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Plagiarism

Student's Name

Institutional Affiliation

Course Number and Name

Instructor's Name

Assignment due Date

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Plagiarism among students is one of the long-standing challenges that is facing higher

learning institutions. The origin of plagiarism can be traced as far as writing started. However,

despite the lack of a universal description of what plagiarism is, most definitions admit that

plagiarism is premised as the inappropriate use of ideas as well as the words of others.

Nevertheless, Ellis described plagiarism as presenting someone else's works, in terms of ideas or

words as yours without suitable attribution. Plagiarism can either be unintentional or

intentional. Intentional plagiarism mainly entails committing this fraud fully aware of what it

constitutes and how to avoid it.

In contrast, unintentional plagiarism is being committed inadvertently due to inadequate

knowledge as well as the skill of preventing it. Plagiarism takes two forms "copy and paste"

without acknowledging or quoting the source and "patch-writing" that involve providing

incomplete or sometimes wrong references or citations, providing secondary sources as the

primary sources, and purloining contract cheating and finally, ghost-writing (Šprajc,et,al.,2017).

These two forms of plagiarism can either committed unintentionally or intentionally. Hence,

understanding why most students plagiarize may help teachers or institutions put some measures

that can reduce the plagiarism opportunity in the classroom.

Plagiarism is regarded as a serious offense since it involves stealing others' works and

their ideas and claiming them as yours. Therefore, at the university level, plagiarism may result

in an F in assignments. Moreover, if a university student plagiarizes repeatedly, he may even get

expelled out of the institution (Jiang, .et, al., 2013). However, outside the academic, the

punishment of plagiarism differ. If one is caught plagiarizing someone else's information, he or

she may ruin his reputation in the organization or even lose his or her job. Hence, students who

are aware of their actions that constitute plagiarism, such as (copying some published
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information) into their work without attribution sources to claim that information as to their own,

or sometimes even turning other student's material as their own, are said to be guilty of academic

delinquency even though no excuse can reduce the breach of the ethical conduct in which such

behavior usually present.

There are various negative repercussion of plagiarism. These consequences have negative

impacts with the potential to sustain jeopardizing the career future and the academic of students

found guilty of this fraud (Jiang, .et, al., 2013). The penalties of cop-pasting extend even beyond

being a student who have been found deceitful in their assignments. Nevertheless, apart from

students, the negative impacts of this challenge of copy pasting can be felt even by various

groups such as academic organizations and even the country’s economy. In a nutshell, learners

can negatively be impacted since their degree may be cherished by cheating label, and the same

may apply to an academic institution. Thus, with references to the United States economy, some

of the costs of plagiarism are that it invariably results in a shortage of skills required for the

modern economy to succeed. Additionally, there are some legal issues that students have to

consider, particularly concerning copyright, as well as copyright infringement if they plagiarize

the author's academic content. Typically, these cases are small scale, and they are mainly

centered on the financial penalty and held in the civil court. Some of the key reason why many

students opt to plagiarize are;

Being lazy

All instructors has some amusing tales concerning learners who submit papers containing

other student's names. However, these issues are sporadic. Many students do not intentionally

copy-past. The facts is, most students are always afraid of unintentionally plagiarizing. So, there

is panic among students regarding plagiarizing. Despite many students not being good at doing a
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research paper, teachers may avoid plagiarism by giving those students a lot of work to handle.

The teacher should let students also know about plagiarizing consequences. This makes the

student not plagiarize if they know the repercussion of plagiarizing. Teachers should also make

it hard for students to plagiarize through making students document their writing process by

handling proposal papers

They panic

Most students intentionally plagiarize, especially when they find themselves backed with

pressuring circumstances with stumpy chances of being trapped. However, most frequently, the

behavior results from poor management of time and business skills. It mainly occurs mostly

when learners are fresh with the type of assignments given to them since they cannot organize

themselves. Thus, this behavior can be expected from incoming students and those who are

requested to set up a new work level for their first time such as the research project.

Lack of confidence

Even confident learners sometimes be interested to scrounge words from other authors

since they claim "says it better than I can." Consequently, learners may not be conversant with

some waffle applied in particular academic areas. Thus, they may feel awkward while

incorporating those phrases and words in their writing. Therefore, to help solve this, students

should be advised to jot down their ideas before, during, and even after research.

Many students plagiarize since they opt to think they are asked to replicate what was said

by professionals.

Students are mainly underneath the hollow that academic publications are just a fountain

of proofs, some areas they can travel in finding the realities of the issue like the same way they
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may use a lexicon in searching the right spelling or the definition of a word. Thus, they realize

that there is no need for citing an argument or an idea than they may need in citing an after

finding the right spelling of a word (Skaar, & Hammer, 2013). Consequently, many also take

learning as a passive process where they allow others to fill their heads with information the

same way a vessel is filled with water.

Difficulties of integrating material sources to their own argument or explanation.

It hard for one to paraphrase or even inscribe an effective summary with short of copy-

pasting and, at the same time, pile quotes into their own text. This is a reality when students are

reckoning out simultaneously what they learn as well as think about how to express their

dispute without accordance with a specific field (Lancaster, 2019). Therefore, most of them

paraphrase or summarize correctly within citing those sources.

Lack of understanding of why students make those concern about sources

Many learners claim that their capability is just sufficient for supporting their claim.

Other students claim references sources as a supplementary inconveniency. Some even claim

that, if those references what he or she is saying is the same, there is no need to citing it. These

learners withdraw from scholarly society that together build knowledge but rather an island of

foreigners who are trying to get through the ordeal (Kalani, & Twinwal, 2013). Additionally,

they consider the conversion of citing sources as excessively demanding and secondary to the

learning procedure.

Being sloppy

Some of the researchers and professional writers are disordered while taking note leaving

them more muddled concerning what they wrote regarding them, and they replicated from
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sources (Lancaster, 2019). This kind of mix-up can be topsy-turvy not only in paper but also in

the writer's mind. For example, when a student is more focused on their project, the brain works

like a tape recorder. What mainly encourage students to commit this offence? Hence students

should be willing to face the consequences of plagiarism in the academics.

Lack of understanding on what is needed to be cited, whether ideas, facts or figures, and

not only quotations

   Learners tend not try to slip anything past you. However, if that it, they could not have

gone further to include or entail citation to every quote they include in their paper. Most

students are mainly confused with the kind of material needed to be cited or just undertake the

citation place as the end of every paragraph. They think citing at the paragraph end is appropriate

for covering all the sources applied.

They are learning

Most scholars contend that those who misuse rephrasing through inverting the order of

words or alternating the form of words are just digesting new material (Barrón, et, al., 2013). For

example, "patchwriting" is considered a part of the traditional way of learning by replication

various professional writers and emulating them as some way of writing, absorbing new skills

and content. An excellent example of "patchwriting" the method used by Benjamin Franklins

while teaching himself how to write.

Plagiarism is used as a collaborative ideal of knowledge production

  For those students who are brought up with video mashup or sampled music, who are

brought up from a particular cultural background, or those who have experienced a specific type

of collective learning, it can be more puzzling when asked to differentiate their opinions from

their family members or their friends. Most modern scholars writing about plagiarism pinpoints
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it as a modern idea that arises with capitalism and romantic individualism notions of private

property.

Though hard to believe, plagiarizing in an individual may have an adverse effect on the

country's economy, such as the Unite Kingdom. This is because plagiarism devalue the degree

held by a student, and it may lead in graduate not having the required skills needed to add value

in the economy such as problem-solving, commercial awareness, and the capacity of a student to

think critically (Kalani, & Twinwal, 2013). Additionally, plagiarism may also impact the

economic value since many private sectors may suffer from skills shortage to the limited range

of credit held by graduates who plagiarized their work for attainment of degree.

In conclusion, students a conceptual understanding, and they are fully aware of what

mainly constitutes plagiarism in the bases of its definition and form. Therefore, plagiarism

should be regarded as a severe offense in academic situations. However, many students have

either unintentionally or intentionally committed plagiarism. However, paraphrasing and

summarizing without appropriate acknowledgment are considered as the most common type of

plagiarism. Additionally, another use directs quotation without citing those quotes. Those who

committed these types of plagiarism did so due to inadequate skills in paraphrasing, summarizing

as well as referencing appropriately. Moreover, many students who plagiarize intentionally is

due to laziness and poor management of time. The failure of academics and institution in

detecting and punishing those who are caught with plagiarism is an offense.
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References

Barrón-Cedeño, A., Vila, M., Martí, M. A., & Rosso, P. (2013). Plagiarism meets paraphrasing:

Insights for the next generation in automatic plagiarism detection. Computational

Linguistics, 39(4), 917-947.

Carlson, K., & Carlson, J. ACADEMIC INTEGRITY AND HONESTY.

Jiang, H., Emmerton, L., & McKauge, L. (2013). Academic integrity and plagiarism: a review of

the influences and risk situations for health students. Higher Education Research &

Development, 32(3), 369-380.

Kalani, V., & Twinwal, A. (2013). Plagiarism and its Consequences. Department of electrical

engineering, Indian Institute of Technology Delhi, New Delhi.

Lancaster, T. (2019). Addressing Academic Misconduct in Transnational Education Computing.

Transnational Higher Education in Computing Courses: Experiences and Reflections,

105.

Skaar, H., & Hammer, H. (2013). Why students plagiarise from the internet: The views and

practices in three Norwegian upper secondary classrooms.

Šprajc, P., Urh, M., Jerebic, J., Trivan, D., & Jereb, E. (2017). Reasons for plagiarism in higher

education. Organizacija, 50(1), 33-45.

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