What is Plagiarism

Unintentional Plagiarism

No honest student would walk out of a neighbors’ house accidentally carrying their television. But even the most well-intentioned writers sometimes “appropriate” the work of others without proper authority. How does this happen?

• 
  Citation Confusion
  

Perhaps the most common reason for inadvertent plagiarism is simply an ignorance of the proper forms of citation.

See our printable handout on how to cite sources properly.

• 
  Plagiarism vs. Paraphrasing
  

Many students have trouble knowing when they are paraphrasing and when they are plagiarizing. In an effort to make their work seem “more original” by “putting things in their own words,” students may often inadvertently plagiarize by changing the original too much or, sometimes, not enough.

Doing exercises in class where you hand out paraphrased and plagiarized passages in order to discuss the differences might be very helpful. Explain that your students must retain the essential ideas of the original, but significantly change the style and grammatical structure to fit in the context of their argument.

• 
  “I was just copying my notes”
  

Students often mix their own ideas and those of their sources when they take sloppy notes, creating confusion when they begin writing their papers.

It may be worthwhile to go over some note-taking methods with your students. Teaching them to document their sources using different colored pens and “post-it” tabs to mark pages, for example, will save time and keep references clear.

• 
  “I couldn’t find the source”
  

Students are often sloppy about writing down the bibliographic information of their sources, leaving them unable to properly attribute information when it comes to writing the paper.

Explain how important it is to keep careful track of references during the note-taking stage. Students may be eager to focus entirely on the content of their research, and need to be told that how they handle their reference material is a significant part of the assignment. Having them turn in bibliographies before they turn in the paper itself will also encourage them to pay more attention to their sources.

• 
  “I thought we didn’t have to quote facts”
  

Because the internet makes information so readily available, students may find it difficult to tell the difference between “common knowledge” they are free to use, and original ideas which are the intellectual property of others.

The easiest thing to do is teach your students the maxim, “When in doubt, cite sources.” You can also refer them to our student guide, or go over the difference between material that must be cited and material they are free to use in your class.

• 
  Confusion about expectations
  

Students may not be aware of what proper research requires. They may think they are being asked simply to report critical commentary, or to “borrow” from a number of sources to show that they have “done their homework.” In either case, it becomes a problem if what they turn in tends to be predominantly the work of others.

One of the most common sources of confusion is the ambiguity of terms such as “analyze” and “discuss.” You should explain to your students that these words have specific meanings in academic discourse, and that they imply a degree of original thought that goes beyond mere “reporting.” Emphasizing your interest in their own ideas will also help them understand what you expect from them.