A faculty guide to plagiarism - Troy University

properly referencing the secondary source from which they really receivedthe information.4. Consider if the completed assignment is not quite on target. That is to say, does itappear as if have they taken a previously created work that was pretty close to thecurrent assignment, and tried to force-fit it to the assignment that was assigned.5. Have students give a class presentation on their assignment, or hold a one-on-onequestion and answer session regarding his or her assignment.6. Ask the student. Tactfully asking a student about their work does not mean you areaccusing them of cheating, just that you are concerned or curious about one or moreaspects of it. If a portion of plagiarism is accidental or unintentional, a directapproach may quickly and easily allow you to identify the root of your concern, andgive the student an opportunity to correct, or at least learn from, their errors.7. Compare the paper to the sources. Note: This task will be easier if you requirestudents to turn in an electronic copy of their work.8. Ask the student to produce drafts, notes, outlines, or other material used to developtheir paper. Note: This request is a more reasonable one if you have previouslyinformed your students that they may or will be required to do so.9. Ask the student to produce their sources—print or electronic copies of journalarticles or Web sites, or direct you to the library or database from which theyobtained books. Note: This request is a more reasonable one if you have previouslyinformed your students that they may or will be required to do so.How to help students avoid plagiarizingThe following is not a formal how-to guide, but is a broad spectrum of suggestionsand ideas to assist faculty and administrators in dealing with issues of plagiarism.Administrators should make their faculty aware of institutional policies and procedures, andregional or departmental guidelines regarding plagiarism. It is of paramount importance thatfaculty handle plagiarism issues in a proper and uniform manner, both for their sake and thatof the institution, as well that of the student.1. Faculty and administrators need to know what plagiarism really is (and is not). Whilethe publication A Student Guide to Plagiarism provides sound guidelines for definingplagiarism, individual persons and institutions will vary in how they choose to defineplagiarism, or differentiate among certain aspects thereof.2. Faculty should make students aware of what plagiarism is and how they can avoidplagiarizing. Providing them with the publication A Student Guide to Plagiarism is oneway to accomplish that goal.3. Let students know why plagiarism is an important issue.2