1

JessicaKel,JessicaMunoz,JoelEscoto,LuisTobar
Moberly
Writing10
10March2014

WhatHasPlagiarismComeTo?

"BostonU.PanelFindsPlagiarismbyDr.King."NewYorkTimes,LateEdition(EastCoast)ed.Oct
111991.ProQuest.Web.8Mar.2014.

BostonU.PanelFindsPlagiarismbyDr.KingaspublishedbytheNewYorkTimesbackin
theyear1991inwhichthetitlesaysitall,BostonU.PanelarguedhowDr.Kingwasnotasoriginalas
somemayhavethought.TheauthorsupportsthisclaimbynotingtheworkofliteratureDr.Kinghas
usedforhisdoctorofphilosophydegree.Thepurposeofthisarticlewastostartwildfiresonsucha
smallinfringement.TheintendedaudienceofDr.Kingfollowerswouldhaveahardtimetryingtofollow
themonotonetone.

Thepublisherisoneofthebiggestcredentialsforthisarticle.Thearticlewaspublishedbynone
otherthanTheNewYorkTimes.Sincethearticlewaspublishedbyacrediblesourceitalsomeansit
wasreviewedbeforeputintothepapermeaningmultiplepeoplehadtovalidatethearticlebefore
releasingittothepublic.WhatalsomakestheclaimofDr.Kingvalidistheevidencepresentedofthe
workofliteratureinwhichtheBostonU.PanelclaimedwasusedtheworkwasAComparisonofthe
ConceptionsofGodintheThinkingofPaulTillichandHenryNelsonWieman.

ThereisoneinstanceinwhichacounterargumentcanbeformedaboutBostonsclaim.The
instanceiswhenonememberoftheinvestigatingcommittee,JohnCartwright,theuniversity'sMartin
LutherKingProfessorofSocialEthics,saidthepanelhadrefrainedfromspeculatingaboutthereasons
whyDr.Kinghadnotproperlyattributedmaterial.Theawkwardmomenthereishowthereisnothing
afterthisparagraphtocounter.StilltherebringsaboutthequestionWhyendthearticlewitha
counterargumenttothearticlespurpose?

Bretag,Tracey.ChallengesInAddressingPlagiarismInEducation.PlosMedicine10.12(2013):
14.AcademicSearchComplete.Web.04Mar.2014.

InthearticletitledChallengesInAddressingPlagiarismInEducationfromPlosMedicineby
TraceyBretag,sheaddressestheissuethatplagiarismdoesnotonlyhappenwithstudentsbutscholars
andresearchersandthatthereshouldbeateachingtoavoidplagiarism.Bretagsupportsthisclaimby
providingstatisticsthatfullyshowedthatbothundergraduateandpostgraduatestudentsrequiretraining
toavoidplagiarism(2).Herpurposeittoshowthatnotonlydostudentsfallintotheproblemof
plagiarizingbutestablishedresearchersandscholarsalsodotoo,inordertoshowthatplagiarism
happenstoanyoneandthatschoolsshouldtakethissituationmoreseriouslywiththeirconsequences.
Bretaghasaserioustoneinthisarticleandsuggeststhattheaudiencearetheinstitutionswhohave
plagiarismoccurringontheircampus.

ThisarticlewaspublishedinPLOSwhichstandsforPublicLibraryofSciencewheremany
peoplepublishtheiropinionsandinformationabouttopicssuchasmedicine,genetics,biology,and
muchmore.ItwaswrittenbyTraceyBretagwhoiscurrentlyaseniorlecturerattheUniversityofSouth
AustraliaintheSchoolofBusinessManagementsoshehasexperiencewithmanystudentsand
professorsdaily.Ibelievethatsheisabitbiasedjustbecausesheisaneducator.Soofcourseshe
wouldbeagainstthethoughtofplagiarism,notonlycomingfromstudentsbutfromscholarsand
researchersaswell.However,thatiswhatmakesthisarticlesomethingtolookatbecausesheisan
educatorandshehasprobablydealtwithplagiarismsometimeinherteachingcareer.

Alongwithmanyotherarticlesonthesametopic,thisoneisjustthesame.Itprovidesevidence
oninformationsuchasstudentsplagiarizingwiththetechniqueofcopyandpaste.Ifounditinteresting
thoughhowmostarticlesfocusprimarilyonstudentsplagiarizingbutinherarticle,shealsoincluded
scholarsandresearchersasplagiarizers.Althoughinsomecases,itisunintentionalplagiarizing,asI
believe(orevenhope)thatmanyscholarsandresearchersaccidentallydo,butitcanstillhappento
anyone.

Ellery,Karen."UndergraduatePlagiarism:APedagogicalPerspective."Assessment&EvaluationIn
HigherEducation33.5(2008):507516.AcademicSearchComplete.Web.5Mar.2014.

InthearticleUndergraduatePlagiarism:APedagogicalPerspective,KarenElleryconductsa
studyattheUniversityofKwaZuluNatalinSouthAfricainordertounearththeevergrowing
complicationofplagiarismatinstitutions,suchasKwaZuluNatal.Elleryundergoestheresearchby
creatingaclimateofunderstanding,involvementandgoodacademicpractice(Ellery508).Inorderto
getsolidanswers,theaimofthestudywasthereforeto:investigatewhystudentsplagiariseand
educatestudentsaboutplagiarism(Ellery508).Theauthorsintendedaudienceappearstobe
professorsduetoitsserioustonewhenitcomestocreatinginterventionsforstudentswhoare
plagiarising.

Whilethearticleshowsstronglogicthereisofcoursechinksinthearmor.Thearticlewas
publishedbackinOctober2008.Whilesomemightconsiderthisaproblemhowevertheextensive
detailinthearticlemakesupforthischink.Otherchinkwouldhavetothegeographyofwherethestudy
wasdone.ThestudywasinSouthAfricaandwhilethereisaculturaldifferencepresentedbetween
SouthAfricaandtheUnitedStatesofAmerica,thecontextisstillrelatableforplagiarismisalsoanissue
hereatthecollegesanduniversitiesoftheUSA.

Thisarticleonlyhasoneauthor,whichhelpsitstandoutfromotherarticles.Whenitcomesto
articlesandarticlesinwhichastudyhasbeendone.Withthatbeingsaidtherearesomeaccountsin
whichthearticlehasbias.OneofthebiggestbiasishowmuchEllerypushesforwardtheuseof
interventionsinorderforthestudentstounderstandtheywerecaughtwithplagiarism,whyitswrong,
andwhytheyshouldneverdoneitagain.EventhoughTable1showssomestudentsstillplagiarized
twice,howeveruponfurtherinspectiononecanseethenumberofstudentswhoplagiarizedagainisalot
smallerthanfirsttimeoffenders.

Evering,LeaCalvert,andGaryMoorman,RethinkingPlagiarismintheDigitalAge.Journalof
Adolescent&AdultLiteracy56.1(2012):3544.AcademicSearchComplete.Web.5Mar.2014

InthearticleRethinkingPlagiarismintheDigitalAge,LeaCalvertEveringandGary
Moormanarguethatplagiarismshouldbeaddressedinschoolstokeepupwiththecurrentdigitalera.
Theauthorssupporttheirclaimsbyincludingreasonswhystudentsplagiarize.Theauthorspurposeis
tomakeprofessorsandstudentsawarewhyplagiarismhappensinordertoofferadviceinhowtofix
thisoccurringissue.Bothauthorskeepaprofessionalyetunderstandingtoneinordertoconvincehis
audienceofteachersandstudentsalike.

Thisarticleiscrediblebecauseofthespecificevidencetheauthorscite.Inthearticle,thereare
variousexamplesofcollegesandschoolsthathavehadplagiarizedintherecentyearsthathavebeen
madepublic.Allofthesourcesincludedhavebeencitedandreferencedappropriatelyandcanbe
reviewedforitscontent.Anotherreasonthissourceisappropriateisbecauseofitstakeontryingto
remainunbiased.Theblameisnotonlyputonstudentsbutalsoteacherswhosometimesdontteachthe
rightwayonhowtopreventplagiarism.Theargumentleanstobothsidesandoffersinputonhow
teachersaswellasstudentscanpreventplagiarismandlearnittherightway.

Thearticleincludesmanydifferentclaimsthatareconsistentwiththeissueofplagiarism.Many
anglesarediscussedastowhyplagiarismoccursandwhoistoblame.Oneofthetheoriesisthatthere
shouldbeauniversalpunishmentforallplagiarismissuesbutitdoesntreallyprovideaconcretesolution
topreventit.ThearticleistitleRethinkingPlagiarism..andthatisexactlywhattheyaredoingwhen
addressingthisongoingissue.Theevidencepresentediscurrentwiththetimeperiodanditmakes
sensetoincludetheseexamples.

Gabriel,Trip.PlagiarismLinesBlurforStudentsinDigitalAge.TheNewYorkTimes.TheNew
YorkTimes,01Aug.2010.Web.05Mar.2014.

InhisarticletitledPlagiarismLinesBlurforStudentsinDigitalAge,GabrielTripaddressesthe
issueofcollegestudentsplagiarizingbecauseitissoeasytodowiththeInternetwehave.Gabriel
supportshisclaimbyprovidingexamplesofstudentsatdifferentinstitutionswhohavecopyand
pastedworkfromtheinternetandintotheirpapersandhealsoprovidedstatisticsfromsurveysdone.
Hispurposeofdoingthisistoshowhoweasyitisforstudentstoplagiarizeinthisgenerationofthe
technologybecauseallyouhavetodoissearchinformationontheinternetandjustcopyandpasteit
intoyouressayinordertoshowhowbadlythisdigitalagehasaffectedstudentsworkhabits.Thetone
ofthisarticlethatisexpressedisaconcernedbecauseithasbecomesuchaserioustopicsincethe
Internethasevolvedwhichneedstobedealtwith.

TheNewYorkTimeshasbecomeacrediblesourcebecausetheydothoroughresearchbefore
issuingouttheirnewspaperforpeopletoread.Alongwiththepublisherbeingcredible,theauthor,Trip
GabrielisalsocrediblebecausehehaswrittenforTheNewYorkTimesandalsotheRollingStone.
Gabrielalsoprovidescredibleevidencesuchasnumbersthathelpsupporthisclaiminthisarticle
becauseofthesurveysdone.

Alongwithmanyotherarticlesonthesameissue,Gabrielalsoaddressesthesametopicof
plagiarismandhoweasilyithasbecomeforstudentstojustcopyandpasteinformationfromthe
internetontotheirpapers.ThroughallthearticlesIhaveread,Gabrielsarticleisoneofthemanythat
focusesonthisonemainpointofstudentsplagiarizingduetotheeasyaccesstheyhaveofinformation
becauseoftheInternet.Hisinformationalsoisverypersuasivebecauseitfocusesonthetopicmany
otherarticleshavealsobeenwrittenabout.

Glazer,Sarah."PlagiarismandCheating."CQResearcher4Jan.2013:128.Web.04Mar.2014.

InSarahGlazersarticletitledPlagiarismandCheating,shefocusesonplagiarismandthe
possiblereasonsastowhystudentsdecidetocheattheirwaythroughexamsandessays,which
technologyandtheinternethadabigimpactonthis.Glazersupportsherclaimbyprovidingdifferent
examplesfrommanyhighinstitutionssuchasHarvardUniversity,UniversityofNotreDame,andDuke
University,whereplagiarismhasoccurredandthatstudentscheattheirwaythroughtheirassignments
andtestsbecauseofthepressuresandexpectationsinvolvedshealsoprovidesstatisticsandgraphs
withinformationaboutplagiarismandtheprogressithasmadethroughouttheyears.Herpurposeofthis
articleistoaddresstheconcernthatplagiarismisoccurringsoofteninordertoshowthatithasbecome
asocialnorminoursocietytodaybecausepeoplebelievethatitisanacceptabletodonow.Glazers
toneinthisarticleisveryinformativeandseriouswhichshowshowimportantthistopicisandshouldbe
takeninaseriousmanner.

Thecredibilityofthisarticleisveryreliablebecauseofthedate.Sinceitwaswrittenayearago,
itstillhasrecentinformationonplagiarismandthefindingsofit.Notonlyisthedateofthearticle
crediblebuttheauthorherselfis.SarahGlazerisamemberoftheCQResearcherteam(whereIgot
thisarticle)butshehasalsowrittenforothercredibleplacessuchasTheNewYorkTimesandThe
WashingtonPost,whichhavebeenproventobecrediblesourcessincetheydotheirresearchbefore
postingtheinformationforcitizenstoread.

Herarticleconsistedofmanyreasonsastowhystudentscheatandplagiarizeinformation.Not
onlythat,butsheprovidedgraphsandstatisticstohelpsupportherclaim.Thesegraphsincludedthing
suchasplagiarismdecreasingfrom2008andhowmanycollegeandhighschoolstudentshavecopied
papersfromtheinternet.Glazerhasmadeherarticleveryinformativeandpersuasivebecauseofthe
informationsheprovidesandtheevidencesheusestobackupherclaims.

Guterman,Lila.PlagiarismandOtherSinsSeemRifeInScienceJournals,ADigitalSleuthFinds.
ChronicleofHigherEducation.54.21(2008):A9.AcademicSearchComplete.Web.5Mar.2014

Inthearticle,PlagiarismandOtherSins.authorLilaGutermanshedsalightonplagiarism
beingdonebyprofessionals.Gutermanpresentstheseinstancesoflargescaleplagiarismdoneincertain
newspapersliketheNewYorkTimesandseveralscientificjournals.Theauthorspurposeistoshow
thatnotjuststudentsplagiarizeinordertoblurthenotionthatnoteverystudentplagiarizes.Theauthor
keepsaveryserioustonethroughoutherarticle.

Gutermanremainsprettyunbiasedinherexplanationofplagiarismwithinsciencejournals.She
offersalesstraditionalwayofseeingplagiarismwhichisfoundintheprofessionalcommunityaswell.
Shedoesntreallyhaveasidebecauseherarticleissoshort,hersideisneverreallyexpressed.The
pieceofevidenceshecitesisreliablebutalsoitistheonlypieceofevidencethere.

Theauthorhasnotfullyconsideredalloftheevidenceduetothefactthatherarticleisfoundon
amagazineanditisfairlyshort.Shedoesnothaveenoughevidencetobeconsideredbiasedoneither
hand.Thereareseveralkeypiecesofinformationshelacksliketakingaside.Thearticleisstill
worthwhilebecauseitshowsasideofmedicalresearchnooneknows.

Hansen,Brian."CombatingPlagiarism."CQResearcher19Sept.2003:77396.Web.2Mar.2014.

Inthearticle,CombatingPlagiarism,authorBrianHansonhighlightsthedifferentways
plagiarismcanbefought.Theauthorusesspecificexamplessuchaswebsitestochecktheuseof
plagiarism.Hansonspurposeistoshowcasethedifferentwaystofightplagiarisminordertopreventit
fromhappening.Theintendedaudienceiscollegeandhighschoolstudentsalikewhowritepapers.

Theauthorscredibilityiswellpreservedinthisarticle.Theevidenceusedcanbetracedback
totheoriginalsourcesandthetimelinessiseffective.Thearticleisfrom2003sotheinternetusedasa
groundsforcheatingisnotsocommonasitisnowbutitstillpertainstotodayssociety.Thisarticleties
intotheRethinkingPlagiarismarticlewheretheyevaluatesourceslikeTurnitin.comtoseeiftheyare
credibleornot.

Hansonhasconsideredmostoftheevidenceforthispieceofwritingbecausethereissomuch
inthisarticle.Therearesomanysectionswhichincludeprosandconsthathelphisargumentin
remainingunbiased.Theargumentspresentedshowadifferentsideeverytimesoitallowstheargument
toseemmorevalid.Thesourceislogicalbecauseitincludessomanydifferentpointsofviewandittries
tosumitupallinonepaper.

Jones,Dorothy."AcademicDishonesty:AreMoreStudentsCheating?."Businesscommunication
quarterly74.2(2011):141150.

InherarticleAcademicDishonesty:AreMoreStudentsCheating?(2011),DorothyL.R.
Jonesacknowledgesthefactthatacademicintegrityisarisingproblemintheworkplaceandacademic
setting.Jonessupportsthisclaimbyreferencingastudyoncollegestudentsaboutinternetplagiarism
andcheating.Jonespurposetowritingthisarticleistorevealthatplagiarismisontheriseanditisabig
problem,butalsotoproposemethodsonhowtopreventandstopthisfromoccurring.Jonesusesa
formaltonewithheraudienceofacademicinstructorstonudgethemintocreatingwaystonotonlyhelp
themselves,buttoalsohelptheirstudentstoavoidcomingacrossthisproblemofcheating.

Thisarticle,writtenbyDorothyL.R.Jones,is,inmyopinion,credible.Thedateitwas
published,2011alsothetimesomeofthestudieswereconducted,givetheappearancethatthe
informationissomewhatuptodate.Inthearticletheyalsoreferenceolderinformationaboutthetopic,
rangingfromtheyear20002008,tocomparethedifferencesinthedataacquiredhowever,Dorothy
L.R.Jonesdoestakeonamorebiasperspectivewhenpertainingtofieldofbusiness.Althoughshe
takesonaslightlybiasperspective,youcanclearlytellthatsheputstheeffortintostayingobjectiveon
thetopicandtakinginotherperspectivesandproducingheranalysis.

DorothyL.R.Jonesusesaresearchstudytohelpsupportherclaim.Thisstudygavetolight
somethingsthatthearticleAnEthicalDilemmabyThomasandSassi,wasnotabletoproduce.I
feelthisstudyhadamorewiderrangeofdataproductionandincreasedmyknowledgeonthetopic,in
regardstohowthisissueisinterpreted.Giventhefactthatmoredataisproduced,Ifeelthisarticle,and
theresearchstudyfoundwithin,wasmorecarefullyplannedoutwhichhelpsfindmoreinformationon
thetopic.ThepartIfoundmostinterestingisthatJonescameupwithmethodsonhowtodisseminate
theissueofcheatingandinternetplagiarism.Thisstruckmeasmostinterestingbecausemostarticleswill
justtalkabouttheissuebutnotonwaystopreventitorstopitinitstracks.

10

Namiotka,Jim/TheStarLedger."Q&A:Isacademichonestyanantiquatedideal?".NJ.com,07Oct.
2012.Web.06Mar.2014.

InhisarticletitledQ&A:Isacademichonestyanantiquatedideal?,JimNamiotkainterviews
DonaldL.McCabe,aRutgersUniversitymanagementandglobalbusinessprofessorwho,for20years,
hasbeenstudyingstudentscheating.(Namiotka)whoaddressestheissueofstudentsplagiarizingand
howitallstarted.NamiotkasupportshisclaiminthisarticlebyprovidingthisinterviewwithMcCabe
whohasmuchexperiencewiththistopicsincehehasbeenresearchingitfor20yearsnow.Hispurpose
ofthisinterviewistoshowtheincreaseofcheatingandplagiarizingthroughouttheyearswhich
accordingtoMcCabe,allstartedbecauseoftheinternet.Thetoneofthisarticleisveryinformalbut
informativebecauseitisaninterviewwithsomeonewhohasplentyofinformationaboutthistopic.

ThisarticleiscrediblebecauseitwaspublishedinNewJerseysnewspaper,whichiscredible
becausetheydotheirresearchbeforepublishinganythingout.Theauthorofthisarticleisalsocredible
becausehehaswrittenmanyarticlesforthisspecificpaper.Theintervieweeisalsocrediblebecause
DonaldL.McCabehasbeenresearchingthistopicformorethan20yearsnowandhasplentyof
crediblesourcewhenitcomestothisspecifictopic.

Theevidenceprovidedinthisarticleisverypersuasivebecauseitcamefromcrediblesources.I
believethepartthatmadeitconvincingwastheinterview.Itwasdifferentthantheotherarticlesthat
focusedonjusttheirresearch,butinthisone,someoneelsewithplentyofexperiencewasinterviewed
togethispointofviewonhowplagiarisminthedigitalagehasdrasticallyaffectedstudentsandthe
informationtheyprovide.

11

Obasola,Oluwascun,andIyaboMabawonku."AssessmentOfDigitalAccessControlMethodsUsed
BySelectedAcademicLibrariesInSouthWestNigeria."AfricanJournalOfLibrary,Archives&
InformationScience23.2(2013):141150.AcademicSearchComplete.Web.5Mar.2014.

IntheirarticleAssessmentOfDigitalAccessControlMethodsUsedBySelectedLibrariesIn
SouthWestNigeria(2013),OluwascunObasolaandIyaboMabawonkustudiesthemethodsusedto
protecteresourcesinuniversitiesinNigeria.ObasolaandMabawonkusupporttheirresearchby
conductingastudyonfiveuniversitiesonwhattechniquestheyusetostopdigitalinfringementbasedoff
oftheircurrentlawsandpoliciesthatareenforced.Theirpurposeistopassontheknowledge,and
bringawareness,tolibrariansthatseektopreventabuseoftheiravailableeresources.Theytakea
formalstandwiththeirtargetaudienceoflibrarians,andpossiblyinformationprofessionals,toclearly
depicttheissueathandandcreateasenseofclarityandunderstanding.

Thearticleisextremelyrecent,giventhatitwaspublishin2013,whichcreatesasenseof
credibilitybecausetheinformationisntfromtoolongago.Thefactthatitwaspublishedrecentlygives
theappearancethattheinformationhashadalotofgrowingtodo,meaningthatwecanlookbackat
thepastandcomparedatafromthentonowandseeadrasticchange.Also,thegeographicsetting
showsadifferentperspectivethatisnotreallyshowninotherarticles,whichhelpsusdrawinformation
fromotherareasanddrawbetterconclusions,creatingasenseoftrustworthiness.

Thestudyconductedinthisarticleisprettystraightforwardonwhattheysoughttoaccomplish
fromitTheywantedtoanalyzeandbringawarenessofthemethodsusedatuniversitiesinNigeria.The
studytookintoaccountwhatmethodswereused,whichmethodstheusersthoughtwerebetter,and
whatproblemshadarisenfromusingthosemethodshowever,Ifeeloneaspectwasexcludedinthat
studyandthatisthesuccessfulnessofthesemethods.Thestudyincludedthereliabilityofthese
methods,inperspectiveofthequestioned,butIfeelreliabilityandsuccessfulnessaredifferenthalvesof
awholeandonehalfwasntbeingacknowledged.

12

Penketh,Claire,andChrisBeaumont."TurnitinSaidItWasnTHappy:CanTheRegulatory
DiscourseOfPlagiarismDetectionOperateAsAChangeArtefactForWritingDevelopment?."
InnovationsInEducation&TeachingInternational51.1(2014):95104.AcademicSearch
Complete.Web.5Mar.2014.

TurnitinSaidItWasntHappy:CantheRegulatoryDiscourseofPlagiarismDetetionOperate
asaChangeArtefactforWritingDevelopment?isanarticlewrittenbyClairePenkethandChris
BeaumontinwhichTurnitinisevaluatedbynotonlytheauthorsbutalsothosewhouseitandmanageit.
Theauthorssupportthisevaluationbybreakingthearticleintosectionssuchastutorresponsesand
studentresponses.ThepurposeofthearticleittoevaluateTurnitinforitsmassificationofhigher
educationandincreasingconcernsregardingcontrolandfearregardingplagiarism(Penketh96).Both
PenkethandBeaumontchosetouseanaturaltoneincommunicatingwiththeiraudienceofboth
studentsandprofessors.

Turnitinhasonlybeenaroundsince2009meaningitisstillanewtoolbeingusedbyeducators
allaround.ThearticlewentliveonlineMay14,2013whichofcoursehelpskeepitscreditablyfortwo
reason.Thefirstofwhichthearticlebeingpublishedyearsafterthesitewentupbeingtherehasbeen
enoughtimetogettogetherinformationandevidenceforthisarticle.Thesecondishowhotoffthe
pressthearticleisduetoitbeinglessthanayearold.Nottomentiontheevidenceusedfrommultiple
anddifferentpeopleinordertocreateasoundnonbiasarticle.

OnepartofthearticlethatthrowsmeoffforasecondistheauthorClairePenketh.Attheend
ofthearticleisthelineClairePenkethisaseniorlecturerinSpecialEducationandDisabilityStudies
(Penketh103).ThereasonisduetohowChrisBeaumontisanassociatedirectoroftheBusiness
SchoolatEdgeHillUniversityhehasbeeninvolvedindevelopingandresearchingelearningfor
over10years(Penketh104).ThetwohavesuchdifferentbackgroundsandhowPenkethintothe
picturestillbogglesmymind.

13

Selwyn,Neil."'NotNecessarilyABadThing...':AStudyOfOnlinePlagiarismAmongst
UndergraduateStudents."Assessment&EvaluationInHigherEducation33.5(2008):465479.
AcademicSearchComplete.Web.5Mar.2014.

WhilethetitleofNotNecessarilyaBadThing...aStudyofOnlinePlagiarismAmongst
UndergraduateStudents.writtenbyNeilSelwynalertsuniversityauthoritieshowtheycangoaddress
thesituation.Selwyngoesbeyondandcreatesthisextensivetablesinordertosupportthepurposeof
thearticle.Thepurposeofthispieceistotacklebyexaminingthenatureandpatterningofstudent
onlineplagiarisminUKhighereducationalinstitutions...perhapsmakingplagiaristsoutofotherwise
blamelessstudents(Selwyn466).Selwynfocusonastraightforwardtoneincommunicatingwiththe
intendedaudienceofuniversityauthoritieswhohandleplagiarismandcopying.

Whenitcomestotheevidencethereisnoshyamountofdetail.Pages469472areaperfect
exampleofhowcomprehensivethedatapresentedis.ThearticlewaspublishedbackinOctoberof
2008.Whilesomemightseethisasoutdated,itisstillwithinasmallenoughrangeinwhichthe
informationisstillreliableandrelatable.

Thereappearstobeahiddenmeaningwithinthearticle.Thisincidentofconfusioncanbefound
alongthelinesofstudentsgeneraluseoftheinternetforarangeofdomestic,leisureandeducational
purposes(Selwyn467).Whatmakesthislinesooutofcontextistheresearchintotheleisureand
domesticuseofhowstudentsusetheinternet.Itseemsasiftheresearchisaskingformorethanits
requiring.

14

Skom,Edith."Plagiarism:QuiteaRatherBadLittleCrime."AAHEbulletin(1986):3.

InherarticlePlagiarism:QuiteaRatherBadLittleCrime(1986),EdithSkompointsoutthat
theseverityofplagiarismisperceivedasmoreheinousthananactualcrime.Skomsupportsherclaim
byanalyzingherstudentsworkduringherlifetimeasateacher.Skomspurposeistorevealtosociety
thatplagiarismisabigdealandisperceivedasmoreawfulthanotherthingsinordertoconveya
messagethatplagiarismshouldntbeoverlooked,toheraudience.Skomsformaltonepositionsherin
subjectivetermswithheraudienceofteachers,whomhavepossiblyexperiencedwhatshehasgone
through.
TheauthorEdithSkom,ateacherofliteratureandwritingcourses,haspositionedherselfas
biasperson.Giventhatsheisateacheradvocatingagainstplagiarism,makesitslightlyhardtotakein
herperspectivebecauseshedoesnttakeanobjectiveview,rathershestaysubjectivehowever,her
claimstayratherstrongbecausesheusesherownanalysisandotherindividualsperspectivesas
support.
Althoughthearticleisratheroutdated,theinformationinthisarticlerunsprettyconsistentwith
theinformationinotherarticlesIhaveread.Themostinterestingpoint,thatstoodouttome,wasthe
notionthatplagiarisminconsideredfarmoreheinousthanothercrimes.Itseemsthatpeopleplace
greatervalueonknowledgeandgivencredittotheoriginatorsofthatinformationthantheywouldona
gunheistintheirlocalcommunity,asdepictedbyEdithSkomsclaims.

15

Thomas,EbonyElizabeth,andKellySassi."AnEthicalDilemma:TalkingAboutPlagiarismAnd
AcademicIntegrityInTheDigitalAge."EnglishJournal100.6(2011):4753.AcademicSearch
Complete.Web.5Mar.2014.

IntheirarticleAnEthicalDilemma:TalkingAboutPlagiarismandAcademicIntegrityinthe
DigitalAge(2011),EbonyE.ThomasandKellySassianalyzethewaysthathighschoolstudents
interpretanddefinewhatplagiarismistothem.ThomasandSassisupporttheirresearchbyconducting
astudyonaclassroomofhighschoolstudentsinvolvinganindepthdiscussionbetweentheteacher,
JaneBradshawwhoisacolleagueofThomasandSassi,andherstudents.ThomasandSassispurpose
istobringtolightanotherperspectivethatteacherscantakeintoaccountwhenspeakingtotheir
studentsaboutacomplexissue,suchasplagiarism,intodaysterms.ThomasandSassiuseaformal
tonetotheiraudienceofprospectiveEnglishteachers,thatseektogivemoredetailsaboutplagiarism,to
establishawellunderstandingoftheissueathand.

Thisarticleiscredibleinmanydifferentways.Forexample,thedateofpublicationwasin2011,
whichshowsthatthisstudy,withinthearticle,isrecentenoughtogiveusanoverviewoftheway
studentsthinkinmoderndaysociety.Alsotheauthorsestablishagreatersenseofcredibilitybecause
bothauthorsaredistinguishedintheirfieldofthestudyofEnglish,giventhattheyarebothformer
teachersandcurrentassistantstoprofessorsattheuniversitylevel.

Thisarticleisanoverviewofthetopicathand,plagiarism,withanindepthstudyandinteraction
amongsttheteacherandstudents.Ifeelitwaswisetonotgivethefullinsightofthediscussionsection
becausesomepartsmayhavebeenirrelevant,butIfeeltherewerekeypartsleftoutwhentheteacher
broughtuptheissueandthestudentsresponded.Giventhatthiswasastudyonhowstudentsinterpret
themeaningofplagiarism,Ifeelthattherewasntanybiasbecauseitwasmainlyputonthestudentsto
respondandtheteachertointerpretandclarify,notdominateintheinteraction.

16

Toor,Rachel."UnconsciousPlagiarism."TheChronicleofHigherEducation.TheChronicleof
HigherEducation,20June2011.Web.05Mar.2014

RachelToorwritesthearticleUnconsciousPlagiarisminwhichplagiarismisnotalwaysas
negativeasitmayseemtobe.Toorsupporttheclaimbyusinganoldbuteffectivemethod,examples.
Thepurposeofthearticleistoexplainhowplagiarismcanaformofflattery.Theintendedaudienceof
interestingenougheverywriterandreaderintheworldanditworksduetoitshumoroustone.

TheauthorToorisanassistantprofessorofcreativewritingatEasternWashingtonUniversity's
writingprograminSpokane(Toor1).Thispositionbringscredibilitytothearticlebecauseyouknow
theauthorissomeonewhohasanextensiveknowledgeofthetopic.Thedateofthearticleisalsoa
goodsignofcredibility.Thearticlewaspublishedonthe20thofJune,2011.

Theauthordoesagoodjobofbeinggivingtheirpositionbutnotsomuchwhenitcomesto
counterclaims.Iamnotcompletelyconvincedbytheclaimsofauthorbecauseshecontradict
themselves.Inthearticletheauthortalkshowshewereoffendedwhentheirboyfriendusedherideasin
hisworksbutasaneditorshedoesnottakecreditforaddingontoothersworks.

17

Trushell,John,andKevinByrne."EducationUndergraduatesAndICTEnhancedAcademic
Dishonesty:AMoralPanic?."BritishJournalOfEducationalTechnology44.1(2013):619.
AcademicSearchComplete.Web.5Mar.2014.

Intheirarticle,EducationUndergraduatesandICTEnhancedAcademicDishonesty:AMoral
Panic?byJohnTrushellandKevinBrynereportastudyinwhichhowundergraduatestudentsuse
ICT(InformationandCommunicationTechnologies)whenitcomestoplagiarism.Theauthorsgoon
aboutsupportingthemselvesbyprovidingthestudentsbeingstudiedwithavirtuallearningenvironment
(V.I.E.)andrecordingthedatacollected.Thepurposeofthepieceistodepictplagiarismashaving
overruninstitutionsduetoincreasingtechnologyenhancedacademicdishonesty(Trushell6).The
authorsaddresstheiraudienceofstudentswithaserioustone.

ThearticlecanbefoundintheBritishJournalofEducationalTechnology.Whatdoesthissay
aboutthearticle?Whatcanbesaidaboutthearticleishowthecredentialsofithavebeenraised
sufficientlythankstotheworkbeingapartofajournalarchiveforeducation.Theevidenceusedinthe
articleisanothertoolusedtoboosttheworkscredibility.Therearetablesupontablesoffullydetailed
datainwhicharecategorizedintoeverypossibledatapointavailabletotheauthors.

Thereishoweveroneveryimportantpiecemissinginthearticle,thatofwhichisthedate
published.Thereisnoclearindicationofwhichtellsthereaderwhenthearticlewasfinalizedand
published,howeverwecangotothesourcesusedandfigureoutanestimatedate.Themostrecent
sourceusedinthearticleisBennettandMatonsIntellectualfieldorfaithbasedreligionwhichwas
publishedin2011.Neverthelessthereisalsotrademarklineatthebottomofeverypagestating2012
TheAuthor.BritishJournalofEducationalTechnologymeaningthearticleisstillofimportanceanduse
foritbeingonlytwoyearsold.

18

Voelker,TroyA.,LeonardG.Love,andIrynaPentina.Plagiarism:WhatDontTheyKnow?.
JournalofEducationForBusiness87.1(2012):3641.AcademicSearchComplete.Web.04
Mar.2014.

IntheirarticlePlagiarism:WhatDontTheyKnow?,TroyA.Voelker,LeonardG.Love,and
IrynaPentinauncoverwhyexactlystudentsareplagiarizingandiftheyevenknowwhatplagiarism
means.TheysupporttheirclaimbyhavingstudentstakeTheAcademicHonestQuizthataddressed
definitionsofplagiarismaswellasrequirementsandbasicrulespertainingtoacademichonesty(2)
whichresultedinthemknowingthebasicsofplagiarism.Theirpurposeofthisarticleistoshowthat
studentsactuallydonotknowwhatplagiarisminordertoseewhystudentsareplagiarizinginthefirst
place,becausetheyreallydonotrealizethattheyaredoingso.Theyseemtohaveaconcernedtonein
thisarticlebecauseitseemedliketheyweresurprisedthatstudentsactuallydidnotknowwhat
plagiarizingwas,alsoconcernwasinvolvedinthetoneofthisarticle.

Thecredibilityofthisarticlessourceisveryreliablebecauseitwaswrittenbyagroupof
peoplewhoworkforabusinessgrouptitledTaylor&FrancisGroup.Throughouttheirarticle,the
authorsbroughtinothercitationsfromotherauthorswhoalsowroteaboutthesametopicand
incorporatedthemintothisarticletomakeitmorecrediblewithevidencepertainingplagiarism.Notonly
that,buttheyprovidedtheirtestingintothearticlesoweknowthattheyperformedsomesortof
experimenttohelpprovideevidencefortheirclaims.

Thisarticlerelatestootherarticlelikeitbecauseofthetopicitisspeakingabout.Witheach
articleofthesimilarinterests,theyallfocusedonstudentsandplagiarizing.Thedifferenceaboutthis
articlewasthatittestedstudentsonwhattheyknewaboutplagiarismwhichwasinteresting.

19

Youmans,RobertJ.DoestheAdoptionofPlagiarismDetectionSoftwareinHigherEducationReduce
Plagiarism?.StudiesinHigherEducation36.7(2011):749761.AcademicSearchComplete.
Web.5Mar.2014

InthearticleDoestheAdoptionofPlagiarismDetectionSoftware,authorRobertYoumans
madeknowntheresultsoftwostudiesdoneaboutplagiarismtostudentsusingtechnologyasawayto
detectit.Theauthorexpressedhisresultsbysharingthetestingtechniquesusedtocatchstudentsinthe
actofplagiarising.Hedoesthisinordertoseeifplagiarismdetectionsoftwarehasanyeffecton
studentstostopthemfromstealingotherpeoplesworkandusingitastheirown.Youmanskeepsan
informativeyetselectivetonethroughouthisfindings.

Thisarticleiscredibleaccordingtotheresourcesithastomakethisstudy.Thestudywasdone
ataschoolandithelpsthattheschoolwasinCalifornia.Anotherreasonwhythisstudyiscredibleis
becausetheauthorofthisstudyworksunderthedepartmentofpsychologysohisworkisdirectly
influencedwiththesestudies.Theauthormayhavesufferedabitofbiasduetothefactheteachesatthe
sameschoolthestudieswereconductedbutitdoesntcompletelyunderminehisworkwiththisstudy.

Thecounterclaimsdiscussedinthereadingsuggestthatnomatterwhatsituationthestudents
werein,theyallendedupcommittingsomeformofplagiarism.Itseemsbewilderingtomethatthey
wouldstillriskthechanceofcheatingregardlessofwhatisbeingtaughtinschools.Theconclusions
seemconcretesothesourceisinformativebutisstillmissingsomedetailspertainingtotheconclusions.

20

Zorana,ErcegovacandJohnV.RichardsonJr.AcademicDishonestyPlagiarismIncludedintheDigital
Age:ALiteratureReview.College&ResearchLibraries65.4(2004):301319.AcademicSearch
Complete.Web.5Mar.2014

Inthearticle,AcademicDishonestyPlagiarismIncludedintheDigitalAge,authorsZorana
ErcegovacandJohnV.RichardsonJr.observedthereasonswhyplagiarismhasrisenwiththeriseof
internetusage.theauthorssupporttheirclaimsbyincludingstatisticsfromhighschoolsanduniversities
priortointernetandcompareditwithstatisticsafterinternet.Theauthorspurposeistoshowthe
correlationbetweenplagiarismandhowitisaffectingstudentsacademically.Theauthorsmaintaina
professionalandinformationaltonethroughouttheirwholearticle.

Thisarticleiscredibleaccordingtoitstimeperiodbecauseitdidhappentenyearsago.Atthe
timeitwaspublished,theresourcesusedcanbetracedbacktolegitimatesources.Theevidenceis
usefulbecauseitrelatestowhatisgoingonrightnowinschools.Plagiarismhasneverceasedtoexistit
hasjustbeenmorewidespreadsinceresourcesaresomuchmoreaccessibleonline.

Inthearticle,thecontentthatisbeingusedisprettyconsistentwithwhatisbeingdiscussed.
Thereisacoupleofdetailsthataremissinglikeacounterclaimthatcanmaketheargumentalittle
strongerbutitisnotabsolutelynecessary.Itwouldbehelpfultomaketheirargumentmorevisible
becausetheauthorjumpsaroundsomuchitishardtokeepupattimes.Theheadingsmakeitconcrete
andtheysummarizethemainideassoitisuseful.Overallitisagoodarticlefilledwithdifferent
perspectivesontheissueofplagiarism.