scholarly journals Graduate Students’ Knowledge about Plagiarism in Academic Writing

2021 ◽  
Vol 5 (10) ◽  
pp. 1414
Author(s):  
Najmi Rodhiya ◽  
Primardiana Hermilia Wijayati ◽  
Herri Akhmad Bukhori
Keyword(s):  
Graduate Students ◽  
Academic Dishonesty ◽  
Academic Writing ◽  
Quantitative Approach ◽  
Central Issue ◽  
Academic Sector ◽  
Lack Of Knowledge

<p><strong>Abstract:</strong> Plagiarism is one of academic dishonesty, which has become a central issue in the academic sector. The aims of this study were to investigate students understanding through plagiarism and also to examine the reason why they committed plagiarism. This study used a quantitative approach. To obtain the data, questionnaire and interview were used. The finding showed that their understanding of plagiarism bounded in citing without giving sources. Further, the result showed that lack of knowledge, lack of time and unintentionally committed plagiarism were the top three reasons why the graduate students committed plagiarism.</p><strong>Abstrak:<em> </em></strong>Plagiasi adalah salah satu ketidakjujuran akademik yang menjadi isu utama dalam bidang akademik. Tujuan penelitian ini adalah untuk menyelidiki pemahaman siswa tentang plagiasi dan untuk mengetahui alasan mengapa mereka melakukan  tindakan plagiasi. Penelitian ini menggunakan pendekatan kuantitatif. Kuesioner dan wawancara digunakan untuk mengumpulkan data. Hasil dari penelitian ini menunjukkan bahwa pemahaman mereka tentang plagiasi hanya terbatas tentang mengutip tanpa memberikan rujukan. Selanjutnya, hasil penelitian ini menunjukkan bahwa kurangnya pengetahuan, waktu, dan kemudahan untuk menemukan materi di internet merupakan tiga alasan utama mengapa mahasiswa pascasarjana melakukan tindakan plagiasi.

scholarly journals Graduate Students’ Knowledge about Plagiarism in Academic Writing

2020 ◽  
Vol 5 (2) ◽  
pp. 235
Author(s):  
Najmi Rodhiya ◽  
Primardiana Hermilia Wijayati ◽  
Herri Akhmad Bukhori
Keyword(s):  
Graduate Students ◽  
Academic Dishonesty ◽  
Academic Writing ◽  
Quantitative Approach ◽  
Central Issue ◽  
Academic Sector ◽  
Lack Of Knowledge

<p><strong>Abstract:</strong> Plagiarism is one of academic dishonesty, which has become a central issue in the academic sector. The aims of this study were to investigate students understanding through plagiarism and also to examine the reason why they committed plagiarism. This study used a quantitative approach. To obtain the data, questionnaire and interview were used. The finding showed that their understanding of plagiarism bounded in citing without giving sources. Further, the result showed that lack of knowledge, lack of time and unintentionally committed plagiarism were the top three reasons why the graduate students committed plagiarism.</p><strong>Abstrak:</strong><em> </em>Plagiasi adalah salah satu ketidakjujuran akademik yang menjadi isu utama dalam bidang akademik.Tujuan penelitian ini adalah untuk menyelidiki pemahaman siswa tentang plagiasi dan untuk mengetahui alasan mengapa mereka melakukan tindakan plagiasi. Penelitian ini menggunakan pendekatan kuantitatif. Kuesioner dan wawancara digunakan untuk mengumpulkan data. Hasil dari penelitian ini menunjukkan bahwa pemahaman mereka tentang plagiasi hanya terbatas tentang mengutip tanpa memberikan rujukan. Selanjutnya, hasilnya penelitian ini menunjukkan bahwa kurangnya pengetahuan, waktu dan kemudahan untuk menemukan materi di internet merupakan tiga alasan utama mengapa mahasiswa pascasarjana melakukan tindakan plagiasi.

scholarly journals Graduate Students’ Attitude Toward Plagiarism in Academic Writing

2020 ◽  
Author(s):  
Najmi Rodhiya ◽  
Primardiana Hermilia Wijayati
Keyword(s):  
Graduate Students ◽  
Academic Dishonesty ◽  
Academic Writing ◽  
English Language ◽  
Language Teaching ◽  
Negative Attitude ◽  
Target Population ◽  
Arabic Language ◽  
English Language Teaching ◽  
Study Program

Plagiarism is one of academic dishonesty that becomes a central issue and challenge faced by the educational sector. Students who study in a higher level of education will face many kinds of academic writing, which is not easy to deal with. Moreover, students need to find information related to their writing to support theories and arguments for their academic writing. This study aims to find out graduate language students’ attitude toward plagiarism in academic writing. This present study used a quantitative approach and survey as the design of the study. The target population was all of the graduate students in language study program in the second semester from four departments; English Language Teaching, Indonesian Language Teaching, Arabic Language Teaching, and Keguruan Bahasa department. 86 students were chosen as a sample using random sampling. Questionnaire and interview were used as the instruments in this study. The questionnaire was divided into three parts; cognitive, emotional and behavior. The result shows that 66% or 57 students have a neutral attitude toward plagiarism. It means that they knew that plagiarism was an improper action, but they can tolerate plagiarism action. However, 33% or 28 students have a negative attitude toward plagiarism which means that they cannot tolerate plagiarism action. In contrast, only 1% or 1 student has a positive attitude toward plagiarism which means that they do not think that plagiarism is an improper action. Keywords: Attitude, Plagiarism, Academic Writing

scholarly journals Writing Gravity: International Female Graduate Students’ Academic Writing Experiences

2018 ◽  
Vol 8 (4) ◽  
Author(s):  
Abir Aly Eldaba ◽  
Janet Kesterson Isbell
Keyword(s):  
International Students ◽  
Graduate Students ◽  
Academic Writing ◽  
Second Language Writing ◽  
Ways Of Knowing ◽  
Critical Study ◽  
Graduate Degree ◽  
Writing Assignments ◽  
Marginalized Groups ◽  
Language Writing

In a critical study, researchers explored academic writing experiences of three international female graduate students at a southern U.S. university in order to understand their perspectives of themselves as writers across cultures, their experiences with academic writing, and their coping strategies for academic writing assignments. Findings revealed participants’ challenges and self-doubts about second-language writing abilities. Participants both challenged disconfirmation of their writing and at times were submissive as they negotiated a graduate degree program. The study demonstrates need for universities to recognize marginalized groups’ knowledge and ways of knowing and to create spaces to discuss new possibilities for academic writing experiences among international students.

Academic Integrity of Global Digital Masked Bandits Lurking the Deep and Dark Web

2020 ◽  
pp. 177-192
Author(s):  
David B. Ross ◽  
Julie A. Exposito ◽  
Melissa T. Sasso ◽  
Cortney E. Matteson ◽  
Rande W. Matteson
Keyword(s):  
Academic Dishonesty ◽  
Academic Writing ◽  
Educational Institutions ◽  
Criminal Prosecution ◽  
Governmental Agencies ◽  
Funding Sources ◽  
Brand Reputation ◽  
Internal Change ◽  
Education Administrators

Educators are faced with an important issue as it pertains to academic writing and research. There are many studies on academic dishonesty and cheating at all levels of education. Administrators and faculty in education need to be aware of the entrepreneurial gravity of this scheme and be proactive in communication by informing all stakeholders to develop policies to this academic epidemic. This article will also research the motives of academic dishonesty, deep web schemes to defraud, avoidance of criminal prosecution, and non-conventional intellectual warfare while making recommendations for internal change and reform. The purpose of this article is to enlighten practitioners and researchers to include students and educational administrators about the growing concern of plagiarism, unintentional plagiarism, defrauding funding sources, governmental agencies, educational institutions, perspective employers, and affixing serious long-term consequences and liability to participants and placing a negative stigma on brand reputation and further stress on academia.

Academic Integrity

2017 ◽  
pp. 306-326
Author(s):  
Mingsheng Li
Keyword(s):  
Language Proficiency ◽  
Academic Dishonesty ◽  
Academic Writing ◽  
Academic Integrity ◽  
Group Discussion ◽  
University Graduates ◽  
Situational Variables ◽  
Student Plagiarism ◽  
Language Writing ◽  
The University

Student plagiarism is a pervasive issue at all levels of study in Higher Education Institutions (HEIs) around the world. Plagiarism is considered as a cultural phenomenon and students from certain cultures are often stereotyped as ‘persistent plagiarists'. This chapter reports the findings of a research project and examines the issues of academic dishonesty reported by Chinese students in New Zealand universities. Four lecturers and six university graduates participated in the interviews and the focus group discussion. The study has identified seven forms of disguised plagiarism deriving from four interrelated variables: inadequate language proficiency, lack of discipline knowledge and conventions, issues of assessment, and situational variables. The university is morally responsible to teach the students the concept of Academic Integrity (AI) and plagiarism, discipline conventions and rules of games in academic writing, and develop their language, writing, and research skills to help them avoid the traps of plagiarism.

Creating a Support Structure for Academic Writing and Publication Support

2015 ◽  
pp. 21-37
Author(s):  
Tonette S. Rocco ◽  
Lori Ann Gionti ◽  
Cynthia M. Januszka ◽  
Sunny L. Munn ◽  
Joshua C. Collins
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Writing Center ◽  
Writing Centers ◽  
Scholarly Writing ◽  
Support Structure ◽  
Writing For Publication ◽  
Insight Into ◽  
The Way

Although research and writing for publication are seen as important responsibilities for most graduate students and faculty, many struggle to understand the process and how to succeed. Unfortunately, writing centers at most universities do not cater to these kinds of needs but rather to course-specific needs of undergraduate students. This chapter presents and explains the principles underlying Florida International University's establishment of The Office of Academic Writing and Publication Support, an office specifically designed to aid the scholarly writing efforts of graduate students and faculty. In doing so, this chapter aims to describe strategies and programs for the improvement of scholarly writing, provide insight into the kind of learning that can take place in a university writing center, and reflect on successes and missteps along the way. This chapter may be especially helpful to educators who seek to create similar offices or services at their own institutions.

scholarly journals Genre Pedagogy and Bilingual Graduate Students’ Academic Writing

Publications ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. 8 ◽  
Author(s):  
Teresa Morell ◽  
Susana Pastor Cesteros
Keyword(s):  
Graduate Students ◽  
Academic Writing ◽  
Applied Linguistics ◽  
Research Question ◽  
Discourse Community ◽  
Graduate Course ◽  
Positive Effects ◽  
Research Article ◽  
Genre Awareness ◽  
Analysis Task

Genre pedagogy plays an important role in helping graduate students to enter the discourse community of their fields. Although familiarity with research genres benefits graduate students, few studies have explored the influences of instruction on learners’ subsequent generic practices. In this study, we describe the genre-based approach used in a bilingual (English and Spanish) Applied Linguistics graduate course, which aimed to enhance students’ research genre awareness to allow them to be better able to confront their own work as investigators. The description of the course is followed by a study to determine if and how a research article discourse analysis task influenced the students’ academic writing in their own papers. Our research question was the following: To what extent can course instruction influence students’ academic writing? The study entails a survey to elicit students’ perspectives on the influence of the course and its tasks on their academic writing, as well as teachers’ comments on the students’ written work. Although learning to do research at the graduate level requires a broad range of competencies that go beyond genre awareness, the findings from the survey confirmed the positive effects of genre knowledge gains in accomplishing further research goals.

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