Expectations regarding source material in professional and academic submissions Essay Example

procedures are essential for effectively generating most written articles. If these factors are mishandled, it can lead to plagiarism, which involves taking someone else's ideas or work without permission. The definition of plagiarism is intricate as it encompasses various actions, ranging from improper citations to outright theft of content. This problem is often seen in academic tasks like reaction papers, essays, research papers, and thesis manuscripts. However, it can also occur in professional settings through publications and academic presentations. Plagiarism is widely considered intellectual dishonesty within academic circles.

Whether plagiarism is intentional or unintentional, it has a significant impact on both faculty and students. If students falsely claim authorship of literature, consequences can range from failing grades to delayed graduation or expulsion without an honorable dismissal. However, the definition of plagiarism has caused confusion. It is universally known that copying someone else's work or ideas is ethically wrong.

Peter Levin (2003) characterized the panic caused by the perceived rise in plagiarism among students as an exaggerated state of alarm within academic institutions, labeling it a witch-hunt. It is widely believed that participating in this type of intellectual theft reflects a decrease in critical thinking skills. Martin (1994) broadened the definition of plagiarism to encompass actions such as failing to properly credit sources, utilizing ghost writers, neglecting to acknowledge quotations, professionals penning speeches on behalf of others, and composing corporate proposals and reports. Additionally, some definitions include the absence of a sufficient bibliography as a form of plagiarism.

The perception is growing that educational institutions are increasingly desperate to lay claim to everything they come across. Plagiarism has been thoroughly examined by numerous authors, specifically the distinction between unintentional

and unconscious plagiarism. There are two ways in which this concept can be applied. Firstly, it can refer to a student who comprehends the rules of citation but occasionally neglects to properly acknowledge their sources. This may happen due to confusion regarding what necessitates citation, such as factual information versus obscure or lengthy references, or simply without appropriately crediting the original author. In this scenario, the student has violated proper conduct but has not committed plagiarism; their actions should be promptly corrected.

Describing plagiarism in this manner embellishes the idea of its seriousness and magnitude, making it appear highfalutin. It is likely to force students to be excessively cautious, acknowledging everything and everyone, even if it is common, or it may suggest that plagiarism is unavoidable, rendering the point pathetic. Unconscious plagiarism, for example, occurs when a student unknowingly reproduces or copies the wording from a source material. Imagine a student taking notes from their source material and then unintentionally duplicating some or most of the language used. This description of plagiarism can be generalized to imply that any writer with a unique method influenced by another writer may be accused of plagiarism. Anyone who employs a technique or information learned from someone else is considered guilty of plagiarism. This particular definition of plagiarism is comprehensive but ultimately ineffective.The lack of ability to distinguish unintentional copying from intentionally presenting someone else's work as one's own significantly weakens the definition of plagiarism, to the point where it loses all meaning.

The confusion surrounding resource gathering arises from various factors that often lead to dishonesty and the appropriation of others' work. Furthermore, individuals may choose resources that do

not meet their submission requirements. Cultural influence is one such factor. Students from diverse cultural backgrounds may find it illogical that a writer possesses exclusive rights to a specific set of words ("Why Do Students Plagiarize? ," 2001). In certain societies, imitating others' ideas or words is regarded as a form of admiration. However, in English-speaking countries, this practice is referred to as plagiarism. The belief that someone can possess words is deeply ingrained in Western civilization.

"Non-Westerners often struggle to grasp the concept of "owning" discourse. This is particularly challenging for Asian students in composition classes, who find it difficult to understand and master the proper acknowledgement of others' language and ideas. In addition, Western culture associates ownership with selfhood, suggesting that what one owns (including language) shapes their personal identity" ("Why Students Plagiarize," 2006). The second aspect relates to internal factors, encompassing a person's personality and their living situation.

Instances of overlooking interviews, one of the best methods for gathering primary data, can occur due to the fear of initiating and maintaining conversations. This is especially true in universities, where undergraduate students often lack the necessary organizational and communication skills to complete a long research paper. Consequently, they may resort to presenting fewer pages than required or engaging in plagiarism. The external environment also plays a role in this scenario, as pressure from family and acquaintances can compel students to prioritize sustaining a specific grade level or weighted average, even at the expense of learning. For student plagiarists, grades often become the sole priority, especially when their job prospects, scholarships, or admission into law schools are at stake. As a result, their focus shifts to

activities such as partying, dating, working, or discussing anything unrelated to the subject required for submission.

This leads to a lack of time for data gathering and use of appropriate processes. Additionally, students may not be as personally interested in their education compared to their career goals. Even students who prioritize learning may justify plagiarism due to the fear of unfair competition from others who are already cheating ("Why Students Plagiarize," 2006). Nowadays, knowledge may not always be the primary focus of the educational system for many students. Their main concern is obtaining the necessary credentials or simply passing their assignments on time. This mindset can result in students downplaying educational offenses, as their main goal is just completing tasks or achieving the required grade.

The way students gather information is impacted by an external factor, which is the source of information itself. Many students rely on the internet for obtaining information but lack knowledge on effectively using search databases for journal literature, library resources, and other reference materials. Additionally, a growing number of students struggle to evaluate the credibility of internet sources, greatly affecting their writing and research process. It is crucial to develop skills in distinguishing between reliable and deceptive sources since there is no quality control on the internet. Recent studies show that up to 60% of undergraduate students find it challenging to differentiate between plagiarized andliterature ("Why Students Plagiarize," 2006). This challenge becomes more prominent when encountering unfamiliar technical terms and vocabulary that require . A study published in Psychological Reports explains that "students may resort to plagiarism when attempting tocomplex technical text for which they lack the cognitive resources to fully comprehend"

("Why Students Plagiarize," 2006).

The primary reasons for unintentional plagiarism are often the failure to distinguish betweentext and plagiarized text, as well as improper acknowledgment of sources. Institutions expect certain outputs, with most faculties believing that they should take the lead in addressing incidents of misconduct. This responsibility aligns with their hierarchical procedures, as faculty members share in the accountability for monitoring student performance ("Week x Lecture: Academic Honesty," 2006). The frequency and seriousness of issues like plagiarism have reached a point where faculty members prioritize developing strategies to address such occurrences. Students are made aware of their respective English Department's plagiarism policy through distributed handouts, emphasizing the severe consequences it carries, which could result in expulsion. With regards to research, students are encouraged to seek assistance from reference librarians at campus libraries, providing professional help and saving time in the search for accurate information. Academic institutions also promote group discussions and interviews as reliable sources for certain outputs.

Typically, data collection and output writing for submission can be easily accomplished, leading some universities to revise student handbooks or create adapted manuals. These modified honor codes and associated processes demonstrate the institution's commitment to academic integrity. Students also contribute to this effort through roles on the judicial board and as educational informants about the code ("Week x Lecture: Academic Honesty," 2006). However, the prevalence of confusion raises concerns about the honesty and credibility of writers, students, and professors. The internet's role as a research tool contributes to the potential for plagiarism if options are not carefully evaluated. Detecting such acts has become a significant concern in professional and academic contexts.

Search engines like Google and Yahoo are frequently

used to locate plagiarized content. They can also be employed to identify instances of plagiarism by searching for sentences enclosed in quotation marks. This enables professors to rapidly ascertain whether certain sentences have been copied from elsewhere. Nevertheless, it is crucial to acknowledge that attributing a particular website or literary work as the original source can occasionally be deceptive. Authors themselves may have authored the articles in some situations.

Many writers have repeatedly discussed the topic, resulting in the use of the same words, phrases, and even paragraphs. This is not unlikely, especially considering that these literary works can be easily found on the internet. Despite this, it can still be exciting to discover plagiarized works, but it requires persistence. Non-profit organizations such as Integriguard and Plagiarism.org assist teachers in combating plagiarism by utilizing software that detects potential sources of literature claimed by students. The software highlights suspicious passages and provides a list of possible sources, including the Uniform Resource Locator (URL), color-coded and accompanied by the percentage of plagiarism. Nowadays, there is a high likelihood that writers may unknowingly copy someone else's thoughts multiple times.

To reduce plagiarism, faculty may require students to submit paper outlines in advance and collaborate with libraries and instructional departments for writing and research skill development. Group work can be utilized, with progress reports from each group, enabling effective monitoring and prevention of plagiarism. Detecting plagiarized passages can be done by analyzing wording, style, and structure. In the digital age, search engines provide access to a wide range of articles, papers, and research on various topics, making it difficult to claim sole ownership of ideas as intellectual property rights

extend beyond individual writers. The term "plagiarism" might be unclear or harsh for individuals who are unaware of the importance of giving credit to sources. Informing them about this requirement is crucial to avoid unintentional plagiarism since claiming ignorance serves no purpose.