News

Plagiarism spawns a new field of plagiarism research

  Today , more and more British university English teachers are troubled by the prevailing academic misconduct and ethos among their students. This has made plagiarism a new area of ​​academic research in UK universities.
  Student plagiarism is the biggest dilemma facing schools right now, as this increasingly common deception has begun to damage the university’s reputation. Universities were once seen as places of honesty and ethics, and now their integrity has plummeted; with it, the awards given by universities have become increasingly discredited. So university professors decided to face and solve this problem, which gradually formed a new type of academic industry, plagiarism research. They continue to hold academic seminars to explore the impact of plagiarism outbreaks on education. New software products to detect plagiarism have also emerged. In order to effectively stop and punish plagiarism, universities have adjusted or redrafted their academic evaluation system and academic infringement system.
  The severity of the current situation of academic misconduct is unprecedented. Instead of completing assignments independently, students buy assignments or answers from the Internet so they can earn credit effortlessly. This behavior of buying papers through the Internet has fostered the opportunistic thinking of college students. Some students began to think that the university is nothing more than an organization specializing in wholesale and sales of graduation diplomas, and it sells certificates to a special consumer group—students. In this sense, online companies selling certificates to students is a challenge to the university’s monopoly on selling credits.
  Incredibly, universities seem inept when it comes to preventing plagiarism. In the past, it was easy to accuse a student of plagiarism or plagiarism. In today’s society, it is necessary to negotiate with students to determine whether a student has plagiarism. Students often quibble that he has no plagiarism attempt, and no plagiarism attempt can not be punished. Students also sometimes resort to the law, arguing with the school in court that there is no plagiarism intent. In order to avoid trouble, some universities simply define plagiarism as infringing on the ownership of others’ texts, regardless of whether there is a motive for plagiarism. In some universities, the definition of plagiarism is determined by a combination of factors: for example, the percentage of the assignment that plagiarized; whether she or he was a first offender or a repeat offender; a student’s academic level or grade, etc. And, whether plagiarism is intentional or accidental, penalties are imposed upon discovery. However, it is generally believed that the focus of dealing with plagiarism is to prevent it, rather than to deal with it after creating a fait accompli. Such as the arrangement of anti-plagiarism operations, so as to avoid the problem of investigation. But some see it as a “submission” gesture, not for the students, but for the difficult question itself.
  The constant proliferation of plagiarism has given rise to plagiarism studies in the field of literary studies. In the past, literary historians have been somewhat interested in plagiarism by authors and in some well-known plagiarism controversies, but this interest has never been raised to the level of academic research. However, in the past ten years, this kind of research has shown an explosive trend and produced many research results. Including: Playwrights in Early Modern Britain by Laura Gerosenthal (1996), Rebecca Moore Howard’s In the Shadow of Giants: Plagiarists, Authors, Accomplices (1999) , Stolen Language: Plagiarism in Writing (2000) by Shelley-Angelina Carter, Plagiarism in Reality by Marilyn Randall (2001), edited and published by Pauline Cupid A collection of essays, Plagiarism in Early Modern Britain (2003). The publication of such works is in the ascendant, and in 2007, Tira Mezeou’s “Plagiarism and Literary Copyright in the Romantic Period” and Robert McCarran’s “Original: Plagiarism and Originality in 19th-Century Literature” were published.
  What these works have in common, and what sets them apart from previous research on the topic, is that they explore not just the scope of plagiarism, but the nature of the concept, what exactly plagiarism is, why it’s so scary, how it goes from Where did it come from, and did people have the same concerns about it in the past? Modern universities can easily see the prohibition of plagiarism as a manifestation of a moral extreme, the question is how far will this go? Can condemnation be viewed outside of a purely ethical issue but as a narrow professional ethics issue? In this case, plagiarism research is the study of the origins of the concept of plagiarism, its understanding of it at different times, and its role in morality at different historical times. on the acceptance level. The above-mentioned works make people more believe that, with regard to textual plagiarism, neither the attitude of punishment and rebuke nor tolerance and forgiveness is a new phenomenon. As frustrating as we may be about student plagiarism, student plagiarists have historically been abundant.
  The Roman poet Marshall used the term “plagiarism” for the first time in history. He had complained that a rival poet had his poems read in public as his own. Judging from the situation at the time, Marshall used a similar rhetorical device, because the original meaning of “plagiarism” refers to the theft of other people’s slaves and the abduction of children. “Plagiarism” as a term has always meant something. Bad things to be blamed. Marshall’s anger at being plagiarized may seem like ours, a moral standard, but it’s not exactly that. What made him angry was not that another writer had violated his copyright, but that he had not been paid. As long as the other party pays him, he will let everything go. In theory, he’d be happy to be complicit in the poetry copyright infringement case.
  The concept of plagiarism came to England in the mid-17th century, after Marshall first used the term, but it maintained the same meaning as in Marshall’s day, that plagiarism had nothing to do with how a work was created, but rather how it was presented in front of an audience. Works, such as claiming other people’s works are their own in public. This leads to another problem, which is that plagiarizing a work in its entirety is not the same as stealing scattered passages or ideas. The latter is more in line with our current views on the issue of plagiarism. Seventeenth-century writers, on the other hand, accused plagiarists of thieves, of appropriating the entirety of someone else’s work. This reflects the notion that plagiarists attempt to take full possession of other people’s writings they have long coveted.
  Marshall’s ideas should not be confused with what we now hold: We believe that plagiarism is not stealing but deception. Also, plagiarists usually don’t take the whole of another’s work for themselves, but take parts of it, such as ideas, paragraphs, and expressions. This modern understanding of plagiarism emerged in the mid-18th century. Based on this point of view, a method of in-text citation has been proposed to solve the problem of plagiarism. So citing writers began adding footnotes to their writings to prevent any possible plagiarism from bringing them reputational damage.
  The definition of plagiarism in today’s Oxford English Dictionary is very similar to the 1775 edition: the improper appropriation of another’s ideas or expressions of ideas, and the public publication of another’s ideas and expressions of ideas as one’s own. From this point of view, the concept of modern plagiarism becomes clear. The plagiarism committed by the students was not theft, but deception. The real victims are not the authors who have been plagiarized, but the teachers who are deceived by the plagiarism, or the students who follow the rules. Stealing is not borrowing someone else’s material, but you don’t declare that you do. This shows that the existing software products designed for judging whether students have plagiarism are flawed. This product only determines plagiarism by calculating the content of plagiarism in their homework. Plagiarism does not mainly refer to the possession of other people’s materials, but the question of whether or not to declare the possession.
  In the English department, almost all English teachers find plagiarism in their students, but how many realize it is a literary research problem and understand it as a historical phenomenon? How can history be used to effectively enlighten current encounters? The problem? Research on plagiarism in the early days, leading people to believe that the standard was not necessarily higher in the past. But the condemnation of plagiarists always exists within a certain range. Even in the Marshall era, poets who plagiarized could be exposed to the public. What is not permanent, however, is what constitutes this act, how much plagiarism constitutes plagiarism, and how does it relate to imitation and allusion in literary practice (which is considered a no-fault act)? , cannot fully trust the accusers of plagiarism. These allegations are often tainted by impure motives, such as commercial exploitation or workplace competition.
  Plagiarism in college is very different from plagiarism in general. While we often conflate it with legal copyright infringement, plagiarism has never been dealt with by the judicial system, and it remains a matter of professional conduct and personal ethics. On the other hand, plagiarism by students is prohibited by all university rules and regulations, and once they enter the school, students are bound by rules and regulations. Whether the historical paradigm advocates tolerance or seriousness is irrelevant when dealing with plagiarism today. Plagiarism is definitely a fault, and it should be punished accordingly. The school has the right to define it as a fault and punish it.

error: Content is protected !!