Running head: PLAGIARISM EXERCISE 1
Plagiarism Exercise
Name
Institution
PLAGIARISM EXERCISE 2
Plagiarism Exercise
Plagiarism in academic writing occurs when the writer copies or paraphrases information,
including the ideas and words, without attributing the credibility to the author through the use of
an in-text citation. In the case scenario, the student's assignment represented two types of
plagiarism, which are copying and non-attribution of the sources. The "NBA and the NCAA put
the shot clock in place years ago to quicken the pace of play, because some teams (especially
when leading near the end) passed the ball endlessly without penalty" is the part of the student's
work that reflected copying (Frisch & Green, 2016). In this regard, this kind of plagiarism is
measured from the display of the source and presence of prohibited similarities within the text.
Also, there is a clear indication of the presence of a similar text within an online article where the
student picked up the sentence, thereby representing plagiarism. Therefore, this particular
statement shows that the student had access to a website, but instead of paraphrasing and
attributing to the source, the student copy and pasted it into the written assignment.
Additionally, plagiarism in tasks can be linked to attribution, which is an aspect that can
be proven through the identification of the sentence or statement that shows that it was an
original idea. In cases where a student uses the work of another writer, there is a need to
acknowledge the original creator of the text through quotation and provision of in-text citations
that reflect the details on the reference page (Lipson, 2019). However, the review of this student's
assignment showed that the data within the assignment is not original since there is no evidence
of the mention of the original author. An example of this perspective is the statement: "A well-
run meeting represents a chance for a group to set direction discusses difficult issues and make
informed decisions. Good meetings also enhance participants' sense of belonging, which is vital
in an era when people feel less identified with the organization they work for and when there is
PLAGIARISM EXERCISE 3
less time devoted to formal mentoring" (Schwarz, 2015). The text appears to portray ideas that
are similar to an online article from a particular author that the student did not acknowledge or
attribute ownership through the use of an in-text citation. Therefore, the indication of the student
having access to original work, displayed similarity of the text within the assignment indicates
non-attribution and provides evidence of plagiarism.
The most appropriate initial approach for confronting the student is to show him or her
report of the assignment review showed the existence of plagiarized contents. Once the
presentation of this evidence to the student, it is essential to have an open discussion with him or
her to explain the reasons why he or she copied statements from sources without attributing the
owner to them. Also, this kind of discussion will indicate whether the occurrence was intentional
or accidental since the goal of the conversation is to teach and not punish. In this regard, there is
a need to educate the student on plagiarism and explain to him or her, the instances that indicate
plagiarism to make the learner understand what is acceptable and unacceptable for source
inclusion in essays (Lipson, 2019). Similarly, the student needs to understand that plagiarism is a
great barrier to learning because it prevents the integration and synthesis of sources, which limits
the chances of learning new concepts. Also, the discussion on plagiarism with the student would
focus on the serious negative consequences of the practice, including punishment for the
violation of the rules for scholarly research and academic writing. Therefore, the lesson on
plagiarism with the student is essential for assisting him in upholding the authorial credibility of
scholarly works and demonstrating his or her professional integrity.
Meanwhile, the conversation with the student will focus on ways of avoiding plagiarism
within written assignments before submitting them to the instructor. First, I will advise the
student to focus on using simple sentences during the writing process. It is skills that will help
PLAGIARISM EXERCISE 4
the student develop good paraphrasing skills instead of copying and pasting sentences or
statements into his or her work directly from the sources. Secondly, I will urge the student to
carry out frequent practice to acquire complex writing skills that will help him or her to avoid the
urge to plagiarize. Also, I will recommend writing groups to the student that can help learn the
methods for summarizing, paraphrasing, and attributing information to the source. Moreover,
there is a need to address the issue of inaccurate in-text citations that were discovered in the
assignment. Therefore, my discussion with a student would focus on the methods for preventing
plagiarism in his or her work through the use of simple sentences, effective paraphrasing and
summarizing, and the use of the formal style of in-text citation to reflect the standards for APA
formatted paper.
Finally, plagiarism can also be avoided through the use of direct quotes and giving credit
to the author. It is an approach that is important for avoiding the plagiarism of texts that are
factual or impossible to paraphrase. Also, quoted statements that indicate the original author
highlights the source of information and contributes to the avoidance of plagiarism. Similarly,
online editing websites such as Turnitin and Grammarly are great resources for detecting the
plagiarized parts of papers that need correction before submission to the instructor. On a final
note, I recommended the following weblinks to the student to obtain and use resources for
avoiding plagiarism:
APA https://owl.english.purdue.edu/owl/resource/560/18/
Self-plagiarism and avoidance of plagiarism from this site
https://www.liberty.edu/index.cfm?id=911734&blogpid=34071&pid=9720
PLAGIARISM EXERCISE 5
References
Bob Frisch, B & Green, C. (2016, March). Meetings need a shot clock. Harvard Business
Review. Retrieved from
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=7&sid=5dbd40d4-4a12-45ef-
82f6-81be500986a9%40sessionmgr4007
Lipson, C. (2019). Doing honest work in college: How to prepare citations, avoid plagiarism,
and achieve real academic success. University of Chicago Press.
Schwarz, R. (2015). How to design an agenda for an Effective Meeting. Retrieved from
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=15&sid=4260acd3-2588-
44fd-bf15-fb191779028c%40sessionmgr4008
