actually one of accidental plagiarism, of which he is frightened. In group work or in student environments where the work is naturally discussed, it is wrong to think that interchange of ideas should be thought of as copying. Other's useful input sparks off associations in oneself which are original with you (Vernon, Shirley & Smith 193). For example a young student may adopt the approach of drawing on leading authors as a way of learning.
A good teacher provides the student with ways of thinking and behaving for the rest of their life. Is the "reproduction" of that teacher's guidance plagiarism? Yet there is a sense in which copying others' insights is part of learning, addressing the student's own inadequacy. Plagiarism of this sort could be considered good learning. Everyone uses others' phrases or insights to develop their understanding and perception. One learns through other people's words-for instance, reading literature teaches the reader how to more adequately read literature.
The motive of the student may simply be to learn from the superior ideas of the authors they are reading, and thereby improve their own work. Drawing from others' writing is a way of improving one's grasp of a topic from zero to something. Thus, for someone plagiarism is a frightening prospect. He or she is fearful of inadvertent plagiarism. Such people define plagiarism just as improper referencing. They think that plagiarism-detection software is an aid to student referencing.
If work were to be scanned by anti-plagiarism software that would make apparent the rules of referencing and would be beneficial to the student just as assessing the student's grasp. For someone its a type of learning. For the "plagiarists" is any undue dependence on an established author, irrespective of the extent to which they are referenced. "Non-plagiarists" writing entails thoroughgoing originality and confident independence But, of course, there are students that think like Samuel Johnson (1709 - 84): "We are come into the world too late to produce anything new." But there are methods of punishment and it is, I think, a prerogative of a university to define them. Works Cited 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. Vernon, Robert F. , Shirley Big, and Marshall L.
Smith. "Plagiarism and the Web. " Journal of Social Work Education 37. 1 (2001): 193.
Free research essays on topics related to: deliberate, social work, plagiarism, mccullough, define
Research essay sample on Shelley Angelil Carter Vernon Shirley Smith Plagiarism
