Plagiarism detection

About: Plagiarism detection is a research topic. Over the lifetime, 1790 publications have been published within this topic receiving 24740 citations.

Avoiding ‘de-plagiarism’: Exploring the affordances of handwriting in the essay-writing process:

Abstract: This article discusses and challenges the increasing use of plagiarism detection services such as Turnitin and Grammarly by students, arguing that the increasingly online nature of composition is h...

iPlag: Intelligent Plagiarism Reasoner in scientific publications

Abstract: Existing anti-plagiarism tools are, in fact, text matching systems but do not make accurate judgments about plagiarism. Texts that are acceptable to be redundant and texts that are cited properly are all highlighted as plagiarism, and the real decision of plagiarism is left up to the user. To reduce the human input and to give more reliance to automatic plagiarism detectors, we propose an Intelligent Plagiarism Reasoner (iPlag), which works by combining several analytical procedures. Scholarly documents under investigation are segmented into logical tree-structured representation using a procedure called D-SEGMENT. Statistical methods are utilised to assign numerical weights to structural components under a technique called C-WEIGHT. Relevance ranking (R-RANK) and plagiarism screening approaches (P-SCREEN) are adjusted to incorporate structural weights, citation evidences, syntax-based and semantic-based methods into plagiarism detection results. We encourage current plagiarism detection systems to adapt the proposed framework.

An Investigation of Plagiarism Software Use and Awareness Training on English as a Foreign Language (EFL) Students.

Abstract: Plagiarism is often considered as cheating, dishonesty, copying, or moral failing in writing because it is the act of stealing others’ language and ideas without proper citation or paraphrasing. However, this idea is not universally shared because people from different cultural backgrounds are likely to conceptualize plagiarism differently. To fill the gap in teachers’ perceptions and investigate students’ actual plagiaristic behavior, this study aims to detect the extent of plagiarism in students’ English summary writing by adopting plagiarism-detection software, Turnitin. The present study draws on both quantitative and qualitative data to investigate whether discrepancy exists between students’ perceptions of plagiarism and their actual plagiaristic behavior, and whether student behavior changes after their awareness training on plagiarism. The results of this study show that student plagiaristic behavior has changed and the awareness of adoption of plagiarism-detection software significantly has reduced the instances of textual plagiarism. It is thus noted that students who were aware that a plagiarism detection system was in use had lower percentages of plagiarism. However, no obvious relationship is observed between plagiarism awareness and the students’ actual plagiaristic behavior. The implications of these findings on pedagogical practice and future research are discussed and presented.

Links are not enough: Using originality reports to improve academic standards, compliance and learning outcomes among postgraduate students

Abstract: Training students on the interpretation of originality reports generated by an electronic evaluation tool can assist with the reduction of unintentional plagiarism. An initial trial by the Sydney Business School, a postgraduate faculty of the University of Wollongong, has demonstrated that a proactive approach, based on pedagogical principles, can have a positive impact on the improvement of student writing skills when compared to a retributive justice approach reliant on a student's ability and initiative in accessing internet support resources. This paper argues that higher education should not rely on links to internet-based information, policies, and systems, to educate students in highlighting the seriousness and consequences of allegations of plagiarism. The trial at SBS supplemented the use of an electronic plagiarism detection tool with instructions given by the lecturer, related to the subject assessment tasks, and discussions both on the benefits of using originality reports and how to use these reports effectively to improve students' writing, thus providing positive motivation and consistent academic support and guidance. This paper proposes that this more proactive 'informed' approach can ultimately achieve better results for students, academics, and institutions.