In the list below decide where you draw the line as to what plagiarism is and what it is not. Depending on where you draw the line, you should be able to argue that below the line IS plagiarism, but above the line would NOT constitute plagiarism. (Based on Swales and Freak (1994) cited in Carroll 2004)

1. Copying a paragraph. No acknowledgement given
2. Making small changes in a copied paragraph. No acknowledgement given
3. Making small changes in a copied paragraph. Source is listed in reference list but not in the text.
4. Composing a paragraph without quotation marks that mixes phrases from the original document with student's added words or paraphrasing. Acknowledgement in text and in the reference list.
5. Referring to a piece of work that is discussed in another text. There is in-text acknowledgement and the text is listed in the references – but not the original piece of work.
6. Writing a paragraph that is based broadly on material in a text. You cite the in-text reference and list the work in the reference list.
7. Quoting word for word, a paragraph in block format with quotation marks. It is cited within the text and in the reference list.

What about collaboration?

An important key or generic transferable skill that lecturers are keen to develop among their students is team work and net working. Yet they will often require that you had in independent work, and certainly you will usually be assessed on an individual basis. It is very important to know the 'rules' for the module or course you are taking. If the course handbook does not make clear the distinction between 'co-operation' (working collegially,) and 'collusion', (often a secret activity by two or more people in fraudulent activity,) you must ask the lecturer for clarity. If you are asked to form a study group, or to work as a team on a project, make sure you raise this question with your lecturer if you are given no clear guidance.

Sometimes it will be to your advantage to take the initiative to suggest the importance of establishing the 'ground rules' in any group. This is a conversation between members of a group where they agree such things as (1) commitment to the group (how often they meet and for how long) (2) the level of active participation (so that everyone carries their weight, and what happens if they don't); (3) how the group will work when preparing documents that will be assessed (how credit will be given for different contributions, etc). Open and frank communication about these matters at the start of group work can save a great deal of trouble at the end of it.

Getting other types of 'assistance'

There are a whole host of ways in which we get help for assessed work that falls into the 'grey area', and often it is important to seek clarity on University policy. Proof-reading a friend's assignment is acceptable if it focuses on the surface issues of spelling, grammar and punctuation. Asking someone to re-write sections of your work, because you know they can expressing things well, isn't. Much less, paying a 'ghost writer' is cheating of course, and sometimes this can extend to the formatting and presentation of documents. Check with your lecturer about what is, and what is not acceptable. If you receive significant help from a friend or group, acknowledge this in a footnote or endnote.

If you are asked to proof read something written by a friend, and you know something is wrong, perhaps the best approach is to ask questions that will encourage them to think through the issues, but telling your friend the answers will not help them in the long run. If you make academic integrity an important set of values in your life, others will respect you for it.

Good working habits

If you are consistent in acknowledging your sources, allow yourself enough time to undertake the assignment required, and develop a system of keeping your drafts and research notes, you will find these habits will help you to maintain academic integrity in what you produce. Look at Princeton University's notes on 'Working Habits that Work' to protect your integrity as a member of the academic community.

Examples of plagiarism

Indiana University provides excellent examples of how to recognise plagiarism. More generally, you should know that lecturers are trained to identify plagiarism in written submissions using check lists such as the one provided at Coastal Carolina University.

Princeton University provides examples of computer coding in relation to the issue of plagiarism, in addition to text based plagiarism.

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