Running head: Hot Topic: K-12 Plagiarism

Hot Topic: K-12 Plagiarism

Cody King
Mary Robinson
Rachael Wan
Santa Clara University

Hot Topic: K-12 Plagiarism

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Abstract

The complexities within plagiarism make it a difficult issue to address through instruction
and prevention alone. When addressing plagiarism in schools, educators should be aware of the
different reasons why students plagiarize and develop a pedagogy that prioritizes identifying
students motivation to plagiarize and the stakeholders that influence plagiarism literacy.
Through careful examination of motivating factors and the forces that define plagiarism, K-12
educators, students and parents can begin to effectively address plagiarism and all its
complexities. In this paper we examine how plagiarism literacy is sponsored and developed in
and out of the classroom, how technology and motivating factors influence student plagiarism
and educators responses to it, and how writing pedagogy, instruction and emphasis on process
and product impact plagiarism, prevention, and reaction. Ultimately, plagiarism can no longer
be seen as a catch-all, umbrella term for cheating, data fabrication or other forms of academic
dishonesty; the many different factors involved in plagiarism, such as motivation to plagiarize,
construction of plagiarism literacy and plagiarism pedagogy, illustrate that plagiarism is a much
deeper, dynamic issue that requires equally dynamic responses from educators.

Hot Topic: K-12 Plagiarism

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Motivations and Technology

The technology and the Internet are frequently mentioned when discussing plagiarism
and it plays an important role in the motivations for why students do it, all of which are
discussed in the papers written by Strom and Strom, Sisti, and Ma. Specifically, these writers
discuss technology as a means of easily plagiarizing in response to several common motivations
among students. Among the motivations they discuss, I found the focus on product over process
to be compelling and this topic was discussed in detail by Murray, and although he does not
mention plagiarism, his ideas are still relevant.
Teachers are often suspicious of possible plagiarism and many schools now have Turnitin
subscriptions for teachers to use at their disposal. The statistics collected by Sisti (2007) found
that 35 percent of high school students had directly copied and pasted material into an
assignment, without citation, and 46 percent of these students considered it plagiarism or
cheating. Those numbers may suggest that teachers have a good reason to worry, especially
because students find that it is not difficult to copy and paste text from the Internet into their own
document (Sisti, 2007). Teachers are always trying to stay ahead of their students and make sure
that their work is original, but the Internet makes it very tricky and difficult. They could continue
to use tools such as Turnitin that has a huge database of information that it uses to detect
plagiarism, but some would argue there are easierand less expensivemethods for reducing
plagiarism.
The Internet makes it easy for students to plagiarize, but there are other underlying causes
that motivate them to be intellectually dishonest with their work. A student interviewed by Strom
and Strom (2007) explains that teachers often do not give thought-provoking assignments and
that they could assign tasks that are less vulnerable to cheating and plagiarism. If students think a

Hot Topic: K-12 Plagiarism

teacher is not giving them a meaningful assignment, they are not going to put in the effort to
produce a meaningful essay, and this relates to the process versus product argument presented by
Murray (1972). When teachers or parents get too focused on the product a student produces, the
student will also narrow their focus to the end goal. Although most parents want their children to
do well in school and outperform their peers, Strom and Strom (2007) have found that parents
are not very concerned about the steps taken to achieve these results. In addition, students blame
pressure for achievement as motivation to cheat and explain that if they get desperate they will
often resort to copying and pasting from the Internet to make a deadline (Ma et al., 2007).
Another result of this pressure is students say they plagiarize because they know everyone else
does it and they feel they will fall behind if they do not also plagiarize (Sisti, 2007). According to
a lot of students, the focus on product is a motivation to cheat and they do not think they should
bear all of the blame. This argument suggests that the main issue is not a matter of morals or
ethics, but about what kind of assignments teachers give and their reasons for assigning them.
Even though it is clear that plagiarism is pretty prevalent in secondary schools and that it
is wrong, there are strong arguments from both sides explaining why the other side deserves the
blame. Schools and teachers use tools like Turnitin because they think that a lot of students
cheat, but these tools are not strong enough to catch everything and it ignores the actual issue of
why students are plagiarizing. Teachers should make sure that they are creating authentic
assignments in order to motivate students to put in the effort and create original pieces of
writing. Assignments need to have a purpose and it should be clear to the students that the task
will be beneficial in their learning process; this idea of the learning process is key because
overemphasis on the product that students produce makes them lose sight of the skills they are
building and why they are actually doing the assignment. Focus on the product can often lead to

Hot Topic: K-12 Plagiarism

stress on the student to do well and then possibly lead them to plagiarize. Students will be more
motivated to put effort to create an original assignment if a teacher stresses the importance of the
process and they will likely produce a nice product if they are diligent when creating their
writing. There are a lot of steps teachers can take to prevent plagiarism if they investigate the
factors that motivate students to do it.
Sponsors
Student plagiarism in K-12 education is not a solitary act. As seen from the many
internal and external motivating factors, plagiarism does not exist within a vacuum. Thus, when
addressing plagiarism in the classroom, it is imperative that educators develop a plagiarism
pedagogy that acknowledges not only the motivation behind plagiarism but also the mechanisms
that influence how their students cultivate plagiarism literacy.
Plagiarism literacy can be, in part, defined within the terms that Deborah Brandt (1998)
uses in her College Composition and Communication article, Sponsors of Literacy, to describe
literacy in general: as a development that is sponsored to produce both individual and global
profit and advantage (Brandt, 1998). Plagiarism literacy can also be defined in behavioral and
awareness-based terms that Elaine Whitaker develops in her article detailing plagiarism
instruction and pedagogy, A Pedagogy to Address Plagiarism (1993): the behavior of correctly
representing sources and the awareness of a responsibility to correctly represent sources
(plagiarism ethics) (Whitaker, 1993). Educators employ a plethora of plagiarism prevention,
detection and instruction strategies to cultivate plagiarism literacy among their students. For
example, Elaine Whitaker (1993) uses hands-on experience in avoiding plagiarism to cultivate
plagiarism literacy as well as information literacy in her classroom (Whitaker, 1993). While
plagiarism pedagogy, like Whitakers, address how plagiarism literacy is sponsored and

Hot Topic: K-12 Plagiarism

constructed within the classroom (sponsored by teachers, peers, texts, assignments, etc.) it fails
to address the other stakeholders involved in a students development of plagiarism literacy.
When the complexities of plagiarism emerge many different terms and phrases emerge as
well (e.g. inadvertent plagiarism, paraphrase, quote, citation, cheating, cyber law, integrity,
digital literacy, paper-mills, TurnItIn.com, SafeAssign, gotcha! pedagogy etc.). While all the
terms are related to plagiarism, individually, they mean very different things to students and
educators, and the different definitions and domains in which these words and phrases are
employed suggest that there are many factors, sponsors or stakeholders involved in plagiarism
pedagogy and the development of plagiarism literacy. Each word and phrase represents a
stakeholder that influences students plagiarism literacy. Educators plagiarism pedagogies
(instruction, assignments, interactions, etc.) are sponsored by stakeholders such as the notion of
academic integrity or TurnItIn.com, which then sponsor students plagiarism literacies. Papermills, digital intimacy and inadvertent plagiarism directly sponsors plagiarism literacy among
students, and whether or not these sponsors view plagiarism in congruence with educators
illustrates how significant these stakeholders are. Each sponsor is a stakeholder in the potential
profit and competitive advantage of plagiarism literacy among students. These stakeholders can
be as macro as technology in general and its mechanisms in which plagiarism is produced,
enforced or prevented or as micro as the assignments teachers assign.
Ultimately, students construct plagiarism literacy from known and unknown sponsors;
what these sponsors gain from plagiarism literacy is tied closely to the finished product,
specifically the finished composition and not the process. Focus on the product is seen in
educators plagiarism pedagogies , particularly in the use of detection software, which implies
greater significance on the written product. Additionally, paper-mills place greater significance

Hot Topic: K-12 Plagiarism

on the product in its sponsorship of plagiarism literacy among students. Essentially, the sites and
software that focus on the product sponsor plagiarism literacy that also focuses on product and
not process, so instruction and practice on citation and correct appropriation becomes less
significant. How plagiarism literacy and its sponsors interact with process and product can easily
undermine the goals of effective plagiarism pedagogy and writing pedagogies, especially since
many of the motivating factors behind plagiarism are closely tied to the product.
If English classrooms are as Thomas and Sassi (2011) describe in, An Ethical Dilemma:
Talking about Plagiarism and Academic Integrity in the Digital Age, (which examines
classroom discussions of plagiarism) the site where secondary students are first introduced to
the humanities. As such, it has the humanistic goal of creating a citizen who is not only literate
but also ethical and cosmopolitan, then a plagiarism pedagogy that acknowledges and actively
engages plagiarism literacy sponsors, the motivations behind student plagiarism, and the ways
they all (sponsors and motivators) emphasize or deemphasize process and product is priority in
addressing the complexities of plagiarism in secondary education (Thomas & Stassi, 2011).
Prevailing Attitude and Instruction Techniques
Students all over the world know about the dangers and consequences of cheating. In the
realm of cheating, plagiarism is one of the most obscure and difficult forms to pinpoint. It may
seem like something everyone in the academic community knows to avoid; however, some
students might not actually understand what plagiarism is or why it is wrong to begin with.
How Plagiarism is Encouraged
The problem can sometimes arise when students are praised for the copied work they turn
in, despite the fact that it lacks correct citation. When discussing the topic of plagiarism it is
important to recognize that students who plagiarize might not do so intentionally out of spite or

Hot Topic: K-12 Plagiarism

laziness (Dant, 1986). In fact, one of the reasons plagiarism has come so far is the lack of strict
instruction towards this act of dishonesty. Upon submitting an assignment with text taken from
anothers work without providing correct citation, students may receive positive feedback, which
encourages them to continue copying work from others. In this situation, not only is the student
at fault, but the instructor is also guilty of encouraging the act of copying (Dant, 1986).
Williamson and McGregor (2011) also mention that students might plagiarize due to lack of
understanding of a topic or source.
Putting information into the students own words in this case is much more difficult than
merely copying, which often leads to unintentional plagiarism. Especially now when
technologys functions allow students to copy accessible information so easily, a firm grasp of
the information at hand is not always necessary to get a good grade (Williamson & McGregor,
2011). In order to avoid copying a source word for word, students must know what the
information means; building the habit of synthesizing information well takes years of practice
and good instruction.
Oftentimes students, along with not knowing how dishonest plagiarism is, have also been
taught much differently about citation and plagiarism. According to Williamson and McGregor
(2011) studies were conducted in the 1990s to compare plagiarism statistics between parts of
different countries (Alberta, Texas, and Australia). The research showed that a shockingly small
number of students in each location had been taught about plagiarism; even more surprising were
the different instruction methods used in each country, resulting in varying statistics of how
many students plagiarized and why.
In some cases, students are merely taught that plagiarism is wrong and that it should not
be done, with instructors implementing consequences after the act. In others, students are taught

Hot Topic: K-12 Plagiarism

the different ways to cite sources properly, allowing them to avoid the situation altogether
(Williamson & McGregor, 2011). The distinction between these two teaching techniques is often
the difference between creating students who are trained to plagiarize and those who practice
academic integrity. Understandably, the number of students who plagiarize is directly correlated
to the number of those who were not taught how to properly give credit to a source (Dant, 1986).
What Can Be Done
Instructors can curb the problem of plagiarism by bringing the topic of academic integrity
to light and teaching the many ways to properly incorporate information into a written
assignment. One of these methods, as Williamson and McGregor (2011) mention, include
teaching students how to recognize plagiarism on their own (raising awareness of plagiarism).
This particular technique gives students examples of incorrect citation methods and allows them
to see what they should not be doing and why.
Another teaching strategy is to teach effective note-taking so students understand what
they are learning in order to reword or summarize such ideas in their own work. To address the
problem of student plagiarism through note-taking instruction, Williamson and McGregor (2011)
suggest placing a greater emphasis on the way students learn and making sure they really
understand it (through summarizing and identifying key information, synthesizing in their own
words, etc.). On a more conceptual level, the University of Albertas Guide to Academic
Integrity suggests that instructors should make academic integrity known as a matter of morality
and ethics (2014) as opposed to just an academic error. By showing students that plagiarism
violates teacher-student trust, plagiarism thus becomes a reflection of the students academic
code of conduct. Making the issue more personal may allow the students to see plagiarism for
what it is--cheating--rather than just a failure to remember to cite sources.

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The instruction methods mentioned are just a few examples of the many different ways
students can be taught to avoid plagiarism and grasp the importance of academic integrity. With
proper direction, students are more than willing to give credit to sources when it is required
(Dant, 1986). Such instruction includes teaching students what it means to plagiarize and the
many ways of correcting the error of not citing sources. Knowledge of students understanding
of plagiarism can give educators and schools more insight into how to curb this habit and foster a
more genuine and honest academic environment.
Conclusion
Plagiarism is often used as an umbrella term for cheating, copying, patch-writing, etc.
however, it is clearly much more complex. Plagiarism is much more than cheating or academic
dishonesty; it is comprised of a value system, pedagogies, motivations, teacher and student
relations, and much more. Both students and teachers diverse reactions and responses to
plagiarism illustrate the complexity of the issue--many students and educators dont wholly
account for these complexities and as a result respond to instances of plagiarism in static, linear
ways.
In order to address issues of plagiarism in K-12 education, plagiarism needs to be seen
not as something static and one-dimensional, but as something that is simultaneously dynamic,
fluid, and messy. By identifying the sponsors and motivators behind plagiarism (and plagiarism
literacy), K-12 educators can better address issues of plagiarism. With the issues discussed in
this paper in mind, efforts can be made to educate educators about what plagiarism means and
how they can teach students about plagiarism in its many forms. Furthermore, efforts can be
made to educate educators and students about how different factors, such as focus on product
over process or parental pressure to achieve, influence plagiarism dialogue and prevention.

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References

Brandt, D. (1998). Sponsors of Literacy. In E. Wardle, & D. Downs (Eds.), Writing about
Writing (42-64). New York, NY: Bedford/St. Martins.
Dant, Doris A. (1986). Plagiarism in High School: A Survey. The English Journal, 75(2), 81-84.
Ma, H., Lu, E. Y., & Turner, S. (2007). An Empirical Investigation of Digital Cheating and
Plagiarism among Middle School Students. American Secondary Education, 35(2), 6982.
Murray, Donald M. (1972). Teach Writing as a Process Not Product. The Leaflet, 11-14.
Sisti, D. A. (2007). How Do High School Students Justify Internet Plagiarism?. Ethics &
Behavior, 17(3), 215-231.
Strom, P. S., & Strom, R. D. (2007). Curbing Cheating, Raising Integrity. Education Digest:
Essential Readings Condensed For Quick Review, 72(8), 42-50.
Thomas, E. E., & Sassi, K. (2011). An ethical dilemma: talking about plagiarism and academic
integrity in the digital age. The English Journal, 100, 47-53.
Whitaker, E. E. (1993). A pedagogy to address plagiarism. College Composition and
Communication, 44, 509-514.
Williamson, K., McGregor, J. (2011). Generating Knowledge and Avoiding Plagiarism: Smart
Information Use by High School Students. School Library Research, 14, 2-9. (2014).
Guide to Academic Integrity. Library Guides.