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Plagiarism Lines Blur For Students In Digital Age Summary

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Trip Gabriel's Article, titled "Plagiarism Lines Blur For Students In Digital Age," provides details regarding plagiarism transforming into a major issue with the progression of technological innovation. Gabriel, former New York Times editorial manager "...Gave up editing to return to full-time reporting..." It is Gabriel's opinion that plagiarism is at an unequaled high inside universities. A great deal of children don't endeavor to shroud their scholastic unscrupulousness. Extending from a student who "...did not think he needed to credit a source in his assignment because the page did not include author information."; To a child who did not by any means try to change the shade of the text style he pasted from a site, and everything in the …show more content…

Today you can go on the web and duplicate a great deal of information. Children who have grown up with advanced technology may even think that you are allowed to take information from the web in light of the fact that they don't try to search for a writer except in the case that they are researching a book. Donald L McCabe did some studies and found that "About 40 percent of 14,000 undergraduates admitted to [Plagiarism] in written assignments". A great deal of undergrads utilize their PCs to do unlawful things like download films and music so accomplishing something like plagiarism does not appear like a major ordeal. Susan D. Blum, an Anthropologist states literary theft is in various types of entertainment in today's day of age. From Icewear Vezzo testing old three 6 mafia melodies to old TV productions that are just re-makes of old ones proves that wherever you turn unique thoughts are turning into a relic of days gone by. Ms. Hegemann, the writer of a book that wound up being for the most part, appropriated, expressed, "There's no such thing as originality anyway, just authenticity." (Gabriel 620). Be that as it may, people like Sarah Wilensky trust plagiarism "...fosters

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In the article, “Plagiarism Detection Services are Money Well Spent” Stephanie Vie uses proper structure and appropriate assumptions to argue why plagiarism detection services are not a profitable tool. She structures her article in a way that makes her points flow and makes it easier for the readers to understand. She uses structure by first having the introduction set up to let the reader begin to understand what she will be arguing about in the article. For example, Stephanie states, “As plagiarism paranoia takes hold, faculty begin to wonder how many other students are plagiarizing or have plagiarized in the past.” (Stephanie Vie 287).

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Plagiarism Lines Blur For Students In Digital Age Summary

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Plagiarism is a serious crime in some places, something that should not be done but can not be avoided to some people. In “Plagiarism Lines Blur For Students In Digital Age” written by Trip Gabriel, he talks about how college students thought it was okay to plagiarise. Gabriel first introduces how easy it is for students to plagiarize, how anything can be yours on the internet, and how original sources are not even original anymore. Things on the internet can be yours as easy as a few clicks from the internet says, Gabriel. “Digital technology makes copying and pasting easy,” said Gabriel.

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In article “A Plagiarism Pentimento” the author Rebecca Moore Howard represent a debate statement argument on a topic of frequent appearance of plagiarism. She believes that the guidelines provided suggestion in responding to plagiarism in any type of methods. In her deep researcher for corroboration in plagiarism she acknowledge that “patchwriting” should be complete in the correct proper format of using author’s passages in quotations, paraphrasing main ideas of original sources in your own words, and citing in safe conditions all figures. She does not agree that “patchwriting” should be counted as action of plagiarism. Rebecca also points out that summary-writing of original text not only be leaned and comprehend but also should be examine

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In Plagiarisms, Authorships, and the Academic Death Penalty, Rebecca Howard used words like “robbed” and “kidnapped” to describe plagiarism. However, most emphasis had been put on the fact that originality is key to recognition and true authorship where she says “writers who want recognition must assert priority; to assert priority is to assert originality; and to assert originality engenders a fear of being robbed” (Howard 791). In UNCW’s policy, plagiarism is defined as “the copying of language, phrasing, structure, or specific ideas of another and presenting any of these as one’s own work, including information found on the Internet” (“Section I” 12). This definition is very different from Rebecca’s policy because it has included sources from the internet. Rebecca shows us that this issue of plagiarism only started recently because of technological advancements which brought about the big debate about authorship (Howard).

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