plagiarism definition & types

PLAGIARISM DEFINITION & TYPES Kim, Jae YongChoi, Seong WonKwon, Ran Abitayev, Yeldar

WHAT IS PLAGIARISM?

“A quotation of a sentence or two, without quotation marks and without a citation to the true author.” (“What is Plagiarism?” )

“The unauthorized use or close imitation of the lan-guage and thoughts of another author and the repre-sentation of them as one's own original work.”(Gibaldi and Achtert 21)

“Is the act of taking credit for someone else’s work.” (Lunsford and Connors 566 )

CONCEPT OF PLAGIARISM

Plagiarism is an unauthorized use or imitation of the works, borrowing or copying ideas from original au-

thors.

OUR DEFINITION OF PLAGIARISM.

Is this plagiarism? Copying a direct quotation into your paper, placing quotation marks around it, and crediting the source.

How about this?Taking someone’s ideas or words, putting them into your own words, and credit-ing the source.

Here are some other types of plagiarism that you should be aware of:1. Having a friend write a paper for him or her /using someone else’s paper as your own.

2. Submitting one of your own papers or assignments for more than one class.

3. Downloading or buying a term paper from the web.

TYPES OF PLAGIARISM : SIMPLE QUESTIONS

TYPES OF PLAGIARISM : CATEGORIZED BY SOURCES CITED OR NOT

“ The Ghost Writer” “ The Photocopy” “ The Potluck Paper” “ The Poor Disguise” “ The Labor of Laziness” “ The Self – Stealer”

“ The Forgotten Footnote” “ The Misinformer” “ The Too- Perfect Para-

phrase” “ The Resourceful Citer” “ The Perfect Crime”

Sources not cited Sources cited (but still plagia-rized)

Direct Plagiarism

Paraphrasing Plagiarism

Patchwork Plagiarism

o Taking the exact words from a source and presenting them as one’s own

o Taking the ideas from another writer in nearly

the exact words as original.o The most common of unintentional plagia-

rism o Even after proper paraphrasing credit to

the author for the original idea. Is still needed. o Taking the ideas of another and patches

them together as his or her own. o Another often and unintentional form of plagiarism o Includes both direct and paraphrasing.

TYPES OF PLAGIARISM : CATEGORIZED BY PARAPHRASED OR NOT

WORD for WORD A word-for-word example of plagiarism is one in which the writer directly quotes a passage or passages from an author's work without the use of proper quotation marks (“How to recognize Plagiarism?” ).

EXAMPLE 1/3 WORD FOR WORD

Plagiarized Version Correct Version

Inducing a response, providing for the transfer of stimulus control by gradually withdrawing prompts or cues, reinforcing subtle improvements in the be-havior, and scheduling reinforcements so that natu-ral reinforcers can maintain their behavior are the key ingredients identified both in teaching pigeons to play ping-pong and in developing complex skills in the classroom.

Works CitedGredler, M. E. Learning and instruction: Theory into practice. 4th ed. Prentice-Hall 2001. Print.

According to Gredler, the same factors apply to develop-ing complex skills in a classroom setting as to developing complex skills in any setting. A response must be induced, then reinforced as it gets closer to the desired behavior. Reinforcers have to be scheduled carefully, and cues have to be withdrawn gradually so that the new behaviors can be transferred and maintained (213).

Works CitedGredler, M. E. Learning and instruction: Theory into practice. 4th ed. Prentice-Hall, 2001. Print.

• only moved the original author's words around, insert-ing and deleting small portions as needed.• No quotation marks for the portions that are still iden-tical to the original• no citation of original author

• The author was cited (passage & bibliographic section)• No quotation marks : due to paraphrasing -- Nothing was directly quoted.

Original Source Material: Developing complex skills in the classroom involves the key ingredients identified in teaching pigeons to play ping-pong and to bowl. The key ingredients are: (1) inducing a response, (2) reinforcing subtle improve-ments or refinements in the behavior, (3) providing for the transfer of stimulus control by gradually withdrawing the prompts or cues, and (4) scheduling rein-forcements so that the ratio of reinforcements in responses gradually increases and natural reinforcers can maintain their behavior.

Source: Gredler, M. E. (2001). Learning and in-struction: Theory into prac-tice (4th ed.). : Prentice-Hall.

EXAMPLE 2/3 WORD FOR WORDOriginal Source Material: Technology has significantly transformed education at several major turning points in our history. In the broadest sense, the first technol-ogy was the primitive modes of communication used by prehistoric people be-fore the development of spoken language. Mime, gestures, grunts, and drawing of figures in the sand with a stick were methods used to communicate -- yes, even to educate. Even without speech, these prehistoric people were able to teach their young how to catch animals for food, what animals to avoid, which vegetation was good to eat and which was poisonous.

Source: Frick, T. (1991). Restructuring education through technology. : Phi Delta Kappa Educational Foundation.


In examining technology, we have to remember that computers are not the first technology people have had to deal with. The first technology was the primitive modes of communication used by prehistoric peo-ple before the development of spoken language.

In examining technology, we have to remember that com-puters are not the first technology people have had to deal with. Frick believes that "... the first technology was the primitive modes of communication used by prehistoric people before the development of spoken language" (10).

Works Cited Frick, T. Restructuring education through technology. Phi Delta Kappa Educational Foundation, 1991. Print.

• copied, word-for-word, text from the original source material. • No in-text citation • No quotation marks• No works cited

• passage begins with the author and year of the publica-tion. Quotation marks are used to indicate that this pas-sage is a word-for-word citation from the original docu-ment.

EXAMPLE 3/3 WORD FOR WORDOriginal Source Material: The concept of systems is really quite simple. The basic idea is that a system has parts that fit together to make a whole; but where it gets complicated -- and interesting -- is how those parts are connected or related to each other.



A system has parts that fit together to make a whole, but the important aspect of systems is how those parts are connected or related to each other (Frick, 213).

Works CitedFrick, T. Restructuring education through technology. Phi Delta Kappa Educational Foundation, 1991. Print.

Frick states that "... a system has parts that fit together to make a whole ..." but the important aspect of systems is "... how those parts are connected or related to each other" (213).

Works CitedFrick, T. Restructuring education through technology. Phi Delta Kappa Educational Foundation, 1991. Print.

• copied word-for-word from the original source • No quotation marks

• Good quotation marks.

PARAPHRASINGA restatement of a text, passage, or work, expressing the mean-ing of the original in another form, generally for the sake of its clearer and fuller exposition; a setting forth the signification of a text in other and ampler terms; a free translation or rendering – opposed to metaphrase (“How to recognize Plagiarism?” ).


Over the last ten years, there has been a marked change from "instructivist" points of view to "construc-tivist" points of view among instructional designers. In-structivist points of view hold the belief that the role of knowledge is fundamentally to represent the real world. In this view, meaning is determined by the real world and is therefore external to the learner.

Works CitedMerriënboer, J. J. van. Training complex cognitive skills. Cliffs: Educational Technology Publications,1997.Print.

Instructivists hold that the "real world," external to indi-viduals, can be represented as knowledge and deter-mines what will be understood by individuals. This view has been shifting to a constructivist view over the past decade (Merriënboer, 100).

Works CitedMerriënboer, J. J. van. Training complex cognitive skills. Cliffs: Educational Technology Publications.1997.Print.

• substituted synonyms for many words• not changed the structure of the text• used another person's ideas without crediting that per-son for them.

• paraphrased and the original author has been credited• cited the source of the ideas appropriately• included the source in the reference list.

Original Source Material: During the last decade, there has been a shift from "in-structivist" approaches towards "constructivist" approaches in the field of instructional design. Instructivist approaches reflect the belief that the role of knowledge is basi-cally to represent the real world. Meaning is eventually determined by this real world and [is] thus external to the understander.

Source: Merriënboer, J. J. van. (1997). Training com-plex cognitive skills. Cliffs, NJ: Educational Technology Publications.

EXAMPLE 1/3 PARAPHRASING

Original Source Material: Technology has significantly transformed education at several major turning points in our history. In the broadest sense, the first technology was the primitive modes of communication used by prehistoric people before the de-velopment of spoken language. Mime, gestures, grunts, and drawing of figures in the sand with a stick were methods used to communicate - yes, even to educate. Even without speech, these prehistoric people were able to teach their young how to catch animals for food, what animals to avoid, which vegetation was good to eat and which was poisonous.



History has demonstrated that technology affects edu-cation profoundly. Considering the definition of technol-ogy broadly, one may say that prehistoric people used primitive technologies to teach skills to their young (Frick, 100).

History has demonstrated that technology affects educa-tion profoundly. Considering the definition of technology broadly, one may say that prehistoric people used primi-tive technologies to teach skills to their young (Frick, 100).

Works CitedFrick, T. Restructuring education through technology. Phi Delta Kappa Educational Foundation,1991.Print.

• no Works Cited • cited the original author • included an appropriate entry in the reference list.


Original Source Material: ... constructivist theory rests on the assumption that knowledge is constructed by learners as they attempt to make sense of their experi-ences. Learners, therefore, are not empty vessels waiting to be filled, but rather active organisms seeking meaning. Instead, knowledge must develop and continue to change with the activity of the learner. It seems clear from remarks of constructivist researchers that constructivist learning goals are best met through a variety of instruc-tional conditions that differ from any proposed by theorists like Gagné.

Source: Driscoll, M. P. (2000). Psychology of learning for instruction (2nd ed.). : Allyn & Bacon.


The basic tenet of constructivism holds that learners themselves construct knowledge, rather than receive it from outside themselves. The instructional conditions for learning proposed by Gagne do not support the kind of learning assumed by the constructivists.

Works CitedDriscoll, M. P. Psychology of learning for instruction. 2nd ed. Allyn & Bacon, 2000. Print.

The basic tenet of constructivism holds that learners themselves construct knowledge, rather than receive it from outside themselves. The instructional conditions for learning proposed by Gagne do not support the kind of learning assumed by the constructivists (Driscoll, 100).

Works CitedDriscoll, M. P. Psychology of learning for instruction. 2nd ed. Allyn & Bacon, 2000. Print.

• No in-text citation! • paraphrased and is not considered plagiarized. The stu-dent has cited the original author and included an appro-priate entry in the reference list.


Now you practice

Original Source Material: At this stage the reading strategy adopted by the reader depends on the particulars of the task. The tendency to 'get on with it' seems firmly established in users of manuals and the present sample reported moving freely from manual to system in order to achieve their goal. Only three readers manifested any tendency to read around an area or fully read a section before moving on and even these admitted that they would be tempted to skim, and tend to get bored if they felt that they were not resolving their problems and only read complete sections if all else failed.

Source: Dillon, A. (1994). Designing usable electronic text: Ergonomic aspects of human information usage. : Taylor & Francis.

A) Dillon (1994) summarizes research he conducted to demonstrate that the readers of technical documentation manuals do not read those manuals in linear order. They are impatient to be about their work, jump from the text to the task and back, and only stop to read in-depth if they have no other choice.

Works Cited: Dillon, A. (1994). Designing usable electronic text: Ergonomic aspects of human information usage. : Taylor & Francis.

B) The readers of technical documentation manuals do not read those manuals in linear order. They are impatient to be about their work, jump from the text to the task and back, and only stop to read in-depth if they have no other choice.

Works Cited: Dillon, A. (1994). Designing usable electronic text: Ergonomic aspects of human information usage. : Taylor & Francis.

PRACTICE 1/3

http://www.indiana.edu/~istd/practice6a.html

http://www.indiana.edu/~istd/practice6b.html

PRACTICE 2/3 Original Source Material: Interactive multimedia instruction brings mediated instruction from more than one source to bear on an instructional problem which the learner experiences as integrated (although sometimes complex) medium. We can think of it in terms of many single inputs, with one multi-channel output. The instruction may contain motion images from a video disc, computer animation, text screens, and sound from a compact disk, for example, but the instruction is a tapestry woven from these sources. The learner experiences the tapestry, not the individual threads.

Source: Schwier, R., & Misanchuk, E. (1993). Interactive multimedia instruction. Cliffs, NJ: Educational Technology Publications.

A) Designers had realized by the mid-1990s that the various forms of media, previously viewed as separate, twined together in multimedia instruction to form an integrated experience for learners.

B) Designers had realized by the mid-1990s that the various forms of media, previously viewed as separate, twined together in multimedia instruction to form an integrated experience for learners (Schwier & Misanchuk, 1993).

Works Cited: Schwier, R., & Misanchuk, E. (1993). Interactive multimedia instruction. Cliffs, NJ: Educational Technology Publications.




PRACTICE 3/3 Original Source Material: If one were going to be limited to a single method, then certainly the verbal report from a respondent would be the choice. With no other device can an investigator swing his attention into so many different areas of substantive content, often simultaneously, and also gather intelligence on the extent to which his findings are hampered by population restrictions.

Source: Webb, E., Campbell, D., Schwartz, R. & Sechrest, L. (1966). Unobtrusive measures: Nonreactive research in the social sciences. : Rand McNally.

A) In gathering verbal reports from subjects the investigator can swing his attention into many different areas of substantive content, and gather intelligence on the extent to which his findings are hampered by population restrictions.

Works Cited: Webb, E., Campbell, D., Schwartz, R. & Sechrest, L. (1966). Unobtrusive measures: Nonreactive research in the social sciences. : Rand McNally.

B) The advantages claimed for verbal reports as a form of data gathering are that "an investigator [can] swing his attention into so many different areas of substantive content, often simultaneously, and also gather intelligence on the extent to which his findings are hampered by population restrictions" (Webb, Campbell, Schwartz & Sechrest, 1966, pp. 172-173).

Works Cited: Webb, E., Campbell, D., Schwartz, R. & Sechrest, L. (1966). Unobtrusive measures: Nonreactive research in the social sciences. : Rand McNally.




CONCLUSION Not a black or white issue Research or Plagiarism: Sometimes unclear Not only “copying”or “borrow-

ing” others’ works/ ideas.

WORK CITED

“What is Plagiarism?” Plagiarism.org. Plagiarism.org. 5 Jul. 2009. web. 3 Apr. 2010. <http://www.plagiarism.org/

learning_center/what_is_plagiarism.html>.

Gibaldi, Joseph, and Walter S. Achtert. MLA Handbook for Writers of Research Papers. 3rd ed. New York:

The Modern Language Association of America, 1988. 21-25. Web. 5 Apr. 2010. < http://writing.umn.

edu/tww/plagiarism/definitions.html>.

Lunsford, Andrea, and Robert Connors. The St. Martin's Handbook. New York: St. Martin's Press. 1989. 566-7.

Web. 5 Apr. 2010.< http://writing.umn.edu/tww/plagiarism/definitions.html>.

Rocker, Naomi. “ A Definition of Plagiarism.” College students. 8 Dec. 2008. Web. 5 Apr. 2010. < http://college

university.suite101.com/article.cfm/a_definition_for_plagiarism>.

“How to recognize Plagiarism?” Indianan Univ. Indianan Univ. 21 Jun. 2005. web. 3 Apr. 2010. < https://www.

indiana.edu/~istd/examples.html>.

plagiarism definition & types

Documents

definition of plagiarism

direct quotation

elses paper

original work

use of proper quotation

potluck paper

exact words

term paper