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Mengoli, Chiara. "Plagiarism." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amslaurea.unibo.it/20928/.
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This document aims to provide an overview of the current situation of plagiarism. This survey presents a taxonomy of various plagiarism forms and includes discussion on each of these forms. Moreover, it presents the existence of various tools and systems for detecting plagiarism. The easy access to the Web, its increasing use, and the development of technologies have led to the need to adapt plagiarism laws, implement new mechanisms anti-plagiarism or mechanisms of detection and empower people on the problem of plagiarism. Therefore, there will be a dedicated section for each of these aspects.
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Marsh, William Casey. "Knowledge incorporated : plagiarism and anti-plagiarism therapies in higher education /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2004. http://wwwlib.umi.com/cr/ucsd/fullcit?p3153697.
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Bodi, Lindsay Michelle. "Attitudes on Plagiarism." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1556198812753184.
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Paz, Enrique E. III. "Teaching Plagiarism: Discourse on Plagiarism and Academic Integrity in First-year Writing." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1407157979.
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Pereira, Rafael Corezola. "Cross-language plagiarism detection." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2010. http://hdl.handle.net/10183/27652.
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Plágio é um dos delitos mais graves no meio acadêmico. É definido como “o uso do trabalho de uma pessoa sem a devida referência ao trabalho original”. Em contrapartida a esse problema, existem diversos métodos que tentam detectar automaticamente plágio entre documentos. Nesse contexto, esse trabalho propõe um novo método para Análise de Plágio Multilíngue. O objetivo do método é detectar casos de plágio em documentos suspeitos baseado em uma coleção de documentos ditos originais. Para realizar essa tarefa, é proposto um método de detecção de plágio composto por cinco fases principais: normalização do idioma, recuperação dos documentos candidatos, treinamento do classificador, análise de plágio, pós-processamento. Uma vez que o método é projetado para detectar plágio entre documentos escritos em idiomas diferentes, nós usamos um language guesser para identificar o idioma de cada documento e um tradutor automático para traduzir todos os documentos para um idioma comum (para que eles possam ser analisados de uma mesma forma). Após a normalização, nós aplicamos um algoritmo de classificação com o objetivo de construir um modelo que consiga diferenciar entre um trecho plagiado e um trecho não plagiado. Após a fase de treinamento, os documentos suspeitos podem ser analisados. Um sistema de recuperação é usado para buscar, baseado em trechos extraídos de cada documento suspeito, os trechos dos documentos originais que são mais propensos de terem sido utilizados como fonte de plágio. Somente após os trechos candidatos terem sido retornados, a análise de plágio é realizada. Por fim, uma técnica de pós-processamento é aplicada nos resultados da detecção a fim de juntar os trechos plagiados que estão próximos um dos outros. Nós avaliamos o métodos utilizando três coleções de testes disponíveis. Duas delas foram criadas para as competições PAN (PAN’09 e PAN’10), que são competições internacionais de detecção de plágio. Como apenas um pequeno percentual dos casos de plágio dessas coleções era multilíngue, nós criamos uma coleção com casos de plágio multilíngue artificiais. Essa coleção foi chamada de ECLaPA (Europarl Cross-Language Plagiarism Analysis). Os resultados alcançados ao analisar as três coleções de testes mostraram que o método proposto é uma alternativa viável para a tarefa de detecção de plágio multilíngue.<br>Plagiarism is one of the most serious forms of academic misconduct. It is defined as “the use of another person's written work without acknowledging the source”. As a countermeasure to this problem, there are several methods that attempt to automatically detect plagiarism between documents. In this context, this work proposes a new method for Cross-Language Plagiarism Analysis. The method aims at detecting external plagiarism cases, i.e., it tries to detect the plagiarized passages in the suspicious documents (the documents to be investigated) and their corresponding text fragments in the source documents (the original documents). To accomplish this task, we propose a plagiarism detection method composed by five main phases: language normalization, retrieval of candidate documents, classifier training, plagiarism analysis, and postprocessing. Since the method is designed to detect cross-language plagiarism, we used a language guesser to identify the language of the documents and an automatic translation tool to translate all the documents in the collection into a common language (so they can be analyzed in a uniform way). After language normalization, we applied a classification algorithm in order to build a model that is able to differentiate a plagiarized text passage from a non-plagiarized one. Once the classifier is trained, the suspicious documents can be analyzed. An information retrieval system is used to retrieve, based on passages extracted from each suspicious document, the passages from the original documents that are more likely to be the source of plagiarism. Only after the candidate passages are retrieved, the plagiarism analysis is performed. Finally, a postprocessing technique is applied in the reported results in order to join the contiguous plagiarized passages. We evaluated our method using three freely available test collections. Two of them were created for the PAN competitions (PAN’09 and PAN’10), which are international competitions on plagiarism detection. Since only a small percentage of these two collections contained cross-language plagiarism cases, we also created an artificial test collection especially designed to contain this kind of offense. We named the test collection ECLaPA (Europarl Cross-Language Plagiarism Analysis). The results achieved while analyzing these collections showed that the proposed method is a viable approach to the task of cross-language plagiarism analysis.
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Verstraete, Claire. "Plagiarism : the cultural outbreak." Master's thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/8226.
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Includes bibliographical references.<br>The aim of this study is a conceptual and theoretical exploration of literary plagiarism. Chapter One traces various definitions of plagiarism and contrasts plagiarism with copyright infringement. It is argued that plagiarism is a social construct which cannot be defined solely in terms of textual features and must be contextualised. Authorial intention and reader reception play a key role in the discourse of plagiarism, since both reveal the prevailing contemporary textual ethics underlying textual production. The literature review in Chapter Two analyses the ways in which plagiarism has been interpreted in the last fifty years contrasting essentialist definitions of plagiarism with postmodern theories of plagiarism as a discourse of power. Plagiarism is contextualised within modern and postmodern aesthetics. In Chapter Three, the discourse of authorship as a stable and unified category is destabilised and challenged. What counts as plagiarism is argued to be inseparable from changing valorisations of authorship. Paradigms of authorship are then contrasted to illustrate how textual values change from one era to another, affecting dominant representations of authorship and plagiarism. Originality is explored as the pivotal construct on which the Romantic model of individual authorship depends - the model in which our current views of plagiarism have their origin. The plagiarist or 'nonauthor' is commonly viewed as everything the author is not: a copyist, unoriginal and immoral. Chapter Four analyses this construction of the plagiarist in the context of a South African case study in which Stephen Watson, Head of Department of English at the University of Cape Town, accused writer Antjie Krog of plagiarism. An analysis is made of the debate which ensued in a South African online journal, as well as of the press documentation surrounding the case. An interview was also conducted with Watson once the debate subsided. The conclusion reached from this study affirms that plagiarism is not an easily definable phenomenon since it depends on cultural notions that are in flux. Social, economic and technological changes also bring to bear on the literary institution, models of authorship and the consequent treatment of plagiarism. By enlarging the range of motivations for textual practices traditionally labelled as plagiarism, this thesis argues for a new conception of plagiarism, one that engages various discourse participants and contexts.
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Chong, Man Yan Miranda. "A study on plagiarism detection and plagiarism direction identification using natural language processing techniques." Thesis, University of Wolverhampton, 2013. http://hdl.handle.net/2436/298219.
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Ever since we entered the digital communication era, the ease of information sharing through the internet has encouraged online literature searching. With this comes the potential risk of a rise in academic misconduct and intellectual property theft. As concerns over plagiarism grow, more attention has been directed towards automatic plagiarism detection. This is a computational approach which assists humans in judging whether pieces of texts are plagiarised. However, most existing plagiarism detection approaches are limited to super cial, brute-force stringmatching techniques. If the text has undergone substantial semantic and syntactic changes, string-matching approaches do not perform well. In order to identify such changes, linguistic techniques which are able to perform a deeper analysis of the text are needed. To date, very limited research has been conducted on the topic of utilising linguistic techniques in plagiarism detection. This thesis provides novel perspectives on plagiarism detection and plagiarism direction identi cation tasks. The hypothesis is that original texts and rewritten texts exhibit signi cant but measurable di erences, and that these di erences can be captured through statistical and linguistic indicators. To investigate this hypothesis, four main research objectives are de ned. First, a novel framework for plagiarism detection is proposed. It involves the use of Natural Language Processing techniques, rather than only relying on the vii traditional string-matching approaches. The objective is to investigate and evaluate the in uence of text pre-processing, and statistical, shallow and deep linguistic techniques using a corpus-based approach. This is achieved by evaluating the techniques in two main experimental settings. Second, the role of machine learning in this novel framework is investigated. The objective is to determine whether the application of machine learning in the plagiarism detection task is helpful. This is achieved by comparing a thresholdsetting approach against a supervised machine learning classi er. Third, the prospect of applying the proposed framework in a large-scale scenario is explored. The objective is to investigate the scalability of the proposed framework and algorithms. This is achieved by experimenting with a large-scale corpus in three stages. The rst two stages are based on longer text lengths and the nal stage is based on segments of texts. Finally, the plagiarism direction identi cation problem is explored as supervised machine learning classi cation and ranking tasks. Statistical and linguistic features are investigated individually or in various combinations. The objective is to introduce a new perspective on the traditional brute-force pair-wise comparison of texts. Instead of comparing original texts against rewritten texts, features are drawn based on traits of texts to build a pattern for original and rewritten texts. Thus, the classi cation or ranking task is to t a piece of text into a pattern. The framework is tested by empirical experiments, and the results from initial experiments show that deep linguistic analysis contributes to solving the problems we address in this thesis. Further experiments show that combining shallow and viii deep techniques helps improve the classi cation of plagiarised texts by reducing the number of false negatives. In addition, the experiment on plagiarism direction detection shows that rewritten texts can be identi ed by statistical and linguistic traits. The conclusions of this study o er ideas for further research directions and potential applications to tackle the challenges that lie ahead in detecting text reuse.
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Liaqat, Ahmad Gull, and Aijaz Ahmad. "Plagiarism Detection in Java Code." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13231.
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Lancaster, Thomas. "Effective and efficient plagiarism detection." Thesis, London South Bank University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618675.
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Wålarö, Johannes. "Detecting visual plagiarism with perception hashing." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-166771.
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Classifying images and deciding algorithmically whether or not they are the same image is a complex problem in com-puter science. This report looks at using perceptual hashing in order to fingerprint images so that they may be matched to one and other. The results shows that threshold match-ing images can be done with good accuracy, while a zero distance match is not reliable in most scenarios. The con-clusion is that a hybrid approach that uses a more inclu-sive perception algorithm to filter out candidates for a more thorough algorithm might be a good choice.
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NILEP, Chad, and Wai Ling LAI. "Logical Thinking Education to Combat Plagiarism." 名古屋大学大学院国際言語文化研究科, 2014. http://hdl.handle.net/2237/20894.
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McCorkle, Sarah. "Exploring Faculty Responses to Student Plagiarism." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1585050654270478.
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Abreu, Bruna Batista. "Investigating plagiarism in the academic context." reponame:Repositório Institucional da UFSC, 2016. https://repositorio.ufsc.br/xmlui/handle/123456789/172572.
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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2016.<br>Made available in DSpace on 2017-01-24T03:18:06Z (GMT). No. of bitstreams: 1
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Previous issue date: 2016<br>Abstract : This thesis, organised into seven chapters, is about plagiarism in the academic context. It presents different perspectives to be considered in order to define plagiarism, an investigation of its origin and specificities in academia. Then, two different panoramas about how plagiarism has been treated are presented: 1) at UFSC (Universidade Federal de Santa Catarina), in which some problems were identified; and 2) at the UoB (University of Birmingham), as a series of consistent efforts have been made in the UK since 2002 to deal with plagiarism. The objective, then, was to analyse the approach adopted at the UoB in order to support the development of suggestions to improve the situation at UFSC. Therefore, it was possible to produce a proposal to UFSC in order to
work on detection and prevention through the creation and adoption of anti-plagiarism policies. These policies include the establishment of specific institutional rules and of an institutional structure to deal with cases of plagiarism, the offer of courses on academic writing, and the
oriented employment of detection software. The thesis also explores the difference between intentional and unintentional plagiarism as well as some strategies that are used to conceal especially the former, such as translation. It was intended to emphasise other aspects related to
plagiarism besides the usually focused ethical concerns, which are relevant, but they are out of the reach of teachers and linguists. Results pointed to the need of long-term changes in education, such as through the teaching of academic writing skills, and also of shorter-term measures, such as the implementation of policies to better approach plagiarism in universities. Such measures may provide a more effective means to combat plagiarism.<br><br>Esta tese, organizada em sete capítulos, trata de plágio no contexto acadêmico. São apresentadas discussões na área acerca da definição de plágio, sua origem e as especificidades do tema na academia. Em seguida, são introduzidos dois panoramas a respeito de como o plágio tem sido abordado: 1) na UFSC, onde se constataram alguns problemas; e 2) na Universidade Birmingham, em que foram encontradas importantes medidas no enfrentamento do plágio, pois desde 2002 o Reino Unido vem combatendo o problema. O objetivo do estudo foi o de analisar a abordagem adotada em Birmingham para assim se criar sugestões que pudessem ser aplicadas na UFSC. Desse modo, uma série de procedimentos são apontados para se trabalhar na detecção e prevenção de plágio por meio da criação e adoção de políticas anti-plágio na referida instituição. Tais políticas incluem o estabelecimento de regras específicas, a formação de uma estrutura institucional para se lidar com casos de plágio, a oferta de cursos sobre escrita acadêmica, e o uso orientado de ferramentas eletrônicas de detecção de similaridade textual. Além disso, é discutido na tese a diferença entre plágio intencional e não-intencional, e também se menciona a existência de estratégias que se utilizam para ocultar plágio (especialmente intencional), como a tradução. Foi considerado que seria importante enfatizar outros aspectos que não o caráter ético, importante e geralmente priorizado nas discussões sobre plágio. Embora tal aspecto seja relevante, ele escapa daquilo que professores e linguistas podem ajudar a solucionar. Os resultados apontam para a necessidade de se adotar medidas de longo prazo na educação, como por meio do ensino de escrita acadêmica, e também medidas de mais curto prazo, como a implementação de políticas anti-plágio em instituições de ensino superior. Tais medidas podem proporcionar um meio mais efetivo de se combater plágio no meio acadêmico.
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Harirforoosh, Sam, John B. Bossaer, Stacy D. Brown, Brooks B. Pond, Victoria P. Ramsauer, and David S. Roane. "Plagiarism Among Applicants for Faculty Positions." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/2310.
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To the Editor. Recently, Dr. DiPiro published an article in the Journal1 that discussed several aspects pertinent to the process of faculty recruitment, emphasizing an individual's “fit” within the culture of the hiring institution. In the present article, we discuss another aspect of “fitness” that became evident to our search committee during the 2010-2011 academic year...
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Henning, Johan, and Nicolai Hellesnes. "Detecting Plagiarism Patterns in student code." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-255049.
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Plagiarism has become a big concern in programming both in education and in the industry of software development. While a lot of effort have been put into detecting plagiarism, most of the it have been focused on detecting plagiarism in plain text. The methods for cheating has evolved as plagiarism detection has improved. This thesis looks at plagiarism in entry level programming courses to discover how wide spread the cheating is, and if plagiarism detection algorithms in conjunction with metadata from GitHub can be used to better detect cheating. More specifically the commit metadata from GitHub is used to see if any interesting patterns with students who plagiarize can be found. The dataset used in this thesis are GitHub repositories for the entry level programming courses DD1337 and DD1338 for the year of 2015. The data set consists of 17 programming assignments with around 200 student submissions per assignment. The plagiarism detection tools used were MOSS and for each week the 10 most suspicious submitted assignments were added to a suspicious-list which were later used to help find patterns in students that plagiarize. The results show that the suspicious students on average had 5.27 commits per assignment, while the non-suspicious students had 6.49 commits on average per assignment. This is to say that suspicious students on average had a lower number of commits than the non-suspicious students. Future work includes testing with bigger data sets, and testing other metadata for finding other interesting patterns in cases of plagiarism.<br>Plagiat har blivit ett stort problem både på utbildningsnivå och inom industrin för mjukvaruutveckling. Trots att mycket tid och anstränging har lagts ned för att förbättra plagiatdetektering så har det mestadels fokuserat på vanlig text. Medan detekteringsmetoderna för att upptäcka plagiat har förbättrats så har även metoderna för att plagiera utvecklats. Denna uppsats fokuserar på plagiat inom programmeringskurser för förstaårsstudenter på datortekniklinjen på KTH för att se hur utrbrett plagiat är, och om plagiatdetekteringsalgorit- mer i samband med metadata från GitHub kan användas för att förbättra detekteringen av plagiat. Mer specifikt används antal commits metadatan från GitHub för att se om intressanta mönster för studenter som plagierar kan upptäckas. Datasetet som användes i denna rapport är GitHub repositories från programmeringskurserna DD1337 och DD1338 från 2015. Datasetet består av 17 programmeringsuppgifter med ungefär 200 inlämningar för varje uppgift. Plagiatdetekteringsverktyget som användes är MOSS och för varje vecka togs de 10 mest misstänkta inlämningarna och lades till i en lista med misstänkta inlämningar som sedan användes för att hitta mönster för studenter som plagierar. Resultat visar att de misstänkta studenterna i genomsnitt hade 5,27 commits per inlämning, medan de icke-misstänkta studenterna hade ett genomsnitt på 6,49 commits per inlämning. Detta innebär att de misstänkta studenterna i genomsnitt hade färre commits än vad de icke-misstänkte studenterna hade. Framtida studier inkluderar att testa med större datasets, och att testa med annan metadata för att se om andra intressanta mönster kan finnas för studenter som plagierar.
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Nilsson, Erik. "Abstract Syntax Tree Analysis for Plagiarism Detection." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-80888.
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Today, universities rely heavily on systems for detecting plagiarism in students’essays and reports. Code submissions however require specific tools. A numberof approaches to finding plagiarisms in code have already been tried, includingtechniques based on comparing textual transformations of code, token strings,parse trees and graph representations. In this master’s thesis, a new system, cojac,is presented which combines textual, tree and graph techniques to detect a broadspectrum of plagiarism attempts. The system finds plagiarisms in C, C++ and Adasource files. This thesis discusses the method used for obtaining parse trees fromthe source code and the abstract syntax tree analysis. For comparison of syntaxtrees, we generate sets of fingerprints, digest forms of trees, which makes thecomparison algorithm more scalable. To evaluate the method, a set of benchmarkfiles have been constructed containing plagiarism scenarios which was analyzedboth by our system and Moss, another available system for plagiarism detection incode. The results show that our abstract syntax tree analysis can effectively detectplagiarisms such as changing the format of the code and renaming of identifiersand is at least as effective as Moss for detecting plagiarisms of these kinds
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Steier, Martin. "Discovering plagiarism in entry level programming assignments." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-212059.
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Plagiarism in programming assignments has been a problem for a long time, and while the schools try to stop it, it is an ever ongoing game of cat and mouse between students and the schools. When students find new ways to hide their plagiarism, others develop new tools to find it again. This thesis looks specifically at plagiarism in entry level coding assignments, where the code is usually much simpler, and if it is possible to use the structure of the program code to detect plagiarism. The structural properties chosen is the abstract syntax tree for the code along with the codes call graph. The syntax tree contains the programs general structure and the call graphs are used in an attempt to find plagiarism where plagiarized code has been split up in smaller parts. For comparison a well established algorithm called MOSS is used. The results shows that the abstract syntax tree and call graph can be used to identify plagiarism, but it seems it is not worth the additional effort needed to use algorithms based on program structure, as it seems the plagiarism done for these assignments is quite simplistic. Additional research should instead be done to find out more on how students actually cheat in these entry level assignments and develop methods to counter those specifically.<br>Plagiering i programmeringsuppgifter i skolan har varit ett problem under lång tid. Skolorna försöker stoppa det men det är en ständigt pågående katt och råtta-lek mellan skolorna och eleverna. När studenterna hittar nya sätt att dölja plagiat så skapar någon annan nya metoder för att upptäcka det. Den här rapporten kommer att fokusera specifikt på plagiering i instegsuppgifter för programmering, där programmen oftast är mycket enklare och om det är möjligt att använda programstrukturen i dessa för att upptäcka plagiat. De strukturella egenskaper som används är programmens abstrakta syntaxträd och anropsgrafer. Syntaxträdet innehåller programmets generella struktur och anropsgraferna används för att försöka hitta plagiat där den plagierade programkoden har delats upp i mindre delar. Som jämförelsealgoritm används en väletablerad algoritm som kallas MOSS. Resultaten visar att det är möjligt att använda det abstrakta syntaxträdet och anropsgrafen för att upptäcka plagiering, men det verkar inte vara värt det extra arbete som krävs för att implementera algoritmer baserade på strukturella egenskaper. Detta då de plagiat som gjorts för dessa uppgifter är simpla. Mer forskning bör istället fokusera på exakt hur studenter fuskar i dessa uppgifter och utveckla metoder för att specifikt upptäcka dessa.
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Lewis, Norman Paul. "Paradigm disguise systemic influences on newspaper plagiarism /." College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/6803.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.<br>Thesis research directed by: Journalism. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Alsallal, M. "A machine learning approach for plagiarism detection." Thesis, Coventry University, 2016. http://curve.coventry.ac.uk/open/items/7e903a56-4845-4852-b1a8-2849b1cdb08a/1.
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Plagiarism detection is gaining increasing importance due to requirements for integrity in education. The existing research has investigated the problem of plagrarim detection with a varying degree of success. The literature revealed that there are two main methods for detecting plagiarism, namely extrinsic and intrinsic. This thesis has developed two novel approaches to address both of these methods. Firstly a novel extrinsic method for detecting plagiarism is proposed. The method is based on four well-known techniques namely Bag of Words (BOW), Latent Semantic Analysis (LSA), Stylometry and Support Vector Machines (SVM). The LSA application was fine-tuned to take in the stylometric features (most common words) in order to characterise the document authorship as described in chapter 4. The results revealed that LSA based stylometry has outperformed the traditional LSA application. Support vector machine based algorithms were used to perform the classification procedure in order to predict which author has written a particular book being tested. The proposed method has successfully addressed the limitations of semantic characteristics and identified the document source by assigning the book being tested to the right author in most cases. Secondly, the intrinsic detection method has relied on the use of the statistical properties of the most common words. LSA was applied in this method to a group of most common words (MCWs) to extract their usage patterns based on the transitivity property of LSA. The feature sets of the intrinsic model were based on the frequency of the most common words, their relative frequencies in series, and the deviation of these frequencies across all books for a particular author. The Intrinsic method aims to generate a model of author “style” by revealing a set of certain features of authorship. The model’s generation procedure focuses on just one author as an attempt to summarise aspects of an author’s style in a definitive and clear-cut manner. The thesis has also proposed a novel experimental methodology for testing the performance of both extrinsic and intrinsic methods for plagiarism detection. This methodology relies upon the CEN (Corpus of English Novels) training dataset, but divides that dataset up into training and test datasets in a novel manner. Both approaches have been evaluated using the well-known leave-one-out-cross-validation method. Results indicated that by integrating deep analysis (LSA) and Stylometric analysis, hidden changes can be identified whether or not a reference collection exists.
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Simpson, Mary (Mary Charlotte). "Benjamin Capps and the Sacajawea Plagiarism Case." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500591/.
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The investigation concerns a 1982 suit brought by Texas novelist Benjamin Capps and his publishers against the author and publisher of an historical novel, Sacajawea, alleging that the book contained approximately 145 instances of copyright infringement. Parallel-column exhibits of passages from the novel by Anna Lee Waldo and from Capps's writings illustrate the evidence submitted in court. The publishing history of the novel, brought out by Avon Books, is related, as well as the story of readers' discoveries of suspicious material and the ultimate litigation. A comparison is made of the original novel and a revised edition published in 1984. Using the Sacajawea case as a reference point, the study considers the state of ethics in the contemporary literary world.
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Івановська, Олександра Кирилівна. "Plagiarism: problems and influence on creative world." Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18245.
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Dearth, Melissa M. "Increasing Student Awareness and Knowledge of Plagiarism." Defiance College / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=def1281547263.
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Sousa, Silva Rui. "Detecting plagiarism in the forensic linguistics turn." Thesis, Aston University, 2013. http://publications.aston.ac.uk/20759/.
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This study investigates plagiarism detection, with an application in forensic contexts. Two types of data were collected for the purposes of this study. Data in the form of written texts were obtained from two Portuguese Universities and from a Portuguese newspaper. These data are analysed linguistically to identify instances of verbatim, morpho-syntactical, lexical and discursive overlap. Data in the form of survey were obtained from two higher education institutions in Portugal, and another two in the United Kingdom. These data are analysed using a 2 by 2 between-groups Univariate Analysis of Variance (ANOVA), to reveal cross-cultural divergences in the perceptions of plagiarism. The study discusses the legal and social circumstances that may contribute to adopting a punitive approach to plagiarism, or, conversely, reject the punishment. The research adopts a critical approach to plagiarism detection. On the one hand, it describes the linguistic strategies adopted by plagiarists when borrowing from other sources, and, on the other hand, it discusses the relationship between these instances of plagiarism and the context in which they appear. A focus of this study is whether plagiarism involves an intention to deceive, and, in this case, whether forensic linguistic evidence can provide clues to this intentionality. It also evaluates current computational approaches to plagiarism detection, and identifies strategies that these systems fail to detect. Specifically, a method is proposed to translingual plagiarism. The findings indicate that, although cross-cultural aspects influence the different perceptions of plagiarism, a distinction needs to be made between intentional and unintentional plagiarism. The linguistic analysis demonstrates that linguistic elements can contribute to finding clues for the plagiarist’s intentionality. Furthermore, the findings show that translingual plagiarism can be detected by using the method proposed, and that plagiarism detection software can be improved using existing computer tools.
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Stedman, Nicholas Geoffrey. "Copier comme autrefois, suivi de, L'art du plagiat : une intertextualité absolue." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=20475.
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This work presents three short fictional texts recounting certain significant passages in the career of our central character, Isidore Tousignant, plagiarism expert and expert plagiarist. A trainee journalist, later a doctoral student and finally a university lecturer, our wily protagonist explores the repetitions of journalism and the redundancies of amourous discourse; textual duplicity in literary research; and perversions of professorial authority and authorial integrity in an academic context.<br>In the acompanying critical essay, we present varied notions of literary plagiarism, supported by selected works of Charles Nodier, Jorge Luis Borges, and Danilo Kis, and we propose certain possible avenues of inquiry into the subject, referring principally to the research of Michel Schneider, Gerard Genette, and Marilyn Randall.
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Asher, Shellie L., Kenneth V. Iserson, and Lisa H. Merck. "Society for Academic Emergency Medicine Statement on Plagiarism." WILEY, 2017. http://hdl.handle.net/10150/626119.
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The integrity of the research enterprise is of the utmost importance for the advancement of safe and effective medical practice for patients and for maintaining the public trust in health care. Academic societies and editors of journals are key participants in guarding scientific integrity. Avoiding and preventing plagiarism helps to preserve the scientific integrity of professional presentations and publications. The Society for Academic Emergency Medicine (SAEM) Ethics Committee discusses current issues in scientific publishing integrity and provides a guideline to avoid plagiarism in SAEM presentations and publications.
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Stark, Louisa-Jayne. "The effects of idea elaboration on unconscious plagiarism." Thesis, University of Plymouth, 2005. http://hdl.handle.net/10026.1/1919.
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Rates of unconscious plagiarism were investigated using Brown and Murphy's 3-stage paradigm. Initially, participants completed the creative Alternate Uses Test (generation phase) and then at test, recalled their original ideas (recall-own phase) and generated new ideas (generate-new phase). In both of the testing phases, participants plagiarised by reporting someone else's ideas as either their own idea or a new idea. Plagiarism rates increased over a one week retention interval (Experiment 2) and both active and passive participants were equally likely to plagiarise someone else's idea as a new idea (Experiment 1). When an elaboration phase was incorporated into the paradigm, following idea generation, different types of elaboration had clear and consistent effects on participant performance. Elaboration by rating ideas positively and negatively improved correct recall (Experiment 3) and rating the imaginability of ideas (Imagery-elaboration IE) and improving the ideas in three ways (generative-elaboration GE) also increased correct recall to a comparable degree (Experiment 4). In the generate-new phase, these different types of elaboration either reduced plagiarism (Experiment 4) or did not affect the level of plagiarism relative to control (Experiment 3, 5, 6, 7 & 8). However, in the recall-own phase, the GE alone consistently led to the highest levels of unconscious plagiarism (relative to IE or control, Experiment 4, 5, 6, 8). This pattern prevailed when participants were encouraged not to plagiarise by means of a financial incentive (Experiment 5) or when their memory was assessed more stringently by a source monitoring task (Experiment 9). IE did not result in such recalled intrusions, even when it was matched in terms of content to the GE (Experiment 6) or when IE was repeated (3 days after generation) and thus strengthened (Experiment 7). Also, strengthening IE did not affect plagiarism levels in a source monitoring task (Experiment 11). Strengthening GE, on the other hand served to dramatically inflate the observable intrusions in both a recall-own task (Experiment 8) and in a source monitoring task (Experiment 10). Therefore, contrary to a strength account, the probability of plagiarising another's ideas as one's own is linked to the generative nature of the elaboration performed on that idea, rather than its familiarity. The theoretical and practical implications of these findings will be discussed.
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Perleka, Erisa. "Plagiarism Detection : An Overview of Text Alignment Techniques." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for datateknikk og informasjonsvitenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-23404.
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The task of plagiarism detection is to look at a given document and establish whether it is an original or not. More specifically, it concerns the disclosure of which sentences or passages are plagiarised from which respective passages. The strategies of uncovering plagiarism rely on the kind of natural language representation chosen. Plagiarism detection asks for two major tasks. Retrieving a possible source document, and then performing the detailed analysis that would produce the exact detection result. This thesis is mainly concerned with the detailed analysis phase, more specifically with the problem of text alignment and the other subtasks that follow from it.
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Nawab, Rao Muhammad Adeel. "Mono-lingual paraphrased text reuse and plagiarism detection." Thesis, University of Sheffield, 2012. http://etheses.whiterose.ac.uk/2785/.
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Stedman, Nicholas Geoffrey. "Copier comme autrefois, suivi de, L'art du plagiat, une intertextualite absolue." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0002/MQ43955.pdf.
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Oetsch, Johannes, Martin Schwengerer, and Hans Tompits. "Kato: a plagiarism-detection tool for answer-set programs." Universität Potsdam, 2010. http://opus.kobv.de/ubp/volltexte/2010/4148/.
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We present the tool Kato which is, to the best of our knowledge, the first tool for plagiarism detection that is directly tailored for answer-set programming (ASP). Kato aims at finding similarities between (segments of) logic programs to help detecting cases of plagiarism. Currently, the tool is realised for DLV programs but it is designed to handle various logic-programming syntax versions. We review basic features and the underlying methodology of the tool.
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ERIKSSON, HÅKAN, and MARTIN SCHÖN. "Using a machine translation tool to countercross-language plagiarism." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-157497.
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Cross-language plagiarism is a type of plagiarism where texts from one languageare translated to another, concealing the origin of the text. This study tested if Google’s machine translation tool could be used as a preprocessor to a plagiarism detection tool in order to increase detection of cross-language plagiarism. It achieved positive results for detecting plagiarism in machine translated texts, while craftier plagiarised translations with higher degrees of obfuscation were harder to detect. Utilising even simple tools such as Google’s machine translation tool thus seems to indicate that steps to solving the problem of cross-language plagiarism can be taken.
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Albrektsson, Fredrik. "Detecting Sockpuppets in Social Media with Plagiarism Detection Algorithms." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-208553.
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As new forms of propaganda and information control spread across the internet, the need for novel ways of identifying them increases as well. One increasingly popular method of spreading false messages on microblogs like Twitter is to disseminate them from seemingly ordinary, but centrally controlled and coordinated user accounts – sockpuppets. In this paper we examine a number of potential methods for identifying these by way of applying plagiarism detection algorithms for text, and evaluate their performance against this type of threat. We identify one type of algorithm in particular – that using vector space modeling of text – as particularly useful in this regard.<br>Allteftersom nya former av propaganda och informationskontroll sprider sig över internet krävs också nya sätt att identifiera dessa. En allt mer populär metod för att sprida falsk information på mikrobloggar som Twitter är att göra det från till synes ordinära, men centralt kontrollerade och koordinerade användarkonton – på engelska kända som “sockpuppets”. I denna undersökning testar vi ett antal potentiella metoder för att identifiera dessa genom att applicera plagiatkontrollalgoritmer ämnade för text, och utvärderar deras prestanda mot denna sortens hot. Vi identifierar framför allt en typ av algoritm – den som nyttjar vektorrymdsmodellering av text – som speciellt användbar i detta avseende.
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Vasilopoulos, Eugenia. "Researching Plagiarism and Technology in Second Language Writing: “Becomings”." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42120.
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This dissertation is an experimentation in plugging in the work of Deleuze (1990, 1994, 1995), Deleuze and Guattari (1987, 1983, 1994) to create new concepts and methods in educational research. In doing so, I experiment in ‘the real’ through the process of learning, by designing, conducting, and reporting a qualitative empirical study on how second language (L2) writers in an English for Academic Purposes (EAP) program engage with technology in their academic writing, and how plagiarism may, or may not, relate to this process. As such, the research objectives of this study can be understood as: 1) to think differently about the interconnections between plagiarism and technology in L2 writing; and 2) to see what happens to the research when we do so.
At the heart of this study, and forming the onto-epistemological lens for inquiry, is a philosophy of immanence, transcendental empiricism, difference, and the actual/virtual. Additional concepts -- assemblage, becoming, affect, rhizome, molar/molecular, order-word, smooth/striated, event, learning, nomad, and war machine – are deployed to reconceptualize how plagiarism and technology shape L2 students’ writing, as well as the treatment of plagiarism within academic learning and educational research.
In more concrete terms, this study was conducted at a university-affiliated EAP program designed for international students who hold conditional-admission to their respective degree programs. Seven students and their teachers were recruited over the course of two semesters. Data sources include ongoing in-depth interviews, document analysis of students’ drafts, screen-cast recordings of the students’ writing process, and a researcher diary. Rhizoanalysis, a Deleuzian inspired non-method (Masny, 2016), was used to read the data and map connections between elements.
Five cartographic mappings in lieu of ‘findings’ are presented. These mappings do not attempt to provide a complete picture of reality represented in the data, but instead seeks to disrupt and problematize, and then create open space to think of what might be happening and how it might be happening differently. Seemingly straightforward ‘data’ is complicated in terms of: 1) the affective force of plagiarism; 2) the conditions for learning; 3) digital-tools and plagiarism detection; 4) the materiality of text; and 5) researcher-becoming.
Consistent with the call for concept creation to generate new thinking, I propose the concept of virtual-plagiarism to un-do our habit of tracing texts (as a response to alleged plagiarism) and move towards mapping the elements, intensities, forces, and flows by which plagiarism is actualized. Put to work, the concept of virtual-plagiarism de/reterritorializes both the student writers’ assemblage and the researcher assemblage, and ultimately disrupts the pedagogic and research practices in L2 academic writing that have long bound the issue of plagiarism to student ethics and/or student aptitude and intention. Just as this project aspires to rethink how plagiarism and technology shape L2 students’ writing and how this phenomenon can be researched, it also invites the reader to follow suit and reimagine how Deleuze- inspired methods and concepts can affect (their own) teaching and educational research practices.
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Housley, Meghan K. "The power of cryptomnesia: Interpersonal power and inadvertent plagiarism." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1279124757.
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Kapela, Cristopher A. "Confronting Plagiarism: Replicating Wheeler's Study in an ESL Environment." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo154455035758733.
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Bergman, Adam. "Automatic Detection of Source Code Plagiarism in Programming Courses." Thesis, Linnéuniversitetet, Institutionen för datavetenskap och medieteknik (DM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104883.
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Source code plagiarism is an ongoing problem in programming courses at higher academic institutions. For this reason, different automated source code plagiarism detection tools have been developed. However, they require several manual steps before the submissions can be compared. Linnaeus University uses GitLab to handle their students’ code-related assignments but lacks an integrated workflow for checking submissions against plagiarism. Instead, Linnaeus University’s plagiarism-checking process is done manually, which is a challenging and time-consuming process. This thesis is a case study on Linnaeus University, focusing on integrating one of the plagiarism detection tools with GitLab using Continuous integration pipelines. The objectives have been to collect students’ submissions, communicate with the plagiarism tool, and visually present the results within GitLab. The prototype has been evaluated by a set of manually created submissions with different levels of plagiarism to ensure that the detection tool differentiates plagiarized and non-plagiarized submissions. Teachers at Linnaeus University have tested the workflow and reasoned whether the prototype fulfills their requirements.
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Schottler, Beverly A. "A handbook for dealing with plagiarism in public schools /." Search for this dissertation online, 2003. http://wwwlib.umi.com/cr/ksu/main.
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Deadrick, Anna V. "The case of Jack London : plagiarism, creativity, and authorship /." Electronic version (PDF), 2003. http://dl.uncw.edu/etd/2003/deadricka/annadeadrick.pdf.
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Bond, Mark William. "Criminal Justice College Instructors' Experiences, Perceptions, and Teaching Strategies Related to Undergraduate Plagiarism." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2715.
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The criminal justice program in a community college located in the southwestern United States had experienced an increase in student plagiarism. However, the current teaching practices of criminal justice instructors to prevent and manage the increased student plagiarism have not been effective. The purpose of this study was to explore criminal justice college instructors' experiences, perceptions, and teaching strategies related to undergraduate student plagiarism using Goleman's emotional intelligence theory and Daloz's mentoring theory. Employing a qualitative instrumental case study design, data were collected through semistructured interviews with 10 criminal justice college instructors. Member checking and reflective journaling ensured accuracy and credibility with initial findings from the interview data. The interview data were coded and analyzed using matrix and thematic analysis. Findings revealed 6 categories: professional development, instructor-student relationships, Turnitin reports, policy enforcement, instructor discretion, and mentoring students. To address the findings, a department plagiarism policy was proposed through a position paper to key stakeholders at the community college. The implementation of the department plagiarism policy has the possibility to create positive social change by promoting ethical writing standards and providing support for students' future academic success.
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Balingit, JoAnn Alegre. "Internet plagiarism as flash point and folklore / do high school students plagiarize more from Internet sources than from print-based sources?" Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 144 p, 2008. http://proquest.umi.com/pqdweb?did=1654487881&sid=3&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Grigas, Deividas. "Programinių modulių kokybės vertinimo sistema." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2004. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2004~D_20040920_132724-54676.
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Modern educational institutions use static methods e.g. tests in computer-based knowledge assessment systems. Tests have pattern questions with limited number of answers. Use of such methods does not guarantee objective knowledge assessment – numbers of the right answers could be guessed or memorized in advance. Practical skills can be tested by assigning programming tasks. In order to complete practical tasks students need good knowledge in the fields examined. This leads to better assessment of student knowledge in theory and practice. Teachers get better feedback. However practical tasks need considerable amount of time to be examined in detail which most teachers do not have. When assignments are tested superficially students tend to plagiarize and so the problem gets even deeper. A survey by Donald McCabe of approximately 6000 students revealed that 74% of engineering students reported engaging in some form of academic dishonesty. The goal of this work was to build a computer-based system to assess software quality and detect plagiarism. The system was designed and implemented. Experimental tests have shown good results. The system is intended to be used in future courses and gradually improved by other students.
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Gipp, Béla [Verfasser], and Andreas [Akademischer Betreuer] Nürnberger. "Citation-based Plagiarism Detection : applying citation pattern analysis to identify currently non-machine-detectible disguised plagiarism in scientific publications / Béla Gipp. Betreuer: Andreas Nürnberger." Magdeburg : Universitätsbibliothek, 2013. http://d-nb.info/105463890X/34.
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Gipp, Béla Verfasser], and Andreas [Akademischer Betreuer] [Nürnberger. "Citation-based Plagiarism Detection : applying citation pattern analysis to identify currently non-machine-detectible disguised plagiarism in scientific publications / Béla Gipp. Betreuer: Andreas Nürnberger." Magdeburg : Universitätsbibliothek, 2013. http://nbn-resolving.de/urn:nbn:de:gbv:ma9:1-4798.
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Kimler, Marco. "Using Style Markers for Detecting Plagiarism in Natural Language Documents." Thesis, University of Skövde, Department of Computer Science, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-824.
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<p>Most of the existing plagiarism detection systems compare a text to a database of other texts. These external approaches, however, are vulnerable because texts not contained in the database cannot be detected as source texts. This paper examines an internal plagiarism detection method that uses style markers from authorship attribution studies in order to find stylistic changes in a text. These changes might pinpoint plagiarized passages. Additionally, a new style marker called specific words is introduced. A pre-study tests if the style markers can fingerprint an author s style and if they are constant with sample size. It is shown that vocabulary richness measures do not fulfil these prerequisites. The other style markers - simple ratio measures, readability scores, frequency lists, and entropy measures - have these characteristics and are, together with the new specific words measure, used in a main study with an unsupervised approach for detecting stylistic changes in plagiarized texts at sentence and paragraph levels. It is shown that at these small levels the style markers generally cannot detect plagiarized sections because of intra-authorial stylistic variations (i.e. noise), and that at bigger levels the results are strongly a ected by the sliding window approach. The specific words measure, however, can pinpoint single sentences written by another author.</p>
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Kight, Deborah Wylie. "Exploring Adjunct Instructors' Decisions to Pursue Disciplinary Action for Plagiarism." Thesis, Grand Canyon University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10747961.
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<p> The purpose of this qualitative case study was to explore <i>how </i> and <i>why</i> adjunct instructors address incidences of student plagiarism at a small, private institution in North Carolina. The researcher sought to identify the factors used in determining to address plagiarism, informal sanctions used, and perceived barriers to addressing plagiarism. Rational choice theory was the foundation by which the study was designed, analyzed, and discussed. The study consisted of 56 adjunct instructors: 39 questionnaire participants, 13 semi-structured interview participants, and four focus group participants. Thematic data analysis was used to code narrative data and find common themes throughout the data. Frequency counts were also instrumental in showing similarities among participant responses. Twelve factors for deciding to pursue plagiarism were identified. Results illustrated that addressing plagiarism is highly subjective due to difficulty in determining intent. Participants depended on observable traits such as amount, as well as followed moral and ethical convictions. Results further illustrated that participants always addressed plagiarism and used a combination of six informal sanctions. However, sanctions varied for similar incidents and demonstrated the inconsistent nature of how plagiarism is addressed. The last research question identified seven perceived barriers, including a need for more specific guidelines. Moving forward, the study provided considerations for lessening subjective decisions and inconsistencies in the way adjunct instructors address plagiarism. </p><p>
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Orim, S. M. "An investigation of plagiarism by Nigerian students in higher education." Thesis, Coventry University, 2014. http://curve.coventry.ac.uk/open/items/eb9fb4a1-0677-4c2a-accc-3024b21888b5/1.
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Plagiarism is a worldwide problem that is widely recognised in developed countries. There is increasing plagiarism awareness in developing countries such as Nigeria. Problems can arise when students with a low level awareness of plagiarism move from developing to developed countries for further studies. Given their previous academic background which differs from that of the western education system, some students contend with issues of plagiarism for most of the period of their study overseas. This thesis identifies a need to explore issues related to the Nigerian university system including Nigerian students studying in Nigerian universities and those travelling overseas for further studies. This investigation into student textual plagiarism was aimed at exploring the awareness, perception and attitude of Nigerian students to plagiarism. Furthermore, the research aimed to determine the types and causes of student plagiarism and Nigerian universities’ responses, policies, guidelines and prevention mechanisms. The thesis proposes a conceptual model for managing the occurrence of student plagiarism that can be consistently used across the Nigerian universities as an approach to the deterrence of plagiarism amongst students. A mixed methodology was adopted to harness the advantages of both qualitative and quantitative methods with a greater leaning on the qualitative data collected using a phenomenographic approach. Findings from this research confirmed the perceived occurrence of student plagiarism in Nigerian universities studied, showing that a significant proportion of students were unaware of the concept, and where they claimed awareness and understanding, their understanding was partial. This research revealed that the major causes of the perceived occurrence of Nigerian students’ textual plagiarism were associated with the students, staff, universities and the society. The thesis discusses these findings in the context of existing literature. Findings related to the students revealed issues in relation to the lack of: awareness, study skills, mastery of requisite academic writing skills, previous experience with virtual learning environments, mastery of information and communication technology skills. Findings also identified inadequate perception of the concept and inability to acquire and effectively transfer the skills from the learning outcomes of the ‘technical writing’ course offered in their first or second year to other courses offered. Issues identified in relation to the lecturers were: perception and disposition towards teaching the requisite skills, the degree of emphasis they placed on the concept, poor monitoring of the students’ use of the skills acquired and the type of roles they modelled. Regarding the institutions, issues identified were related to the academic learning environment. This was with respect to the: academic climate and culture, infrastructure, pedagogy, perception of the institutions’ views about the importance of plagiarism and institutional policies, procedures and guidelines on dealing with student plagiarism. On the part of the government, there were issues regarding inadequate financial commitment to the education sector. The proposed conceptual model for managing the occurrence of student plagiarism is designed around the findings of this research. Findings from the research impacted on the Nigerian universities in several ways, particularly in the area of raising student plagiarism awareness and highlighting the need for upholding academic integrity which has contributed to the recent adoption of Turnitin as a standard tool for checking text matching in 115 Nigerian universities.
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Murray, Nina M. "Handel's notoriety as a borrower : plagiarism and English national identity /." Norton, Mass. : Wheaton College, 2009. http://hdl.handle.net/10090/8396.
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Highman, K. B. "Forging a new South Africa : plagiarism and the national imaginary." Thesis, University of York, 2011. http://etheses.whiterose.ac.uk/2426/.
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This thesis explores debates about plagiarism in post-apartheid South Africa, focussing on two highly-publicised cases, Antje Krog's Country of My Skull and Zakes Mda's The Heart of Redness. Through close reading, and by presenting such reading as culturally meaningful rather than forensic, I argue that in each text plagiarism acts as a contestation of cultural authority and a type of symbolic violence. Each text consciously affiliates itself to a particular literary tradition, occluding those sources that trouble the limits of these traditions, and re-appropriating cultural prestige. Re-establishing context illuminates the violent transculturations that underwrite South African cultural production and how national literatures are fields of contestation, rather than organically developing, self-contained formations. Chapter One considers the dispute between Stephen Watson and Krog over their respective poeticisations of |Xam narratives, contextualising it within a long history of appropriative white writing about indigenous peoples. Chapter Two considers Krog's alleged plagiarisms in Country of My Skull; notes other instances of unacknowledged copying; and relates Krog's borrowings to her use of testimony, arguing that a number of testimonies are fictionalised, and that Krog's borrowings and fictionalisations work together to lend her text a first-hand authenticity marked as specifically African. Chapter Three considers Mda's alleged plagiarism of Jeff Peires's The Dead Will Arise and notes how, contrary to Mda's claim that there is no written record for the Khoikhoi stories he retells in his novel, there is one, Theophilus Hahn's Tsuni-||Goam. Mda's borrowings serve to reinscribe an originary Xhosa identity, relatively uninflected by Christian,colonial influence, and to affiliate his work with African orature, rather than print culture. The afterword comments on the wider cultural and ethical implications of plagiarism; the ‘counter-narratives' that Krog and Mda's borrowings reveal; and the relationship of their borrowings to the metaphorical 'forging' of a 'new' South Africa in post-apartheid authorship.
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Thompson, Celia Helen. "Plagiarism or intertexuality? : a study of the politics of knowledge, identity and textual ownership in undergraduate student writing." University of Technology, Sydney. Faculty of Education, 2006. http://hdl.handle.net/2100/369.
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Interest in plagiarism continues to generate debate both in the media and in the context of the academy. Opinions continue to differ not only about how plagiarism can be defined, but also about the nature of its causes and its possible solutions. Most universities have now developed websites to address the difficulties experienced by both students and staff in ascertaining exactly what kind of writing practices might constitute plagiarism. However more often than not, such websites tend to give undue emphasis to the mechanics of referencing and universal notions of ‘academic honesty’ in order to make their point. Little or no attention is given to providing well-developed guidelines on what constitutes ‘common’ knowledge, which is especially relevant currently given the growing cultural diversity of contemporary university classrooms. In addition, discussions about writer identity and authorship seem to be totally absent. This silence on such matters needs to be tackled as a matter of urgency. I have adopted a ‘critical ethnographic’ case study approach to this doctoral study in order to investigate how undergraduate university students from diverse language and disciplinary backgrounds have used the words and ideas of others in their written research-based assignments. The responses of academic staff to these students’ writing practices have also been explored. Three different sources of data from ten students and ten academic staff have been collected in order to allow for data analysis from multiple perspectives through a process of triangulation. Bakhtin’s concept of dialogism (1981, 1984, 1986), Kristeva’s writings on intertextuality and the subject-in-process-and-on-trial (1986a, 1986b, 1986c, 1996) and Howard’s work on patchwriting, textual ownership and writer development (1992, 1995, 1999) have been central to the construction of the analytical framework used in this study. I argue that, the notion of ‘plagiarism’ should be re-conceptualised in terms of transgressive and non-transgressive forms of intertextuality (see also Chandrasoma et al., 2004). My study also reveals how students react differently to the homogenising forces of the academy (Holton, 2000). Some feel alienated and have challenged or resisted these forces, while others have adopted an accommodationist position. Furthermore, this research shows that students are confused by unified and autonomous notions of textual ownership and originality that fail to conceptualise subjectivity and authorship as sociohistorically constructed and multi-voiced. I conclude that educators need to recognise the political nature of the processes involved in the construction of text/knowledge and writer identity and recommend a dialogic approach to pedagogy, which allows for textual ownership and authority to be circulated and negotiated between students and their lecturers.
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Martineau, Yzabelle. "Le faux littéraire." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29084.
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This thesis offers both a survey of representative French language literary plagiarisms from Corneille's Le Cid to contemporary internet downloading, and an evaluation of theoretical approaches to plagiarism and plagiarism-related subjects including intertextuality, pastiche, heteroglossia, and citation. The author argues that all-encompassing theoretical approaches to plagiarism cannot account for vast variations, both in the motivation for plagiarizing on the part of the author, and in the reception of the plagiarized material by individual readers and by the literary/discursive community. Varying standards of acceptability for plagiarized texts are contingent upon the historical, political, geographical and legal juncture within which they are undertaken, and the consequences of plagiarisms uncovered vary accordingly. Nevertheless, the author notes an important relationship between prevailing socio-economic relations within the society and the ways in which plagiarism is regarded by the institutions entrusted with the regulation of, for example, copyright, author's rights, and the publishing industry. After considering the findings and failings of the growing corpus of approaches to plagiarism from Angenot to Zumthor, the author concludes that at the end of the day, approaches are most significantly narrowed-down to categories that uphold or reject the practise of plagiarism. Two extreme examples of these categories would be the corporations' attempts to purchase for all time the rights to the reproduction and diffusion of literary texts, and the Bakhtin-inspired approach that emphasizes the point that utterances are common to communities of speakers, and as such redundancy and repetition are inevitable--but so too is assurance that the originality of each repetition will be affirmed by the ever-changing context within which it is spoken. The latter approach, deemed utopic within the present system of economic relations, is not upheld as a panacea: indeed the