Plagiarism and academic integrity in writing

 Jizzakh State Pedagogical University Faculty: Foreign Languages Teacher: Amanova Madina Xamid qizi Email address: madina.97amanova@gmail.com Phone number: 912071577  Abstract This article is concerning the act of plagiarism and its impact on academic works, including academic integrity, as well as, punishments for this illegal action. What`s more, the reasons why plagiarism is wrong is expected to be discussed in the following paragraphs. As for limitations of detecting plagiarism, possible ways of dealing with this issue are suggested. Key words: Plagiarism; Academic Integrity; Impact; Penalty; Limitations Introduction The act of plagiarism is considered to be one of the most unethical offences in certain spheres, in an education system, for example. No matter how punishments, or penalties are hard, it is still a common process. This review reveals what plagiarism, academic integrity are, why doing so is wrong, and the impacts of it. Furthermore, it covers how to tackle with this issue through punishments and penalties.   Materials and Methods What is Plagiarism?   Plagiarism is an associated act of repeating someone’s work without referring the name of the authors, considered its thought-about to be an embezzled method. It’s going to occur inbound areas, particularly in the education sphere among students. It’s going to involve taking ideas or opinions from alternative sources, avoiding referencing through inadequate paraphrasing. Nicole Brown and Rosalind Janssen noted that “By the Nineties, very little analysis had been revealed on students’ views till Ashworth et al.’s (1997) work offered a primary glimpse into the perceptions of plagiarism and cheating. The authors thought-about students’ attitudes towards cheating normally terms, however conjointly investigated plagiarism. In keeping with Ashworth et al. (1997) plagiarism may be a completely different matter in this for several students the conception was new at the time then students were unsure of the amount of acceptable paraphrasing or forms of plagiarism”.[1] One of the most common methods of identifying plagiarized work is using platforms, like Turnitin. As it is informed in Turnitin” Plagiarism is defined as work submitted with any of the following issues:

1. Submitting another’s work, word-for-word, as one’s own
2. Containing significant portions of text from a single source without alterations
3. Changing key words and phrases but retaining the essential content of the source
4. Mixing paraphrased material from multiple sources
5. Borrowing generously from one’s previous work without citation
6. Combining perfectly cited sources with copied passages without citation
7. Citing non-existent sources or including inaccurate information about sources” [2]

  Bahadori, Izadi, and Hoseinpourfard provide knowledge relating to the origin of plagiarism and the way it began a standard method all around the world in their analysis. Plagiarism occurred many years ago; but, on account of the advancement in info technology, it is non-inheritable new and alternative ways compared to the past. Plagiarism was virtually a rare development till 1990, however, it unfolds across the globe in recent years and has distressed the tutorial community.   What is Academic Integrity   Patricia (1996-2012) points out that being honest is the base of desirable academic work. Whenever people are working on a project or paper, problem set, laboratory report, they should avoid engaging in plagiarism, unauthorized collaboration, cheating, or facilitating academic dishonesty. Marshall and Garry claim that (2005, p1140). “Personal integrity and credence of students are the concern of academic misconduct. Integrity and misconduct of intellectual property are associated to student perception whereby students showed they considered activities they engaged in themselves as being less critical than other who had not” Shashikiran N. D (2014, p.1) discusses concerning forms of plagiarism and the way it will seem different. He claims that in spite of the categories of plagiarism, those cases may be ignorant, and he describes it in this way: A common misconception is that consensus exists on what actions constitute plagiarism and whether engaging in plagiarism and other forms of academic dishonesty is a major breech of ethics. There appears to be very little concern for differentiating degrees of seriousness, such as the intentional repeating of enormous amounts of text with no acknowledgment is usually viewed and treated constantly as failing to properly cite sources. Not all cases of plagiarism square measure intentional. “Unintentional plagiarism” might arise, once the author has no forethought of cheating. Still, these cases could also be genuinely ignorant, however, they provide no protection against the charge of plagiarism.               (Shashikiran N. D. 2014, p.1)           Results   What is the Impact of Plagiarism?   Nicole Brown and Rosalind Janssen (2017, p.105) made an effort to demonstrate the impact of plagiarism in their research work and they come to a conclusion like that:     The cases are carefully chosen and demonstrate clearly that the detection software is an aid in the plagiarism work but is not ultimately responsible for deciding whether or not high similarity constitutes a case to be followed up. One case we present shows a similarity of 47% and refers to a student who was found guilty, whereas another case with a similarity of 67% was found to be no case at all. Finally, the result of a real-life plagiarism case, therefore the $64000 impact of educational misconduct is shared with the scholars. The fact that this specific student was not allowed to complete the degree however solely be awarded a lesser degree is stunning for our students. A guided discussion around the use of plagiarism detection software and the experiences from panels rounds off this phase of the intervention.   (Nicole Brown & Rosalind Janssen.2017, p 105)   Discussion Why Is Plagiarism Wrong?     Plagiarism is a form of intellectual dishonesty. By passing off others’ work as his or her own, the plagiarist gains an advantage that is not deserved, or at least misleads the intended reader. Plagiarism in the tutorial context is unacceptable because tutors devote their time, in good faith, to furthering students’ education by teaching which is tailored to the individual student, and plagiarized work seriously misleads the tutor about that student’s level of understanding and competence.³ Syed Shahabuddin (2009, p.357) concludes that “Plagiarism is dishonesty and won’t be legal in some cases. Hence, there’s no justification for plagiarizing. Parmley (2000) summarized that “A ‘publish-or-perish’ mentality must not ever degenerate into ‘plagiarism-and publish’ mentality.” Hoover (2006) has claimed that “…not preventing plagiarism can ultimately stop the free exchange of ideas within the profession.” Therefore, Hoover suggested that a profession can reduce or prevent plagiarism by Reducing the cost of contesting plagiarized work; protecting those whose work has been plagiarized; detecting plagiarism through the use of software; reporting the plagiarists to their superior; publicizing the name of plagiarists after they have been notified and have been given opportunity to explain their behavior; developing a professional website supervised by a board of a few editors of national stature to monitor the policy regarding how to monitor or publicize plagiarism.”   The Penalties for Plagiarism   Penalties for plagiarism dissent in terms of their seriousness of cheating in educational work. Zaman et al. (2020) noted that it may be lighter and even severe reflective to the institutional policies in classifying the styles of plagiarism to be compromised. Wilkinson (2009) listed among the penalties square measure counsel, demerit purpose, official reprimands, and failure within the subjects and to the foremost serious cases square measure expulsion from the course and university. 90% of academics reported warning for plagiarism had been given, however 9% of all students indicated they were warned, likewise they tended to favor “lighter punishments” as penalties for academic misconduct such as warnings and resubmission. Lighter punishments in some other way that make the students less care of the plagiarism seriousness that they perceived. Marks will be merit although it is not as much as it should be. Students are likely to receive a warning with no loss of marks for the first and repeat offences of plagiarism conversely academics preferred the loss of marks (Marshall and Garry, 2005). Significant consequences of academic misconduct should be exposed among students along with the institution policies in plagiarism while academics required to take the issues seriously by complying the penalties established. Limitations of Detecting Plagiarism   In order to check whether students work is based on their knowledge, or not, the majority of universities have been using Turnitin plagiarism software. In my view, while analyzing plagiarism, staff members should take into account some defects of it as it does not always detect plagiarism effectively. According to Coughlan (2019) it would be better as long as university staff members utilized other possible ways of detecting plagiarism which could work efficiently. The best way could be organizing face- to –face questionnaires between instructors and students in order to check their level of knowledge, and whether provided essays and researches belong to them, or not.   Conclusion   On the whole, providing that both instructors and learners always bear in mind their responsibilities towards their duty, it would be intelligent of them. Educating learners in an appropriate way at an early age may allow them to comprehend the core meaning of education. As a result, they will make an effort to show their attitudes, as well as, points regarding different topics which could prevent them from plagiarizing. They will be aware of possible negative effects of plagiarism, and realize that fraud works may form fraud specialists.     References:    

1. Bahadori, Izadi & Hoseinpourfard. (2012). Plagiarism: Concepts, Factors and Solutions. Iranian Journal of Military Medicine 14, No. 3, Autumn 2012; pp. 168-177
2. Coughlan, S. (2019). PayPal urged to block essay firm cheats. [online] BBC News. Available at: https://www.bbc.com/news/education.47629043 [Accessed 3 Apr. 2019].
3. Nicole Brown & Rosalind Janssen. (2017). Preventing Plagiarism and Fostering Academic Integrity: A Practical Approach. UCL Institute of Education, UK Vol 5 | Issue 3 | pp. 102-109.
4. Patricia, B.(1996-2012) Academic Integrity at the Massachusetts Institute of Technology. Anna, B.K(ed) Office of the Dean for Undergraduate Education, p.3
5. See in particular the Princeton guidelines on cultural differences in this regard at http://www.princeton.edu/pr/pub/integrity/pages/plagiarism.html
6. Shashikiran ND. Plagiarism and academic integrity. J Indian Soc Pedod Prev Dent 2014;32:1-2.
7. Summarized from Turnitin, The Plagiarism Spectrum: Tagging Ten Types of Unoriginal Work… Viewed November18, 2015 and July 23 2018. Summary graphic is included in page 3 of this pdf.
8. Syed Shahabuddin. (2009). Plagiarism in Academia, International Journal of Teaching and Learning in Higher Education 2009, Volume 21, Number 3, 353-359 http://www.isetl.org/ijtlhe/
9. Zaman, N. A. B., Yatin, S. F. M., Saad, N. S., Rashid, S. N., Kamis, Y., Abd Kadir, I. K., & Dollah, W. Ab K.W. (2020). Plagiarism and Academic Integrity. International Journal of Academic Research in Business and Social Sciences. 10(11), 1138-1149.