Information Literacy Outcome #5 is that students should understand economic, legal, and social issues surrounding the use of information; and they should access and use information ethically and legally. Outcomes could include describing censorship or identifying plagiarism.

Information | Detection Services | Policies | Accusations against Historians | Iraq Dossier | Faculty Conversation

Help stop Plagiarism!  A pamphlet for students.  

Plagiarism Information

Barlow, John Perry. "The Economy of Ideas: A framework for patents and copyrights in the Digital Age. (Everything you know about intellectual property is wrong.)." <>.

Carbone, Nick.  "Thinking and Talking about Plagiarism." <>. See also The Bedford/St. Martin's Workshop on Plagiarism. <>.

Council of Writing Program Administrators. "Defining and Avoiding Plagiarism: The WPA Statement on Best Practices."   <> [Click on the link to a pdf download: WPA Statement on Plagiarism].

Hinchliffe, Lisa. "Cut-and-Paste Plagiarism: Preventing, Detecting and Tracking Online Plagiarism." (May 1998) reprinted at <>.

Leland, Bruce H. "Plagiarism and the Web." (29 Jan 2002) <>. 

McKenzie, Jamie. "The New Plagiarism: Seven Antidotes to Prevent Highway Robbery in an Electronic Age." The Educational Technology Journal. Vol 7, No 8 (May 1997) <>. 

Ryan, Julie J. C. H. "Student Plagiarism in an Online World."  Prism Online. (December 1998) <>.[with links to "plagiarism-fighting tools"]

Simmonds, Patience. "Plagiarism and cyber-plagiarism: A guide to selected resources on the Web." C&RL News, June 2003 Vol. 64 No. 6. <>

Stolley, Karl, ed. "Avoiding Plagiarism." Purdue University Online Writing Lab. (May 12, 2006) <>.

University of Alberta Libraries. "A Faculty Guide to Cyber Plagiarism."  (2002) <>.

Williams, Sharon. "Avoiding Plagiarism." Hamilton College Writing Center. <>.

Writing Tutorial Services, Indiana University, Bloomington, IN, "Plagiarism, What It is and How to Recognize and Avoid it."  <>.

Plagiarism Detection Services

Glatt Plagiarism Services, Inc.: <>. <> briefly discusses the problem of plagiarism, but really is about the service of and its proprietary technologies to prevent copying and reuse of papers.  

Some plagiarism policies at King's College

Dr. J. M. Wallace, Core 110 Effective writing.  

Student Conduct Code, Academic Honesty.

Dr. B. A. Pavlac,

The Writing Center,

Plagiarism and the Professionals

Hilden, Julie. "A Legal Remedy for Plagiarism? Rethinking the Ambrose and Goodwin Plagiarism Scandals." FindLaw's Legal Commentary. (Feb. 7, 2002) <>. The author suggests that confidential statements which settle plagiarism lawsuits be published.  

Jensen, Richard. "The Plagiarism Problem." Organization of American Historians. (August 2002) <>. Sharply critical of the attacks on Stephen E. Ambrose's writing by Mark Lewis of Forbes.

Lewis, Mark. "Plagiarism Controversy: Did Ambrose write Wild Blue or just Edit it?" (Feb. 27, 2002) <>.  Addresses concerns about The Wild Blue in particular, but includes some reference to the wider controversy.  

Nelson, Michael. "What's Happened to History?"  Center for History and New Media.(Sep. 16, 2002) <>. Covers aspects of the Stephen E. Ambrose and Doris Kearns Goodwin plagiarism accusations.

Posner, Richard A. "The Truth About Plagiarism; It's usually a minor offense and can have social value." Newsday (New York) May 18, 2003  <>.  Opinions about law, the Jayson Blair case and historians.  

United Kingdom Dossier on IRAQ

Evans, Dominic. Dossier author 'flattered' by plagarism.  Yahoo News. (February 7, 2003) <>.

BBC News. "A piece of plagiarism?" BBC news. (February 7, 2003) <>.

Rawson, Michael.  "Plagiarism: Curricular Materials for History Instructors"  AHA. 
<> (22 February 2005).

"Statement on Plagiarism." AHA <>.

A Faculty Conversation on Plagiarism was held on February 14, 2003 in the Gold Room at King's College.

Here are some of the results. 
(Special thanks to Tina Evans and Jennifer McClinton-Temple for sharing their notes)

We guided our discussion with three basic questions:
1. How should we define or describe plagiarism?
Does it get confused with mere bad citation, misuse of sources, mistakes?
How does it compare and contrast to other forms of cheating or academic dishonesty?

Faculty pointed out that definitions varied, although misappropriation of other people�s work was at the heart of the issue. Plagiarism compares to other forms of cheating. Faculty were divided on how much students were intentionally plagiarizing, or how much they remained ignorant of what constituted inappropriate work. Some said that most students knew they were cheating (doing something wrong), and were trying to get away with it because they considered it relatively harmless. Others thought that many students still had much to learn about citations, paraphrasing, use of sources, intellectual property, or even just finding their own voice. 

2. How do we discover plagiarism?
Are their problems or successes in phrase/string searches, �googling� or plagiarism services?

Do some assignments lend themselves to plagiarism more than others? 
One useful method to deal with students suspected of plagiarism is to talk with them. Some recommended that we use plagiarism-detection services, but no one had any experience with one. 
Although we did not want to focus on punishment, consequences are important, if plagiarism has been discovered. Some faculty thought any punishment should be left up to individual instructors. Others thought students should be reported to the Student Affairs office, in order to catch repeat offenders. 

3. How do we teach to prevent plagiarism?
Do we have examples of assignments, definitions, projects that would decrease the amount of plagiarism?
How can we as a faculty form coherent and consistent policies and practices?
How do we, as faculty, set an example?

Faculty contributed several useful suggestions for preventing plagiarism. Being clear from the beginning of class about plagiarism and its consequences was important. Professors should try to change assignments regularly to prevent current students from reusing papers from previous students. Paper topics need to be carefully defined, and specific sources could be required. Students could be required to turn in parts of the assignment, from thesis, to outline, to bibliographies, and the actual notes or copies of sources. The creation of a handbook for faculty and students about plagiarism might also be valuable. Joe Kraus has suggested a compulsory learning session for students guilty of plagiarism.
We hope faculty will continue to discuss the problems of plagiarism, perhaps actively engaging students, so that we may all be better aware of these issues of information literacy. 

Information | Detection Services | Policies | Accusations against Historians | Iraq Dossier | Faculty Conversation

Help stop Plagiarism!  A pamphlet for students.  

Last Revision: 12 April 2007

Information Literacy Home
Copyright © MMVII by Brian A. Pavlac
Questions, comments, suggestions?
Mail to:
This page has had
Hit Counter
hits since 9 February 2007.