Written Works: The Problem of Plagiarism
DOI:
https://doi.org/10.14422/mis.v79.i154.y2021.002Keywords:
plagiarism, anti-plagiarism programs, evaluation of written works, academic honestyAbstract
Students are urged to frequently submit written assignments as part of their academic assessment. The availability of a large amount of information on the internet greatly facilitates the completion of these tasks. However, on occasions, it can be used in an inappropriate way according to academic criteria of authorship and citation. Plagiarism has become a problem that can be identified with anti-plagiarism programs and punished as specified in the regulations. On the other hand, it can also be used as an opportunity to improve both the teaching and learning processes. This text preferably takes this approach into account.
References
Alschuler, A. S. y Blimling, G. S. (1995) Curbing epidemic cheating through systemic change, College Teaching, 43(4), 123‑126.
American Psychological Association (2010). Ethical Principles of Psychologists y Code of Conduct 2010 Amendments. Recuperado de: http://www.apa.org/ethics/code/index.aspx
APA Science Student Council (2006). A Graduate Student’s Guide to Determining Authorship Credit y Authorship Order. Recuperado de: http://www.apa.org/science/leadership/students/authorship-paper.pdf
Belter, R. W. y Pré, A. du (2009). A strategy to Reduce Plagiarism in an Undergraduate Course. Teaching of Psychology, 36(4), 257-261.
Bennett, R. (2005). Factors associated with student plagiarism in a post-1992 university. Assessment & Evaluation in Higher Education, 30(2), 137‑162.
Breen, L. y Maassen, M. (2005). Reducing the incidence of plagiarism in an undergraduate course: The role of education. Issues In Educational Research, 15(1), 1-16. Recuperado de: http://www.iier.org.au/iier15/breen.html
Capon, S. (2004). Jude Carroll — A Handbook for Deterring Plagiarism in Higher Education. Oxford: Oxford Centre for Staff y Learning Development. Learning y Teaching in Higher Education, 1, 2004-2005 (book reviews). Recuperado de: http://resources.glos.ac.uk/tli/lets/journals/lathe/issue1/index.cfm
Carroll, J. y Appleton, J. (2001). Plagiarism A Good Practice Guide. Oxford Brooks University, Recuperado de: http://www.jisc.ac.uk/uploaded_documents/brookes.pdf
Comas, R. y Sureda, J. (2008). «El ciberplagi acadèmic: esbrinant-ne les causes per tal d’enllestir les solucions». En R. Comas y J. (coords.): «El ciberplagi acadèmic» [dossier en línia]. Digithum. Núm. 10. UOC. Recuperado de: http://www.uoc.edu/digithum/10/dt/cat/comas_sureda.pdf
Deubel, P. (2005). Plagiarism: Prevention is the name of the game. English Leadership Quarterly, 28(1), 6-11. Recuperado de: http://www.ct4me.net/plagiarism.htm
Devlin, M. y Gray, K. (2007). In their own words: a qualitative study of the reasons Australian university students plagiarize. Higher Education Research & Development, 26(2), 181‑198.
Ellery, K. (2008a). An investigation into Electronic-source plagiarism in a first-year essay assignment. Assessment & Evaluation in Higher Education, 33(6), 607-617.
Ellery, K. (2008b). Underguaduate plagiarism: a pedagogical perspective. Assessment & Evaluation in Higher Education, 33(5), 507-516.
Evans, J. (2000). The new plagiarism in higher education: From selection to reflection. Interactions, 4(2). Recuperado de: http://www2.warwick.ac.uk/services/ldc/resource/interactions/archive/issue11/evans
Franklyn S. A. y Newstead, S.E. (1995), Undergraduate cheating: who does what y why, Studies in Higher Education, 20(2), 159-172.
Gabriel, Trip (2010). To Stop Cheats, Colleges Learn Their Trickery, The New York Times (06/06/2010). Recuperado de: http://www.nytimes.com/2010/07/06/education/06cheat.html?_r=1&scp=2&sq=Trip%20Gabriel%20&st=cse
Goddard, P. (2003). Implementing y evaluating a writing course for psychology majors. Teaching of Psychology, 30(1), 25-29.
Groark, M., Oblinger, D. y Choa, M. (2001). Term Paper Mills, AntiPlagiarism Tools, y Academic Integrity. EDUCAUSE Review, 36(5), 40-48. Recuperado de: http://net.educause.edu/ir/library/pdf/ERM0153.pdf
Gullifer, J. y Tyson G.A. (2010). Exploring university students’ perceptions of plagiarism: a focus group study. Studies in Higher Education, 35(4), 463-481.
Hansen, B. (2003). Combating plagiarism. CQ Researcher, 13, 773-796. Recuperado de: http://www.cqpress.com/docs/Combating%20Plagiarism.pdf
Jordan, A. E. (2001). College Student Cheating: The Role of Motivation, Perceived Norms, Attitudes, y Knowledge of Institutional Policy. Ethics & Behavior, 11(3), 233-247.
Landau, J. D., Ruen, P. B. y Arcuri, J. A. (2002). Methods for Helping Students Avoid Plagiarism. Teaching of Psychology, 29, (2), 112-115.
Lauer, T. y Hendrix, J. (2009). A Model for Quantifying Student Learning Via Repeated Writing Assignments y Discussions. International Journal of Teaching y Learning in Higher Education, 20(3), 425-437. Recuperado de: http://www.isetl.org/ijtlhe/
Lauvas, P., Havnes, A. y Raaheim, A. (2000). Why This Inertia in the Development of Better Assessment Methods? Quality in Higher Education, 6(1), 91-100.
Lavelle, E. y Zuercher, N. (2001). The writing approaches of university students. Higher Education, 42, 373-391.
Ledwith, A. y Rísquez, A. (2008). Using anti-plagiarism software to promote academic honesty in the context of peer reviewed assignments. Studies in Higher Education, 33(4), 371‑384.
Leonard, V. y Lebrasseur, R. (2008). Individual Assignments y Academic Dishonesty – Exploring the Learning Conundrum. The Australian Educational Researcher, 35(1), 37-56.
Maneggia, D. (2007). Plagiarism in the 21st Century. Northeastern Educational Research Association (NERA) Conference 10-17-2007. Recuperado de: http://www.tne.uconn.edu/NERA07/Maneggia%20Plagiarism%20NERA%202007%20_2_.pdf
Maurer, H., Kappe, F. y Zaka, B. (2006). Plagiarism – A Survey. Journal of Universal Computer Science, 12(8), 1050-1084. Recuperado de: http://www.jucs.org/jucs_12_8/plagiarism_a_survey/jucs_12_08_1050_1084_maurer.pdf
Mavrinac, M., Brumini, G., Bilić-Zulle, L. y Petrovečki, M. (2010). Construction y validation of Attitudes Toward Plagiarism Questionnaire. Croatian Medical Journal, 51(3), 195-201.
McCabe, D. L., Treviño, L. K. y Butterfield, K. D. (2001). Cheating in Academic Institutions: A Decade of Research. Ethics & Behavior, 11(3), 219-232.
McInnis, J. R. y Devlin, M. (2002). Assessing Learning in Australian Universities. Minimising Plagiarism. Centre For The Study For Higher Education For The Australian Universities Teaching Committee. Recuperado de: http://www.ntu.edu.vn/Portals/96/Tu%20lieu%20tham%20khao/Phuong%20phap%20danh%20gia/assessing%20learning.pdf
Meyers, C. (1987). Teaching Students to Think Critically. San Francisco: Jossey-Bass.
Morales Vallejo, P. (2018). Escribir para aprender, tareas para hacer en casa. Guatemala: Cara Parens. 5ª ed. actualizada (1ª ed., 2011).
Olt, M. R. (2007). A New Design on Plagiarism: Developing an Instructional Design Model To Deter Plagiarism In Online Courses. A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy, Capella University. http://jolt.merlot.org/vol5no2/Olt_dissertation.pdf
Park, C. (2003). In Other (People’s) Words: plagiarism by university students—literature y lessons. Assessment & Evaluation in Higher Education, 28(5), 471-488.
Pittam, G., Elander, J., Lusherc, J., Fox, P. y Paynee, N. (2009). Student beliefs y attitudes about authorial identity in academic writing. Studies in Higher Education, 34(2), 153‑170.
Pontiac, R. (2007). Paradise of Plagiarism: The Internet, Copyright, y the Mystery of Al-Sha’ar Al-Ghushas. Plagiary: Cross Disciplinary Studies in Plagiarism, Fabrication, y Falsification, 2(4), 6-12. Recuperado de: https://quod.lib.umich.edu/cgi/p/pod/dod-idx/paradise-of-plagiarism-the-internet-copyright.pdf?c=plag;idno=5240451.0002.002;format=pdf
Power, L. G. (2009). University Students’ Perceptions of Plagiarism. The Journal of Higher Education, 80(6), 643-662.
Schuetze, P. (2004). Evaluation of a Brief Homework Assignment Designed to Reduce Citation Problems. Teaching of Psychology, 31(4), 257-259.
Selwyn, N. (2008). ‘Not necessarily a bad thing’…: a study of online plagiarism amongst undergraduate students. Assessment & Evaluation in Higher Education, 33(5), 465-479.
Shahabuddin, S. (2009). Plagiarism in Academia. International Journal of Teaching y Learning in Higher Education, 21(3), 353-359.
Sterngold, A. (2004). Confronting plagiarism. Change, 36(1), 16‑21. Sureda, J., Comas, R. y Morey, M. (2009). Las causas del plagio académico entre el alumnado universitario según el profesorado. Revista Iberoamericana de Educación. 50, 197-220. Recuperado de: http://www.rieoei.org/rie50a10.pdf
Torre Puente, J. C. (2007). Una triple alianza para un aprendizaje universitario de calidad. Madrid: Universidad Pontificia Comillas.
Varnhagen, C. K. y Digdon, N. (2002). Helping Students Read Reports of Empirical Research. Teaching of Psychology, 29(2), 160-164.
Warn, J. (2006). Plagiarism software: no magic bullet! Higher Education Research & Development, 25(2), 195-208.
Wilkinson, J. (2009). Staff y Student Perceptions of Plagiarism y Cheating. International Journal of Teaching y Learning in Higher Education, 20(2), 98-105. Recuperado de: http://www.isetl.org/ijtlhe/pdf/IJTLHE278.pdf
Yeo, S. (2007). First-year university science y engineering students’ understanding of plagiarism. Higher Education Research & Development, 26(2), 99‑216.
Downloads
Published
Issue
Section
License
The authors of articles published in Miscelánea Comillas retain the intellectual property rights over their works and grant the journal their distribution and public communication rights, consenting to their publication under a Creative Commons Attribution-NonCommercial-NoDerivates 3.0 Unported. Authors are encouraged to publish their work on the Internet (for example, on institutional or personal pages, repositories, etc.) respecting the conditions of this license and quoting appropriately the original source.
