Introduction

Murdoch University expects its staff and students to demonstrate high standards in academic integrity. Academic integrity (AI) encompasses respect for others' ideas and publications through proper acknowledgement and referencing. The University regards most seriously any lack of academic integrity. This includes plagiarism, collusion, examination misconduct and theft or purchasing of the work of others.

Lack of AI (academic dishonesty) includes any of the following five types of behaviour and they can apply to work in any medium (for example, written or audio text, film production, computer programs, etc);

From 9.3 Plagiarism and Collusion Assessment Policy

One Definition of Plagiarism:

"Plagiarism is passing off someone else's work, whether intentionally or unintentionally, as your own for your own benefit" (cited by Carroll, 2002, p. 9)

Carroll, J. (2002). A handbook for deterring plagiarism in higher education. Oxford, UK: Oxford Centre for Staff and Learning Development.

Murdoch University's definition:

"Plagiarism constitutes using the work of another without indicating by referencing (and by quotation marks when exact phrases and passages are borrowed) that the ideas expressed are not their own. … Plagiarism and collusion apply to work in any medium (for example, written or audio text, film production, computer programs, etc.)" (Murdoch University, 2004, p. 21)

Murdoch University (2004). Handbook 2005. Perth, WA: Office of Central Student Administration, Murdoch University.

Acting dishonestly in assessment is defined as misconduct under the Student Discipline Statute. Depending on the seriousness of the case, it can lead to a requirement to undertake additional work, failure in a unit or in a part of it, suspension from the University or even permanent expulsion from the University. The University regards any form of cheating as a serious matter of academic dishonesty which threatens the integrity of the assessment processes and awards of the University, to the detriment of all other students and graduates of the University.

Guidance about how to avoid plagiarism and collusion, and further information about University policies on dishonesty in assessment, are available at the following URLs:

• Workshops
• Student Discipline Statute
• the relevant part of the Assessment Policy
• Academic Council's new Advisory Guidelines for Dishonesty in Assessment
• Alleged cheating in assessment – steps staff will take

If after checking these sites you are still unsure as to what constitutes plagiarism or collusion, please check with your tutor.

How do markers of assignments recognise plagiarism?

Students often seem to think the probability of plagiarism being detected is small; in fact, some think if they are clever about it, the chances of detection are negligible. Wrong! There are cues that markers of assignments quickly learn to associate with plagiarism. These cues set off alarm bells and the marker will track the offending words to their real source – sometimes putting great effort into the task.

Perhaps the most obvious and most easily detected occurrence is the borrowing of phrases from the readings recommended for the assignment. Such borrowings are readily recognised because the marker is (must be) familiar with the readings. Secondly, it is quite likely other students have borrowed the same phrases or sentences, and the repetition of the same words by two or more students sets off the alarm bells.

The second cue, an abrupt change in writing style, is also readily detected by markers. An assignment which is a mixture of both poorly expressed ideas (with grammatical errors or evidence of the student's failure to understand the topic) and clearly developed ideas expressed in good grammar, signals to the marker that he or she is reading the work of more than one writer. Similarly, as markers become familiar with the work of particular students, dramatic changes of style and sudden shifts from poor attainment to performance on a par with international leaders in the discipline, attract attention.

Finally, as markers become more experienced, they detect more subtle cues. These are generally instances of plagiarism like those just mentioned, with the difference that borrowings are from less readily available articles or the styles are not vastly different. Often the marker is unable to articulate just what it was that set the alarm bells ringing: sometimes it is a vague recollection of having read something like it before; sometimes it is seeming to recognise another author's style of writing; sometimes it's just a feeling. Such niggling doubts about whose writing it is will often cause the marker to begin searching for the source.

Acknowledgements:

Text for this site has been prepared by the Teaching and Learning Centre and extracted from other university sources including:

• "Plagiarism and Collusion: Ignorance is no defence", Pauline Arnold and Paul Roberts, School of Psychology, February 2001.

• "Plagiarism and Collusion: A caution to students", School of Education.

• TLC workshop materials "Paraphrasing and Referencing" prepared by Cheryl Lange.

• Finding your way: A Student's Guide to Survival at Murdoch University. CD Rom compiled by Jon Watts (SSHE) and Colin Beasley (TLC), 2002.