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Advance Online Version Volume
2, 2007
Papers
and Perspectives
(Adobe reader required for full
text of articles--download here)
Song From Myself: An Anatomy of Self-Plagiarism
Patrick M. Scanlon
Plagiary 2007 2 (1): 1-11 (30 January 2021)
Abstract
Self-plagiarism raises knotty conceptual, legal, ethical, and
theoretical questions. This essay provides an extended definition
of self-plagiarism, reviews the case law regarding self-plagiarism
in copyright infringement, examines the ethics of self-plagiarism,
considers self-plagiarism relative to postmodern critiques of
authorship and originality, and concludes, finally, that we
do and should give writers legal and ethical latitude for limited
self-copying, although certainly not for egregious duplication.
This leeway for authors fits well within a more general ambivalence
toward plagiarism, an uneasiness born of definitional, moral,
and theoretical uncertainty.
Academic Misconduct by University Students: Faculty
Perceptions and Responses
Sandra Nadelson
Plagiary 2007 2(2): 1-10 (23 February 2021)
Abstract
A number of factors influence student behavior including the
moral development of students, student-faculty interactions,
and academic codes of conduct. Previous investigations on
classroom misconduct have focused on student characteristics.
Little research has focused on faculty members’ perceptions
of student misconduct and what they do when confronted with
suspicions of wrongdoing. As a result, the purpose of this
research study was to determine what types of academic misbehavior
faculty members’ suspect occur in their classrooms,
how they deter cheating, and how administrators affect instructors’
decisions to act on suspected cheating. Data was collected
using surveys from faculty members. Findings suggest that
academic dishonesty is a serious problem in university classrooms.
Faculty members indicate that they use a variety of measures
to deter cheating. However, some teachers did not act on suspected
cheating due in part to worry that revealing circumstances
of cheating would reflect negatively on their performance.
Drawing from these findings, this researcher provides suggestions
to faculty and administrators to improve practice and student
behavior.
Gender Differences in Student Ethics: Are Females
Really More Ethical?
D'Arcy A. Becker and Ingrid Ulstad
Plagiary 2007 2(3): 1-19 (30 March 2020)
Abstract
Investigations of gender differences in student ethics have
yielded conflicting results. This study seeks to determine
whether gender effects persist when a student's major, psychological
gender and impression management are included in the analysis.
Prior research has considered these variables individually
as they relate to ethics, and each one would theoretically
cause gender differences to disappear. Students at three
universities participated in our research. Results from
515 students reveal significant gender differences that
do not fade as the three additional variables are included
in the analysis.
Paradise of Plagiarism: The Internet, Copyright,
and the
Mystery of Al-Sha'ar Al-Ghushash
Ronnie Pontiac
Plagiary 2007 2(4): 1-6 (19 April 2020)
Abstract
In spring 2005 a plagiarism scandal cast a shadow over the
online poetry world. Wild theories sprouted quickly. Who
was this Algerian poet named Al-Sha'ar Al-Ghushash who apparently
had worked hard to build a reputation as an up and coming
talent by mixing stolen poems with his own? What motivation
could he have had? Certainly he realized he would be caught
one day. Why devote so much effort to a fraud doomed to
fail? Many of the answers to these questions dreamed up
by denizens of the Internet were gloriously inventive.
A Preliminary Study to Identify the Extent of Self-Plagiarism
in
Australian Academic Research
Tracey Bretag and Saadia Carapiet
Plagiary 2007 2(5): 1-12 (25 May 2020)
Abstract
This paper reports on the preliminary findings from a pilot
project which sought to identify self plagiarism in Australian
academic publications. Ten Australian authors were selected
at random from top published authors on the Web of Science
(Social Science and Humanities) database. Evidence of textual
re-use was collected from 269 electronically available published
journal articles using the text-matching software program,
Turnitin. Self-plagiarism was defined for this study as
“10% or more textual re-use of any one previous publication
by the author without attribution”. The preliminary
findings suggest that textual re-use is widespread in academic
research, with 60% of the authors in the sample having committed
self-plagiarism in at least one of their published papers
in the period 2003-2006.
Personalizing the Anti-Plagiarism
Campaign
Geraldine DeLuca and Micha Tomkiewicz
Plagiary 2007 2(6): 1-15 (18 June 2020)
Abstract
In response to a pamphlet on ways to avoid plagiarism published
by their university, a science professor and an English professor
reflect on their own writing practices. They also explore
such topics as electronic plagiarism detectors, the history
of “imitation” in literature, the Popperian formulation
of the scientific method, the postmodern notion that “everything
is already written,” the problem of “unconscious
plagiarism,” Foucault’s “author function,”
and the different assumptions about truth made in the “objective”
work of science and the “subjective” work of the
humanities. They reflect on some reasons why teachers’
guidelines may foster plagiarism among students, and they
suggest ways to frame assignments that help students to do
their own work.
Ward Churchill's Twelve Excuses for Plagiarism
Thomas Brown
Plagiary 2007 2(7): 1-12 (30 August 2020)
Abstract
This article observes that Ward Churchill and his defenders
have offered twelve different excuses for the plagiarism
charges against Churchill. The excuses are contrasted with
the established ethical standards governing American scholars.
Each excuse is also compared against the available evidence
in Churchill's case specifically. It is found that several
of Churchill's excuses highlight ambiguities in the established
ethical standards, indicating the need for further debate
in the scholarly community in order to more precisely delineate
the boundary between ethical scholarship and unethical scholarship.
It is also found that the evidence of Churchill's plagiarism
overwhelms any ambiguities, and that each of his twelve
excuses fails to justify his plagiarism.
Chick Lit's Re-Packaging of Plagiarism: The Debate
Over Chick Lit's Influence on Authorship and Publishing
Rachel Smydra
Plagiary 2007 2(8): 1-8 (26 October 2020)
Abstract
A public charge of plagiarism involving Harvard undergraduate
Kaavya Viswanathan ignited a discussion about the creative
process of “chick lit” books, and as a result,
the validity of the “chick lit” genre itself.
Viswanathan’s case involves much more than plagiarism
by a first-time author; the case has made many take a
closer look at the publishing industry--how it operates,
the pressures that may lead to plagiarism for “chick
lit” writers, and behaviors that ignore the use
of authors’ intellectual property in the pursuit
of revenues and profits. Because of the influential role
of book packagers, the rehashing of plots, and collaborative
authorship, the value and place of the genre on bookshelves
and in the classroom are in question. “Chick lit”
supporters contend that the genre allows writers to construct
texts with contemporary plots that further engage readers
to rethink and contribute to feminist discourse. Critics
contend, however, that book packagers are manipulating
authors, editors, publishers, and even the stories themselves.
Consequently, the genre is altering not only readers’
expectations, but also the cultural framework of what
constitutes acceptable behavior by those involved in publishing.
Fighting Plagiarism With Humor
Jerry Bornstein
Plagiary 2007 2(9): 1-7 (4 December 2020)
Abstract
The case for using humor as a tactic in combating plagiarism
among college students is described. A web site parodying
term paper mill sites, writeyourowntermpaper.com, was
developed to help students understand what plagiarism
is and warn them against the consequences of academic
dishonesty. The site uses non-academic language as well
as humor to convey its message, and is intended to supplement
existing, traditional instructional plagiarism avoidance
tools. Results of a student in-class survey indicate
that the use of humor does not trivialize the seriousness
of plagiarism in students’ eyes.
The full text of all papers and perspectives
articles will be made available through the University of Michigan's
Scholarly Publishing Office in structured electronic text format.
Links to advance online versions of these articles appear after
the abstracts above. Hardcopy annual version will be published
at the end of each calendar year. The views, opinions, and research
results in these "Papers and Perspectives" articles
are those of the respective authors who assume
full responsibility for their article content per the Plagiary
submissions guidelines. Responses
and critiques relating to these "Papers and Perspectives"
may be sent to the Editor. Authors will be given an opportunity
to reply prior to publication of any responses/critiques.
Paper proposals and manuscripts accepted for publications
consideration on an ongoing basis.
Plagiary represents a wide range of research
topics which address general and specific issues relating to plagiarism,
fabrication, and falsification. Devoted specifically to the scholarly,
cross-disciplinary study of plagiary and related behaviors across
genres of communication, Plagiary features research articles
and reports on discipline-specific misconduct, case studies (historical
and modern; inter-/intra-lingual), legal issues, literary traditions
and conceptualizations, popular genres of discourse, detection
and prevention, pedagogy (cheating & academic integrity),
technical reports on related phenomena, and other topics of clear
relevance (parody, pastiche, mimicry) along with book reviews
and responses to published articles.
See the "Information for Authors"
page for further details.
Send queries to the Editor of Plagiary
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