Course Plagiarism Statement

By Council of Writing Program Adminstrators


What Is Plagiarism?

Definition: In an instructional setting, plagiarism occurs when a writer deliberately uses someone else’s language, ideas, or other original (not common-knowledge) material without acknowledg­ing its source.

This definition applies to texts published in print or on-line, to manuscripts, and to the work of other student writers.

Most current discussions of plagiarism fail to distinguish between:

submitting someone else’s text as one’s own or attempting to blur the line between one’s own ideas or words and those borrowed from another source, and

carelessly or inadequately citing ideas and words borrowed from another source.

Such discussions conflate plagiarism with the misuse of sources.

Ethical writers make every effort to acknowledge sources fully and appropriately in accordance with the contexts and genres of their writing. A student who attempts (even if clumsily) to identify and credit his or her source, but who misuses a specific citation format or incorrectly uses quota­tion marks or other forms of identifying material taken from other sources, has not plagiarized. Instead, such a student should be considered to have failed to cite and document sources appropri­ately.

What are the Causes of Plagiarism and the Failure to Use and Document Sources Appropri­ately?

Students who are fully aware that their actions constitute plagiarism—for example, copying pub­lished information into a paper without source attribution for the purpose of claiming the informa­tion as their own, or turning in material written by another student—are guilty of academic mis­conduct. Although no excuse will lessen the breach of ethical conduct that such behavior repre­sents, understanding why students plagiarize can help teachers to consider how to reduce the op­portunities for plagiarism in their classrooms.

Students may fear failure or fear taking risks in their own work.

Students may have poor time-management skills or they may plan poorly for the time and effort required for research-based writing, and believe they have no choice but to plagia­rize.

Students may view the course, the assignment, the conventions of academic documenta­tion, or the consequences of cheating as unimportant.

Teachers may present students with assignments so generic or unparticularized that stu­dents may believe they are justified in looking for canned responses.

Instructors and institutions may fail to report cheating when it does occur, or may not enforce appropriate penalties.

        Students are not guilty of plagiarism when they try in good faith to acknowledge others’ work but fail to do so accurately or fully. These failures are largely                the result of failures in prior teaching and learning: students lack the knowledge of and ability to use the conventions of authorial attri­bution. The                        following conditions and practices may result in texts that falsely appear to represent plagiarism as we have defined it:

Students may not know how to integrate the ideas of others and document the sources of those ideas appropriately in their texts.

Students will make mistakes as they learn how to integrate others’ words or ideas into their own work because error is a natural part of learning.

Students may not know how to take careful and fully documented notes during their re­search.

Academicians and scholars may define plagiarism differently or more stringently than have instructors or administrators in students’ earlier education or in other writing situations.

College instructors may assume that students have already learned appropriate academic conventions of research and documentation.

College instructors may not support students as they attempt to learn how to research and document sources; instead, instructors may assign writing that requires research and expect its appropriate documentation, yet fail to appreciate the difficulty of novice academic writ­ers to execute these tasks successfully.

Students from other cultures may not be familiar with the conventions governing attribu­tion and plagiarism in American colleges and universities.

  In some settings, using other people’s words or ideas as their own is an acceptable practice for writers of certain kinds of texts (for example, organizational documents), making the concepts of plagiarism and documentation less clear cut than academics often acknowledge and thereby confusing students who have not learned that the conventions of source attri­bution vary in different contexts.

You may also want to check APA wrting styles and plagiarism information at The Owl At Purdue,  Finally, check the college’s bookstore, library or other online resources. The cost may range from as low as $5.95 to $25.95. One text you may want to purchase Diana Hacker’s (2007). A Writer’s Reference. (6th Ed). New York: Bedford/St. Martin’s.

Course penalities are:


Reduced Grade

Formal Notice to Department