Plagiarism

Plagiarism

The documentation of sources is considered fundamental in college, and it determines one’s excellence or failure in a course or assignment. It is dependent on the intensity of the offense (Lose, 2011). In a section of her book ‘A Writer’s Reference with Resources for Multilingual Writers and ESL’, Diana Hacker delves into plagiarism and offers a number of suggestions on avoiding it. As new kinds of sources for research and writing continually become available, students increasingly find it a hard task to avoid plagiarism.

In a reflective response to Hacker’s book, I was able to understand that proper writing requires one to draw upon the ideas and words of another and the underlying human progress on intellectual heritage. When this is not followed in writing, it results in plagiarism. Therefore, from Hacker’s perspective, plagiarism implies using another person’s resource without acknowledging it. Resources in this context imply original ideas, research, strategies, graphics, art and other creative material. The work may include pictures, writing, diagrams, graphs, and other recording or communication media. It may also include innovative terminology, phrases, sentences and formatting (Hacker, 2007).

In her attempt to help writers and students alike to avoid plagiarism, Hacker offers several suggestions to this cause. Among them, include proper means of citing borrowed ideas and quotations. In this regard, quotations should be closed using quotations marks. The other suggestion she offers involves expressing paraphrases and summaries in one’s own words. Using a similar structure in a sentence spells out poor paraphrasing (Eastment, 2005).

Hacker advises that the most suitable methods of paraphrasing involve putting the source in the background, attempt to write from memory and then counterchecking for purposes of accuracy. Another way of avoiding plagiarism involves avoiding paraphrasing through minor changes on the original source. For example, substituting ‘fewer’ for ‘less’, altering the layout of the spread sheet, and writing the order of the sentence in reverse. In case one is not familiar with an idea, information, or word used in a given source, then they should be cited. However, Hacker stresses that citation has a limitation, as well. In this case, one is not strictly required to cite information that is regarded as common knowledge (Hacker, 2007). For example, a statement such as ‘Abraham Lincoln is the 16^th president of the United States’ is common knowledge. It therefore does not need to be cited.

Hacker points out that instructors can also assist students eliminate accidental plagiarism in the classroom by fostering good research habits. It is my understanding that students sometimes plagiarize unknowingly because they lack an understanding on what sources should be cited and when it should be done, how the documentation mechanics work, and the complexities of summarizing and paraphrasing. These students are in need of tools that inculcate effective research practices as well as providing opportunities to test new skills (Hacker, 2007). Practice should be considered an essential part of the learning process. One can improve his or her writing when they convey ideas through their own words, ideas, and thoughts.

In conclusion, I can attest that Hacker’s book has given me a better outlook on the issue of plagiarism. It is my belief and consideration that plagiarism constitutes a breach of ethics from an academic perspective. Hacker has endowed me with valuable knowledge on the implications associated with plagiarism and the suitable ways of avoiding it.

Reference

Eastment, D. (2005). Plagiarism. Elt Journal, 59, 2, 183-184.Hacker, D., Sommers, N. I., Jehn, T. R., Rosenzweig, J., & Carbajal, V. H. M. (2007). A writer’s reference. Boston: Bedford/St. Martins.

Lose, G. (2011). Plagiarism. International Urogynecology Journal and Pelvic Floor Dysfunction, 22, 8, 903-904.