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Barry, Elaine S. "Can Paraphrasing Practice Help Students Define Plagiarism?." College Student Journal 40.2 (2006): 377-384. Academic Search Complete. Web. 3 Mar. 2014.

In her article “Can Paraphrasing Practice Help Students Define Plagiarism,” Elaine S. Barry claims that college students need to understand plagiarism and learn how to paraphrase. The author supports this claim by looking at a group of college students before and after they learn about plagiarism. Barry does so in order to look at how much students improve in their defining of plagiarism and to prevent further plagiarism by college students. Her intended audience are college professors and college students, and she positions herself with this audience by writing her article in College Student Journal.

This article was published in College Student Journal in June 2006, so it is fairly recent and is in a credible source. I chose this article because it focuses on plagiarism and paraphrasing, is from a credible source, and is written toward college students. This source gives information on how college students define plagiarism and how they paraphrase, and is by a college professor. This shows that she is a reliable author who has done her research and can be trusted.

The author has looked at several classes of college students to support her claim of college students needing to learn about plagiarism and how to paraphrase. She took a survey of these students before and after they had practiced paraphrasing, and she compared them to students who hadn’t practiced it. Her methodology was based on statistics of how college students don’t know how to avoid plagiarism based on observations by professors, so her argument is somewhat persuasive. However, she claims that the college students she looked at hadn’t learned a lot about plagiarism or practiced paraphrasing, when I know that from my high school experience and those of my fellow classmates, our teachers took plagiarism very seriously and made sure that we understood it clearly so that we wouldn’t plagiarize. Furthermore, high school and before is when many students learn how to not plagiarize and how to paraphrase, so that by the time they get to college, they already know what and what not to do.

"Boston U. Panel Finds Plagiarism by Dr. King." New York Times (1923-Current file): 1. Oct 11 1991. ProQuest. Web. 10 Mar. 2014 .In the newspaper “Boston U. Panel Finds Plagiarism by Dr. King,” claims that Martin

Luther King Jr. plagiarized on his doctoral dissertation. The newspaper supports its argument by writing about the committee that reviewed the dissertation. Its purpose is to inform people that Martin Luther King Jr. has in fact plagiarized but it should not take away from his outstanding achievements as an individual. The intended audience of the article is anyone who is interested in learning more about Martin Luther King Jr or interested in learning about plagiarism in scholarly sources.

The newspaper is a great piece that discusses Martin Luther King Jr’s dissertation controversy. It was surprising to find out that the committee did not revoke his doctoral because of his status as an important historical figure. The newspaper is short in length so it should be easy to read and there is enough background information to understand the material.

This newspaper was published in 1991 and is still a credible source. The date as a long time ago today but it was a few years after Martin Luther King Jr. which was enough time to fully investigate his life. The newspaper in unbiased and stays with the information it is

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releasing. The article is not trying to discredit Martin Luther King Jr but rather just state facts. A member of the committee in the article said that they did not go into questioning why he plagiarized.

The most important information that was left out was finding out the reasoning for the plagiarism. The committee members did not go further out of respect for Martin Luther King Jr. but it would have been interesting to find out the reasoning for the plagiarism. This information may not be considered relevant to the committee but since this is an important historical figure, all information must be accounted for.

Bretag, Tracey. "Challenges In Addressing Plagiarism In Education." Plos Medicine 10.12 (2013): 1-4. Academic Search Complete. Web. 3 Mar. 2014.

In her essay “Challenges In Addressing Plagiarism In Education,” Tracey Bretag claim that plagiarism is not a simple issue and requires a vast amount different techniques to address it. The author is able to support her argument by addressing several issues on plagiarism with sources to support her writing. Her purpose is to provide an essay that can address the issue of plagiarism and not be biased. The intended audience of this essay are college students, professors, and researchers.

Bretag’s use of proper information and unbiased opinion makes her essay credible. The essay should be able to appeal to a broad number of readers interested in the subject because of its short four page length. The essay was well organized and written in a way that can be easily understood for a person with no background information on the subject.

The essay was published in 2013 and is still relevant in the subject of addressing plagiarism. The essay is still useful because it gives many sources of evidence that can be looked up and used on other possible essays or articles. The evidence that was used to support her article fit all the categories that she was writing about. For example the sections that addressed students and plagiarism contained statistics about the information and the section about plagiarism by researchers contained its own set of sources. Bretag had forty three sources that she used for her article.

The essay gives many examples of ways to address plagiarism such as online detection programs. This essay shared similar thoughts on the issue of online detection softwares and their possible problems with dealing with the issue. From the other articles and essays that I have read coupled together with this essay it is understood that there is no single answer to answering plagiarism. The online detection software is in agreement by all the articles and essays to not be a sole solution but instead a helpful guideline to helping teachers learn new techniques in dealing with the issue of plagiarism.

Devlin, Marcia. “Policy, Preparation, and Prevention: Proactive minimization of student plagiarism.” Studies in Higher Education 36.7 (2011): 749-761. Academic Search Complete. Web. 26 Feb. 2014.

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In his article, “Policy, Preparation, and Prevention...” Marcia Devlin embodies an argument about how university facilities in Australia are taking different approaches to plagiarism in hopes that the population of student stealing copyrights will decrease.. She supports his proposal about how Australia is approaching plagiarism by discussing an example of one university that made changes to the way staff and students see and approach plagiarism. Devlin’s primary intention is to tell the reader is to find a better way to minimize plagiarism true the use of policies, informing students, and hopefully guiding them from an early age to prevent plagiarism from occurring. Devlin uses a obsequious tones of voice when addressing educational institutes in order to decrease the number of plagiarists in both educational environment and the workplace.

This scholarly article was published in the year 2011 which gives insight of the degree of relevance this issue still has today. The author of this article, Devlin, works at the department of psychology at the University of Melbourne which gives the article greater reliability because she can be considered a reliable source from where to acquire information. She talks about studies performs on college students to support his claim that plagiarism detection systems are crucial for the teaching of ethical research citation. The author’s approach to his research appears to be very objective since his finding actually proves his theory wrong. This says a lot about the reliability of his research, primarily that he did not seek to prove his theory right but to seek understanding about student’s behavior.

Her essay I believe to be very well written and supported with evidence. She remained objective during all parts of his study and recorded his results very well. I agree with his findings because they can, for the most part, be generalized well.

Ellery, Karen. "An Investigation Into Electronic-Source Plagiarism In A First-Year Essay Assignment." Assessment & Evaluation In Higher Education 33.6 (2008): 607-617. Academic Search Complete. Web. 3 Mar. 2014.

In her article, “An investigation into electronic-source plagiarism in a first-year essay assignment”, Karen Ellery investigates the reasons university students plagiarize and how electronic sources have caused an increase in the amount of plagiarism. Ellery develops her investigation by presenting the findings of her studies and interviews and referencing other related studies. Ellery’s purpose is to reveal why students plagiarize in order to inform others of the rise in plagiarism and to provide a solution to electronic-source plagiarism. Ellery uses an inquisitive tone as she describes her research process to her intended audience of students and instructors who wish to reduce the amount of plagiarism in tertiary institutions.

This is a credible source because the publish date of this article is December 6, 2008. This is a fairly recent study and we can certainly say that in this amount of time the use of electronic sources and the amount of plagiarism in universities has probably not gone down. Since this article only examines university students in South Africa there may be biased results as the standards of education may be different in other parts of the world. Despite this, the author remains objective because she cited other investigations that yielded similar results. This confirms her results and keeps her study relevant to the broader picture.

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Many other sources investigate how technology and the internet make it very easy to plagiarize. This study goes beyond that to give another unique perspective on why students plagiarize. While Ellery does acknowledge that the copy and paste function makes it much easier to plagiarize than before, she explains how students view electronic sources differently than print sources. Students seem to see electronic sources as free information that does not need to be cited because it was found online. This article should work well with other articles that deal with reducing plagiarism especially in teaching students proper referencing techniques.

Estow, Sarah, Eva K. Lawrence, and Kathrynn A. Adams. "Practice Makes Perfect: Improving Students' Skills In Understanding And Avoiding Plagiarism With A Themed Methods Course." Teaching Of Psychology 38.4 (2011): 255-258. Academic Search Complete. Web. 3 Mar. 2014.

In their article “Practice Makes Perfect: Improving Students’ Skills in Understanding and Avoiding Plagiarism With a Themed Methods Course” (October 2011), Sarah Estow, Eva K. Lawrence, and Kathrynn A. Adams discuss that students need hands-on exposure to plagiarism in order to improve their understanding of it and thus be able to avoid it. The authors support this thesis by testing their theory of whether or not working with plagiarism helps to understand and avoid it. In order to do this, the authors studied two groups of students, one group worked on plagiarism understanding and the other did not, over the course of a semester, then tested both groups to see which one had the most understanding. The authors’ intended audience are college professors.

The article was published in the fourth issue of the thirty-eighth volume of Teaching of Psychology, a scholarly journal, in October of 2011. The evidence used in this article includes referenced information from other researchers, statistics on the students involved such as their cumulative GPAs, and the outcome of the experiment. Being published in late 2011, the information is not terribly outdated, and can still be used for research. This article is informative and the authors prove their point that plagiarism practice is the key to understanding and avoiding it.

The authors only use a select number of psychology major students from a single college, so the information found cannot be conclusive, since it’s only from a very small population. Another issue is that because of the relatively small number of people chosen, their academic backgrounds may not coincide with most people throughout the college system, so the conclusion from this experiment may not necessarily match a conclusion from another college. So although this experiment was done at one college with a small number of students, the authors do consider all the evidence given to them from this experiment to reach their conclusion.

Evering, Lea Calvert, and Gary Moorman. "Rethinking Plagiarism In The Digital Age." Journal Of Adolescent & Adult Literacy 56.1 (2012): 35-44. Academic Search Complete. Web. 26

Feb. 2014.

In their article, “Rethinking Plagiarism in the Digital Age,” the authors scrutinized the mental processes behind plagiarism and claims that the best way to approach the infringement of copyrights is with the use of didactic instructions and guidance. The authors supports his position

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about how the reason students plagiarize is because they lack both guidance and a clear definition of plagiarism by explaining to the reader that the idea copyrights is especially more vague with today’s internet because while the internet is categorized as free of the commons many of the things in it are not. The authors’ purpose is to propose better instructions and teachings on the subject of plagiarism in order to reduce the amount of student infringing copyrights by means of plagiarism. Using a solemn, reflective and a sincere tone of voice they attempt to approach students but mainly educational staff for them to join their cause and reflect more on the ways they can teach their way out of plagiarism.

This scholarly article was recently written on 2012 which gives us the insight that this issue remains highly relevant today. After a quick background check it was concluded that Ms. Lea Calvert Evering teaches at Indiana University of Pennsylvania and Mr. Gary Moorman teaches at Appalachian State University. This gives an insight of the degree of reliability this article has within its sentences and proposals. They provide some observations on the students’ behavior that are primarily attributed as the reason why students plagiarize such as time restrain and laziness. Also they provide a template of what kind of assignments students should be given which look easy to read and follow. Also their observations are able to generalize well. Both of the authors in this article are portrayed as objective throughout since they do not take the approach of proving the way staff teaches is wrong or that students are irreversible cheaters, instead their intensions seems to be the truth and the enhancement of the current educational system. I believe this source to be reliable because the work references provided at the end of the article are able to be traced back to another outside source that provides further proposals or evidence concerning the subject of plagiarism.

All in all, the article is very well written and very well supported. If anything it could have had some statistical information about how many students are accused of plagiarism in the U.S. or other countries to show that this is a worldwide problem and not just a local issue. This article takes an entire new difference approach to plagiarism compared to the article, “Truth or consequences,” which proposes that punishing students by attending talks will solve the problem. Guterman, Lila. "Plagiarism And Other Sins Seem Rife In Science Journals, A Digital Sleuth Finds." Chronicle Of Higher Education 54.21 (2008): A9. Academic Search Complete. Web. 9 Mar. 2014.

In her article “Plagiarism And Other Sins Seem Rife In Science Journals, A Digital Sleuth Finds,” author Lila Guterman states that college biomedicine professors plagiarize just as much as their students do. She supports this thesis by examining results from a detection program called eTBLAST that found 70,000 suspicious hits from papers listed in an online biomedical journal database called Medline. The purpose of this piece is to examine how biomedical professors plagiarize and the efficiency of eTBLAST and other programs like it. The author’s intended audience are people who read the academic online journal The Chronicle of Higher Education and she positions herself with this audience by using an enlightening tone.

The article was published in The Chronicle of Higher Education in 2008, so the information provided would be checked for accuracy which means it can be trusted for research. The evidence used in the article includes statistics of the results from the eTBLAST survey and interviews of several people involved with this detection program. The author is simply

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providing information on the topic and is not biased at any point throughout the article.

The author mainly focuses on biomedicine professors plagiarizing, but this kind of plagiarizing can occur in every department, whether it’s Science, Math, History, or even English. Plagiarism can be found in all these departments and more, so it needs to be examined and prevented just as much there as it is here. Since this article is simply providing information and the author herself is not being biased, her argument is persuasive, although the people interviewed in this article want programs like eTBLAST to prevent increases in plagiarism in the future.

Hansen, Brian. "Combating Plagiarism." CQ Researcher 19 Sept. 2003: 773-96. Web. 5 Mar. 2014.

In his article, “Combating Plagiarism,” Brian Hansen addresses the issue of plagiarism by informing the reader that the reason why students plagiarize is because they were never thought what it was, they did not think they could get caught and/or they consider plagiarism some type of tragedy of the commons where everyone is involved in different levels of plagiarizing and that the internet enhances and promotes this behavior. He does this by providing real cases of students and staff of all ages accused of plagiarizing both unconsciously and consciously. His main argument is to inform the reader that plagiarism starts at an early age and therefore educators should address this issue from an early age by means of guidance rather than punishments and also that everyone is susceptible to such crime. Hansen’s intended audience are educators so that they make amendments to their studying habits and start educating children that plagiarism is bad and can have potentially really bad outcomes if done.

Hansen’s scholarly article is very well written and the amount of evidence as much as its quality really enhance his argument just the right amount. His writing is very analytical and can be considered for the most part objective. His evidence about all those people that plagiarized in the workplace such as the teacher at the university and the New York Times journalists really enhanced his argument perfectly. If they committed plagiarisms, what makes a student able to resist such crime?

His evidence is very reliable as his references are reliable and he presents great amounts of references that can be traced back to other sources of information that have to do with the same topic. I believe this very long essay covers all aspects of plagiarism and does so very well.

Harold "Skip", Garner. "THE Case of the STOLEN WORDS." Scientific American 310.3 (2014): 64-67. Academic Search Complete. Web. 26 Feb. 2014.

In his article, “The Case of the Stolen Words,” Harold Garner exposes the reality that plagiarism is a common social issue highly relevant today and that everyone is susceptible to plagiarizing regardless of who they are and their academic level. Garner supports his claim about how plagiarism can be is present at all levels of academic research by telling the reader that his database, primarily intended for his personal use to better understand other researcher’s works, turned out to be a great tool to catch plagiarism in the work of professionals who stole ideas or words from the work of previous research done other professionals. Garner’s purpose is to inform the reader that plagiarism is a social issue that is very common among all levels of

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research and that it should be taken seriously; he also proposes that a way to prevent scientists or students from plagiarism is make a Wikipedia like system where everyone has access to the information and is able to contribute other findings, this way their work quality is based on their degree of contribution rather than their number of citations. The author approaches his intended audience, both research scientists and scholars, with a cynical and accusatory tone of voice.

Harold "Skip" Garner is a professor of biological sciences, computer science and medicine at Virginia Tech and a serial entrepreneur. He is co-founder of HelioText, a textual analysis firm, and serves on Scientific American's board of advisers. The evidence provided is first hand evidence and the sources provided as references can be track down to other sources of information. While the tone remains objective throughout the article he did mentioned that he got funded to perform further investigation in some government agencies to expose the level of plagiarism within them. This facts begs the question of whether he potentially exaggerated his finding and statistical information at any time to give this invention propaganda and acquire a greater number of users and/or funding. I think it is very important that his references at the end of his article can be traced down to other sources of information because it increases his level of reliability and if wished one can dive more into the subject.

The author proposes the idea that a Wikipedia like writing system should be implemented when it comes to scientific or others forms of research to prevent plagiarisms to happen. He argues that this way people’s work shall not be judged or graded based on the number of reliable citations it has at the end of its report but rather will be judged based on the degree of contribution to the subject. Although this is a valid proposal, what would happen to the copyrights owned by certain scientists? Their name will not acquire the proper recognition deserved and their name will be just another name drowned in a pool of letters. Also, I am still skeptical concerning the sole purpose of this article. This database of his was meant for only his personal use and when I am still not sure of whether his role as an “ethics cop” is primarily driven by the money. He expresses that his database started being funded by the government to detect plagiarism within the government and in the last sentence of this article he says, “Do we have the next Google on our hands? Who knows? But I speak from experience when I say that textual analysis can be truly revealing. It once proved to me that scientists could be as flawed as the rest of us,” it is clear that one of his intentions is to expose plagiarism but I remain skeptical of whether that is his priority or money.

HOLT, EMILY A. "Education Improves Plagiarism Detection By Biology Undergraduates." Bioscience 62.6 (2012): 585-592. Academic Search Complete. Web. 3 Mar. 2014.

In her article “Education Improves Plagiarism Detection by Biology Undergraduates” (June 2012), Emily A. Holt states that college students in biology courses need to be able to recognize plagiarism. She supports this thesis by indicating that many college students are not completely aware of how to detect plagiarism and thus be able to avoid it. She is writing this article in order to provide an experiment that demonstrates how college students in biology courses can improve their recognition of plagiarism by completing a survey that teaches them how to identify plagiarism. The author’s intended audience are college biology professors.

The article was published in BioScience, an academic journal, in June 2012, and is copyrighted by the American Institute of Biological Sciences. The author is affiliated with both

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the Department of Biology at Utah State University and the Department of Biology at Utah Valley University. The evidence used in this article is factual information based off of a survey taken by college students in biology classes. The statistics and results of the survey are given, as well as names of people who gave facts throughout the article. Based on the information and facts given, this evidence has to be reliable, and thus a reliable source.

The author has listed a lot of evidence supporting her claim throughout the article. However, the information she does give only focuses on a select number of students in biology classes. She states that plagiarism awareness should be included in science curriculum, but, and although this article is intended for biology professors, plagiarism awareness also needs to be included in every class that involves writing, whether it’s science, history, or another. This is relevant because plagiarism occurs in all these different types of classes, and needs to be dealt with. By mentioning this, the author could use it as a way to further prove her point that plagiarism awareness is not just something for English professors, but is something that all professors of all the different types of classes need to deal with.

Ma, Hongyan Jane, Guofang Wan, and Eric Yong Lu. "Digital Cheating And Plagiarism In Schools." Theory Into Practice 47.3 (2008): 197-203. Academic Search Complete. Web. 3 Mar. 2014.

In their article, “Digital Cheating and Plagiarism in Schools”, authors Hongyan Jane Ma, Guofang Wan and Eric Yong Lu evaluate the increase in plagiarism in schools and the mindsets of students who plagiarize. The authors support their findings by citing facts and statistics on plagiarism and explaining their reasoning behind the increase in plagiarism. The authors’ purpose is to inform teachers of the reasons students are plagiarizing in order to give them methods to combat plagiarism and cheating. The authors use a concerned but optimistic tone with their audience of school instructors who wish to reduce the prevalence of plagiarism.

Throughout the article, the authors present the findings of a study they conducted with middle school students. They also supplemented their study with facts and statistics from related studies that confirm their findings. The article was published in 2008 which is a very recent study and deals with the issue of electronic source plagiarism which is still relevant today.

This article discusses the increase in internet availability and use in younger people and its correlation with academic integrity. The authors found that as the younger generations have increased access to the internet, the rate of academic dishonesty also increases. The present the idea of the internet in academics as a sort of double edged sword in that it vastly increases the amount of information available, but also makes it much easier to plagiarize. The authors add to the fact that the internet has caused a rise in plagiarism by giving the viewpoint of a cultural constructivist. In this view, the authors found that students cheat not only because the internet makes it easy to do so, but also because students saw others plagiarizing online and believed it was also acceptable for them to do the same. In addition to suggesting tactics like online detection software, the authors offer the strategy of using the internet in a constructivist way to combat plagiarism. They believe that by educating students about plagiarism will create an online community that favors academic integrity over cheating.

McLafferty, Charles L., and Karen M. Foust. "Electronic Plagiarism As A College Instructor's

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Nightmare--Prevention And Detection." Journal Of Education For Business 79.3 (2004): 186-189. Academic Search Complete. Web. 9 Mar. 2014.

In their article, “Electronic Plagiarism as a College Instructor’s Nightmare—Prevention and Detection”, Charles L. McLafferty and Karen M. Foust inform readers of the ways that plagiarism can be detected and how it can be prevented. The authors support their claims by giving tips on how to identify plagiarism, the methods that can be used to prevent it and citing other studies to explain why students plagiarize. The authors’ purpose is to give readers tools to identify plagiarism in order to reduce its prevalence. The authors’ tone is informative and reassuring with their audience of teachers and professors in mind.

In the article readers are told that authors Charles L. McLafferty and Karen M. Foust are professors at University of Alabama at Birmingham and Tulane University, respectively. The authors are writing from personal experiences in the classroom and can be trusted as reliable sources. This article was published in January of 2004 which makes it about ten years old. While this may seem like a long time and the article may not be relevant, the issue of electronic plagiarism is still an issue today and most likely has only gotten worse which keeps the article relevant.

This article focuses on the tools that one could use to identify plagiarism and prevent it. One of the main points the authors make is that online plagiarism detection software and search engines are very useful tools, it is much better to use them to educate students about plagiarism and proper referencing rather than to police papers. One could make the counterargument that the reverse is true, but similar studies cited and the authors’ experiences in the classroom seem to support their argument.

Moore, Barbara J. "Truth or Consequences." About Campus 7.4 (2002): 25. Academic Search Complete. Web. 26 Feb. 2014.

In his academic article, “Truth or Consequences”, Barbara J. Moore argues that by making students read and talk with one another about authorship could teach students about the ethics behind citations. He supports his claim about what is the best way to approach plagiarism by providing evidence of a group of students who were found guilty of plagiarizing and were forced to participate in a noncredit group and his observation on their behavior which begs the question, is his method of dealing with plagiarism affects the student’s answers? Moore’s purpose is to find a way to approach plagiarism and reduce the number of students both voluntarily and unconsciously plagiarizing by teaching them about ethical citations. The author uses a judgmental and earnest tone of voice when approaching his primary audience who seems to be other scholars including but not limited to staff and students.

This article written by Moore, Barbara although it provided well first hand evidence it personally felt very bias and maliciously written. He was very aware that forcing the students to participate in a noncredit group would be considered or taken off as a punishment. In this study

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and/or punishment the students were required to reflect on their degrading ethical behavior with the hopes that they would learn about the ethical use of sources. My problem with this approach is that his observations while valid do not make very good evidence coming from a group that is being forced to participate and give an answer. At a point in time the student might have just given them the answers they wanted to hear. How can you think if plagiarism is good when you are being punished for it? This article was published on the year 2006 which makes it have more reliability than other periodical published recently. There are great amounts of data and publications on this subject matter and when it comes from a book or in this case an article from a few year ago it tends to have some more reliability than others. Ms. Moore is a staff psychologist of the Counseling Center and not an interviewer that aims to catch people’s attention through the inflation of facts. Her literature is meant for an educated audience and therefore one can determine that her intensions when writing this piece of literature were not the acquisition of money but rather the acquirement of knowledge. It is evident that she approached this with prior judgment and when acquiring first hand evidence on whether this would actually change the ethical behavior of student academically it seems like he dived into the experiment trying to prove that the periodical reflective talks would work on students.

As previously stated the measured taken seem radical and unjustified to some and to others it seemed like a light punishment for committing plagiarism but after all the measure could have impacted his observations. I believe that plagiarism should be taken from another approach. One not fully found yet were a poisonous environment between the teacher and student in not created. This idea is not of my own but the one proposed in an article entitled, “Rethinking Plagiarism in the Digital Age,” that talks about how a malicious environment is engendered when the teacher portrays his job role as the one of a cop meant to catch the students instead of it being a role of teaching and instructing. The approaches to plagiarism were teachers are seen as the law instead of a didactic authoritative figure meant for guidance invites judgment and trepidation.

Murtaza, Ghulam, et al. "Evaluation Of Student's Perception And Behavior Towards Plagiarism In Pakistani Universities." Acta Bioéthica 19.1 (2013): 125-130. Academic Search Complete. Web. 3 Mar. 2014.

In their article “Evaluation of Student’s Perception And Behavior Toward Plagiarism in Pakistani Universities,” Ghulam, et al claim that the causes of plagiarism need to be addressed by getting more data from students and using it to further policies. The authors support their claim by showing the data that was collected from the student survey and concluded that the students believe the benefits of plagiarism outweigh the penalties. Their purpose is to reveal all the information to teachers and higher officials so that they can address the problem of plagiarism in higher education. The author’s audience are higher education officials, Ghulam, et al want to show that plagiarism is a huge problem in Pakistani universities.

Ghulam, et al research is a very valuable tool toward fighting plagiarism in higher education. The article was well organized in its results, methodology, and discussion which made the article easier to connect the information given. This article would be great for new readers because it is concise and to the point, so the article’s length is relatively short.

Ghulam, et al article was published in 2011 which makes this article a reliable source.

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This information can still be used today because it’s research can be used by teachers to form their own ways to teach students about morals of plagiarism. The evidence that was used in the article was useful because it is backed by studies and research. Ghulam, et al research was properly cited and given on the reference page of their article.

Their source can relate to other sources on the topic of plagiarism because it gives actual data about the usage of plagiarism in higher education. Other sources would cite research and statistics from various studies but Ghulam, et al research made their own study and created a conclusion from their own information. While another source that I read stated that plagiarism is immoral and should be stopped but gave no information as to how, this article gave data that could be used by higher official to change their policies and ways of addressing plagiarism.

Namiotka, Jim. “Q&A: Is Academic Honesty an Antiquated Ideal?” The Star-Ledger, 7 Oct. 2012. Web. 3 Mar. 2014.

In his article, “Is Academic Honesty an Antiquated Ideal?”, Jim Namiotka investigates the reasons behind the recent increase in plagiarism and the outlook of academic dishonesty in schools. Namiotka develops his investigation by conducting an interview on the topic with Donald L. McCabe, an expert in the subject. The author’s purpose is to bring attention to the fact that plagiarism is on the rise in university level students in order to spark interest in reducing it. The author’s interview seems to have a concerned tone to highlight the nature of the issue.

The article introduces the interviewee, Donald L. McCabe, as a professor at Rutgers University who has studied cheating for more than 20 years. After further investigation I was able to find that he has been at Rutgers since 1988 and devotes his research to topics in student integrity. He has lectured around the world on the subject and acts as a consultant to schools who wish to change their policies on cheating. Based on his credentials, McCabe is a reliable subject for this interview. In the article, there is no cited evidence or related studies, there are only McCabe’s opinions on the subject. This may lead readers to be skeptical of this source’s credibility, but McCabe’s credentials show he can be considered a reliable source. Many of his responses can most likely be traced back to his book, “Cheating in College: Why Students Do It and What Educators Can Do About It”, which was mentioned in the article.

This article provides the viewpoints of an expert on the subject of plagiarism that focuses mainly on the social causes of plagiarism rather than the technology that allows for easier plagiarism. The interview discusses the reasons more than the methods of plagiarism and predicts what could happen if the amount of plagiarism in universities increases and our standards of cheating are lowered. This article would work well with other sources that deal with the causes of plagiarism as it provides a viewpoint that is different than most.

Owens, Caleb, and Fiona A. White. "A 5-Year Systematic Strategy To Reduce Plagiarism Among First-Year Psychology University Students." Australian Journal Of Psychology 65.1 (2013): 14-21. Academic Search Complete. Web. 3 Mar. 2014.

In their article, “A 5-year systematic strategy to reduce plagiarism among first-year psychology university students”, Caleb Owens and Fiona A. White present the results of their strategy to reduce plagiarism in university classes. The authors develop their findings by defining

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the many forms of plagiarism that exist and proposing their strategies to combat each type of plagiarism. The authors’ purpose is to inform the public of their strategy to combat plagiarism in order to reduce the prevalence of plagiarism in tertiary institutions. Owens and White use an informative tone that is somewhat optimistic with their audience of university students and instructors in mind.

The publish date for this article is 15 December 2012. It describes the results of a study that took place from 2007 to 2011. This study is very recent and most certainly still applies today. The authors seem to remain objective throughout the article. They define multiple different types of plagiarism and analyze how each is used and how their strategy affects each type of plagiarism. They also take into account statistics that other studies usually do not and assess their relevance. Examples of these are gender differences within the sample of students and what types of plagiarism were used on different types of assignments. This helps keep the study objective because they consider what their results mean in a variety of contexts.

This article is unique in that it provides multiple different strategies to combat peer plagiarism and resource plagiarism. The authors of the article also put their strategies to the test in a sample of university students over a five year period. The results show that their strategy is an effective one and can be used in other universities. A possible counterargument is that the study was only conducted on one cohort of students over a five year period so we cannot know if this strategy will work in other universities. The study was also very recent so it is possible that there are not many other universities that have tried this strategy and seen similar results, however, the results of this study seem to show that the strategy will be effective.

Paul, Peter V. "The Digital Generation:The Good, the Bad, and the Ugly." American Annals of the Deaf 2013: 407+. Education Full Text (H.W. Wilson). Web. 9 Mar. 2014.

In his editorial “The Digital Generation: The Good, the Bad, and the Ugly,” Peter V. Paul analyzes that both the positives and the negatives of the digital age have affected those who grew up in it and those who had to adjust to it. The author supports his thesis by looking at both sides of how digital technology from cell phones to social networking has affected people. In order to prove this point, he studies the difference between being native to digital technology and having to learn it, and the good and bad sides of the digital revolution. His intended audience are young adults who may or may not read the academic journal his editorial is in, American Annals of the Deaf, and he positions himself with that audience by using an informative tone.

This editorial was published in an academic journal titled American Annals of the Deaf in 2013, so the information given is fairly recent. The author, Peter V. Paul, is a teacher and an editor for the journal, and some of the evidence he uses is referenced from multiple authors and researchers. Evidence used includes looking at how digital technologies such as social networking and search engines have made life easier, but at the same time have also affected people's ability to search beyond Google and to physically interact with each other rather than through Facebook and Skype, and he also mentions how plagiarism has increased and a decrease in younger people being able to detect it. This piece is worthwhile since the author tends to remain neutral over whether or not the advancements in digital technology are good or bad, and he does admit to using some of these technologies himself.

The author’s argument is persuasive because he isn’t biased and looks at all sides of how

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digital technology has affected people. However, his claim that the new generation has come to rely on Google for searching for information is not entirely true, as there are people of this generation who still research information by using library and academic resources. Something the author doesn’t spend a lot of time talking about is video games, and how they help with hand-eye coordination and are used in certain types of therapy. This is important because video games have also become a defining factor of our generation along with social networking and cell phones.

Smolčić, Vesna Šupak, and Lidija Bilić-Zulle. "Patchwork Plagiarism - A Jigsaw Of Stolen Puzzle Pieces." Biochemia Medica 23.1 (2013): 16-18. Academic Search Complete. Web. 3 Mar. 2014.

In their article “Patchwork Plagiarism - A Jigsaw Of Stolen Puzzle Pieces,”Smolčić, Vesna Šupak, and Lidija Bilić-Zulle argue that plagiarism is unacceptable in all forms such as “patchwork, blatant plagiarism, technical plagiarism, and self plagiarism (Šupak, Bilić-Zulle 16).” The authors support their claims by giving examples of how and why people plagiarize and that there is no excuse for the shameful act in the scientific community. Their purpose is to address the issue of patchwork plagiarism and discusses detection software and its current inability to catch the plagiarism. The authors’ audience are members of the scientific community and researchers, and they want them to see that all forms of plagiarism should not be accepted.

Smolčić and Bilić-Zulle’s unflinching resolve and stern tone in their article shows that they truly believe that there is no excuse for plagiarism , especially in the scientific community. This article was brief and straight to the point. The article’s short length will help readers with short attention spans get through the reading. Their article was well presented and had a firm standing on their argument which helps the reader see the argument be fully developed without accounting for people on the other side of the issue.

The article is credible because it is talking about plagiarism in today’s day and age. The article was recently published on December 28, 2012. This is relevant because the article discussed online plagiarism detection softwares, that are being used in the modern world and it discusses the software need to further improve. The article itself is objective and relies on its research rather than stating their own personal opinions.

“Patchwork Plagiarism - A Jigsaw Of Stolen Puzzle Pieces,” is a great article that focuses on patchwork plagiarism in the scientific field. The authors give so many arguments for their article that they neglected to care about a counter arguments. Plagiarism in this day and age is a tricky topic to go into because there are many instances of accidental plagiarism and the failure of teachers to instruct students how to correctly cite their work. The authors do not care for excuses and only thinks of ways to catch plagiarism, but never to help people fix the problem. The article talks about how patchwork plagiarism can get through the cracks of the software and that it needs to be fixed but it never discusses about how people should avoid plagiarism (and all of its forms) in the first place.

Toor, Rachel. "Unconscious Plagiarism." The Chronicle of Higher Education. The Chronicle Of Higher Education, 20 June 2011. Web. 09 Mar. 2014.

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In her blog “Unconscious Plagiarism,” Rachel Toor claims that people will take ideas from others and not include the creator of the ideas. The author supports her claim by giving multiple accounts of her own experiences with the subject. Her purpose is to reveal that students will unconsciously take ideas from professors and readings that they misinterpret what they learned as their own information. The authors intended audience are students of the high school or college variety and inform them to be careful to not steal ideas from others.

The blog is an interesting read for anyone who wants to get informed about unconscious plagiarism and can help the reader learn new tips to avoid it. The blog is very short and last for about two or three pages. Many readers will find this easy to relate to and be more informed on the subject. This will not give all information on the subject but it is great starting point for research.

The blog was created around 2011 which is still recent. The blog can still be relevant because in this day and age with the overabundance of technology, it is more than likely that everyone has taken an idea that was not their own. The evidence that Toor uses will not be the most credible because she only states her own personal opinions and one example from Twain. She does not have any research to back up her information which does not make her credible but her experiences are easily relatable.

I am convinced with her claims mainly because of my own experience with the subject but this would not convince a scholarly individual. There are no facts or statistics which makes her argument mainly about her experiences. Her logic is what drives her blog foward but other than that there is nothing that could be used for a scholarly article or essay.

Youmans, Robert J. "Does The Adoption Of Plagiarism-Detection Software In Higher Education Reduce Plagiarism?." Studies In Higher Education 36.7 (2011): 749-761. Academic Search Complete. Web. 3 Mar. 2014.

In his article “Does The Adoption Of Plagiarism-Detection Software In Higher Education Reduce Plagiarism,” Robert J. Youmans claim that online detection software does not deter students from plagiarizing. The author supports his claim by using two studies and comparing the data. His purpose is to reveal that teachers should not think that online detection softwares will completely stop plagiarism in students. The author’s audience are college students and education officials, Youman wants to show that there is no single answer to addressing plagiarism.

Youmans’ article was unbiased and strictly professional. The studies that were used in the article gave the author credibility and proved his claims about the inability of plagiarism softwares to deter students from plagiarizing. The articles length is long but is justified by the amount of useful data that is in it.

The date of this article was around 2011 which makes this article still relevant today. The author talks about the use of online plagiarism detection softwares that are still be using in today’s classrooms. The evidence that was used in the article were several scholarly sources as well as two well made studies. The two studies were compared to each other and used to write a well written conclusion.

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The author used almost no counter claims because he stayed objective while writing the article. The authors objectivity kept me convinced about his information. The author’s claim made sense to me because I have been using online plagiarism detection softwares and have noticed that plagiarism is still prevalent. The author concluded through his information that more research is needed to make an actual stance on the issue of plagiarism.

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