Why do students Plagiaries

Custom Student Mr. Teacher ENG 1001-04 23 October 2016

Why do students Plagiaries

It has been claimed that students with English as a second language background are more likely to plagiarise. Lack of information been given to students to whether it is right to copy journal article word by word or they should reference it. Throughout this essay I will illustrate the reasons to why students tend to plagiarise, what are the key factors that lead students to plagiarism, whether it is lack of information been given out or it is those students who have less time managements and less skilled on how to be organised. It is argued though this essay that students who study English as a second language are more likely to plagiarise, due to the misunderstanding of copy paste and lack of education.

Students with second language background are more likely to plagiarise due to the fact that students have been given the wrong information wether it is right to copy paste other students, or journal articles, the structure the way to reference, there has been claimed that students have less knowledge about copy paste. (Kathryn, 2003, p. 4)

Illustrates that students have a corruption not only in their cultural background to be given the right to copy paste but rather in their education system and in that particular country as well. However, it is also argued that students have less knowledge about plagiarism, and they are unsure of the outcome. (Carroll, 2002, p. 2) argues that students do not intensely want to plagiaries but yet they do not know what plagiarism is.

The lack of information system has a huge impact on students’ education especially to those students, who study at different universities around the world, tend to face lots of barrios including plagiarism, and that may effect on their outcome, ether they fail or be expelled, depends on university’s regulations. (Howard, 2000,p. 1) suggests that the penalty of incited writing, should be a failing grade.

(Kathryn, 2003, p. 13) mentions a ‘Response of a Professor, A’, who was recently new teacher at that time, had a student handed out a her work, which was almost been copied a sources from the Internet word by word and were about to fail that student, however he asked a teacher and their response was ‘in some cultures copying is quite common and even considered as a compliment,’ he was then advised to discuss plagiarism with the students.

‘Response of a professor, A ’ is a countless explanation of how students with different background tend to plagiaries with out noticing what the outcome would be, since they have been taught that it is fine to copy other sources with out citing or paraphrasing. Students must have a knowledge about plagiarism whether it is fine to copy or not, student should be informed that copying other sources is as theft and the outcome results would be a fail or expelled. The two key factors of why a second language student tends to plagiaries are, A, students ‘Intention’ to plagiaries and B, ‘Unintentional’ to plagiaries.

Students who are intentionally to plagiaries is due to the fact that they have been taught that it is fine to copy other source based on the knowledge of students being perceived and understanding what they have been writing about. The reasons why students tend to intently plagiaries is also argued that lack of organization, the pressure on the students who are willing to pass, the social norms gaining such behavior and the way to cheat the system and pass with success marks. (Niall & Lucas, 2011, p. 14) suggest that “In Asia, China and Greece, high marks were seen as important in terms of finding a good job, but especially

for them to undertake an overseas postgraduate program may lead to cheating”. Consequently, students lean towards plagiarizing, aimed at a greater opportunity in fining ‘the perfect job’, many students in Asia always seek the easiest way to a accomplish their pathway in a successful job opportunity. However, there are students who unintentionally want to plagiaries, it has been argued that students with less understanding of what precisely plagiarism is, and how to avoid plagiarism. (Kathryn, 2003,p. 2) argues that the main argument is not the concept of plagiarism but is how to avoid

it not how to define it. (Hu, 2001, p. 54) argues that students in china and Italy study science and history are advised to copy an answer from a source as given by their teachers. (Hyland, 2001 cited by Sherman p. 375) states that Italian students who copy a source and notes the authors name, it was considered as showing respect. Yet in other cultures teachers suggest that it is a useful learning strategy (Hu, 2001, cited by Kathryn, p. 6) mentions that the development of students writing is considered as a concept of ‘Patchwriting’, which it is mainly considered as plagiarism, yet teachers consider it as a meaningful way to develop a second language students in writing skill.

(Howard 1993) however, states that ‘Patchwriting’ as “copying from a source text and then deleting some words” it is argued that it are a form of writing skill. (Hu, 2001,p. 57) also states that ‘Patchwriting is considered as a significant writing strategy. Second language students are been targeted as one of the top plagiarise students in universities. It is argued that students with a native background tend to plagiarise because they have limited skills in referencing, paraphrasing, summarising and management.

Native students who struggle to write a research conducted by them with the time frame, they tend to plagiarise and conduct their research. Students lean to plagiarise due running out of time or being irresponsibly and they face catastrophic out come. (Kathryn, 2003,p. 8) illustrates that a faculty had conducted a survey in ESL classroom, asking students why they avoid ‘summarising, paraphrasing and citations,’ which was recommended as less direct approach with students, (Hayland, 2001 Cited by Kathryn, p. 8) suggested that plagiarism is a kindly a sensitive topic, and teachers tend to discuss with students orally, with a clear understanding of plagiarism, regardless of where they have came from.

Students should be informed of plagiarism and its regulations specially a second language students who have less knowledge of the education system, where students must submit their assignments on a data pass called ‘turn-it-in’, which it is programed to detect a plagiarised words been used by students with out being cited as a reference. (Eve & Heather, 2013) suggest that it is the facilities responsibility to insure students and teachers the procedures and penalties for plagiarism.

(Marca & Kathleen 2007,p. 13) suggest that students should be informed by their teachers to enhance their capabilities in academic skills and be insured by current ideas of literacy and media literacy, on conducting research, which requires more complexity then rather they find from the internet and copying them, but should be advised and clarified the meaning of plagiarism so that they wont fall in that category. In conclusion I want to state that, students shouldn’t be the only blame for plagiarising but also their education system.

Throughout this Essay I have concluded the reasons why students in second language tend to plagiarise, due to the lack of education system, students managements and skills, which it has a great influence on why students plagiarise, and also I have illustrated the key components to those reasons. It is argued by (Kathryn, 2003, p. 4) that students have a corruption not only in their cultural background to be given the right to copy paste but rather in their education system and in that particular country as well. Second language students tend to face catastrophic out come due to the education system they come from.

It is argued that it is not only students’ responsibilities but also rather teachers who are guidance and they should inform them about plagiarism. References Carroll, J. (2002). Suggestions for teaching international students more effectively. Learning and Teaching Briefing Papers Series, Oxford Brookes University. Retrieved April 1, 2005 from: www. brookesac. uk/services/ocsd Eve, K & Heather, A (n. d. ). Issues of Academic Integrity: Retrieved 10 October, 2013, from http://www. griffith. edu. au/__data/assets/pdf_file/0009/119466/GPG-I AI. pdf – Karen, T. (2003) Academic Plagiarism rules and ESL learning — mutually exclusive concepts, American University, Washington, DC. Retrieved from: http://citeseerx.

ist. psu. edu/viewdoc/download? doi= 10. 1. 1. 133. 5901&rep=rep1&type=pdf Howard, R. M. (1993). A Plagiarism Pentimento. Journal of Teaching Writing. 11 (3), 233-46. retreived from: http://citeseerx. ist. psu. edu/viewdoc/download? doi=10. 1. 1. 133. 5901&rep=rep1&type=pdf Howard, R. M. (2000, March). Sexuality, Textuality: The Cultural Work of Plagiarism. College English; Urbana; 62 (4), 1-13. retived from: http://citeseerx. ist. psu. edu/viewdoc/download? doi=10. 1. 1. 133. 5901&rep=rep1&type=pdf Hu, J. (2001). An Alternative Perspective of Language Re-use: Insights from Textual and Learning Theories and L2 Academic Writing.

English Quarterly. 33 (1), 52-62. retrived from: http://citeseerx. ist. psu. edu/viewdoc/download? doi=10. 1. 1. 133. 5901&rep=rep1&type=pdf Hyland, F. (2001, October). Dealing with Plagiarism when Giving Feedback. ELT Journal. 55 (4), 3 75-81. Retrived from: http://citeseerx. ist. psu. edu/viewdoc/download? doi=10. 1. 1. 133. 5901&rep=rep1&type=pdf Wheeler, G. (2009). Plagiarism in the Japanese universities: Truly a cultural matter?. Journal of Second Language Writing. 18(1), 17-29. retrived from : http://apfei. edu. au/resources/bibliography/plagiarism-japanese-univ ersities-truly-cultural-matter.


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  • University/College: University of Arkansas System

  • Type of paper: Thesis/Dissertation Chapter

  • Date: 23 October 2016

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