Jones D.R. (2011) states that academic dishonesty, with Internet plagiarism as one of the most common forms, is a concern on college and university campuses more than ever before. According to Boss Judith A. (2016, p. 356), the two main approaches that institutions use to prevent it call for treating plagiarism either as ethically wrong (Institutions that approach the problem of plagiarism as a matter of morality often create honor codes) or as a crime (treating it as breaking a rule, or as a crime rather than a sin — emphasizes law and enforcement).
According to Blum, traditional efforts by administrators to prevent plagiarism often fail. For starters, students have only an unclear wisdom of what is meant by the ethical quality termed “academic integrity.” Moreover, students are mostly focused on success and achievement, a bottom-line mentality that has helped them gain admittance to the highly selective institutions that are, in fact, trying to enforce the norms of academic citation. If students pursued education for its own sake — as do most professors — they would try to produce academic work that increases learning and to model their behavior on their professors’. But many students don’t especially value the process of classroom learning — so, in fact, any process will do (Boss, 2016, p.356).
The reason that our notions of originality in college writing changed since the 1960’s and 1970’s is because of the originality of utterance as the product of the unique, isolated, authentic. Students today have been absorbed in a philosophy that revels in trying on different personae and sharing freely. There is no unbreakable connection between words and the self that produces them. Students are not married to the integrity of their own writing and do not necessarily assume that others are either (Boss, 2016, p.356).
To deal with student plagiarism, Blum urges academic integrity as a collection of skills, taught largely through the long training of higher education, is the most promising approach for getting students to follow the rules of academic citation, and the one with the least likelihood of providing a shortcut. That means teaching students what academic integrity involves, why professors value it, and how exactly to carry it out. Strict reprimand — “no copying” — is inadequate, whether as timeless morality or as universal practice. Students need to be taught the genre requirements of academic writing. They need to be shown how to do what we, their teachers, are asking of them. They need to learn how to cite, how to refer, how to use quotation marks for direct quotations as opposed to indirect ones (Boss, 2016, p.357).
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