What Is Turnitin's Intellectual Property?

Plagiarism cases can provide insight on the dire consequences that can occur if a student is caught plagiarizing within an academic setting. A former student of Rutgers University, Amanda Serpico, was accused by her professor of plagiarizing on her opinion paper in her argumentation class (Bailey, 2011). Amanda received credit for using citations in a majority of the paper and providing the sources in the reference section, but she did not properly cite at least three verbatim passages that she used within her work (Bailey, 2011). Amanda utilized Turnitin software to review her paper and to detect plagiarism before turning in the assignment for grading to her professor (Bailey, 2011). The plagiarism accusation resulted in Amanda receiving a failing grade on the paper, a failing grade in the course, and being denied admission to several graduate schools. (Bailey,

The paper responds to this proposition with a thesis that understanding the ethical reasoning provided by students in defending plagiarism is crucial in preventing it in student populations. The reasons can provide the basis for specific action-orientated recommendations to reduce plagiarism and to design programs to encourage originality and

As one begins to grasp the concept of Schroth’s (2012) article The Plagiarism Plague, it is easy to identify the author’s dissatisfaction for plagiarism and the negative connotations he has for someone who is involved in this heinous offense. He initiates and summarizes his commentary with personal stories of how plagiarism has affected him. Schroth offers several solutions for the copyright issue that is upon us; he states, “the sanction for plagiarism must be at least an F on the paper, accompanied by a letter in the student's file to be consulted if it happens again, with the understanding that a second offense would mean expulsion.” Schroth was also sure to mention the collective approach necessary from all educators for his solution to be implemented. He believes the “policy will be effective only with leadership from the president and full cooperation from the faculty.” The writer goes on to explain how plagiarism has become an epidemic in this society and the effects of its prevalence thereof. Although plagiarism has become rampant in this society, it is still immoral and unethical. College students continue to plagiarize however, because they refuse to regard their education as a top priority and it has become culturally acceptable for people to falsify information without any serious penalties for their dishonesty.

Plagiarism cases can provide insight on the dire consequences that can occur if a student is caught copying within an academic setting. The professors accused Amanda Serpico, a former student of Rutgers University, of plagiarizing on her opinion paper in her argumentation class (Bailey, 2011). Amanda obtained partial credit for using citations in a majority of the writing and providing the sources in the reference section, but she did not properly cite at least three verbatim passages that she used within her work (Bailey, 2011). Amanda utilized Turnitin software to review her document and to detect plagiarism before turning in the paper for grading, but the plagiarism accusation still resulted in her receiving a failing grade on the assignment and in the course and denied admission to several graduate schools. (Bailey, 2011).

I concur with Gurney’s argument based on the free ride many students take in college due to the easy access of plagiarized work. Plagiarism refers to the practice of using someone else's work and passing it off as one's own. There is an old Caribbean saying that goes, “What you put in is what you get out.” This simply means that one cannot accomplish their goals fairly without putting in the necessary time and effort. For instance, Gurney’s article stated, “It is much more valuable, that diploma in hand, when you earn it yourself". Plagiarized work does not benefit one because he or she is using someone else’s opinion and experience instead of their own. This does not allow one to learn more about the particular topic and to express their

The students at Lakewood Ranch High School also insinuated that plagiarism was not discussed in class, suggesting that they were insufficiently informed about plagiarism and what it represented. Say this is true the corrective measure would be to discuss plagiarism at the beginning of the school year as well as providing a review during the middle of the academic year. Regardless, these adolescents are capable of understanding concepts, standard principles of morality (Feldman, 2014). Therefore, in my opinion they were aware of their actions of intentional copying and submitting another person’s work. Which ultimately resulted with a greater desire for rewards despite the possibility of

Over the centuries, teachers and professors all have had a problem with academic dishonesty. The advancement in technology has made plagiarizing so much easier, and because of this, many professors have resorted to using software programs which detects any sort of plagiarism. One popular program many professors are enforcing their students to use is Turnitin.com. When a paper is submitted into Turnitin, the program compares it to previous submitted essays saved in its database and the content available on the internet. However, in recent years, there has been much controversy between the ethics of Turnitin and student’s rights.

The writer, Todd Pettigrew wrote the article “All your profs wrong about plagiarism,” explains that plagiarism takes the form of counterfeiting, which means to fake instead of stealing. Many college students result to piracy rather than to add in the work because they are lazy or desperate to succeed and rarely pay attention to the causes of cheating. Students who view plagiarism as counterfeiting may see nothing wrong with the crime because they fake their work instead of stealing another person’s own words. The scholar knows the system of cheating, acknowledges the consequences, and understands the crime; however, continues the offense because they want to pass the class. The two main ways to cheat consist of going online and blatantly stealing

She reviews how educators can be very strict on enforcing honor-codes, but students have trouble understanding the line between original, individual work vs. plagiarized, group work. “As a journalism instructor, I have encouraged students to work together in ways that other honor-code-bound professors would deem “unpermitted collaboration--...” Teachers all have their own rule about plagiarism violations and explain to students the punishment they face if caught. Even though students received discipline in this one computer science class at Stanford University does not mean all instructors at honor-code schools are as rigorous when it comes to collaboration work among their students. Not every college upholds the same conduct when someone has been found at fault; every situation is different. The way one school approaches the situation may not be the way another school does. “Further, rates of overall cheating at honor-code schools rose slightly between the 1990-1991 and 2005-2006 school years, while they declined at no-code schools. As McCabe writes, the influence of honor codes “has eroded over the past two decades.” Greenburg includes no explanation why this decline and rise happened to farther her argument. Not enough anti-plagiarism encouragement methods in the schools could be a reason for the rise. Her connection of the two schools does not necessarily mean that

Students may be required by schools to submit essays to Turnitin, as a deterrent to plagiarism. This has been a source of criticism, with some students refusing to do so in the belief that requiring it constitutes a presumption of guilt. Additionally, critics have alleged that use of the software violates educational privacy and intellectual property laws.

Upon analysis of these two text, it is clear that Blum and Pérez-Peña share similar ideas concerning cheating on college campuses; however, there are many differences between methods to prevent cheating and where the blame lies. One similarity the two authors convey is students need more education about cheating and how to avoid it. Blum states that “Professors who teach writing and composition struggle to educate students about what citation means and how to avoid plagiarism”(2), while Pérez-Peña gathers that students do not understand boundaries around cheating because the institution does not educate them properly (1). Another common idea the authors share is that the 21st century student is different than those of the past. Blum says

If a professor subjects his/her students to a plagiarism checker, while just mentioning it will cause less students to plagiarise; I don’t believe that equals academic integrity. “No doubt threats and force can bring about

Teachers have been losing a technological war with their students over plagiarism for many years. Since the times when term papers and other assignments were written by hand, students have been willing to present work completed by other people as their own. Today with a greater array of tools available to students the plagiarism problem has exploded (Auer, 2001). From the simple cutting-and-pasting from un-cited sources to the use of searchable collections of term papers available for purchase, students have a huge selection of information and techniques that make it easier for them to commit plagiarism (Auer, 2001). However, teachers and educators are now starting to use the same

The first step is to familiarize myself with the topic of academic dishonesty and plagiarism, of which writing this essay is an essential step. The definition and forms of plagiarism are necessary to identify and prevent plagiarism since unintentional perpetuation of the vice is inexcusable (Rennie, 2010). The whole issue is ethical in nature and is heavily dependent on individual philosophy and morals. Aspiring to higher values

Academic dishonesty in more advanced education systems is not a new occurrence. The alarming frequency of the cases of academic dishonesty on colleges and schools requires more innovative means of remedying the concern. Academic dishonesty refers to types of plagiarism and cheating that entails learners receiving or offering unapproved support in an academic practice or attaining recognition or praise for a piece that is not theirs (Lang, M. James 1). Cheating can be defined as deliberately applying or trying to apply unapproved information, materials, or study supports in an academic practice. On the other hand, plagiarism refers to the intentional reproduction or adoption of words or ideas or sentences of another individual as one’s own with no attribution. Cheating conduct in colleges and schools across the globe is not new. The behavior can be drawn back thousands of years ago. For instance, in the Republic of China, there was a case of cheating in which the civil service tests were conducted in single partitions to curb examinees from viewing the test papers of their fellows (Lang 1). The death penalty was to be enacted for both examiners and examinees if any of them was declared guilty of cheating. While it can be argued that students, especially at a less advanced education level, do not overall involve in the production of books or journal and