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How to Avoid Plagiarism | Tips on Citing Sources

Published on 6 December 2021 by Tegan George . Revised on 3 April 2023.

When you write an academic paper, you build upon the work of others and use various credible sources for information and evidence. To avoid plagiarism, you need to correctly incorporate these sources into your text.

• Keeping track of the sources you consult in your research
• Paraphrasing or quoting from your sources (and adding your own ideas)
• Crediting the original author in an in-text citation and in your reference list
• Using a plagiarism checker before you submit

Even accidental plagiarism can have serious consequences , so take care with how you integrate sources into your writing.

Table of contents

Keeping track of your sources, avoiding plagiarism when quoting, avoiding plagiarism when paraphrasing, citing your sources correctly, using a plagiarism checker, checklist: plagiarism prevention, free lecture slides, frequently asked questions about plagiarism.

One of the most common ways that students commit plagiarism is by simply forgetting where an idea came from and unintentionally presenting it as their own. You can easily avoid this pitfall by keeping your notes organised and compiling a list of citations as you go.

Clearly label which thoughts are yours and which aren’t in your notes, highlight statements that need citations, and carefully mark any text copied directly from a source with quotation marks.

In the example below, red indicates a claim that requires a source, blue indicates information paraphrased or summarised from a source, and green indicates a direct quotation.

Notes for my paper on global warming

• Greenhouse gas emissions trap heat and raise global temperatures [cite details]
• Causes more severe weather: hurricanes, fires, water scarcity [cite examples]
• Animal habitats across the world are under threat from climate change [cite examples]
• Just this year, 23 species have been declared extinct (BBC News 2021)
• ‘Animals are changing shape… some are growing bigger wings, some are sprouting longer ears and others are growing larger bills’ in order to cool off (Zeldovich 2021)

Managing sources with the Scribbr Citation Generator

To make your life easier later, make sure to write down the full details of every source you consult. That includes not only books and journal articles, but also things like websites, magazine articles, and videos. This makes it easy to go back and check where you found a phrase, fact, or idea that you want to use in your paper.

Scribbr’s Citation Generator allows you to start building and managing your reference list as you go, saving time later. When you’re ready to submit, simply download your reference list!

Generate accurate citations with Scribbr

Prevent plagiarism, run a free check..

Quoting means copying a piece of text word for word. The copied text must be introduced in your own words, enclosed in quotation marks , and correctly attributed to the original author.

In general, quote sparingly. Quotes are appropriate when:

• You’re using an exact definition, introduced by the original author
• It is impossible for you to rephrase the original text without losing its meaning
• You’re analyzing the use of language in the original text
• You want to maintain the authority and style of the author’s words

Long quotations should be formatted as block quotes . But for longer blocks of text, it’s usually better to paraphrase instead.

Paraphrasing means using your own words to explain something from a source.

Paraphrasing does not mean just switching out a few words from a copy-pasted text. To paraphrase properly, you should rewrite the author’s point in your own words to show that you have fully understood it.

Every time you quote or paraphrase, you must include an in-text or footnote citation clearly identifying the original author. Each citation must correspond to a full reference in the reference list or bibliography at the end of your paper.

This acknowledges the source of your information, avoiding plagiarism, and it helps your readers locate the source for themselves if they would like to learn more.

There are many different citation styles, each with its own rules. Your instructor may assign a particular style for you to use, or you may be able to choose. The most important thing is to apply one style consistently throughout the text.

The examples below follow APA Style .

Citing a single source

Citing multiple sources

If you quote multiple sources in one sentence, make sure to cite them separately so that it’s clear which material came from which source.

To create correctly formatted source citations, you can use our free Citation Generator.

APA Citation Generator MLA Citation Generator

And if you’re citing in APA Style, consider using Scribbr’s Citation Checker , a unique tool that scans your citations for errors. It can detect inconsistencies between your in-text citations and your reference list, as well as making sure your citations are flawlessly formatted.

Most universities use plagiarism checkers like Turnitin to detect potential plagiarism. Here’s how plagiarism checkers work : they scan your document, compare it to a database of webpages and publications, and highlight passages that appear similar to other texts.

Consider using a plagiarism checker yourself before submitting your paper. This allows you to identify issues that could constitute accidental plagiarism, such as:

• Forgotten or misplaced citations
• Missing quotation marks
• Paraphrased material that’s too similar to the original text

Then you can easily fix any instances of potential plagiarism.

There are differences in accuracy and safety between plagiarism checkers. To help students choose, we conducted extensive research comparing the best plagiarism checkers .

When using someone else’s exact words, I have properly formatted them as a quote .

When using someone else’s ideas, I have properly paraphrased , expressing the idea completely in my own words.

I have included an in-text citation every time I use words, ideas, or information from a source.

Every source I cited is included in my reference list or bibliography .

I have consistently followed the rules of my required citation style .

I have not committed self-plagiarism by reusing any part of a previous paper.

I have used a reliable plagiarism checker as a final check.

Your document should be free from plagiarism!

Are you a teacher or lecturer who would like to educate your students about plagiarism? You can download our free lecture slides, available for Google Slides and Microsoft PowerPoint.

Open Google Slides Download PowerPoint

Accidental plagiarism is one of the most common examples of plagiarism . Perhaps you forgot to cite a source, or paraphrased something a bit too closely. Maybe you can’t remember where you got an idea from, and aren’t totally sure if it’s original or not.

These all count as plagiarism, even though you didn’t do it on purpose. When in doubt, make sure you’re citing your sources . Also consider running your work through a plagiarism checker tool prior to submission, which work by using advanced database software to scan for matches between your text and existing texts.

Scribbr’s Plagiarism Checker takes less than 10 minutes and can help you turn in your paper with confidence.

To avoid plagiarism when summarising an article or other source, follow these two rules:

• Write the summary entirely in your own words by   paraphrasing the author’s ideas.
• Reference the source with an in-text citation and a full reference so your reader can easily find the original text.

Plagiarism can be detected by your professor or readers if the tone, formatting, or style of your text is different in different parts of your paper, or if they’re familiar with the plagiarised source.

Many universities also use   plagiarism detection software like Turnitin’s, which compares your text to a large database of other sources, flagging any similarities that come up.

It can be easier than you think to commit plagiarism by accident. Consider using a   plagiarism checker prior to submitting your essay to ensure you haven’t missed any citations.

Some examples of plagiarism include:

• Copying and pasting a Wikipedia article into the body of an assignment
• Quoting a source without including a citation
• Not paraphrasing a source properly (e.g. maintaining wording too close to the original)
• Forgetting to cite the source of an idea

The most surefire way to   avoid plagiarism is to always cite your sources . When in doubt, cite!

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the ‘Cite this Scribbr article’ button to automatically add the citation to our free Reference Generator.

George, T. (2023, April 03). How to Avoid Plagiarism | Tips on Citing Sources. Scribbr. Retrieved 3 September 2024, from https://www.scribbr.co.uk/preventing-plagiarism/avoiding-plagiarism/

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Citing Sources

• How to Avoid Plagiarism
• Introduction
• Reading Citations

Best Practices for Avoiding Plagiarism

The entire section below came from a research guide from Iowa State University.  To avoid plagiarism, one must provide a reference to that source to indicate where the original information came from (see the "Source:" section below).

"There are many ways to avoid plagiarism, including developing good research habits, good time management, and taking responsibility for your own learning. Here are some specific tips:

• Don't procrastinate with your research and assignments. Good research takes time. Procrastinating makes it likely you'll run out of time or be unduly pressured to finish. This sort of pressure can often lead to sloppy research habits and bad decisions. Plan your research well in advance, and seek help when needed from your professor, from librarians and other campus support staff.
• Commit to doing your own work. If you don't understand an assignment, talk with your professor. Don't take the "easy way" out by asking your roommate or friends for copies of old assignments. A different aspect of this is group work. Group projects are very popular in some classes on campus, but not all. Make sure you clearly understand when your professor says it's okay to work with others on assignments and submit group work on assignments, versus when assignments and papers need to represent your own work.
•  Be 100% scrupulous in your note taking. As you prepare your paper or research, and as you begin drafting your paper. One good practice is to clearly label in your notes your own ideas (write "ME" in parentheses) and ideas and words from others (write "SMITH, 2005" or something to indicate author, source, source date). Keep good records of the sources you consult, and the ideas you take from them. If you're writing a paper, you'll need this information for your bibliographies or references cited list anyway, so you'll benefit from good organization from the beginning.
• Cite your sources scrupulously. Always cite other people's work, words, ideas and phrases that you use directly or indirectly in your paper. Regardless of whether you found the information in a book, article, or website, and whether it's text, a graphic, an illustration, chart or table, you need to cite it. When you use words or phrases from other sources, these need to be in quotes. Current style manuals are available at most reference desks and online. They may also give further advice on avoiding plagiarism.
• Understand good paraphrasing. Simply using synonyms or scrambling an author's words and phrases and then using these "rewrites" uncredited in your work is plagiarism, plain and simple. Good paraphrasing requires that you genuinely understand the original source, that you are genuinely using your own words to summarize a point or concept, and that you insert in quotes any unique words or phrases you use from the original source. Good paraphrasing also requires that you cite the original source. Anything less and you veer into the dangerous territory of plagiarism."

Source: Vega García, S.A. (2012). Understanding plagiarism: Information literacy guide. Iowa State University. Retrieved from  http://instr.iastate.libguides.com/content.php?pid=10314 . [Accessed January 3, 2017]

Plagiarism prevention.

• Plagiarism Prevention (onlinecolleges.net) This resource provides information about preventing plagiarism, understanding the various types of plagiarism, and learning how to cite properly to avoid plagiarism.

UCLA has a campuswide license to Turnitin.com. Faculty may turn in student papers electronically, where the text can be compared with a vast database of other student papers, online articles, general Web pages, and other sources. Turnitin.com then produces a report for the instructor indicating whether the paper was plagiarized and if so, how much.

For more information, go to Turnitin.com .

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Home / Guides / Plagiarism Guide / How to Avoid Plagiarism

How to Avoid Plagiarism

Understanding plagiarism and how to avoid are crucial to being an ethical and productive student, professional, and member of society. Before you learn to avoid it, you must first know what it is.

Guide Overview

• What is plagiarism?

Why you should avoid it

• Pick a topic you’re interested in
• Leave yourself plenty of time
• Keep good research notes!
• Start citing sources from the start
• Use quotations properly
• In-text citations
• Include your own ideas
• Check your work
• Use a plagiarism checker

Key takeaways

What is plagiarism.

Plagiarism is the presentation of someone else’s creative/intellectual as your own, whether that be writing, speech, image, illustration, video, graph, etc. (although this guide will focus on writing).

Plagiarism can be both accidental and on-purpose. Most think of plagiarism being an unethical, conscious decision — when someone purposely steals another’s work and lies about it creating that work. However, plagiarism can also be the result of poorly-used quotes and paraphrases, or taking information without giving proper credit to the author. Even if it wasn’t on purpose, accidental plagiarism is still plagiarism and can have consequences.

In school, plagiarism could lead to disciplinary action, such as a failing grade, suspension, or expulsion. In university, confirmed plagiarism might be noted in your permanent record, which could affect scholarships or financial aid.

In a professional setting, plagiarism is illegal because it is protected by author’s rights and/or copyright. A professional that plagiarizes could face legal charges for infringing on copyright. Copyright is the original author’s legal right to the work they created. Authors control who else can use their intellectual property. Aside from copyright, there are other reasons to avoid plagiarism.

Plagiarism is unethical at best, illegal at worst. That is bad enough. However, plagiarism also robs you of real learning. It keeps you from contributing to the construction of knowledge.

If that doesn’t convince you to avoid plagiarism, also consider this: technology is advancing at an incredible pace. Climate science, medicine, neuroscience, robotics, alternative energy… All of these disciplines have made tremendous strides in the last decades and will continue to advance and grow.

Who do you think advances and grows this knowledge?

It could be you. It could be anybody. Researchers, scientists, writers, and academics aren’t grown in Petri dishes or printed on a 3D printer. They are people who were students at one point, discovered a passion, learned everything they could about it, and then just kept going, making discoveries and breakthroughs, and contributing to the construction of knowledge.

Build new knowledge

Building new knowledge cannot happen without knowing and understanding existing knowledge. Think about building knowledge like building a house. You can’t get to the roof (new knowledge) until you’ve laid the foundation and put up the walls (existing knowledge), right?

When you do your research about your topic, you are seeing how others laid the foundation, how they built the walls. Then, the roof is all you: the roof is your contribution, but it lies on top walls, on top of a foundation. The sources you cite in your paper are the beams that support the roof. They hold it up, but they are not the roof. They only help keep the roof in place.

The idea of constructing knowledge has never been more relevant than now.

You may be saying, “I just want to write my sociology research paper on the rise of social activism.” What does that have to do with a researcher studying solar energy and building new knowledge in a growing field?

It’s about the skills you need to reach your goal.

In order to learn something, you need to invest yourself in the process of learning, whether you’re a freshman just trying to make it through Intro to Sociology, or an internationally-known researcher who presents at solar technology conferences is Stockholm.

Plagiarism is taking the easy way out: It can lead to little-to-no learning, as well as failing grades or expulsion when you’re discovered. Because the likelihood is that you will be discovered.

To summarize, you want to avoid plagiarizing because:

• you won’t learn much
• you will probably get caught
• you will fail the assignment or the class. Or worse.

How to avoid plagiarism

Now that you know what plagiarism is and why it’s bad, take a deep breath, because avoiding it is not that hard.

To use another person’s words or ideas in your writing, you will need to cite your original source. In some instances, you may even need to get permission from the original publisher before using someone else’s work. Also, if you have a strong research and writing process, you’ll reduce the likelihood of committing accidental plagiarism.

Here are some tips for how to avoid plagiarism:

1. Pick a topic you’re interested in

If you’re in school, you will have to do academic writing. It’s unavoidable. So if you’re going to have to write research papers anyway, pick a topic you’re interested in.

Even in classes you have to take (as opposed to those you chose to take), there must be something interesting you’d like to learn more about. A research paper takes time and dedication to complete, so it’s in your best interest to choose a topic that’s compelling to you.

If it’s something you want to learn about, you’re more likely to do the necessary research and focus on writing your paper. The topic you pick might be general and vague in the beginning. That’s okay.

2. Leave yourself plenty of time to complete your research and writing.

There is a reason you are given this assignment early on in the term. Research takes time. Writing takes time. Revising and proofreading take time. And, as you well know, this will not be your only assignment. You have other classes and other commitments. Time management is your friend.

Once you have a topic in mind, begin your general research. (*Here’s a secret: Many research papers started with Wikipedia – NOT because you use it as a source, but because it’s useful for background knowledge and it has tons of citations included. Use some of the sources listed at the end to continue your research!)

It’s possible you won’t have an angle for your research yet. That’s okay. As you begin to get some background knowledge, you will find yourself gravitating towards some ideas. Follow your curiosity, especially in the beginning.

However, keep in mind that you want to balance your sources. If you start reading a lot of research about the benefits of your topic, try reading a few about the drawbacks, to balance your research. Also, make sure you’re not reading only one or two authors. What do other people say? Especially people who disagree with your viewpoint.

3. Keep good research notes!

This cannot be overstated: your research notes can be the difference between a well-cited paper and accidental plagiarism, which you want to avoid.

If you’re making notes on a laptop, copy and paste the URL of where you found the information under the corresponding note.

It’s also a good idea to have some convention so you know whether something is a direct quote, or your own ideas, notes, interpretations of what you read. For direct quotes, you can use quotation marks (which you can then just transfer to your paper), or make the font a different color, or bold, or something. Whatever you choose, be consistent. That way you know if you see a section in red font, that’s always a direct quote.

If you get ideas and information from other sources, such as a TED Talk video, a PowerPoint online, or an editorial cartoon in the New York Times, you need to keep a record of those as well. They will also need to be cited in-text and places on your list of sources at the end.

4. Start citing sources from the start

Begin building your list of references from the start of researching your paper and taking notes. If you use a resource like EasyBib citing tools , it shouldn’t be too hard.

Even if you don’t end up using all of resources you record, it’s easier to delete sources from a list, than to hunt down missing sources later.

This will make it MUCH easier later when you have to complete your reference list or bibliography. Different styles call it different things:

• In MLA (the Modern Language Association), it’s called Works Cited.
• In APA (American Psychological Association), it’s called References.
• In CMS (Chicago Manual of Style), it’s called Bibliography.

Depending on what class your paper is for and what your teacher requires, you will use one of these styles for citations and your list of sources. Each style presents source information a little differently so make sure you know which style guide you need to use and refer to it often to make sure you cite correctly. Ask your teacher if you’re unsure which style to use.

5. Use quotations properly

Remember those excellent research notes of yours? Here’s where you use them. If there is a sentence, or a section, that you want to use to support your argument, you can use a direct quote.

As a general rule, keep direct quotations to a minimum. Remember that a research paper is about your ideas, not just repeating others’.

Make sure that all direct quotes have quotation marks around them. If you take any words out, indicate that with an ellipsis (…). Add the citation to the end of the quote.

Note: Depending on what citation style you are required to use, how you cite, both in-text and at the end of your paper, might be different. Make sure you know which you need to use and how to use it.

6. Paraphrase

Using a paraphrase, which is conveying the source writer’s idea using your own words, is also common practice in academic writing, and it’s acceptable when done properly.

So how do you do it properly?

Make sure you are conveying the writer’s original idea. Avoid making changes that will alter the meaning. When you paraphrase, you can change words using synonyms, you can change the order of the words in the sentence, you can change grammatical structures like verb tense, active and passive verbs, word forms, etc. The more you change it from the original, without changing its meaning, the better.

There are three reasons why you want to make sure your version isn’t too similar to the original:

• First, you don’t want your paraphrase to be tagged as plagiarism.
• Second, re-writing something in your own words helps you process and understand the information better.
• Third, you inject your own “voice” into your paper. This is what makes your paper “sound” like it was written by you.

Paraphrasing is more common in academic writing than using direct quotations, but again, remember that a research paper should be about your ideas. Other sources serve to bolster your argument. They are not the argument.

Note: Paraphrasing also needs attribution to the original writer. Make sure you cite correctly using the required style.

7. In-text citations

Any time you use ideas or information from another source, cite it in the text. Citations tell your reader exactly where your information came from.

Remember that citing your sources is the way to avoid plagiarism. It literally makes the difference between ethical and unethical writing.

Make sure you know which style you need to use, and refer back to the instructions regularly to make sure you’re citing correctly.

Tip: Bookmark an information page for the citation style you need to use and every time you cite, refer to it to make sure you’re citing correctly. Also, when you put together your list of sources, refer back to that bookmarked page.

8. Include your own ideas

If there is one idea, above all others, that you should engrave in your brain, it’s this: make sure your research paper includes your own ideas. In fact, your ideas should be the bulk of the paper.

The research you do is to give you an idea of what is already known about your topic. It helps guide your thinking. The research can help narrow the focus of your topic, but research is meant to be the starting point for your own ideas.

Let’s go back to the analogy of knowledge as a house. Your research paper is the roof on top. Note that you are not responsible for building the whole house. Other people have already come in before you and done a lot of the work. They laid the foundation and built the walls. Your research is checking what they’ve already done: this is what is already known about your topic. Then, you get to build your roof: this is what you are contributing.

Any sources that you cite in your paper will be beams that support the roof. If all you do is put up a bunch of beams (only quote and/or paraphrase), do you actually have a roof? No, not at all. In fact, if all you have beams, that is also plagiarizing!

However, if you put up a roof without beams, what would happen? Your roof would be wobbly and likely collapse because it has no support.

In order to build a strong roof, you need to know the foundation and walls are there. Then, you need some beams to help hold your roof up.

But you still need to build the roof yourself.

9. Check your work

After you finish writing a draft of your research paper, set it aside for a while – anywhere from a few hours to a few days. Then, come back and re-read it, checking it objectively:

• Is your topic clearly understood?
• Do your direct quotes have quotation marks and correct citations?
• Are your paraphrases also cited correctly?
• Are you using outside sources only to support your own ideas?
• Is the majority of your paper your ideas (and not repeating others’ ideas?)
• Do you have a list of sources at the end?
• Are you following the correct style guide and are you using it correctly?

Checking your own work isn’t always easy. You wrote it – of course you think it’s amazing! But getting in the habit of checking your own work, and trying to be objective, is excellent practice.

It’s also a good idea to ask someone else to read your paper and give you their opinion. Another convenient options: An online checker like the EasyBib paper checker . It’s available anytime, 24/7.

10. Use a plagiarism checker

Running your work through a plagiarism checker is a good way to make sure that you’ve cited all of your sources. This is also a good habit to get into because it gets you familiar with plagiarism checkers, it helps you learn how to interpret the results, and it helps you avoid plagiarizing.

The EasyBib plagiarism checker is useful and available with an EasyBib Plus subscription.

• You want to avoid all forms of plagiarism because it is an unethical practice.
• Citing your sources correctly is one way to avoid plagiarism.
• Making sure you use outside sources only as support for your own ideas is the other way to avoid plagiarism.

Published October 28, 2020.

By Halina Stolar. Halina has a master’s degree in teaching and taught English as a Second Language and writing for almost 15 years overseas. She now works as a freelance writer, and geeks out over grammar for fun.

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Plagiarism and How to Avoid It Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Introduction

Examples of plagiarism, reference list.

Plagiarism and other unfair practices are a problem for international students. This has resulted from increased use of other people’s inventions and ideas in learning institutions by lecturers without giving due credit to the sources of these ideas (Hall, 2004, para.1).

Plagiarism is described as a fraud in the sense that people obtain other people’s original ideas and cite them as their own inventions without crediting their source. Some students copy other people’s work directly from various sources such as books, articles or internet articles and present it as their own original work. Where an individual uses another person’s ideas and consequently fail to acknowledge the source of the information, such an act leads to plagiarism (Hall, 2004, para. 2).

Many people commit the act unconsciously. In a given case, one can find information which is relevant to the study or research being conducted thus copying it directly or does not give credit to the author. To avoid plagiarism, the researcher must ensure that the work being presented is legitimate.

Example of plagiarism- From 1945 onwards, there has been a fundamental hypothesis that poorer countries of the world are slowly developing towards the western model. In addition, there has been a view that the international aid policy should be geared to this end. Many Arab countries for example Japan-restructured under US guidance after 1945, believe in this hypothesis. The word bank categorizes countries either as high, middle and low income.

The low income countries are characterized by high levels of deceases, poverty, and are working hard with the help of high and middle countries to assist the improve their living standards by assuming western-style economic managements and institutions. This phrase is plagiarized and to some extent the original meaning intended by the author is changed.

Also, the source of the information is not reflected in the text. To avoid plagiarism, this phrase should have been presented as follows; since the World War II, countries which were poorly developed are believed to be adopting western style with examples of Japan (currently developed) in order to develop. This has created levels of development among the developed and developing countries (Buckley, 2004, p.7).

The second example of plagiarism is also illustrated as follows; a person can be a good conversationalist by being a good listener. When one is conversing with someone else, he / she should pay close attention to the words of the speaker and also looking at his or her face. One should show the interest by smiling and/or nodding.

In addition, one should not interrupt while the other is speaking: this is impolite. If one has a good story, he / she should wait until the speaker has finished. To add on this, one should watch the body language as can affect the communication whether one is the speaker or the listener. For instance, one should not sit slumped in a chair or make nervous hand and foot movements. One should be relaxed and bending the body slightly forward to show interest in the person and the conversation.

This phrase lacks the source of this information. Also, it is apparent that the information has been obtained from another source and changed to represent the third person.

To avoid plagiarism, this should have been presented as follows; conversation flows as expected and smoothly if the parties involved are paying attention to each other’s message, avoiding interruptions, showing positive responses and observing correct body languages. Ones behavior during conversation dictates much to the speaker of the kind of a listener a person is. Therefore, it is vital if one observes the necessary requirements during conversation (University of Portsmouth, 2008, p.27).

It is vital for writers to avoid plagiarism. This can only be attained if the sources used are properly documented and cited. Recognizing works of other people can be attained via use of footnotes, parenthetical references, or endnotes. In addition, at the end of the research paper, reference list or work cited page should be created Stanford University Libraries (2008, para.2).

Buckley, R. 2004. The Global village: challenges for a shrinking planet . USA: Garnet Publishing.

Hall, B. 2004. What is plagiarism and why it is important? Bloomington: Herman B Wells Library.

Stamford Universities Library.2008 . Plagiarism; how to avoid it . Stamford: Stamford Universities library.

University of Portsmouth. 2008. Academic Writing . Portsmouth: University of Portsmouth.

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Bibliography

IvyPanda . "Plagiarism and How to Avoid It." April 18, 2019. https://ivypanda.com/essays/plagiarism-essay/.

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7 ways to avoid academic plagiarism

March 1, 2023 | 9 min read

By Michael Seadle, PhD

Plagiarism can be unintentional; the co-founder of a center to educate authors on research integrity highlights potential pitfalls

Editors note:  Plagiarism, the re-use of published work without appropriate credit, is surprisingly common and not always intentional. For academics, however, accusations of plagiarism can be devastating, marring their reputation and career. Prof Dr Michael Seadle is co-founder and director of the  Humboldt-Elsevier Advanced Data and Text Centre (HEADT Centre) opens in new tab/window  and heads up its research integrity efforts. Globally recognized for his work to combat false information, he runs through some of the nuances and danger points authors should be aware of and offers seven helpful tips.

The first and best way to avoid plagiarism is not to plagiarize intentionally. This sounds simplistic, but there are people who persuade themselves that copying just a few useful phrases will help them meet their pressing deadlines. While that strategy may work in some corporate settings, in academic publishing, it is a fool’s game. Most serious academic publishers use software tools, such as  iThenticate opens in new tab/window , that can scan an enormous database of academic publishing and detect copying at a highly granular level. Not all universities use such tools, but many do, and the consequences of being caught include failed classes, lost degrees or lost jobs. The risk is simply not worth the savings in time.

Unintentional plagiarism is surprisingly common, but the fact that it is unintentional does not excuse it. The rest of this article looks at how you can avoid some common practices that risk this kind of inadvertent plagiarism in writing.  Image plagiarism  represents a different kind of problem that is too complex for this short article to address fully.

Confidence in Research

Plagiarism is one of many factors that can undermine confidence in research. Elsevier has partnered with leading science organizations and Economist Impact for a global collaboration to understand the impact of the pandemic on confidence in research — and identify areas for action to support researchers.

The fine line between paraphrasing and plagiarism

English is overwhelmingly the most common language for modern academic publishing, but English is by no means the native language of all scholars. In the more mathematical natural sciences, certain phrases are so standardized that they no longer really count as plagiarism. One example is the language used to describe the results of certain statistical tests; widely used statistical textbooks often recommend using particular phrases.

In more verbally oriented fields such as humanities, law or economics, the quality of the writing matters, and it is natural to want to improve it by drawing on examples from published sources. While this is a sensible idea in itself, it carries risks if the author reproduces a phrase that is too long or too individual. This problem not only affects non-native speakers; it also happens to authors who “borrow” explanations when writing about a subject far outside their field of expertise. The risk is that they copy so much text that they cross the line into plagiarism. The best solution is to always use quotation marks and proper footnotes, even when that results in a page layout that seems unattractive.

The issue is, of course, how much must be in quotation marks, and how much can just be paraphrased?

Decades ago, paraphrasing rules were fairly relaxed, but today they are much stricter. There is no clear, simple agreement on the number of words that can overlap with the original before a paraphrase becomes plagiarism. Some institutions have published limits, then later removed them from their websites, presumably because they realized they were unrealistically restrictive.

The reason for paraphrasing can be to clarify a statement or to say it more compactly or correctly. At the very least, a paraphrase ought to be able to contain key words referring to the substance of the context and, ideally, function words (words that in themselves carry no meaning and merely structure the sentence). However, for some publishers and universities, every overlapping word counts, so authors need to think carefully about their justification for paraphrasing.

Professors routinely paraphrase in the classroom, where it is generally impossible to use direct quotes without a photographic memory. Even though written texts are more formal, people imitate what they hear rather than looking for rules that are themselves ambiguous.

Paraphrasing is especially common in literature reviews for the simple reason that authors must talk about the specifics of what other writers have said, and they must be able to reuse some of their words to convey the same meaning. This makes literature reviews especially prone to plagiarism accusations. This should serve as a warning to students and scholars to footnote the literature review sections carefully, especially in cases where a direct quotation would not work because of the grammatical structure or length of the phrases, or unclear references.

Separating fact from plagiarism

What may seem like simple facts can also become targets of plagiarism accusations. The six-word statement “Berlin is the capital of Germany” represents a fact and gets over 84,000 hits on Google. Wikipedia and numerous documents confirm that the statement is purely factual; nonetheless, the multi-word overlap means it can be flagged by unsophisticated plagiarism checkers and plagiarism hunters. The real problem is the lack of a clear agreement on what kinds of facts need to be sourced. Standard facts like the boiling point of water (100°C) should need no reference, but facts outside the scope of the reading audience may need one (example: the  birth date of the artist Michelangelo opens in new tab/window  is 6 March 1475).

The importance of acknowledging intellectual ownership

The University of Oxford includes “ideas” in  its definition of plagiarism opens in new tab/window : “Plagiarism is presenting someone else’s work or ideas as your own, with or without their consent, by incorporating it into your work without full acknowledgement.”

Idea plagiarism is a particularly problematic concept because it can cover almost everything and anything. In very specific cases, it can include things like the ideas behind a software program, (if they are legally protected by a patent or have been published and are subject to copyright law). It can also include technical concepts like the structure of a type of DNA, such as a double helix. Without that level of specificity, the claim that someone has plagiarized an idea becomes so vague as to be meaningless.

The  Oxford definition opens in new tab/window  goes on to say: “All published and unpublished material, whether in manuscript, printed or electronic form, is covered under this definition.” This could be seen to include anything on anyone’s computer or in online storage. This serves as a warning about how totalitarian plagiarism policing could become if allowed unfettered access to personal resources.

Recently, artificial intelligence writing tools such as  ChatGPT from OpenAI opens in new tab/window  have been much in the news. Even when an author tells such tools to use references, AI can generate authoritative-sounding output that can be incorrect, incomplete or biased. Applying the technology should be done with human oversight and control and authors should carefully review and edit the result. The more important question is to what degree the use of an artificial intelligence tool counts as the human author’s own work? The Oxford definition implies that presenting something generated by an AI tool could be considered plagiarism since it is not the author’s own work in any conventional sense.

7 ways to avoid plagiarism

While a few bullet points cannot capture all the nuances, these seven steps serve as a summary.

Never intentionally plagiarize. It is not worth the risk because the likelihood of being caught is high at high-ranked journals, and it grows higher every year as more institutions acquire plagiarism identification software.

Always use quotation marks and references. It takes a bit of extra effort and time to find exact quotations and create a well-formed reference, but it is essential. There are many freely available programs that make the preparation and tracking of references easier.

Paraphrase only when necessary and include references . Use quoted passages whenever possible and ensure that any word overlap with the original is minimal and justifiable.

Cite references when using facts that may be outside of the knowledgebase of the intended audience.

Copy phrases with special caution if you are non-native speaker . Do not take whole sentences from published works, or even phrases of more than three words, unless those phrases are purely technical, as in a basic description of statistical results.

Always credit people for their ideas to avoid the risk of “idea plagiarism.”

Generative AI and AI-assisted technologies should only be used to improve readability and language of your work. Authors are ultimately responsible and accountable for the contents of their work.

About the HEADT Centre

The  Humboldt-Elsevier Advanced Data and Text Centre (HEADT Centre) opens in new tab/window  is part of  Humboldt-Universität zu Berlin opens in new tab/window  (HU Berlin) in Germany. It was founded to educate researchers on plagiarism and research image and data fraud, along with other elements of research integrity.  It offers workshops, online modules and certification on these topics via its Information Integrity Academy.

Acknowledgements

Let me thank Dr Thorsten Beck and Ms Melanie Sterzer for their excellent suggestions.

Contributor

Michael seadle, phd.

How to avoid plagiarism: 10 strategies for your students

Tech Wire Asia

The News Record | Olivia Romick

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The International Center for Academic Integrity (ICAI) defines academic integrity as not just avoiding dishonest practices, but rather “a commitment, even in the face of adversity, to six fundamental values: honesty, trust, fairness, respect, responsibility, and courage.” And while it might feel like enough to post these high-level tenants on the wall of a classroom and move forward, it’s wholly more valuable (and complicated) to provide actionable ways to avoid plagiarism and embody these values.

There are myriad ways to support students in and outside of the classroom. And when it comes to avoiding plagiarism, many might say instantly, “Just get a plagiarism checker!” However, genuine instruction and learning goes beyond that: a successful approach to learning needs to contain guidance on areas that surround accurate research and citation; adequate time management; definition of misconduct and support if misconduct ensues.

Below are ten specific strategies for instructors that specifically support the skills students need to not simply avoid plagiarism, but to authentically learn and grow.

• Ensure students know the difference between academic integrity and plagiarism.
• Outline and define emerging trends in academic misconduct.
• Teach students how to properly cite sources in a paper.
• Support students’ development of time management skills.
• Emphasize the value of and way to paraphrase correctly.
• Clearly outline the institution’s and course’s policy on academic misconduct and AI writing usage.
• Define the steps taken after misconduct is suspected.
• Explain the concept of authentic learning.
• Describe how authentic learning can help students avoid plagiarism.
• Consider options for a plagiarism checker and an AI detection tool.

Let’s dive into this list in more detail. In the next section, you’ll find each tip framed as a question that a student might plug into a search engine (“What’s the difference between academic integrity and plagiarism?”), followed by suggestions and resources that support the development in that topic.

What is plagiarism? What is the difference between academic integrity and plagiarism?

In the classroom, it is important to have an aligned definition of plagiarism, even if it's assumed to be common knowledge. Explicit instruction for students has a measurable impact on mitigating misconduct. So to start things off, let's define plagiarism.

To plagiarize means to “steal or pass off (the ideas or words of another) as one’s own” and/or to “use (another's production) without crediting the source.” In fact, plagiarize (and plagiarism) comes from the Latin plagiarius “kidnapper.: An integral tenant of the Western world’s concept of academic integrity involves citing the original source of information, giving appropriate credit where credit is due.

Truth be told, many consider “plagiarism” and “academic integrity” to be synonymous, when in fact, they cover different aspects of similar ideas.

In a previous Turnitin blog post , we recognize that “while plagiarism is indeed an act of academic dishonesty and academic misconduct, it isn’t the entirety of academic integrity.” In fact, academic integrity really is the commitment to live by the values listed by the ICAI (above) and plagiarism, specifically, “is a subset of academic dishonesty, and one way to violate academic integrity.”

Students, then, need to understand what plagiarism is and isn’t, as well as their school’s policies on integrity and misconduct, so that they can approach their work with gusto and honesty. Instructors benefit from communicating their policies around academic integrity not just at the start of an academic semester, but throughout the year. In addition, it is worth talking with students about forms of plagiarism, which can be seen on Turnitin’s Plagiarism Spectrum 2.0 , covering twelve different types of unoriginal work, including traditional forms of plagiarism and emerging trends. Furthermore, instructors should explicitly list resources that students can turn to in times of need (tutors, office hours, citation guidelines, etc.) so that the temptation to plagiarize is lessened even more.

When students study or publish abroad, it’s worth noting that the concept of authorship and citation is deeply rooted in Western principles. There are significant cultural differences in plagiarism that need to be considered, so educators and students alike can uphold integrity as global citizens while also respecting the cultural norms of different learning communities.

What are emerging trends in academic misconduct?

There are a variety of trends in academic misconduct out there today. From contract cheating and electronic cheating devices, to word spinners and online test-banks, there is a vast world of shortcut options. There is also concern around AI Writing tools and how they may transform the landscape of academic integrity .

Some instructors may fear that by talking about shortcut solutions, they introduce the concept of plagiarism and thereby open a door for students. The opposite is true for many educators, however, who find that by discussing shortcut solutions openly and clearly communicating their plagiarism policies, students know what is expected of them and which recommended resources to turn to in times of need.

Additionally, there has been lots of meaningful discussion around the appropriate use of AI writing tools in education. Depending on the instructor’s or institution's policy around AI tools, it is of utmost importance for a student to have an understanding around expectations concerning AI for each and every assignment. And as instructors more readily utilize AI writing detection, it’s equally important to have a context within which to interpret any particular AI writing detection score . In particular, this infographic enumerates many of the variables that educators should consider when interpreting each student's AI writing score

A meaningful first step can be Turnitin’s eBook, “Emerging trends in academic integrity” for a complete look at trends in academic misconduct. This free, downloadable guide talks about how to identify cases of misconduct and mitigate them, as well as how to deliver remote assessments with integrity, which helps institutions and instructors alike to build a strong foundation of integrity for authentic learning.

How do I cite sources in a paper?

Instructors at every grade level and in every subject should cover correct citations. Referencing others’ work creates a strong association between one writer’s thinking and the perspective of other scholars in that field. According to the University of Washington (USA): “Scholarship is a conversation and scholars use citations not only to give credit to original creators and thinkers, but also to add strength and authority to their own work. By citing their sources, scholars are placing their work in a specific context to show where they ‘fit’ within the larger conversation.”

If students understand the value of citations and how to craft them in their papers , it can lead to confidence long-term in submitting their own writing and not that of others’, illustrating their own understandings, and developing their own voice in the academic space.

How can I develop time management skills?

Time management is essential to success, not only in academia, but in life. As early as possible, students should learn time management skills so that they can organize their work, schedule time to study or research, and balance their extracurricular and academic activities. When students plan ahead, there is less likelihood that they will choose shortcut solutions for assignments because they are confident in their own approach and the time required to research and revise.

If students are struggling with time management, interventions by tutors or teachers may be helpful prior to a larger assignment or exam. Online resources, too, can be helpful; Blair Fiander, founder of Blair’s Brainiacs, offers advice on how to keep motivated while studying remotely and tips for independent study and revision .

How do I paraphrase correctly?

Paraphrasing supports learning outcomes because it requires students to analyze, summarize, interpret, and restate others’ writing. It supports and strengthens research because it brings in other ideas without interrupting the flow of writing the way a direct quote sometimes does. However, if a student doesn’t know how to paraphrase information accurately or effectively, there is a greater chance that they will unintentionally plagiarize, or even seek alternative methods, including word spinners or AI writing tools to complete an assignment.

When students can read a body of text and then put it into their own words, not only do they avoid plagiarism, they also more deeply absorb complicated concepts and enhance their own thinking. Paraphrasing can often help students to feel more confidence about research they conduct and produce. Check out Turnitin’s Paraphrasing Resource Pack , a comprehensive set of ready-to-use resources for those seeking to enhance this valuable skill.

What is my school’s policy on academic misconduct and AI writing usage?

Just as roadways function better with clearly posted speed limit signs, so too, can students complete their best, original work when they understand expectations. In addition to the syllabus and rubric, which gives students a roadmap on what is needed to complete the assignment, students also need an understanding of the honor code and how a school approaches suspected misconduct.

When a student body receives education around academic misconduct, there is a significant decrease in cases of plagiarism. A 2020 study found that after 12 semesters of academic misconduct data, there was a 37.01% reduction in instances of detected plagiarism following explicit interventions on academic misconduct ( Perkins, et al. ).

Sharing a policy can take many forms. The University of South Australia provides students with a 12-page written Academic Integrity Policy that not only defines key terms, but also outlines levels of offense and their specific consequences. Kingston University in London offers a landing page that defines academic misconduct and the university’s procedures. Instructors, furthermore, should update their honor codes for online learning environments because with the increase of online instruction during the pandemic, many universities reported an uptick in misconduct.

Institutions, as mentioned above, also need to update their academic integrity policies to include AI and ideally, clearly outline what constitutes use and misuse within the charter.

All of these steps provide clear guidelines for students who need to know how to submit high quality assignments, as well as what happens if misconduct occurs.

What happens if I’m caught plagiarizing?

If a student’s assignment has suspected plagiarism, there are several things that may happen, depending your institution’s policies:

• An escalation policy, which needs to have been communicated to the students prior to any assignments, is enacted.
• Conversations between students and instructors, which could include a deep-dive into how research was conducted, how references were cited (or not cited), as well as any examples of a student’s previous work as a comparison.
• Administration or academic panel involvement (if needed).
• Next steps, be they a rewrite, a failed grade, expulsion, or other.

Plagiarism not only tarnishes the act of learning, but it can also affect a student’s or institution’s reputation, the quality and respectability of research, and the value of a diploma. And while it’s never a pleasant experience to go through this process, sometimes simply knowing there are serious penalties for misconduct deters students from seeking shortcut solutions.

Hamilton College Reference Librarian Julia Schult says, "Plagiarism isn't a bad thing simply because it's intellectual theft—although it is that. It's a bad thing because it takes the place of and prevents learning." As such, many instructors and institutions are opting for an alternative to the zero-tolerance approach when it comes to misconduct, in order to put learning back into the equation.

There is an increased desire for restorative justice which, unlike traditional punishment, looks “to see students not only learn from their mistakes, but to simultaneously re-establish their standing and give back to the institutional community” ( ICAI 2018 ). The University of Minnesota (USA) has provided a program entitled “Academic Integrity Matters” (AIM) for students who have engaged in scholastic dishonesty and accept responsibility for violating the Student Conduct Code. Based on restorative justice principles, this program offers an opportunity for students to attend facilitated meetings with community members to reflect on the importance of academic integrity. Participants and community members discuss and agree on an educational opportunity the student will complete in order to demonstrate understanding of academic integrity and move beyond the disciplinary space.

For instructors seeking restorative justice, there is an opportunity to turn plagiarism into a teachable moment , helping students to understand why there are safeguards in place to ensure original work. Furthermore, if students feel like they can fail safely , often risks are mitigated because they know that even if they make mistakes, they can rewrite, relearn, and rebuild trust to make it better in the future.

What is authentic learning?

Avoiding plagiarism is about prioritizing learning and its process above the end result. While explicit instruction and academic policies fortify academic integrity, it’s also important to nurture intrinsic motivation for learning. What is one way to help foster such intrinsic motivation in students? Authentic learning is one option.

Julia Hayden Galindo, Ed.D., from the Harvard Graduate School of Education , describes authentic learning as ”learning activities that are either carried out in real-world contexts, or have transfer to a real-world setting.” She goes on to say:

“Authentic learning tasks capture students’ attention and raise their motivation to learn because they touch on issues that are directly relevant to students’ present lives or future careers. The instructor’s role, in this mode of teaching, is to help students to make connections between their own ways of making sense of the material and the established cultural frameworks of the discipline” ( Stein et al., 2004 ).

Rooted in constructivist theory, authentic learning insists that actively engaging with problems and materials constitutes the best way to learn ( Mayo, 2010 ). As John Dewey said, “[E]ducation is not an affair of ‘telling’ and being told, but an active and constructive process” (Dewey, as cited in Mayo, 2010, p. 36). Stein, Issacs, & Andrews emphasize that authentic learning activities should have both personal and cultural relevance ( 2004 ). And as often as possible, instructors should merely be facilitators of learning, providing an environment for learning where students themselves lead the charge and engage with topics, wrestle with new ideas, engage in discussions with each other, and ultimately, dive into material that is meaningful to them on their own terms.

How does authentic learning help students avoid plagiarism?

At its core, authentic learning fosters intrinsic motivation. Instead of being driven by fear, by a higher grade, or even by approval of others, students instead work hard for themselves. They have an internal desire to try something new, make mistakes, acquire a skill, and increase their knowledge. And because it comes from within, they are less likely to seek shortcut solutions that would hinder or taint their genuine learning. If educators can foster in students such a desire to learn for its own merits, then even when under pressure or facing a deadline, a student will still seek to complete their own, original work.

• Using examples so students know how the material can be of use. Providing meaningful reasons for learning activities.
• Providing constructive feedback early and often to help students understand next steps in their learning journey, which includes positive feedback.
• Giving students control over their learning. Giving them opportunities to choose their own topics or reading lists and provide a variety of assessment formats , so they have control over how they demonstrate their understanding.

As James Lang put it in his book, Cheating Lessons: Learning from Academic Dishonesty , educators should strive to inspire students “with appeals to the intrinsic joy or beauty of the task itself.” If educators nurture an environment that feels authentic, safe, and inspiring, with clear expectations and high standards for original work, research shows that cases of misconduct are low and the caliber of learning high ( Lang, 2013 ).

How can a plagiarism checker help me?

In an academic space where students and instructors alike are seeking to avoid plagiarism and promote original thought, this question is prominent. However, it is a question that should be asked in tandem with all of the questions above, as one element of a multi-faceted approach to academic integrity. Plagiarism checkers like Turnitin Feedback Studio act as a backstop solution to academic misconduct if all of the above methods should fail.

A tool like Turnitin Feedback Studio is beneficial because it utilizes a massive database of content to determine if there are similarities between a student’s work and writing that has already been published. If instructors opt for multiple submissions , then a student can receive up to three Similarity Reports before the due date to get feedback on their writing and improve it before submitting.

Utilizing tools like Draft Coach in the writing process also upholds integrity; with Draft Coach, students can receive immediate feedback, not just on similarity, but on citations and grammar as well. From there, students can revise their writing accordingly, which not only encourages real-time learning, but also equates to real time saved by teachers grading papers on the back end.

And within Turnitin Originality, there is an AI detection feature to help educators identify when AI writing tools such as ChatGPT have been used in students’ submissions, offering insights to inform next steps.

And while choosing a plagiarism checker is helpful in a variety of ways, it is important to note that Turnitin does not detect plagiarism . Our tools, in fact, detect similarity and offer insights to support instructors and administrators making their own informed decisions about student work.

In sum: Strategies for students to avoid plagiarism

In the end, avoiding plagiarism goes beyond having a tool to check for similarity. It is a robust, holistic approach that includes foundational instruction around citations and paraphrasing; a culturally responsive curriculum that clearly defines misconduct and policies in that community; the prioritization of student wellbeing to ensure that students feel seen in the classroom .

Students, instructors, and administrators can work together to utilize these strategies and establish a culture of academic integrity where authentic learning is the goal and high-quality, original work is seen daily.

Information about what plagiarism is, and how you can avoid it.

The University defines plagiarism as follows:

“Presenting work or ideas from another source as your own, with or without consent of the original author, by incorporating it into your work without full acknowledgement. All published and unpublished material, whether in manuscript, printed or electronic form, is covered under this definition, as is the use of material generated wholly or in part through use of artificial intelligence (save when use of AI for assessment has received prior authorisation e.g. as a reasonable adjustment for a student’s disability). Plagiarism can also include re-using your own work without citation. Under the regulations for examinations, intentional or reckless plagiarism is a disciplinary offence.”

The necessity to acknowledge others’ work or ideas applies not only to text, but also to other media, such as computer code, illustrations, graphs etc. It applies equally to published text and data drawn from books and journals, and to unpublished text and data, whether from lectures, theses or other students’ essays. You must also attribute text, data, or other resources downloaded from websites.

Please note that artificial intelligence (AI) can only be used within assessments where specific prior authorisation has been given, or when technology that uses AI has been agreed as reasonable adjustment for a student’s disability (such as voice recognition software for transcriptions, or spelling and grammar checkers).

The best way of avoiding plagiarism is to learn and employ the principles of good academic practice from the beginning of your university career. Avoiding plagiarism is not simply a matter of making sure your references are all correct, or changing enough words so the examiner will not notice your paraphrase; it is about deploying your academic skills to make your work as good as it can be.

Students will benefit from taking an  online course  which has been developed to provide a useful overview of the issues surrounding plagiarism and practical ways to avoid it.

Forms of plagiarism

Verbatim (word for word) quotation without clear acknowledgement Quotations must always be identified as such by the use of either quotation marks or indentation, and with full referencing of the sources cited. It must always be apparent to the reader which parts are your own independent work and where you have drawn on ideas and language from another source.

Cutting and pasting from the Internet without clear acknowledgement Information derived from the Internet must be adequately referenced and included in the bibliography. It is important to evaluate carefully all material found on the Internet, as it is less likely to have been through the same process of scholarly peer review as published sources.

Paraphrasing Paraphrasing the work of others by altering a few words and changing their order, or by closely following the structure of their argument, is plagiarism if you do not give due acknowledgement to the author whose work you are using.

A passing reference to the original author in your own text may not be enough; you must ensure that you do not create the misleading impression that the paraphrased wording or the sequence of ideas are entirely your own. It is better to write a brief summary of the author’s overall argument in your own words, indicating that you are doing so, than to paraphrase particular sections of his or her writing. This will ensure you have a genuine grasp of the argument and will avoid the difficulty of paraphrasing without plagiarising. You must also properly attribute all material you derive from lectures.

Collusion This can involve unauthorised collaboration between students, failure to attribute assistance received, or failure to follow precisely regulations on group work projects. It is your responsibility to ensure that you are entirely clear about the extent of collaboration permitted, and which parts of the work must be your own.

Inaccurate citation It is important to cite correctly, according to the conventions of your discipline. As well as listing your sources (i.e. in a bibliography), you must indicate, using a footnote or an in-text reference, where a quoted passage comes from. Additionally, you should not include anything in your references or bibliography that you have not actually consulted. If you cannot gain access to a primary source you must make it clear in your citation that your knowledge of the work has been derived from a secondary text (for example, Bradshaw, D. Title of Book, discussed in Wilson, E., Title of Book (London, 2004), p. 189).

Failure to acknowledge assistance You must clearly acknowledge all assistance which has contributed to the production of your work, such as advice from fellow students, laboratory technicians, and other external sources. This need not apply to the assistance provided by your tutor or supervisor, or to ordinary proofreading, but it is necessary to acknowledge other guidance which leads to substantive changes of content or approach.

Use of material written by professional agencies or other persons You should neither make use of professional agencies in the production of your work nor submit material which has been written for you even with the consent of the person who has written it. It is vital to your intellectual training and development that you should undertake the research process unaided. Under Statute XI on University Discipline, all members of the University are prohibited from providing material that could be submitted in an examination by students at this University or elsewhere.

Auto-plagiarism You must not submit work for assessment that you have already submitted (partially or in full), either for your current course or for another qualification of this, or any other, university, unless this is specifically provided for in the special regulations for your course. Where earlier work by you is citable, i.e. it has already been published, you must reference it clearly. Identical pieces of work submitted concurrently will also be considered to be auto-plagiarism.

Why does plagiarism matter?

Plagiarism is a breach of academic integrity. It is a principle of intellectual honesty that all members of the academic community should acknowledge their debt to the originators of the ideas, words, and data which form the basis for their own work. Passing off another’s work as your own is not only poor scholarship, but also means that you have failed to complete the learning process. Plagiarism is unethical and can have serious consequences for your future career; it also undermines the standards of your institution and of the degrees it issues.

Why should you avoid plagiarism?

There are many reasons to avoid plagiarism. You have come to university to learn to know and speak your own mind, not merely to reproduce the opinions of others - at least not without attribution. At first it may seem very difficult to develop your own views, and you will probably find yourself paraphrasing the writings of others as you attempt to understand and assimilate their arguments. However it is important that you learn to develop your own voice. You are not necessarily expected to become an original thinker, but you are expected to be an independent one - by learning to assess critically the work of others, weigh up differing arguments and draw your own conclusions. Students who plagiarise undermine the ethos of academic scholarship while avoiding an essential part of the learning process.

You should avoid plagiarism because you aspire to produce work of the highest quality. Once you have grasped the principles of source use and citation, you should find it relatively straightforward to steer clear of plagiarism. Moreover, you will reap the additional benefits of improvements to both the lucidity and quality of your writing. It is important to appreciate that mastery of the techniques of academic writing is not merely a practical skill, but one that lends both credibility and authority to your work, and demonstrates your commitment to the principle of intellectual honesty in scholarship.

What happens if you are thought to have plagiarised?

The University regards plagiarism in examinations as a serious matter. Cases will be investigated and penalties may range from deduction of marks to expulsion from the University, depending on the seriousness of the occurrence. Even if plagiarism is inadvertent, it can result in a penalty. The forms of plagiarism listed above are all potentially disciplinary offences in the context of formal assessment requirements.

The regulations regarding conduct in examinations apply equally to the ‘submission and assessment of a thesis, dissertation, essay, or other coursework not undertaken in formal examination conditions but which counts towards or constitutes the work for a degree or other academic award’. Additionally, this includes the transfer and confirmation of status exercises undertaken by graduate students. Cases of suspected plagiarism in assessed work are investigated under the disciplinary regulations concerning conduct in examinations. Intentional plagiarism in this context means that you understood that you were breaching the regulations and did so intending to gain advantage in the examination. Reckless, in this context, means that you understood or could be expected to have understood (even if you did not specifically consider it) that your work might breach the regulations, but you took no action to avoid doing so. Intentional or reckless plagiarism may incur severe penalties, including failure of your degree or expulsion from the university.

If plagiarism is suspected in a piece of work submitted for assessment in an examination, the matter will be referred to the Proctors. They will thoroughly investigate the claim and call the student concerned for interview. If at this point there is no evidence of a breach of the regulations, no further disciplinary action will be taken although there may still be an academic penalty. However, if it is concluded that a breach of the regulations may have occurred, the Proctors will refer the case to the Student Disciplinary Panel.

If you are suspected of plagiarism your College Secretary/Academic Administrator and subject tutor will support you through the process and arrange for a member of Congregation to accompany you to all hearings. They will be able to advise you what to expect during the investigation and how best to make your case. The Oxford SU Student Advice Service can also provide useful information and support. 

Does this mean that I shouldn’t use the work of other authors?

On the contrary, it is vital that you situate your writing within the intellectual debates of your discipline. Academic essays almost always involve the use and discussion of material written by others, and, with due acknowledgement and proper referencing, this is clearly distinguishable from plagiarism. The knowledge in your discipline has developed cumulatively as a result of years of research, innovation and debate. You need to give credit to the authors of the ideas and observations you cite. Not only does this accord recognition to their work, it also helps you to strengthen your argument by making clear the basis on which you make it. Moreover, good citation practice gives your reader the opportunity to follow up your references, or check the validity of your interpretation.

Does every statement in my essay have to be backed up with references?

You may feel that including the citation for every point you make will interrupt the flow of your essay and make it look very unoriginal. At least initially, this may sometimes be inevitable. However, by employing good citation practice from the start, you will learn to avoid errors such as close paraphrasing or inadequately referenced quotation. It is important to understand the reasons behind the need for transparency of source use.

All academic texts, even student essays, are multi-voiced, which means they are filled with references to other texts. Rather than attempting to synthesise these voices into one narrative account, you should make it clear whose interpretation or argument you are employing at any one time - whose ‘voice’ is speaking.

If you are substantially indebted to a particular argument in the formulation of your own, you should make this clear both in footnotes and in the body of your text according to the agreed conventions of the discipline, before going on to describe how your own views develop or diverge from this influence.

On the other hand, it is not necessary to give references for facts that are common knowledge in your discipline. If you are unsure as to whether something is considered to be common knowledge or not, it is safer to cite it anyway and seek clarification. You do need to document facts that are not generally known and ideas that are interpretations of facts. 

Does this only matter in exams?

Although plagiarism in weekly essays does not constitute a University disciplinary offence, it may well lead to College disciplinary measures. Persistent academic under-performance can even result in your being sent down from the University. Although tutorial essays traditionally do not require the full scholarly apparatus of footnotes and referencing, it is still necessary to acknowledge your sources and demonstrate the development of your argument, usually by an in-text reference. Many tutors will ask that you do employ a formal citation style early on, and you will find that this is good preparation for later project and dissertation work. In any case, your work will benefit considerably if you adopt good scholarly habits from the start, together with the techniques of critical thinking and writing described above.

As junior members of the academic community, students need to learn how to read academic literature and how to write in a style appropriate to their discipline. This does not mean that you must become masters of jargon and obfuscation; however the process is akin to learning a new language. It is necessary not only to learn new terminology, but the practical study skills and other techniques which will help you to learn effectively.

Developing these skills throughout your time at university will not only help you to produce better coursework, dissertations, projects and exam papers, but will lay the intellectual foundations for your future career. Even if you have no intention of becoming an academic, being able to analyse evidence, exercise critical judgement, and write clearly and persuasively are skills that will serve you for life, and which any employer will value.

Borrowing essays from other students to adapt and submit as your own is plagiarism, and will develop none of these necessary skills, holding back your academic development. Students who lend essays for this purpose are doing their peers no favours.

Unintentional plagiarism

Not all cases of plagiarism arise from a deliberate intention to cheat. Sometimes students may omit to take down citation details when taking notes, or they may be genuinely ignorant of referencing conventions. However, these excuses offer no sure protection against a charge of plagiarism. Even in cases where the plagiarism is found to have been neither intentional nor reckless, there may still be an academic penalty for poor practice.

It is your responsibility to find out the prevailing referencing conventions in your discipline, to take adequate notes, and to avoid close paraphrasing. If you are offered induction sessions on plagiarism and study skills, you should attend. Together with the advice contained in your subject handbook, these will help you learn how to avoid common errors. If you are undertaking a project or dissertation you should ensure that you have information on plagiarism and collusion. If ever in doubt about referencing, paraphrasing or plagiarism, you have only to ask your tutor.

Examples of plagiarism

There are some helpful examples of plagiarism-by-paraphrase and you will also find extensive advice on the referencing and library skills pages.

The following examples demonstrate some of the common pitfalls to avoid. These examples use the referencing system prescribed by the History Faculty but should be of use to students of all disciplines.

Source text

From a class perspective this put them [highwaymen] in an ambivalent position. In aspiring to that proud, if temporary, status of ‘Gentleman of the Road’, they did not question the inegalitarian hierarchy of their society. Yet their boldness of act and deed, in putting them outside the law as rebellious fugitives, revivified the ‘animal spirits’ of capitalism and became an essential part of the oppositional culture of working-class London, a serious obstacle to the formation of a tractable, obedient labour force. Therefore, it was not enough to hang them – the values they espoused or represented had to be challenged.

(Linebaugh, P., The London Hanged: Crime and Civil Society in the Eighteenth Century (London, 1991), p. 213. [You should give the reference in full the first time you use it in a footnote; thereafter it is acceptable to use an abbreviated version, e.g. Linebaugh, The London Hanged, p. 213.]

Plagiarised

• Although they did not question the inegalitarian hierarchy of their society, highwaymen became an essential part of the oppositional culture of working-class London, posing a serious threat to the formation of a biddable labour force. (This is a patchwork of phrases copied verbatim from the source, with just a few words changed here and there. There is no reference to the original author and no indication that these words are not the writer’s own.)
• Although they did not question the inegalitarian hierarchy of their society, highwaymen exercised a powerful attraction for the working classes. Some historians believe that this hindered the development of a submissive workforce. (This is a mixture of verbatim copying and acceptable paraphrase. Although only one phrase has been copied from the source, this would still count as plagiarism. The idea expressed in the first sentence has not been attributed at all, and the reference to ‘some historians’ in the second is insufficient. The writer should use clear referencing to acknowledge all ideas taken from other people’s work.)
• Although they did not question the inegalitarian hierarchy of their society, highwaymen ‘became an essential part of the oppositional culture of working-class London [and] a serious obstacle to the formation of a tractable, obedient labour force’.1 (This contains a mixture of attributed and unattributed quotation, which suggests to the reader that the first line is original to this writer. All quoted material must be enclosed in quotation marks and adequately referenced.)
• Highwaymen’s bold deeds ‘revivified the “animal spirits” of capitalism’ and made them an essential part of the oppositional culture of working-class London.1 Peter Linebaugh argues that they posed a major obstacle to the formation of an obedient labour force. (Although the most striking phrase has been placed within quotation marks and correctly referenced, and the original author is referred to in the text, there has been a great deal of unacknowledged borrowing. This should have been put into the writer’s own words instead.)
• By aspiring to the title of ‘Gentleman of the Road’, highwaymen did not challenge the unfair taxonomy of their society. Yet their daring exploits made them into outlaws and inspired the antagonistic culture of labouring London, forming a grave impediment to the development of a submissive workforce. Ultimately, hanging them was insufficient – the ideals they personified had to be discredited.1 (This may seem acceptable on a superficial level, but by imitating exactly the structure of the original passage and using synonyms for almost every word, the writer has paraphrased too closely. The reference to the original author does not make it clear how extensive the borrowing has been. Instead, the writer should try to express the argument in his or her own words, rather than relying on a ‘translation’ of the original.)

Non-plagiarised

• Peter Linebaugh argues that although highwaymen posed no overt challenge to social orthodoxy – they aspired to be known as ‘Gentlemen of the Road’ – they were often seen as anti-hero role models by the unruly working classes. He concludes that they were executed not only for their criminal acts, but in order to stamp out the threat of insubordinacy.1 (This paraphrase of the passage is acceptable as the wording and structure demonstrate the reader’s interpretation of the passage and do not follow the original too closely. The source of the ideas under discussion has been properly attributed in both textual and footnote references.)
• Peter Linebaugh argues that highwaymen represented a powerful challenge to the mores of capitalist society and inspired the rebelliousness of London’s working class.1 (This is a brief summary of the argument with appropriate attribution.) 1 Linebaugh, P., The London Hanged: Crime and Civil Society in the Eighteenth Century (London, 1991), p. 213.

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How to really avoid plagiarism in essay writing

(Last updated: 13 May 2021)

Since 2006, Oxbridge Essays has been the UK’s leading paid essay-writing and dissertation service

We have helped 10,000s of undergraduate, Masters and PhD students to maximise their grades in essays, dissertations, model-exam answers, applications and other materials. If you would like a free chat about your project with one of our UK staff, then please just reach out on one of the methods below.

Today we are talking about avoiding plagiarism. Oh, plagiarism – the nemesis of so many a student, and so many a university institution. Students dislike it because it’s an easy trap to fall into; universities loathe it because too many students aren’t aware of what it really is and how to avoid it.

We get asked a lot of questions about plagiarism; what it means, what is acceptable, and what is not acceptable. Fortunately, we know an awful lot about plagiarism, and we’re here to clear up many of the misconceptions out there.

In this article, we’ll outline some of the main aspects of plagiarism and what you should (and should not) do when writing an academic paper.

What constitutes plagiarism?

What exactly is plagiarism? To help us understand the answer to this question, let's look at the Cambridge Dictionary definition :

"Plagiarise (verb): to use another person's ideas or work and pretend that it is your own."

The key in this definition is "pretend". In all of your essay and dissertation writing at university level and above, you cannot attempt to pass off any words, phrases or specific authors' ideas off as your own.

But what kind of behaviour is and isn't allowed under general university regulations?

Let’s start with the obvious; you cannot just buy an essay and submit it wholly in its original form to your instructor. This is using someone else’s work and is outright cheating. You also shouldn’t have a friend write it for you, or copy parts of your friend’s assignment. Not only can this get you in trouble, but probably your friend as well. Plus, who is to say that your friend is a better writer than you anyways?

Let’s keep going. Did you also know that you can’t resubmit an assignment for one class that you previously submitted to another? That’s known as self-plagiarism and it’s also a big no-no.

Universities around the world take academic integrity very seriously. In fact there’s usually a code of conduct as a part of each university framework which each student should read. Plagiarism is one part of academic integrity, and it’s something that you, as a student, should take seriously too. It’s important to remember that the rules you had in secondary school may not apply and the rules you have in your home country may not apply. The rules aren’t that difficult once you know them, but you have to actually know them in the first place.

So, you might be asking, why should you care? Well, first of all, if you are caught plagiarising, bad things can happen.

We’ll discuss the bad stuff first, before we work on how you can avoid it. At many universities, if you are suspected of an academic offence, which includes plagiarism, you first have to meet with your instructor. If you are found to have plagiarised, you could get a mark of zero or get referred to the Dean/Departmental Head for sanctions. For more serious issues there may be a tribunal and you could ultimately be dismissed from the school. Wouldn’t you rather be spending your time elsewhere, not dealing with an academic offence?

Instructors, professors and administrators are commonly told, “But I didn’t know I was committing an academic offence!”. Universities generally hold the position that it is your responsibility to know, so this is not a good excuse. We refer you back to the statement above where it says to read the code of conduct for your university. As a student, you are expected to know the rules, so pleading ignorance just isn’t acceptable.

All of this negative information is not meant to scare you, but is really meant to clarify what simply is not okay. It is important to also know what you can do. Here are some common points and questions and our best answers.

Referencing and citing

A piece of academic writing needs to be your own thoughts, but when you get to university level, your professors are going to expect more from you than just your own opinions. They are going to expect you to read, and then to incorporate that reading into your own writing to help you to formulate and support your arguments. This means you are going to have to reference other people’s work.

Why should I reference?

One of the main reasons why you should reference is that it actually shows your instructor that you have done the reading. Those who read should get credit for it. You want to show your instructor that you have actually read a wide range of sources and that you have been able to integrate those points effectively into your own argument. This is in addition to the fact that you should reference because sometimes the opinions you are giving aren’t your own. And if you are using someone else’s opinions, you should give them credit.

So, then when should I reference?

Many undergraduate students think that they should reference pretty much every sentence, but this is not the case. You should only include sources that you have actually read and that are relevant to your assignment topic. But that’s a whole other story on how to write an academic paper. In order to avoid plagiarism, you should reference if you use someone else’s idea in your assignment. You do not need to reference if what you are saying is common knowledge.

How do I know what’s an opinion and what’s common knowledge?

Common knowledge is a fact, so for example if you said, the capital of Canada is Ottawa, or that the Mona Lisa was painted by Leonardo da Vinci, or that World War I began in 1914 or that smoking is harmful…you wouldn’t need to provide a reference. It’s easily verified or taken for granted. You need to start referencing when you move away from these generic ideas to ones that identify the authors’ position in some way. So if it’s someone else’s idea, you need a reference.

How do I reference?

The first thing you should do is determine what referencing style your department uses. Many instructors will tell you in your course syllabus, but if you are unsure, ask your TA or your professor. Different referencing styles mean different formatting rules, so make sure to read up on the one that is applicable to you. If you are unsure, there are some really good guides available on the internet and each referencing style has its own website with specific guidelines. Some are easier to make sense of than others.

In addition, there are different ways to incorporate other people’s ideas into your own work. Typically, you’re either using direct quotes or you are paraphrasing. If you are using direct quotes, you need quotation marks. You also need to know where the quote has come from – like the page number. Keeping good notes is important. For example, let’s say you are reading a textbook and you come across a passage that you think is really important. You then copy down this passage into your notebook. Three weeks later, you are reading through your notes trying to write your assignment. You come across the passage and now you incorporate that into your assignment…but you don’t reference it. That’s plagiarism. Careful note taking would have ensured that you maintained your academic integrity.

In addition, think about the formatting of longer quotes. Some referencing styles want longer quotes to be separate from the other text and indented further from the margin. Check which rules apply to the referencing style you are using in order to ensure success.

Paraphrasing means to read someone else’s work and then to highlight the main points in your own words. If you paraphrase, you still need to provide a reference. If you are highlighting a specific passage you will need the author, year of publication and the page number. If you are just generally discussing the work, usually just the author and the year will do. Again, check the guidelines of your referencing style to make sure you get it right. With paraphrasing, it is not OK to just change a few words and then say it is your own. You still need a reference. Always.

What should appear in my reference list or footnotes?

In your reference list or your footnotes, you should record the works cited in your paper. The general rule is, if the author appears in your paper, you should reference them in your bibliography, reference list or footnotes. If the author does not appear in your paper, but you have just done some additional reading, the reference does not need to appear. This is assuming that you have correctly cited the ideas in your paper to the appropriate authors.

Seeking help

English is not my first language and i am concerned that my essay will not be edited properly or have the correct grammar. can i get help.

Yes! It is certainly acceptable to seek help with grammatical or structural concerns. There are a few things you should recognise, however, in relation to plagiarism. First, if you take your work to an editor and they make substantial changes to it, this can often be seen as plagiarism. This is because the original work has now been altered to a point where it is not your original thoughts, and so this can get you in trouble.

As for grammar, the rules seem a bit more unclear. Some universities will allow you to employ someone to check your grammar; others want you to state in your paper that you have employed the services of a proof-reader. Some universities reserve proofreading for graduate-level work and prohibit undergraduates from using this service – others are more flexible. So, here, we again suggest checking the regulations of your school before asking for someone to make changes to your paper.

You also should not write your paper in your first language and run it through translation software (e.g. Google Translate). This is generally considered plagiarism. This is because the words that you are obtaining from the translation software program are not technically your words. In addition to the fact that you should not do this, it also is not a very good strategy from practical purposes. Translation software is not yet at the stage where the sentences come across very coherent; the grammar is often still questionable. Also, when writing a paragraph, the way something is composed in a second language is not the same as the way it would be in English. So while plagiarism may be the concern with this strategy, it is generally one that should be avoided.

If I am completely lost with an assignment, can I ask for help?

Yes. Asking for help is great. There is no reason that you should try and struggle through an assignment all on your own, especially if you are really unclear about the topic. Yet there are certain people you should probably focus on more than others. First, ask your professor or the teaching assistant for help. They are going to be the ones marking your work, so they are a great first point of contact. On the contrary, you should probably not ask your friends for help, especially if they are in your class. This is because if you work with another person in your class on an assignment, this can become collusion. While you don’t need to know the finer details of this, it can get both you and your friend in a bit of trouble.

A solution to this would be to seek outside assistance. This can come in various forms. Firstly, you could find a private tutor – someone who can help you to organise your ideas and thoughts and explain what a good paper/paragraph can actually look like.

Secondly, using a professionally written model essay as inspiration for your own writing can be extremely helpful. Remember, you can't submit a model essay and try to pass it off as your own. But you can learn from it, paying attention to the language used, the way sentences and the argument are crafted, and how the essay flows (and more).

Be careful, though – the web is a minefield of poorly written essays and you may be asked to pay money for work that is very substandard. Not only will this be expensive and not provide much help, a bad essay could actually make your essay writing skills worse . Instead, use a reputable, trusted, British company, like us folk here at Oxbridge Essays .

We are meticulous in choosing the academic writers we hire. We ensure they have only studied at top universities and institutions, including Oxford and Cambridge, and that they are experts in their field(s). This means the work we produce is of the highest quality and academic standard. Choosing a trusted company like us will not only help you greatly with your studies, but will save you precious time searching for the right resources. What's more, all of the essays we write are 100% original, so you can be certain we haven't just recycled an essay from a stockpile; we tailor our service to every individual student's needs.

Universities generally have few rules about tutors, because while they want students to work independently, they also recognise that many students need a bit of extra help. This is where tutoring and support can be really valuable . It can cost a bit of extra money to get this support. But it may be worth it in the long run if you get a distinction score in the class, which eventually leads to more job opportunities.

In summary…

Plagiarism may seem like a complicated issue, but it is really very closely aligned with honesty. The university you are enrolled in wants you to act with a certain element of integrity and wants to make sure that you are responsible for the work that you have created. Make sure you know the rules of the university at the beginning, not after the fact. Get help when you need it and give credit where it is due.

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How to Avoid Plagiarism? Tips and Advice for Academics

Plagiarism is an important concept in writing and concerns all authors who publish any kind of document. So, what is plagiarism? Presenting other people’s work as your own without formally giving due credit through citations or acknowledgements is called plagiarism. One of the biggest mistakes that authors may make is to include sentences verbatim from other sources or even pass off someone else’s writing as their own without appropriate citation. While most authors may know how to avoid plagiarism, some may not be completely aware of this concept . This article aims to answer your questions about how and why authors should avoid plagiarism. 

The following activities can be considered plagiarism 1 : 

• Quoting, paraphrasing, or summarizing information from a source without citing it 
• Using ideas or methods from a source without citing it 
• Using words verbatim from a source and also citing it, but not enclosing the text in quotation marks or an indented block 
• Close paraphrasing without citing the source 

Table of Contents

• Different forms of plagiarism 
• What is plagiarism in research? 
• Why should you avoid plagiarism? 
• Tips to avoid plagiarism 
• How to prevent plagiarism? A checklist 
• Frequently asked questions 

What is plagiarism?

Plagiarism is the act of “ stealing and passing off the ideas or words of another as one’s own,” or “using another’s production without crediting the source .” 2 According to the University of Oxford, 3 all published and unpublished work, whether electronic or printed, as well as text generated wholly or in part by artificial intelligence can be plagiarized. Re-using your own work without proper citation is also considered plagiarism. 

In addition to text, plagiarism can also involve other media such as software program codes, illustrations, graphics, and artwork. The only source that can be used freely without citation is information in the public domain or common knowledge such as well-known facts.  

Different forms of plagiarism

Some different forms of plagiarism are listed below. 3  

• Verbatim quotation without clear acknowledgement  

Readers should be able to distinguish between the author’s own words and that from another source. To ensure this, direct quotations should be cited and enclosed within quotation marks, indented as block text, or italicized. 

• Cutting and pasting from the Internet without clear acknowledgement  

To avoid plagiarism, information found on the Internet should be verified from other reliable sources and only trustworthy websites, such as government websites, should be referred to and used with clear citation. 

• Paraphrasing without proper acknowledgement  

Paraphrasing means rewriting text using different words although the meaning remains the same. Even if the words are different, the meaning or idea, if sourced from another work, should be duly cited. Close paraphrasing occurs when only very few words are revised from the original. Here’s an example: 4  

Original  

Wild cattle are probably the longest-running example in Europe of the conservation in semi-captivity of an otherwise extinct subspecies. They owe their survival to being a medieval status symbol; how they came to be such is unknown.  

Plagiarized version  

There are a number of herds of so-called ‘wild cattle’ in Britain. Their survival is due to their being a medieval status symbol, although it is unknown how they came to be such, and is one of the longest running examples of the conservation in semi-captivity in Europe of an otherwise extinct subspecies.  

Acceptable revision  

There are a number of herds of so-called ‘wild cattle’ in country parks in Britain. In his ‘History of the Countryside’, Oliver Rackham suggests that these herds are ‘probably the longest-running example in Europe of the conservation in semi-captivity of an otherwise extinct subspecies’ and attributes the cattle’s survival to the fact that they were ‘a medieval status symbol’. 1  

1 Oliver Rackham, The History of the Countryside (London: Phoenix, 2000), p. 39.  

• Collusion  

This includes unauthorized collaborations among students and failure to acknowledge assistance received while working in groups. You should be clear about the extent of collaboration allowed. 

• Inaccurate citation  

Citations must be accurate, and only those sources that have actually been referred to should be mentioned. 

• Auto-plagiarism  

Many universities prohibit concurrent submission of identical documents, that is, submitting work that has already been submitted for a different course, subject, university, etc. 

What is plagiarism in research?

Plagiarism in research could take many forms like copying another author’s work, strategy, methods, hypotheses, formulae, in addition to basic text. A plagiarism charge can have adverse effects on authors’ careers and also the reputation of universities and institutions with which they are affiliated. If plagiarism is discovered after an article is published in a journal, then that paper would need to be retracted and this can significantly affect any future publishing prospects of authors. Retractions negate the credibility or validity of any research, affecting not just the authors and institutions but also other researchers who may have referred to this source for their own research.  

Universities have clear definitions and strict policies on how to avoid plagiarism; two examples are given below. 

Stanford University  

“For purposes of the Stanford University Honor Code, plagiarism is defined as the use, without giving reasonable and appropriate credit to or acknowledging the author or source, of another person’s original work, whether such work is made up of code, formulas, ideas, language, research, strategies, writing or other form(s). Moreover, verbatim text from another source must always be put in (or within) quotation marks.” 5  

Carnegie Mellon University  

“Plagiarism is defined as the use of work or concepts contributed by other individuals without proper attribution or citation. Unique ideas or materials taken from another source for either written or oral use must be fully acknowledged in academic work to be graded. Examples of sources expected to be referenced include but are not limited to:  

• Text, either written or spoken, quoted directly or paraphrased  
• Graphic elements  
• Passages of music, existing either as sound or as notation  
• Mathematical proofs  
• Scientific data  
• Concepts or material derived from the work, published or unpublished, of another person” 6  

Why should you avoid plagiarism ?

You should avoid plagiarism for the following reasons 7 : 

• to ensure academic integrity  
• to ensure ethical practices in research 
• to give credit to authors whose work you’re referring to because it is a form of respecting someone’s efforts and work  
• to avoid hampering your own career and reputation and that of the affiliated institution 

An important way to avoid plagiarism is to cite sources appropriately. Proper citations are similar to roadmaps for future researchers who will refer to your work for their own research. These roadmaps help researchers in following your research trail on the same subject so that they don’t waste time and effort by repeating work that has already been done.  

Ways to avoid plagiarism in research

Listed below are a few ways to avoid plagiarism. 7  

• Plan : Make a list of the information you need and allocate sufficient time for both research and writing. If you spend most of your time on research, you may not have enough time for writing and may eventually copy text verbatim. 
• Cite accurately from reliable sources : Refer to only reliable sources and track them by using reference management software such as Zotero , Mendeley , and EndNote to help you organize all your citations. One of the most critical ways to avoid plagiarism is to add citations to the correct place in the text using specific rules, if applicable. 
• Paraphrase and rewrite : Don’t cut and paste text from sources into your document. Use your own words to rephrase sentences ensuring that you retain the intended meaning. 
• Use exact words cautiously : Use words verbatim only if absolutely necessary and always highlight such text and cite the source. 

Tips to avoid plagiarism

Here are some detailed tips to help you avoid plagiarism. 8,9  

• Learn the principles of good writing by attending related courses, seminars, etc. 
• Don’t modify the content in a source to suit your objectives. 
• Use a signal phrase, such as “According to [source],” at the beginning of sentences or paragraphs to clarify that you’re referring to another source. 
• Avoid changing technical, subject-specific, or coined terms in the source text. Highlight such terms by using quotation marks or italics. 
• Use examples to learn how to paraphrase source text accurately. Read the source text, understand what it’s conveying, and then rewrite it in your own words.  
• Quote only as much is needed from the source. Don’t quote the entire paragraph if only one sentence is sufficient. To shorten quoted text, use ellipses (…) to indicate omitted text. 
• Learn how to cite sources properly. Choose a specific referencing style followed in your field and familiarize yourself with it. 
• Learn how to detect plagiarism. After paraphrasing an example text, identify words in your text that are similar to those in the source. See if these words could be replaced with others without changing the original meaning. 
• Ensure that all the information that is not otherwise “common knowledge” is cited. Do note that something that is common knowledge to you may not be as common to others. 
• Obtain permission from authors when using significant portions of their work. 
• Proofread your work objectively to ensure that readers can distinguish between your own words or ideas and those from other sources. 
• Avoid accidental plagiarism by using a good plagiarism checker to identify any instances you may have missed. 

How to prevent plagiarism ? A checklist

Here’s a short checklist you can use after finalizing your document to help you prevent plagiarism. Make sure you have: 

• Not copied text verbatim. 
• Paraphrased appropriately in own language instead of just using synonyms. 
• Enclosed exact words within quotation marks, indented as a block, or italicized. 
• Used appropriate subject-specific citation style guide and followed all the formatting rules. 
• Included in-text citations wherever required. 
• Included all text citations in the reference list or bibliography as well. 
• Neither reused own previously submitted paper nor submitted papers to different institutions concurrently. 

Frequently asked questions  

Several online plagiarism checkers are available to check for text duplication, such as the Paperpal plagiarism checker or iThenticate by Turnitin. Such tools are usually used by universities, journals, and other publishers to ensure that all submissions are original and to prevent any copyright issues later. 10  

Plagiarism checkers are important because they quickly accomplish what would otherwise take several hours to complete manually. These plagiarism checkers use algorithms to compare text with an extensive database including journal articles, websites, etc. The scale at which these checkers function is also quite high because they scan billions of sources of text and data to identify a match between what you’ve written and the sources they’re trained to parse. However, the accuracy of these checkers may not be 100% because of false positives (flagging original content as plagiarized) and false negatives (failing to detect plagiarized content). The accuracy of plagiarism checkers depends on factors such as database size, algorithm quality, text comparison methodology, etc. Users should manually check flagged content to ensure accuracy. 

Here are a few best practices and ways to avoid plagiarism for students: 10   Take sufficient time to complete your work and don’t procrastinate.  Avoid simply copy pasting text from sources. Understand the whole concept and write in your own words. Learn how to paraphrase and how to cite accurately.  Use reliable and credible sources and acknowledge them.  Organize your notes; create a separate list of citations you’re using as you work.  Avoid simultaneously submitting the same article for different courses, universities, journals, etc.  Use a trusted plagiarism checker to detect any accidental or self-plagiarism. 

Mosaic or patchwork plagiarism refers to combining text from various sources into your own work without proper acknowledgement or citation. While paraphrasing involves rewriting text from a single source, mosaic plagiarism involves copying text from multiple sources.  Here’s an example of mosaic plagiarism: 12   Source 1 (Johnson, 2018):   “Adolescents today are facing a unique challenge that previous generations did not experience. The increasing usage of social media platforms has raised concerns about its impact on their mental well-being. Recent studies have indicated a correlation between the time spent on social media and the overall well-being of adolescents.”   Source 2 (Miller, 2019):   “The relationship between screen time and mental health among young people has been investigated extensively. It has been found that excessive screen time, especially on social media platforms, can contribute to feelings of anxiety and depression.”   Plagiarized text   Teenagers today face unique challenges unknown to previous generations. The increasing use of social media platforms has prompted concerns about their impact on youth wellbeing, leading to extensive investigation of the impact of screen time on mental health. Studies have shown a link between excessive screen time and mental health, with youth affected by feelings of anxiety and depression.   To conclude, to avoid plagiarism authors should use information from sources carefully and always cite or acknowledge accurately. We hope this article has given you an insight into what constitutes plagiarism and that the suggested tips will help you avoid plagiarism in research. 

References  

• Turabian, Kate L. A Manual for Writers of Research Papers, Theses, and Dissertations . 9 th ed. Chicago: The University of Chicago Press, 2018, p. 81-84. 
• Merriam-Webster’s dictionary. Last accessed February 13, 2024. https://www.merriam-webster.com/dictionary/plagiarized  
• Plagiarism. University of Oxford website. Accessed February 13, 2024. https://www.ox.ac.uk/students/academic/guidance/skills/plagiarism  
• A guide to referencing your work. University of Bristol website. Accessed February 17, 2024. https://www.bristol.ac.uk/arts/exercises/referencing/page_05.htm  
• What is plagiarism? Stanford University website. Accessed February 16, 2024. https://communitystandards.stanford.edu/policies-guidance/bja-guidance-definitions-and-clarifications/what-plagiarism  
• Academic integrity. Carnegie Mellon University website. Accessed February 15, 2024. https://www.cmu.edu/policies/student-and-student-life/academic-integrity.html  
• How to avoid plagiarism. Harvard University website. Accessed February 17, 2024. https://usingsources.fas.harvard.edu/how-avoid-plagiarism-0  
• Best practices to avoid plagiarism. Purdue University website. Accessed February 21, 2024. https://owl.purdue.edu/owl/avoiding_plagiarism/best_practices.html  
• Tips on avoiding plagiarism. Northern Illinois University website. Accessed February 16, 2024. https://www.niu.edu/academic-integrity/students/plagiarism/tips-on-avoiding.shtml  
• Kumar PM, Priya NS, Musalaiah S, Nagasree M. Knowing and avoiding plagiarism during scientific writing. Ann Med Health Sci Res . 2014 Sep;4(Suppl 3):S193-8. doi: 10.4103/2141-9248.141957. PMID: 25364588. Accessed February 15, 2024. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4212376/  
• The accuracy of online plagiarism checkers: Are they up to the task? Medium. Published February 7, 2024. Accessed February 21, 2024. https://medium.com/@plagiarismexpertorg/the-accuracy-of-online-plagiarism-checkers-are-they-up-to-the-task-ba1e3be60fe7  
• What is mosaic plagiarism? Examples, types, and how to avoid it. Published December 12, 2023. Accessed February 22, 2024. https://www.turnitin.com/blog/what-is-mosaic-plagiarism-examples-types-and-how-to-avoid-it  

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Get accurate academic translations, rewriting support, grammar checks, vocabulary suggestions, and generative AI assistance that delivers human precision at machine speed. Try for free or upgrade to Paperpal Prime starting at US$19 a month to access premium features, including consistency, plagiarism, and 30+ submission readiness checks to help you succeed.  

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Avoiding Plagiarism

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Summarizing, Paraphrasing, and Quoting: A Comparison

This 10-minute activity helps raise students’ awareness to the similarities and differences among summarizing, paraphrasing, and quoting as they prepare to use these strategies in an effort to avoid plagiarism.

Peer Summarizing

This 45 to 90-minute activity allows students to practice writing their own summaries as well as evaluate summaries written by their peers.

Anonymous Paraphrasing

This 45 to 70-minute activity gives students the chance to practice paraphrasing a short passage and anonymously review each other’s work as a class.

Paraphrasing from Media

This 35-minute activity provides students practice with paraphrasing visual and multimedia texts.

Using In-text Citations

This 50-minute activity first offers students various examples of how to cite a single passage. Students are then asked to practice writing their own in-text citations with another text, following the examples they’ve been given. The supplemental handout for this activity offers a variety of examples on how to integrate an original source text into one’s own writing.

Quoting Others

This 40-minute activity asks students to practice quoting an original source. The supplemental handout for this activity offers useful templates for students to use when both quoting as well as interpreting a quote in their own work.

Summary, Paraphrase, and Quotation in Context

This 35-minute activity asks students to analyze and evaluate example summaries, paraphrases, and in-text citations in a given sample essay.

• CSN Libraries
• Library Guides
• Course Guides

ENG 101 - Okey

Avoiding plagiarism.

• Useful Databases at CSN Libraries
• Choosing a Research Topic
• How To Search Databases
• Verifying Sources (CRAAP Method)
• Citing in MLA

The entire section below came from a research guide from Iowa State University.  To avoid plagiarism, one must provide a reference to that source to indicate where the original information came from (see the "Source:" section below).

"There are many ways to avoid plagiarism, including developing good research habits, good time management, and taking responsibility for your own learning. Here are some specific tips:

• Don't procrastinate with your research and assignments. Good research takes time. Procrastinating makes it likely you'll run out of time or be unduly pressured to finish. This sort of pressure can often lead to sloppy research habits and bad decisions. Plan your research well in advance, and seek help when needed from your professor, from librarians and other campus support staff.
• Commit to doing your own work. If you don't understand an assignment, talk with your professor. Don't take the "easy way" out by asking your roommate or friends for copies of old assignments. A different aspect of this is group work. Group projects are very popular in some classes on campus, but not all. Make sure you clearly understand when your professor says it's okay to work with others on assignments and submit group work on assignments, versus when assignments and papers need to represent your  own  work.
•  Be 100% scrupulous   in your note taking. As you prepare your paper or research, and as you begin drafting your paper. One good practice is to clearly label in your notes your own ideas (write "ME" in parentheses) and ideas and words from others (write "SMITH, 2005" or something to indicate author, source, source date). Keep good records of the sources you consult, and the ideas you take from them. If you're writing a paper, you'll need this information for your bibliographies or references cited list anyway, so you'll benefit from good organization from the beginning.
• Cite your sources scrupulously. Always cite other people's work, words, ideas and phrases that you use directly or indirectly in your paper. Regardless of whether you found the information in a book, article, or website, and whether it's text, a graphic, an illustration, chart or table, you need to cite it. When you use words or phrases from other sources, these need to be in quotes. Current style manuals are available at most reference desks and online. They may also give further advice on avoiding plagiarism.
• Understand good paraphrasing. Simply using synonyms or scrambling an author's words and phrases and then using these "rewrites" uncredited in your work is plagiarism, plain and simple. Good paraphrasing requires that you genuinely understand the original source, that you are genuinely using your own words to summarize a point or concept, and that you insert in quotes any unique words or phrases you use from the original source.  Good paraphrasing also requires that you cite the original source.  Anything less and you veer into the dangerous territory of plagiarism."

Source: Vega García, S.A. (2012). Understanding plagiarism: Information literacy guide. Iowa State University. Retrieved from  http://instr.iastate.libguides.com/content.php?pid=10314 . [Accessed January 3, 2017]

• Preventing Plagiarism when Writing This is a link to further information on "Avoiding Plagiarism." Along with the information provided above, you can look here to check for plagiarism in your own papers.
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• Last Updated: Aug 30, 2024 11:18 AM
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A publication of the harvard college writing program.

Harvard Guide to Using Sources 

• The Honor Code
• What Constitutes Plagiarism?

In academic writing, it is considered plagiarism to draw any idea or any language from someone else without adequately crediting that source in your paper. It doesn't matter whether the source is a published author, another student, a website without clear authorship, a website that sells academic papers, or any other person: Taking credit for anyone else's work is stealing, and it is unacceptable in all academic situations, whether you do it intentionally or by accident.

The ease with which you can find information of all kinds online means that you need to be extra vigilant about keeping track of where you are getting information and ideas and about giving proper credit to the authors of the sources you use. If you cut and paste from an electronic document into your notes and forget to clearly label the document in your notes, or if you draw information from a series of websites without taking careful notes, you may end up taking credit for ideas that aren't yours, whether you mean to or not.

It's important to remember that every website is a document with an author, and therefore every website must be cited properly in your paper. For example, while it may seem obvious to you that an idea drawn from Professor Steven Pinker's book The Language Instinct should only appear in your paper if you include a clear citation, it might be less clear that information you glean about language acquisition from the Stanford Encyclopedia of Philosophy website warrants a similar citation. Even though the authorship of this encyclopedia entry is less obvious than it might be if it were a print article (you need to scroll down the page to see the author's name, and if you don't do so you might mistakenly think an author isn't listed), you are still responsible for citing this material correctly. Similarly, if you consult a website that has no clear authorship, you are still responsible for citing the website as a source for your paper. The kind of source you use, or the absence of an author linked to that source, does not change the fact that you always need to cite your sources (see Evaluating Web Sources ).

Verbatim Plagiarism

If you copy language word for word from another source and use that language in your paper, you are plagiarizing verbatim . Even if you write down your own ideas in your own words and place them around text that you've drawn directly from a source, you must give credit to the author of the source material, either by placing the source material in quotation marks and providing a clear citation, or by paraphrasing the source material and providing a clear citation.

The passage below comes from Ellora Derenoncourt’s article, “Can You Move to Opportunity? Evidence from the Great Migration.”

Here is the article citation in APA style:

Derenoncourt, E. (2022). Can you move to opportunity? Evidence from the Great Migration. The American Economic Review , 112(2), 369–408. https://doi.org/10.1257/aer.20200002

Source material

Why did urban Black populations in the North increase so dramatically between 1940 and 1970? After a period of reduced mobility during the Great Depression, Black out-migration from the South resumed at an accelerated pace after 1940. Wartime jobs in the defense industry and in naval shipyards led to substantial Black migration to California and other Pacific states for the first time since the Migration began. Migration continued apace to midwestern cities in the 1950s and1960s, as the booming automobile industry attracted millions more Black southerners to the North, particularly to cities like Detroit or Cleveland. Of the six million Black migrants who left the South during the Great Migration, four million of them migrated between 1940 and 1970 alone.

Plagiarized version

While this student has written her own sentence introducing the topic, she has copied the italicized sentences directly from the source material. She has left out two sentences from Derenoncourt’s paragraph, but has reproduced the rest verbatim:

But things changed mid-century. After a period of reduced mobility during the Great Depression, Black out-migration from the South resumed at an accelerated pace after 1940. Wartime jobs in the defense industry and in naval shipyards led to substantial Black migration to California and other Pacific states for the first time since the Migration began. Migration continued apace to midwestern cities in the 1950s and1960s, as the booming automobile industry attracted millions more Black southerners to the North, particularly to cities like Detroit or Cleveland.

Acceptable version #1: Paraphrase with citation

In this version the student has paraphrased Derenoncourt’s passage, making it clear that these ideas come from a source by introducing the section with a clear signal phrase ("as Derenoncourt explains…") and citing the publication date, as APA style requires.

But things changed mid-century. In fact, as Derenoncourt (2022) explains, the wartime increase in jobs in both defense and naval shipyards marked the first time during the Great Migration that Black southerners went to California and other west coast states. After the war, the increase in jobs in the car industry led to Black southerners choosing cities in the midwest, including Detroit and Cleveland.

Acceptable version #2 : Direct quotation with citation or direct quotation and paraphrase with citation

If you quote directly from an author and cite the quoted material, you are giving credit to the author. But you should keep in mind that quoting long passages of text is only the best option if the particular language used by the author is important to your paper. Social scientists and STEM scholars rarely quote in their writing, paraphrasing their sources instead. If you are writing in the humanities, you should make sure that you only quote directly when you think it is important for your readers to see the original language.

In the example below, the student quotes part of the passage and paraphrases the rest.

But things changed mid-century. In fact, as Derenoncourt (2022) explains, “after a period of reduced mobility during the Great Depression, Black out-migration from the South resumed at an accelerated pace after 1940” (p. 379). Derenoncourt notes that after the war, the increase in jobs in the car industry led to Black southerners choosing cities in the midwest, including Detroit and Cleveland.

Mosaic Plagiarism

If you copy bits and pieces from a source (or several sources), changing a few words here and there without either adequately paraphrasing or quoting directly, the result is mosaic plagiarism . Even if you don't intend to copy the source, you may end up with this type of plagiarism as a result of careless note-taking and confusion over where your source's ideas end and your own ideas begin. You may think that you've paraphrased sufficiently or quoted relevant passages, but if you haven't taken careful notes along the way, or if you've cut and pasted from your sources, you can lose track of the boundaries between your own ideas and those of your sources. It's not enough to have good intentions and to cite some of the material you use. You are responsible for making clear distinctions between your ideas and the ideas of the scholars who have informed your work. If you keep track of the ideas that come from your sources and have a clear understanding of how your own ideas differ from those ideas, and you follow the correct citation style, you will avoid mosaic plagiarism.

Indeed, of the more than 3500 hours of instruction during medical school, an average of less than 60 hours are devoted to all of bioethics, health law and health economics combined . Most of the instruction is during the preclinical courses, leaving very little instructional time when students are experiencing bioethical or legal challenges during their hands-on, clinical training. More than 60 percent of the instructors in bioethics, health law, and health economics have not published since 1990 on the topic they are teaching.

--Persad, G.C., Elder, L., Sedig,L., Flores, L., & Emanuel, E. (2008). The current state of medical school education in bioethics, health law, and health economics. Journal of Law, Medicine, and Ethics 36 , 89-94.

Students can absorb the educational messages in medical dramas when they view them for entertainment. In fact, even though they were not created specifically for education, these programs can be seen as an entertainment-education tool [43, 44]. In entertainment-education shows, viewers are exposed to educational content in entertainment contexts, using visual language that is easy to understand and triggers emotional engagement [45]. The enhanced emotional engagement and cognitive development [5] and moral imagination make students more sensitive to training [22].

--Cambra-Badii, I., Moyano, E., Ortega, I., Josep-E Baños, & Sentí, M. (2021). TV medical dramas: Health sciences students’ viewing habits and potential for teaching issues related to bioethics and professionalism. BMC Medical Education, 21 , 1-11. doi: https://doi.org/10.1186/s12909-021-02947-7

Paragraph #1.

All of the ideas in this paragraph after the first sentence are drawn directly from Persad. But because the student has placed the citation mid-paragraph, the final two sentences wrongly appear to be the student’s own idea:

In order to advocate for the use of medical television shows in the medical education system, it is also important to look at the current bioethical curriculum. In the more than 3500 hours of training that students undergo in medical school, only about 60 hours are focused on bioethics, health law, and health economics (Persad et al, 2008). It is also problematic that students receive this training before they actually have spent time treating patients in the clinical setting. Most of these hours are taught by instructors without current publications in the field.

Paragraph #2.

All of the italicized ideas in this paragraph are either paraphrased or taken verbatim from Cambra-Badii, et al., but the student does not cite the source at all. As a result, readers will assume that the student has come up with these ideas himself:

Students can absorb the educational messages in medical dramas when they view them for entertainment. It doesn’t matter if the shows were designed for medical students; they can still be a tool for education. In these hybrid entertainment-education shows, viewers are exposed to educational content that triggers an emotional reaction. By allowing for this emotional, cognitive, and moral engagement, the shows make students more sensitive to training . There may be further applications to this type of education: the role of entertainment as a way of encouraging students to consider ethical situations could be extended to other professions, including law or even education.

The student has come up with the final idea in the paragraph (that this type of ethical training could apply to other professions), but because nothing in the paragraph is cited, it reads as if it is part of a whole paragraph of his own ideas, rather than the point that he is building to after using the ideas from the article without crediting the authors.

Acceptable version

In the first paragraph, the student uses signal phrases in nearly every sentence to reference the authors (“According to Persad et al.,” “As the researchers argue,” “They also note”), which makes it clear throughout the paragraph that all of the paragraph’s information has been drawn from Persad et al. The student also uses a clear APA in-text citation to point the reader to the original article. In the second paragraph, the student paraphrases and cites the source’s ideas and creates a clear boundary behind those ideas and his own, which appear in the final paragraph.

In order to advocate for the use of medical television shows in the medical education system, it is also important to look at the current bioethical curriculum. According to Persad et al. (2008), only about one percent of teaching time throughout the four years of medical school is spent on ethics. As the researchers argue, this presents a problem because the students are being taught about ethical issues before they have a chance to experience those issues themselves. They also note that more than sixty percent of instructors teaching bioethics to medical students have no recent publications in the subject.

The research suggests that medical dramas may be a promising source for discussions of medical ethics. Cambra-Badii et al. (2021) explain that even when watched for entertainment, medical shows can help viewers engage emotionally with the characters and may prime them to be more receptive to training in medical ethics. There may be further applications to this type of education: the role of entertainment as a way of encouraging students to consider ethical situations could be extended to other professions, including law or even education.

Inadequate Paraphrase

When you paraphrase, your task is to distill the source's ideas in your own words. It's not enough to change a few words here and there and leave the rest; instead, you must completely restate the ideas in the passage in your own words. If your own language is too close to the original, then you are plagiarizing, even if you do provide a citation.

In order to make sure that you are using your own words, it's a good idea to put away the source material while you write your paraphrase of it. This way, you will force yourself to distill the point you think the author is making and articulate it in a new way. Once you have done this, you should look back at the original and make sure that you have represented the source’s ideas accurately and that you have not used the same words or sentence structure. If you do want to use some of the author's words for emphasis or clarity, you must put those words in quotation marks and provide a citation.

The passage below comes from Michael Sandel’s article, “The Case Against Perfection.” Here’s the article citation in MLA style:

Sandel, Michael. “The Case Against Perfection.” The Atlantic , April 2004, https://www.theatlantic.com/magazine/archive/2004/04/the-case-against-pe... .

Though there is much to be said for this argument, I do not think the main problem with enhancement and genetic engineering is that they undermine effort and erode human agency. The deeper danger is that they represent a kind of hyperagency—a Promethean aspiration to remake nature, including human nature, to serve our purposes and satisfy our desires. The problem is not the drift to mechanism but the drive to mastery. And what the drive to mastery misses and may even destroy is an appreciation of the gifted character of human powers and achievements.

The version below is an inadequate paraphrase because the student has only cut or replaced a few words: “I do not think the main problem” became “the main problem is not”; “deeper danger” became “bigger problem”; “aspiration” became “desire”; “the gifted character of human powers and achievements” became “the gifts that make our achievements possible.”

The main problem with enhancement and genetic engineering is not that they undermine effort and erode human agency. The bigger problem is that they represent a kind of hyperagency—a Promethean desire to remake nature, including human nature, to serve our purposes and satisfy our desires. The problem is not the drift to mechanism but the drive to mastery. And what the drive to mastery misses and may even destroy is an appreciation of the gifts that make our achievements possible (Sandel).

Acceptable version #1: Adequate paraphrase with citation

In this version, the student communicates Sandel’s ideas but does not borrow language from Sandel. Because the student uses Sandel’s name in the first sentence and has consulted an online version of the article without page numbers, there is no need for a parenthetical citation.

Michael Sandel disagrees with the argument that genetic engineering is a problem because it replaces the need for humans to work hard and make their own choices. Instead, he argues that we should be more concerned that the decision to use genetic enhancement is motivated by a desire to take control of nature and bend it to our will instead of appreciating its gifts.

Acceptable version #2: Direct quotation with citation

In this version, the student uses Sandel’s words in quotation marks and provides a clear MLA in-text citation. In cases where you are going to talk about the exact language that an author uses, it is acceptable to quote longer passages of text. If you are not going to discuss the exact language, you should paraphrase rather than quoting extensively.

The author argues that “the main problem with enhancement and genetic engineering is not that they undermine effort and erode human agency,” but, rather that “they represent a kind of hyperagency—a Promethean desire to remake nature, including human nature, to serve our purposes and satisfy our desires. The problem is not the drift to mechanism but the drive to mastery. And what the drive to mastery misses and may even destroy is an appreciation of the gifts that make our achievements possible” (Sandel).

Uncited Paraphrase

When you use your own language to describe someone else's idea, that idea still belongs to the author of the original material. Therefore, it's not enough to paraphrase the source material responsibly; you also need to cite the source, even if you have changed the wording significantly. As with quoting, when you paraphrase you are offering your reader a glimpse of someone else's work on your chosen topic, and you should also provide enough information for your reader to trace that work back to its original form. The rule of thumb here is simple: Whenever you use ideas that you did not think up yourself, you need to give credit to the source in which you found them, whether you quote directly from that material or provide a responsible paraphrase.

The passage below comes from C. Thi Nguyen’s article, “Echo Chambers and Epistemic Bubbles.”

Here’s the citation for the article, in APA style:

Nguyen, C. (2020). Echo chambers and epistemic bubbles. Episteme, 17 (2), 141-161. doi:10.1017/epi.2018.32

Epistemic bubbles can easily form accidentally. But the most plausible explanation for the particular features of echo chambers is something more malicious. Echo chambers are excellent tools to maintain, reinforce, and expand power through epistemic control. Thus, it is likely (though not necessary) that echo chambers are set up intentionally, or at least maintained, for this functionality (Nguyen, 2020).

The student who wrote the paraphrase below has drawn these ideas directly from Nguyen’s article but has not credited the author. Although she paraphrased adequately, she is still responsible for citing Nguyen as the source of this information.

Echo chambers and epistemic bubbles have different origins. While epistemic bubbles can be created organically, it’s more likely that echo chambers will be formed by those who wish to keep or even grow their control over the information that people hear and understand.

In this version, the student eliminates any possible ambiguity about the source of the ideas in the paragraph. By using a signal phrase to name the author whenever the source of the ideas could be unclear, the student clearly attributes these ideas to Nguyen.

According to Nguyen (2020), echo chambers and epistemic bubbles have different origins. Nguyen argues that while epistemic bubbles can be created organically, it’s more likely that echo chambers will be formed by those who wish to keep or even grow their control over the information that people hear and understand.

Uncited Quotation

When you put source material in quotation marks in your essay, you are telling your reader that you have drawn that material from somewhere else. But it's not enough to indicate that the material in quotation marks is not the product of your own thinking or experimentation: You must also credit the author of that material and provide a trail for your reader to follow back to the original document. This way, your reader will know who did the original work and will also be able to go back and consult that work if they are interested in learning more about the topic. Citations should always go directly after quotations.

The passage below comes from Deirdre Mask’s nonfiction book, The Address Book: What Street Addresses Reveal About Identity, Race, Wealth, and Power.

Here is the MLA citation for the book:

Mask, Deirdre. The Address Book: What Street Addresses Reveal About Identity, Race, Wealth, and Power. St. Martin’s Griffin, 2021.

In New York, even addresses are for sale. The city allows a developer, for the bargain price of $11,000 (as of 2019), to apply to change the street address to something more attractive.

It’s not enough for the student to indicate that these words come from a source; the source must be cited:

After all, “in New York, even addresses are for sale. The city allows a developer, for the bargain price of $11,000 (as of 2019), to apply to change the street address to something more attractive.”

Here, the student has cited the source of the quotation using an MLA in-text citation:

After all, “in New York, even addresses are for sale. The city allows a developer, for the bargain price of $11,000 (as of 2019), to apply to change the street address to something more attractive” (Mask 229).

Using Material from Another Student's Work

In some courses you will be allowed or encouraged to form study groups, to work together in class generating ideas, or to collaborate on your thinking in other ways. Even in those cases, it's imperative that you understand whether all of your writing must be done independently, or whether group authorship is permitted. Most often, even in courses that allow some collaborative discussion, the writing or calculations that you do must be your own. This doesn't mean that you shouldn't collect feedback on your writing from a classmate or a writing tutor; rather, it means that the argument you make (and the ideas you rely on to make it) should either be your own or you should give credit to the source of those ideas.

So what does this mean for the ideas that emerge from class discussion or peer review exercises? Unlike the ideas that your professor offers in lecture (you should always cite these), ideas that come up in the course of class discussion or peer review are collaborative, and often not just the product of one individual's thinking. If, however, you see a clear moment in discussion when a particular student comes up with an idea, you should cite that student. In any case, when your work is informed by class discussions, it's courteous and collegial to include a discursive footnote in your paper that lets your readers know about that discussion. So, for example, if you were writing a paper about the narrator in Tim O'Brien's The Things They Carried and you came up with your idea during a discussion in class, you might place a footnote in your paper that states the following: "I am indebted to the members of my Expos 20 section for sparking my thoughts about the role of the narrator as Greek Chorus in Tim O'Brien's The Things They Carried ."

It is important to note that collaboration policies can vary by course, even within the same department, and you are responsible for familiarizing yourself with each course's expectation about collaboration. Collaboration policies are often stated in the syllabus, but if you are not sure whether it is appropriate to collaborate on work for any course, you should always consult your instructor.

• The Exception: Common Knowledge
• Other Scenarios to Avoid
• Why Does it Matter if You Plagiarize?
• How to Avoid Plagiarism
• Harvard University Plagiarism Policy

PDFs for This Section

• Avoiding Plagiarism
• Online Library and Citation Tools

Prevent plagiarism, run a free plagiarism check.

• Knowledge Base
• Types of plagiarism and how to recognize them

The 5 Types of Plagiarism | Explanations & Examples

Published on January 10, 2022 by Raimo Streefkerk . Revised on November 21, 2023 by Jack Caulfield.

Plagiarism comes in many forms, some more severe than others—from rephrasing someone’s ideas without acknowledgement to stealing a whole essay. These are the five most common types of plagiarism:

• Global plagiarism means passing off an entire text by someone else as your own work.
• Verbatim plagiarism means directly copying someone else’s words.
• Paraphrasing plagiarism means rephrasing someone else’s ideas to present them as your own.
• Patchwork plagiarism means stitching together parts of different sources to create your text.
• Self-plagiarism means recycling your own past work.

Except for global plagiarism, these types of plagiarism are often accidental, resulting from failure to understand how to properly quote, paraphrase, and cite your sources. If you’re concerned about accidental plagiarism, a plagiarism checker , like the one from Scribbr, can help.

Table of contents

Global plagiarism: plagiarizing an entire text, verbatim plagiarism: copying words directly, paraphrasing plagiarism: rephrasing ideas, patchwork plagiarism: stitching together sources, self-plagiarism: plagiarizing your own work, frequently asked questions about plagiarism.

Global plagiarism means taking an entire text by someone else and passing it off as your own.

For example, if you get someone else to write an essay or assignment for you, or if you find a text online and submit it as your own work, you are committing global plagiarism.

Because it involves deliberately and directly lying about the authorship of a work, this is the most serious type of plagiarism, and it can have severe consequences .

Avoiding this kind of plagiarism is straightforward: just write your own essays!

Prevent plagiarism. Run a free check.

Verbatim plagiarism, also called direct plagiarism, means copying and pasting someone else’s words into your own work without attribution.

This could be text that’s completely identical to the original or slightly altered. If the structure and the majority of the words are the same as in the original, this counts as verbatim plagiarism, even if you delete or change a couple of words.

In academic writing, you can and should refer to the words of others. To avoid verbatim plagiarism, you just need to quote the original source by putting the copied text in quotation marks and including an in-text citation . You can use the free Scribbr Citation Generator to create correctly formatted citations in MLA or APA Style .

Generate accurate citations with Scribbr

Most plagiarism checkers can easily detect verbatim plagiarism.

Example of verbatim plagiarism

Paraphrasing means putting a piece of text into your own words. Paraphrasing without citation is the most common type of plagiarism.

Paraphrasing, like quoting, is a legitimate way to incorporate the ideas of others into your writing. It only becomes plagiarism when you rewrite a source’s points as if they were your own. To avoid plagiarism when paraphrasing, cite your sources just as you would when quoting.

If you translate a piece of text from another language without citation, this is also a type of paraphrasing plagiarism. Translated text should always be cited; you’re still using someone else’s ideas, even if they’re in a different language.

Example of paraphrasing

Patchwork plagiarism, also called mosaic plagiarism, means copying phrases, passages, and ideas from different sources and putting them together to create a new text.

This can involve slightly rephrasing passages while keeping many of the same words and the same basic structure as the original, and inserting your own words here and there to stitch the plagiarized text together. Make sure to cite your sources whenever you quote or paraphrase to avoid plagiarism.

This type of plagiarism requires more effort and is more insidious than just copying and pasting from one source, but plagiarism checkers like Turnitin can still easily detect it.

Example of patchwork plagiarism

Self-plagiarism means reusing work that you’ve previously submitted or published. It amounts to academic dishonesty to present a paper or a piece of data as brand new when you’ve already gotten credit for the work.

The most serious form of self-plagiarism is to turn in a paper you already submitted for a grade to another class. Unless you have explicit permission to do so, this is always considered self-plagiarism.

Self-plagiarism can also occur when you reuse ideas, phrases or data from your previous assignments. Reworking old ideas and passages is not plagiarism as long as you have permission to do so and you cite your previous work to make their origins clear.

Scribbr’s Self-Plagiarism Checker

Online plagiarism scanners don’t have access to internal university databases and therefore can’t check your document for self-plagiarism.

Using Scribbr’s Self-Plagiarism Checker , you can upload your previous work and compare it to your current document. The checker will scan the texts for similarities and flag any passages where you might have self-plagiarized.

Global plagiarism means taking an entire work written by someone else and passing it off as your own. This can mean getting someone else to write an essay or assignment for you, or submitting a text you found online as your own work.

Global plagiarism is the most serious type of plagiarism because it involves deliberately and directly lying about the authorship of a work. It can have severe consequences .

To ensure you aren’t accidentally plagiarizing, consider running your work through plagiarism checker tool prior to submission. These tools work by using advanced database software to scan for matches between your text and existing texts.

Scribbr’s Plagiarism Checker takes less than 10 minutes and can help you turn in your paper with confidence.

Verbatim plagiarism means copying text from a source and pasting it directly into your own document without giving proper credit.

Even if you delete a few words or replace them with synonyms, it still counts as verbatim plagiarism.

To use an author’s exact words, quote the original source by putting the copied text in quotation marks and including an in-text citation .

If you’re worried about plagiarism, consider running your work through a plagiarism checker tool prior to submission, which work by using advanced database software to scan for matches between your text and existing texts.

Paraphrasing without crediting the original author is a form of plagiarism , because you’re presenting someone else’s ideas as if they were your own.

However, paraphrasing is not plagiarism if you correctly cite the source . This means including an in-text citation and a full reference, formatted according to your required citation style .

As well as citing, make sure that any paraphrased text is completely rewritten in your own words.

Patchwork plagiarism (aka mosaic plagiarism) means copying phrases, passages, or ideas from various existing sources and combining them to create a new text. While this type of plagiarism is more insidious than simply copy-pasting directly from a source, plagiarism checkers like Turnitin’s can still easily detect it.

To avoid plagiarism in any form, remember to cite your sources . Also consider running your work through a plagiarism checker tool prior to submission, which work by using advanced database software to scan for matches between your text and existing texts.

Yes, reusing your own work without acknowledgment is considered self-plagiarism . This can range from re-submitting an entire assignment to reusing passages or data from something you’ve turned in previously without citing them.

Self-plagiarism often has the same consequences as other types of plagiarism . If you want to reuse content you wrote in the past, make sure to check your university’s policy or consult your professor.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

Streefkerk, R. (2023, November 21). The 5 Types of Plagiarism | Explanations & Examples. Scribbr. Retrieved September 6, 2024, from https://www.scribbr.com/plagiarism/types-of-plagiarism/

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Global Plagiarism

What Is Global Plagiarism? Causes, Examples and How to Avoid it

Published on: Aug 31, 2024

Last updated on: Sep 2, 2024

People also read

Ever wonder how global plagiarism messes with the integrity of work in our connected world?

With so much content online, it's easy to accidentally copy and paste without thinking. This increase in global plagiarism is causing major issues for both students and professionals. It’s undermining the value of original work.

Imagine your hard work being stolen and passed off as someone else’s. That’s the frustration global plagiarism can bring, making it hard to tell what's original and what's not.

Don’t worry! This blog will explain what global plagiarism is, give examples, and offer tips to avoid it. Let’s keep our work authentic and impactful!

So, without further ado, let’s dive right in!

What is Global Plagiarism?

Global plagiarism is defined as using content from various sources around the world without obtaining proper authorization or providing appropriate citations. It is a form of plagiarism that includes copying and presenting someone else's work—whether text , images , or multimedia —as one's own. 

It involves content from different countries and cultures , which can lead to violations of multiple intellectual property laws. This global scope makes it a complex issue, affecting various legal and cultural contexts.

How It Differs from Other Types of Plagiarism

Here’s a brief comparison of global plagiarism with other types of plagiarism:

Causes of Global Plagiarism

Understanding the causes of global plagiarism is important for tackling the problem. Several factors lead to its widespread occurrence across different cultures and legal systems:

• Technological Advancements and Easy Access to Information: The internet provides easy access to vast amounts of content from around the world. This ease of access increases the likelihood of copying information without proper attribution.
• Lack of Awareness or Understanding of Plagiarism: Many people do not fully understand what constitutes plagiarism or how to cite sources correctly, especially when dealing with content from different cultures and legal systems.
• Cultural Differences in the Perception of Plagiarism: Different cultures have various attitudes toward intellectual property and citation. These differences can cause confusion about what is considered plagiarism and how to avoid it.
• Pressure to Perform and Produce Content: The need to generate large amounts of content quickly can push individuals to copy existing work instead of creating original material. This pressure often leads to unintentional or deliberate plagiarism.

Global Plagiarism Examples

Global plagiarism shows up in various ways across different fields. Global plagiarism examples include:

• Academia: In schools and universities, global plagiarism happens when students or researchers copy entire sections from international journals or research papers without giving credit. This includes using text, data, or figures from other countries' sources and claiming them as their own work. This practice can damage the credibility of academic research and lead to serious consequences.
• Publishing: In the publishing world, global plagiarism occurs when authors copy content from foreign sources, like books or articles, and present it as their own. This can involve using entire sections or ideas in their own works, misleading readers and violating copyright laws.
• Online Content: On the internet, global plagiarism often involves copying text, images, or media from websites without permission or proper credit.This includes using content from global sources in blog posts or social media. It can confuse audiences and harm the original creators' rights and reputations.
• High-End Luxury Products: In the luxury goods market, global plagiarism is evident in the production of fake high-end products. This includes making replicas of designer items, such as handbags or watches. Counterfeiters produce high-quality copies that closely resemble the originals and often make lower-quality versions as well. These fake products are sold around the world, deceiving buyers and violating intellectual property rights.
• Social Media Reposting Without Attribution: Sharing someone else’s creative content on social media without crediting the original creator is a form of global plagiarism. This includes posting videos, infographics, or other media without permission. It spreads the content widely while ignoring the rights of the person who originally created it.

Teaching Students About Global Plagiarism

To effectively address global plagiarism, it's essential to educate students and provide them with the knowledge they need. Here are some key approaches to teaching students about this issue:

Education and Awareness Programs

Implement programs to teach students how to cite sources correctly and emphasize the importance of creating original work. These programs should cover what plagiarism is, how to avoid it, and why originality matters.

Role of Educational Institutions

Schools and universities should provide clear guidelines and resources to help students understand and avoid plagiarism. This includes offering workshops, online resources, and support services to educate students about proper citation practices and the consequences of plagiarism.

Technological Solutions

Teach students about technologies that protect digital content from being used without permission. This includes understanding how digital rights management (DRM) works to safeguard intellectual property.

Legal Frameworks and Policies:

• International Agreements and Regulations: Help students become familiar with global standards and regulations related to intellectual property and plagiarism. Understanding these international rules can help students navigate different legal and cultural contexts.
• Institutional Policies and Enforcement: Make sure students are aware of their institution’s policies on plagiarism. This includes clear explanations of what constitutes plagiarism, the penalties for violations, and how these rules are enforced.

Best Practices for Avoiding Global Plagiarism

To avoid global plagiarism and maintain academic and professional integrity, consider these best practices:

• Proper Citation and Referencing: Always give credit to the original sources by using the correct citation style. This includes noting all sources of information, ideas, and direct quotes.Learn and apply citation styles such as APA, MLA, or Chicago, or use a citation machine to correctly credit sources in your work.
• Paraphrasing Techniques: Develop the ability to restate information in your own words while giving proper credit to the original source. Effective paraphrasing involves understanding the source material and conveying its meaning in a new way. Using a paraphrasing tool can help you generate different ways of presenting the same information while ensuring proper attribution.
• Use of Plagiarism Detection Tools: Regularly check your work with a plagiarism checker   to confirm that your content is original. These tools help identify any unintentional similarities with existing sources by highlighting the duplicate content.
• Summarizing Skills: Learn how to distill information from a source into a concise summary that captures the main points. A summarizer can assist in condensing the material while still acknowledging the original source. This helps you present the core ideas clearly and briefly without directly copying the text.
• Developing Original Content and Critical Thinking: Focus on creating unique content and engaging critically with your sources. Instead of relying heavily on existing material, strive to develop new ideas and perspectives that reflect your own understanding.

Bottom line 

Wrapping it up, global plagiarism typically results from copying content without permission and affects people worldwide. The ease of online access makes it tempting to use others' work without proper attribution.

As a student, you might face consequences for accidentally copying content, while researchers or authors may find their work used elsewhere without proper credit.

If you're struggling to create original work on your own, a reliable AI essay writer could help produce a plagiarism-free essay. Consider giving it a try to ensure your work stands out for its authenticity and integrity!

Frequently Asked Questions

What is plagiarism vs global plagiarism.

Plagiarism is using someone else's work without acknowledgment. Global plagiarism is copying content from sources worldwide without proper citation.

What is the Difference Between Global and Incremental Plagiarism?

Global plagiarism involves copying large portions from various sources globally. Incremental plagiarism involves small, unacknowledged parts of someone else's work throughout a text.

What is Global Plagiarism in Public Speaking?

In public speaking, global plagiarism is using large parts of someone else's speech or presentation from international sources without proper credit.

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Caleb S. is an accomplished author with over five years of experience and a Master's degree from Oxford University. He excels in various writing forms, including articles, press releases, blog posts, and whitepapers. As a valued author at MyEssayWriter.ai, Caleb assists students and professionals by providing practical tips on research, citation, sentence structure, and style enhancement.

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Speaker 1: Hi, this is Kevin with Wordvice, and today we're going to talk about paraphrasing. What does paraphrasing mean? Paraphrasing is putting someone else's work into your own words instead of quoting directly. Paraphrasing can save space, it can truncate the information in a research paper, and it can distill the complex information that may exist in another study and make your study easier to understand. So how do quoting and paraphrasing differ exactly? Well, when you quote, you essentially copy and paste the exact words of another researcher into your own study. Every time you quote, you must use citations and quotation marks, regardless of formatting guidelines. A paraphrase, on the other hand, may use some key terms from the original text, but must use new language to express this idea. When you paraphrase, you do not need to include quotation marks, but you must still use citations. Let's look at one example to see how a quote and a paraphrase differ. First a quote. Davidson notes, in heart patient sample groups experiencing even mild tumor hypoxia, uptake of 300cc injected phenoflux was reduced by one-third for each 0.05% of increased hypoxia in the tumored organ, and the citation follows this. Now the paraphrase. Davidson concluded that the tumor hypoxia can impact the delivery and efficacy of anti-cancer drugs. Citation. This paraphrase differs significantly from the quote in length, structure, and word choice. It is shorter and gives the gist, or provides the main point of the original text. To place only very specific lines or details from another work into your study, use a combination of quotes and paraphrasing. Davidson. Citation. He concluded that tumor hypoxia poses a problem for doctors administering anti-cancer drugs, since even in tumors with mild hypoxia, uptake of 300cc injected phenoflux was reduced by one-third for each 0.05% of increased hypoxia. Note that while in the paraphrase version key terms remain, they reserve the quotes for very specific details, which cannot be paraphrased easily and might be essential to the paper. So when do you paraphrase and when do you quote? Let's take a look at some situations where one method might be preferable to the other. You should paraphrase to show you understand the main ideas or arguments of the author, to help explain difficult concepts or terminology, to highlight original ideas that are interesting when the original language is not as interesting, to change the emphasis of information to match your own arguments, or to provide a clear voice in your paper that isn't directly connected to other works. You should use quotes when the original wording is strong and engaging on its own, if the quote is very well known or difficult to paraphrase well, where the exact words of an authority would lend support to your own ideas, or when you want to present the author's detailed methods or findings or exact stated position. Keep in mind that you should not paraphrase too often, as it can take away some of the strength of the original content. Similarly, you shouldn't quote too often as well, as it can take away the authorial voice of your own paper. What you want to do is maintain a balance by using ample quotes and paraphrases in conjunction. So here are some steps you can take to paraphrase effectively. First, read the source material until you fully understand what the author's meaning is, that is, what is he or she saying, not only in details but what is the larger picture. And it might take three or four readings at least to digest this information. Second, take some notes that include key terms of the original passage. Third, write your own paragraph without looking at the source material. Use only the key terms that you wrote down in step two. Fourth, double check to make sure that your version captures all of the important parts and especially the intent of the original. Finally, don't forget your in-text citation. You want the reader to be sure where your paraphrasing begins and where it ends. Now let's take a look at a detailed example of how to paraphrase source material. First, the original source text. The journal primarily considers empirical and theoretical investigations that enhance understanding of cognitive, motivational, affective, and behavioral psychological phenomenon in work and organizational settings, broadly defined. Those psychological phenomenon can be at one or multiple levels, individuals, groups, organizations, or cultures, in work settings such as business, education, training, health, service, government, or military institutions, and in the public or private sector, for-profit or non-profit organizations. So after you've read this a few times to determine what the gist of the content is, you need to write down some key terms. Some of the key terms I took away were empirical and theoretical investigations, enhanced understanding, psychological phenomena, settings, and levels. These are the terms you can use in your paraphrase of this content. Here's an example of an acceptable paraphrase of this source text. The Journal of Applied Psychology accepts studies that increase understanding of a broad range of psychological phenomena and that apply to a variety of settings. The studies can be set or observed from a number of levels, from the individual to larger subgroups and are not limited to institution or sector. Note that the ideas are the same as in the source text, but the language and phrasing has been changed and truncated or shortened. Also note that there is a citation at the end of the paraphrase. Next, let's look at a combination sentence, one that uses both quotes and paraphrasing. The Journal of Applied Psychology accepts studies that enhance understanding of cognitive, motivational, affective, and behavioral psychological phenomena and that apply to a variety of settings such as business, education, training, health, service, government, or military institutions. The studies can be set or observed from a number of levels and are not limited to institution or sector. In this combination example, the details from the original source are in quotes, as they are in succession and provide important information that readers might need to know. Finally, let's take a look at an example of something you might want to avoid, that is plagiarism. Here is a plagiarized version of the source text. Note that many of the key terms and even phrases are written word for word in this version. In this plagiarized version, some of the words of the original have been changed or removed, but the meanings and even the grammar structure are essentially identical to the source text. The reason this is plagiarized is that there are no quotation marks, so be very careful not to use the exact same language unless you are putting quotation marks around the content. When paraphrasing, you can show your position to the content you are discussing by choosing a verb that shows whether you are in agreement, in disagreement, or are neutral to the content being discussed. Here are some examples of verbs you can use to show your position. These verbs show that you are neutral to the content being discussed. Believe, conclude, propose, argue, observe, and write. For instance, Young, citation, believes that the cause of this problem is X. Johnson, et al., citation, proposed several solutions to this problem, including XYZ. The verbs believe and propose both merely show what the author is thinking or doing. They do not indicate any particular position that you might have on these topics. To show agreement with the statement you are paraphrasing, use verbs such as these. Show, demonstrate, evidence, prove, point out, confirm. For instance, Brooks, citation, showed how nitrogen was essential to the development of life. Garcia demonstrates the efficiency of this method of analysis when applying it to X, citation. Both of these terms, showed and demonstrates, have fairly positive connotations and indicate that you generally agree with how the original work was performed or analyzed. To show your disagreement with the work that you are paraphrasing, use verbs such as these. Neglect, overlook, disregard, pay little attention to, fail to note. For instance, although the author of this study says that robins account for 10% of North American neighborhood birds, he neglects to include the most important method of analysis, citation. Mbeki, citation, disregards additional potential contributing factors, citing only X and Y as being instrumental. Both terms, neglects and disregards, carry fairly negative connotations and indicate that you generally disagree with how the author carried out their work or analyzed it. How you paraphrase will generally depend on the context and the specific reason for putting another author's work into your study. But there are some tools and tips you can use to help put their words into your own. One way to do this is to change the voice of the passage. If the original is written in the active voice, change it to the passive and vice versa. If the original study reads as follows, a study of infant feeding practices was carried out, you might paraphrase, like this. In her study of breastfeeding, Carnes, citation, found that only one-fifth of mothers nurse their babies. By changing the voice, you can alter the syntax of the sentence and make room for your own words to describe the original author's meaning. Another tool you can use to describe content in your own way is a thesaurus. But be careful when using a thesaurus. You want to make sure you understand the term you're using and that it makes sense in the context you're using it. The last tip is more of a reminder. You want to avoid looking at the work when you're writing your paraphrase. Instead, give yourself 10 to 20 seconds after reading the passage. Your mind needs a little bit of time to digest what the meaning of the passage is. And then go ahead and write your paraphrase. By giving yourself some time, you'll make sure not to plagiarize the text. Before we go, here are some rules for paraphrasing you should keep in mind. The paraphrase statement must always be written in your own words. Never copy the text verbatim unless you use quotation marks. Always include a citation when you paraphrase. Usually these things, parentheses. Because you're always using someone else's work even though it's in your own words. Finally, always keep your study at the focus of your writing. That means you don't want to quote too often and you don't want to paraphrase too often. So try to keep a blend of both so that you have a strong authorial voice, but that you also have external support for your own arguments. For more excellent tips on academic and research writing, subscribe to our YouTube channel or visit Wordvice's resources page where you'll find dozens of articles to help you improve your paper composition. Stay tuned and happy writing.