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Phi Delta Kappan

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- Abstract
- #10. They are lazy
- #9. They panic
- #8. They lack confidence
- #7. They think they’re supposed to reproduce what the experts have said
- #6. They have difficulty integrating source material into their own exposition or argument
- #5. They do not understand why people make such a fuss about sources
- #4. They are sloppy
- #3. They do not understand that they need to cite facts, figures, and ideas, not just quotations
- #2. They are learning
- AND THE #1 REASON STUDENTS PLAGIARIZE IS…
- #1. They are used to a collaborative model of knowledge production
- References
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Top 10 reasons students plagiarize & what teachers can do about it (with apologies to David Letterman)

Michelle Navarre Cleary

Phi Delta Kappan 2017 99:4, 66-71

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Top 10 reasons students plagiarize & what teachers can do about it (with apologies to David Letterman)

Michelle Navarre Cleary

Phi Delta Kappan 2017 99:4, 66-71

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Top 10 reasons students plagiarize & what teachers can do about it (with apologies to David Letterman)

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Michelle Navarre Cleary

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First Published November 27, 2017 Review Article

https://doi.org/10.1177/0031721717745548

Article Information

Volume: 99 issue: 4, page(s): 66-71

Article first published online: November 27, 2017; Issue published: December 1, 2017

Michelle Navarre Cleary

MICHELLE NAVARRE CLEARY (michelle.navarre@depaul.edu) is an associate professor in the School for New Learning, DePaul University, Chicago, Ill.

Abstract

Students may be tempted to plagiarism for many reasons. The author lists 10 possible reasons and suggests strategies that teachers can use to prevent students from plagiarizing.

References

Section:

	Ashworth, P., Bannister, P. (1997). Guilty in whose eyes? University students’ perceptions of cheating and plagiarism in academic work and assessment. Studies in Higher Education, 22, 187–204. Google Scholar
	Bowden, D. (1996). Coming to terms: Plagiarism. English Journal, 85 (4), 82–85. Google Scholar \| Crossref
	Franklin, B. (1788). The autobiography of Benjamin Franklin. https://wwnorton.com/college/history/america-essential-learning/docs/BFranklin-Autobiography-1788.pdf Google Scholar
	Howard, R.M. (1995). Plagiarisms, authorships, and the academic death penalty. College English, 57, 788–807. Google Scholar \| Crossref \| ISI
	Lipson, A., Reindl, S.M. (2003, July-August). The responsible plagiarist: Understanding students who misuse sources. About Campus, 7–14. Google Scholar
	Price, M. (2002). Beyond ‘gotcha’: Situating plagiarism in policy and pedagogy. College Composition and Communication, 54 (1), 88–116. Google Scholar \| Crossref \| ISI
	Woodmansee, M., Jaszi, P. (1995). The law of texts: Copyright in the academy. College English, 57, 769–788. Google Scholar \| Crossref \| ISI

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	Ashworth, P., Bannister, P. (1997). Guilty in whose eyes? University students’ perceptions of cheating and plagiarism in academic work and assessment. Studies in Higher Education, 22, 187–204. Google Scholar
	Bowden, D. (1996). Coming to terms: Plagiarism. English Journal, 85 (4), 82–85. Google Scholar \| Crossref
	Franklin, B. (1788). The autobiography of Benjamin Franklin. https://wwnorton.com/college/history/america-essential-learning/docs/BFranklin-Autobiography-1788.pdf Google Scholar
	Howard, R.M. (1995). Plagiarisms, authorships, and the academic death penalty. College English, 57, 788–807. Google Scholar \| Crossref \| ISI
	Lipson, A., Reindl, S.M. (2003, July-August). The responsible plagiarist: Understanding students who misuse sources. About Campus, 7–14. Google Scholar
	Price, M. (2002). Beyond ‘gotcha’: Situating plagiarism in policy and pedagogy. College Composition and Communication, 54 (1), 88–116. Google Scholar \| Crossref \| ISI
	Woodmansee, M., Jaszi, P. (1995). The law of texts: Copyright in the academy. College English, 57, 769–788. Google Scholar \| Crossref \| ISI

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