Assignment On Plagiarism Business Administration

Assignment On Plagiarism Business Administration
Prepared For : MD. Faisal Shahriar BUS 101 BBA Business Administration Leading University , Sylhet
Prepared By : Abdullah ID : 1 2020 1 0006 . 31st Batch BBA Business Administration Leading University, Sylhet
Date > 03.07.2012
Plagiarism
What is Plagiarism?
Many people think of plagiarism as copying another's work, or borrowing someone else's original ideas. But terms like "copying" and "borrowing" can disguise the seriousness of the offense:
According to the Merriam-Webster Online Dictionary, to "plagiarize" means

to steal and pass off (the ideas or words of another) as one's own to use (another's production) without crediting the source to commit literary theft to present as new and original an idea or product derived from an existing source.
In other words, plagiarism is an act of fraud. It involves both stealing someone else's work and lying about it afterward.
Types of Plagiarism
Anyone who has written or graded a paper knows that plagiarism is not always a black and white issue. The boundary between plagiarism and research is often unclear. Learning to recognize the various forms of plagiarism, especially the more ambiguous ones, is an important step towards effective prevention. Many people think of plagiarism as copying another's work, or borrowing someone else's original ideas. But terms like "copying" and "borrowing" can disguise the seriousness of the offense:
Sources Not Cited

1. "The Ghost Writer" The writer turns in another's work, word-for-word, as his or her own. 2. "The Photocopy" The writer copies significant portions of text straight from a single source, without alteration. 3. "The Potluck Paper" The writer tries to disguise plagiarism by copying from several different sources, tweaking the sentences to make them fit together while retaining most of the original phrasing. 4. "The Poor Disguise" Although the writer has retained the essential content of the source, he or she has altered the paper's appearance slightly by changing key words and phrases. 5. "The Labor of Laziness" The writer takes the time to paraphrase most of the paper from other sources and make it all fit together, instead of spending the same effort on original work. 6. "The Self-Stealer" The writer "borrows" generously from his or her previous work, violating policies concerning the expectation of originality adopted by most academic institutions.
Sources Cited (But Still Plagiarized)

1. "The Forgotten Footnote" The writer mentions an author's name for a source, but neglects to include specific information on the location of the material referenced. This often masks other forms of plagiarism by obscuring source locations.
2.
"The Misinformer" The writer provides inaccurate information regarding the sources, making it impossible to find them.
3.
"The Too-Perfect Paraphrase" The writer properly cites a source, but neglects to put in quotation marks text that has been copied word-for-word, or close to it. Although attributing the basic ideas to the source, the writer is falsely claiming original presentation and interpretation of the information.
4.
"The Resourceful Citer" The writer properly cites all sources, paraphrasing and using quotations appropriately. The catch? The paper contains almost no original work! It is sometimes difficult to spot this form of plagiarism because it looks like any other well-researched document.
5.
"The Perfect Crime" Well, we all know it doesn't exist. In this case, the writer properly quotes and cites sources in some places, but goes on to paraphrase other arguments from those sources without citation. This way, the writer tries to pass off the paraphrased material as his or her own analysis of the cited material.
Internet Plagiarism
Content scraping is copying and pasting from websites
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and blogs.
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Free online tools are becoming available to help identify plagiarism, and there is a range of approaches that attempt to limit online copying, such as disabling right clicking and placing warning banners regarding copyrights on web pages. Instances of plagiarism that involve copyright violation may be addressed by the rightful content owners sending a DMCA removal notice to the offending site-owner, or to the ISP that is hosting the offending site. Detecting plagiarism even by detection tools can still be difficult, as plagiarism is often held to not only be the mere copying of text, but also the presentation of another's ideas as one's own, regardless of the specific words or constructs used to express that idea. However, many so-called plagiarism detection services can only detect blatant word-for-word copies of text.
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Why Students Plagiarize ?

There are many reasons students plagiarize. Sometimes deadlines come around more quickly than expected, sometimes assignments feel overwhelming, and sometimes the boundaries of plagiarism and research just get confused. But what situations are most likely to result in plagiarism? More importantly, how can they be avoided? Learning to identify the factors that make plagiarism an attractive alternative is the best way to stop it before it starts.
Intentional Plagiarism
Just like hacking into websites, plagiarizing papers can be something of a thrill in itself. For many students it becomes a question of ingenuity: "can I sneak a plagiarized paper past my professor?" But there is usually more behind intentional plagiarism than just the thrill of deception.
Searching vs. Researching

Today's students learn quickly that finding and manipulating data on the Internet is a valuable skill. With the wealth of information available online, the production of original analysis and interpretation may seem like "busy work" compared to finding the best or most obscure sources. Teach your students that the real skills they need to learn are interpretation and analysis -- how to process the information they find. Tell them that anyone with some basic knowledge can find information on the internet -- it's what they do with that information that is important.
"But their words are better"

Some students might think, "Why sweat over producing an analysis that has already been done better, by someone who knows more?" Students may also be intimidated by the quality of work found online, thinking their own work cannot compare. Tell your students that what interests you most is seeing how they understand the assigned topic, and how they develop their own style and voice. This might go a long way toward making them feel more comfortable with writing. Explain to them that you know writing is a learning process, and that you do not expect them to be as brilliant as experts who have devoted years to the subject. You may also want to let them know that their experiences and the context of your class give them a unique
perspective that may give them a far more interesting angle on the issues than those of the "experts."
Making the Grade

Students are under enormous pressure from family, peers, and instructors to compete for scholarships, admissions, and, of course, places in the job market. They often see education as a rung in the ladder to success, and not an active process valuable in itself. Because of this, students tend to focus on the end results of their research, rather than the skills they learn in doing it. Explain to your students that while they may be able to hide ignorance of particular facts or theories, research and writing skills make themselves very apparent to anyone evaluating them. In other words, your students' grades won't matter if they don't have the skills to show for them. Also, you may wish to emphasize improvement as a factor in grading, as this can encourage students to try developing their own abilities. This depends entirely upon your own pedagogical style, of course.
"Everyone else is doing it"

Students often justify plagiarism by pointing out that since their peers plagiarize, they must do the same to keep up. They feel faced with a choice: put in several hours of work and risk a mediocre grade with less time for other subjects, or do what their peers do and copy something good from the internet for an easy A with time to spare. One of the only ways to deal with this is by catching those students who do plagiarize. It takes a great deal of the pressure off of those who want to work honestly but are afraid of falling behind their peers.
Poor Planning
Students are not always the best judges of how much time their assignments will take. They may not be aware of the extent of work involved in a research paper, or may simply be overwhelmed by the task and put it off until the last minute, leaving them with no time for original work of their own. Scheduling stages of progress on their papers is a very effective way to deal with this. Having them submit bibliographies, outlines, thesis statements, or drafts on specified dates before the final draft is due will give them a good idea of the amount of work involved. It will also help them organize their time and make the task seem less overwhelming.
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. You may also want to send your students to our What is Plagiarism? page.
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.
Solution
Educational tips on plagiarism prevention

The most important steps in preventing plagiarism are those taken to address its causes. The strategies in this section are intended as guidelines to help you:
1. 2. 3. become aware of the reasons plagiarism occurs identify the different forms of plagiarism integrate plagiarism prevention techniques into your courses

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Assignment On Plagiarism Business Administration

Date > 03.07.2012

According to the Merriam-Webster Online Dictionary, to "plagiarize" means

Sources Not Cited

Sources Cited (But Still Plagiarized)

Why Students Plagiarize ?

Searching vs. Researching

"But their words are better"

Making the Grade

"Everyone else is doing it"

Plagiarism vs. Paraphrasing

Confusion About Expectations

Educational tips on plagiarism prevention

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