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Academia
One form of academic plagiarism involves appropriating a published article and modifying it slightly to avoid suspicion.

No universally adopted definition of academic plagiarism exists. However, this section provides several definitions to exemplify the most common characteristics of academic plagiarism. It has been called, "The use of ideas, concepts, words, or structures without appropriately acknowledging the source to benefit in a setting where originality is expected."

This is an abridged version of Teddi Fishman's definition of plagiarism, which proposed five elements characteristic of plagiarism. According to Fishman, plagiarism occurs when someone:


 * Uses words, ideas, or work products
 * Attributable to another identifiable person or source
 * Without attributing the work to the source from which it was obtained
 * In a situation in which there is a legitimate expectation of original authorship
 * In order to obtain some benefit, credit, or gain which need not be monetary

Furthermore, plagiarism is defined differently among institutions of higher learning and universities:


 * At Stanford it is 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".
 * At Yale it is the "... use of another's work, words, or ideas without attribution", which includes "... using a source's language without quoting, using information from a source without attribution, and paraphrasing a source in a form that stays too close to the original".
 * At Princeton it is the "deliberate" use of "someone else's language, ideas, or other original (not common-knowledge) material without acknowledging its source".
 * At Oxford College of Emory University it is the use of "a writer's ideas or phraseology without giving due credit".
 * At Brown it is "... appropriating another person's ideas or words (spoken or written) without attributing those word or ideas to their true source".
 * At The U.S. Naval Academy it is "the use of the words, information, insights, or ideas of another without crediting that person through proper citation".

Forms of academic plagiarism
Different classifications of academic plagiarism forms have been proposed. Many classifications follow a behavioral approach by seeking to classify the actions undertaken by plagiarists.

For example, a 2015 survey of teachers and professors by Turnitin, identified 10 main forms of plagiarism that students commit:


 * Submitting someone's work as their own.
 * Taking passages from their own previous work without adding citations (self-plagiarism).
 * Re-writing someone's work without properly citing sources.
 * Using quotations but not citing the source.
 * Interweaving various sources together in the work without citing.
 * Citing some, but not all, passages that should be cited.
 * Melding together cited and uncited sections of the piece.
 * Providing proper citations, but failing to change the structure and wording of the borrowed ideas enough (close paraphrasing).
 * Inaccurately citing a source.
 * Relying too heavily on other people's work, failing to bring original thought into the text.

The authors of a 2019 systematic literature review on academic plagiarism detection derived a four-leven typology of academic plagiarism, from the total words of a language (lexis), from its syntax, from its semantics, and from methods to capture plagiarism of ideas and structures. The typology categorizes plagiarism forms according to the layer of the model they affect:


 * Characters-preserving plagiarism
 * Verbatim copying without proper citation
 * Syntax-preserving plagiarism
 * Synonym substitution
 * Technical disguise (e.g., using identically looking glyphs from another alphabet)
 * Semantics-preserving plagiarism
 * Translation
 * Paraphrase
 * Idea-preserving plagiarism
 * Appropriation of ideas or concepts
 * Reusing text structure
 * Ghostwriting
 * Collusion (typically among students)
 * Contract cheating

Factors influencing students' decisions to plagiarize
Several studies investigated factors predicting the decision to plagiarize. For example, a panel study with students from German universities found that academic procrastination predicts the frequency plagiarism conducted within six months followed the measurement of academic procrastination. It has been argued that by plagiarizing, students cope with the negative consequences that result from academic procrastination such as poor grades. Another study found that plagiarism is more frequent if students perceive plagiarism as beneficial and if they have the opportunity to plagiarize. When students had expected higher sanctions and when they had internalized social norms that define plagiarism as very objectionable, plagiarism was less likely to occur. Another study found that students resorted to plagiarism in order to cope with heavy workloads imposed by teachers. On the other hand, in that study, some teachers also thought that plagiarism is a consequence of their own failure to propose creative tasks and activities.

Sanctions for student plagiarism
In the academic world, plagiarism by students is usually considered a very serious offense that can result in punishments such as a failing grade on the particular assignment, the entire course, or even being expelled from the institution. The seriousness with which academic institutions address student plagiarism may be tempered by a recognition that students may not fully understand what plagiarism is. A 2015 study showed that students who were new to university study did not have a good understanding of even the basic requirements of how to attribute sources in written academic work, yet students were very confident that they understood what referencing and plagiarism are. The same students also had a lenient view of how plagiarism should be penalized.

For cases of repeated plagiarism, or for cases in which a student commits severe plagiarism (e.g., purchasing an assignment), suspension or expulsion may occur. There has been historic concern about inconsistencies in penalties administered for university student plagiarism, and a plagiarism tariff was devised in 2008 for UK higher education institutions in an attempt to encourage some standardization of approaches.

Plagiarism Detectors and Copyright Problems

* However, to impose sanctions, plagiarism needs to be detected. Strategies faculty members use to detect plagiarism include carefully reading students work and making note of inconsistencies in student writing and of citation errors, and providing plagiarism prevention education to students. It has been found that a significant share of (university) teachers do not use detection methods such as using text-matching software. A few more try to detect plagiarism by reading term-papers specifically for plagiarism, although the latter method might be not very effective in detecting plagiarism – especially when plagiarism from unfamiliar sources needs to be detected. There are checklists of tactics to prevent student plagiarism.*

In today's era, numerous tools have been developed thanks to algorithmic advancements to reduce the occurrence of plagiarism in academic writing, with Turnitin being the most well-known among them. Turnitin's primary objective is to reinstate academic integrity and uphold justice in education. [4] It emerged as a digital platform in 1995 following the establishment of Plagiarism.org, and it quickly dominated the market. [5] According to Grabill, Turnitin serves more than 30 million students worldwide across over 10,000 institutions in 135 countries, and has been utilized by over 1.6 million instructors. [4]

When evaluating an article, Turnitin provides both formative and summative assessments. The formative assessment provides instructors with a basic evaluation of the student's level of achievement while the summative assessment is the final evaluative judgment of the writing. [4] Turnitin utilizes artificial intelligence to evaluate writing through the use of cutting-edge adaptive technology. The "Turnitin Scoring Engine" webpage outlines the rationale behind this technology, which mainly focuses on analyzing patterns in previously evaluated essays. By providing sample essays, the engine can accurately rate papers in just a few minutes. [4] It assesses the readability of content and the writer's familiarity with the genre based on a comprehensive evaluation of word usage, genre conventions, and sentence structure. The final report page highlights sentences of plagiarism so that instructors can easily identify the corresponding content.[6]

Despite its technological advancements, Turnitin has some limitations. The generation of reports by Turnitin, which involves comparing and scoring vast amounts of student work, can potentially infringe on copyright laws. [4] Turnitin monitors students to ensure that their work is original and unique, with this validation process being carried out by a supervising machine. [4] However, this practice can result in unrestricted access to student data for teachers, institutions, and governments and lead to severe copyright infringement issues. [5]

Furthermore, plagiarism detection systems (PDS), especially when used for grading purposes, have certain drawbacks. [4] While Turnitin can identify matching texts, it does not provide a clear definition of plagiarism, leaving potential disputes for individual interpretation. [6] For example, different instructors may interpret the same report with varying explanations. The extent of plagiarism can vary significantly, ranging from a single paragraph to multiple instances within a five to six page paper. [6] Without a rigorous standard that defines plagiarism, instructors defining plagiarism based on their own understanding can lead to confusion and conflicts.

Plagiarism in education
Though widely employed in high schools and universities, plagiarism detection tools indeed create a delicate environment in the classroom, as they place instructors in the role of guardians of ethical principles, establishing an adversarial relationship between teachers and students. [4] These tools presuppose that students are prone to plagiarizing and that instructors should use advanced techniques to uncover it. [5] Such scrutiny can cause students to feel afraid and disempowered, as they may consider these tools as omnipotent monitors. The WriteCheck reviews demonstrate that students may be afraid of being caught, leading to writing with pressure and anxiety. [5] These reviews highlight the power dynamics and the culture of fear around plagiarism in the classroom. Additionally, inherent power imbalances between instructors and students exist since students may feel obligated to submit their work to Turnitin for evaluation [5] Furthermore, Turnitin endeavors to promote Western writing values globally.[4] It inherently promotes standardized writing around the world, advancing Western ideas of authorship and EAE, which reinforce harmful ideologies that impact writing instructors.

In general, plagiarism detection systems deter rather than detect plagiarism, but they do not reflect the ultimate educational objectives. [6] *Given the serious consequences that plagiarism has for students, there has been a call for a greater emphasis on learning in order to help students avoid committing plagiarism. This is especially important when students move to a new institution that may have a different view of the concept when compared with the view previously developed by the student. Indeed, given the seriousness of plagiarism accusations for a student's future, the pedagogy of plagiarism education may need to be considered ahead of the pedagogy of the discipline being studied. The need for plagiarism education extends to academic staff, who may not completely understand what is expected of their students or the consequences of misconduct. Actions to reduce plagiarism include coordinating teaching activities to decrease student load, reducing memorization, increasing individual practical activities, and promoting positive reinforcement over punishment. (original context)* A student may opt to plagiarize due to a lack of research methods, knowledge of citation practices, or an excessive workload. [6] To eventually reduce plagiarism, students should be educated about the ethical and legal concerns surrounding these tools, and teachers should devise suitable and innovative assignments that require more independent thinking.

==                                                                                                                                                                                         The Impact of Technology == In the digital era, online resources have increased the public’s concerns towards plagiarism. The easy access to information made it much simpler for students to copy and paste things from the internet without crediting the original author. [1][2] In high school and colleges, students’ transmission of work also increases the frequency of plagiarism. [1] This behavior not only compromises the integrity of the academic procedure, causing troubles to teachers who aim to give fair grades to the homework, but also denies students the chance to hone their own writing and critical thinking abilities.

Also, the prevalence of more than 200 cheat websites and translation softwares has made it simpler for pupils to plagiarize without being discovered. This not only makes it more difficult for teachers to catch and prevent plagiarism, but it also casts doubt on the efficacy of conventional evaluation techniques. [1]

To minimize plagiarism in the digital era, it is crucial that students understand the definition of  plagiarism and how important intellectual property rights are. [3] Students should be aware that correct attribution is required to prevent the accusation of plagiarism and that the ethical and legal rules that apply to printed materials also apply to electronic information. [3] The importance of academic integrity and the repercussions of plagiarism should be made clear to students by educators. Teachers should take action to stop plagiarism and promote ethical conduct while also encouraging students to think critically and independently.

The Impact of Artificial Intelligence
The increase in plagiarism can also be attributed to the latest developments in artificial intelligence. [7] *The emergence of Large Language Models (LLMs) such as GPT-3 and ChatGPT raised global discussion about the impact of artificial intelligence on writing and plagiarism.* One such innovation is the GPT-2 model, which is capable of generating coherent paragraphs and achieving high scores on various language modeling assessments. It can also perform basic tasks such as reading comprehension, machine translation, question answering, and summarization. [7] Currently, detectors of AI language such as GPT Zero have been introduced to cope with this problem. *Noam Chomsky called ChatGPT “nothing more than high-tech plagiarism”. In contrast, others have proposed that “the essay is dead”, declaring that artificial intelligence will transform academia and society. One scholar of plagiarism, Eaton, proposed the idea of a postplagiarism era, in which human and artificial-intelligence hybrid writing become normal. The impact of artificial intelligence on plagiarism has yet to be fully understood.*

The widespread of artificial intelligence brings a lot of troubles to colleges. [8] With ChatGPT's strong database and convenience, students who see much of the work assigned by professors as just busy work will complete the work via artificial intelligence. However, instead of banning the use of ChatGPT in academic study, professors can indeed take advantage of this tool and promote their teaching. [8] Given proper instructions, ChatGPT can be used to create outlines individualized lesson plans for students, and generate ideas for classroom activities. [8]