EXAMPLES OF PLAGIARISM

To help prevent any misunderstanding, please read and analyze the following examples of different kinds of plagiarism and the discussion of how to fix them.  These examples are taken from "A Plagiarism Pentimento"  (Rebecca Moore Howard, Journal of Teaching Writing, Summer 1993), but the discussion of the examples was written--and revised--by the faculty of Drew University in 1998-99.
 

Source and original wording	Misuse of Source (1)	Avoiding Unintentional Plagiarism	Rewritten: paraphrase and citation (MLA)
Methods of citation	Misuse of Source (2)	Rewritten: quotation and citation (MLA)	Revised material used in a sample text (MLA)

 
 

Source:  Davidson, Robert. Genesis 1-11. Cambridge: Cambridge UP, 1973.  Original Wording: "Such 'story myths' are not told for their entertainment value. They provide answers to questions people ask about life, about society and about the world in which they live" (10).

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Original Wording: "Such 'story myths' are not told for their entertainment value. They provide answers to questions people ask about life, about society and about the world in which they live" (10). Misuse of Source (1): Specifically, story myths are not for entertainment purposes rather they serve as answers to questions people ask about life, about society and about the world in which they live. Comment:  This is an example of plagiarism as defined by the Drew University Academic Integrity Policy. The student copied words and phrases from the original without acknowledging their source. Although the student has rearranged some phrases and made minor stylistic changes, this version still follows the basic wording and structure of the original while the student repeats ideas as if they were his or her own.

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Original Wording: "Such 'story myths' are not told for their entertainment value. They provide answers to questions people ask about life, about society and about the world in which they live" (10). Misuse of Source (2): Davidson explains that story myths answer questions people ask about life, about society and about the world that we live in (10). Comment:  Less obviously, this example is also classified as plagiarism. Although the student cites the source of the ideas, he or she presents Davidson's exact words as if he or she authored them. As is often the case in such plagiarism, where the words are changed the changes render the material less clear (shifting from "people" to "we" for example).

Unintentional plagiarism is also a breach of academic integrity and may be punished accordingly. Unintentional plagiarism, also known as patchwriting, occurs when students depend too heavily on textual material to make a point rather than making the point themselves and using the text to support it. While patchwriting is often evidence that a writer has not fully understood the source to be summarized or paraphrased and can thus be seen as a legitimate part of the learning process, that learning must be complete by the time the summary or paraphrase is presented as part of a piece of finished work.  Students who are unable to put complex ideas into their own words should quote them rather than risk plagiarizing through patchwriting.
The second example of plagiarism above is an example of patchwriting; it may be rewritten in several different ways:
1.  with Quotation Marks and Citation
2.  using Paraphrase (and citation)
3.  paraphrased text used with Quotation  in a Paragraph

Original Wording: "Such 'story myths' are not told for their entertainment value. They provide answers to questions people ask about life, about society and about the world in which they live" (10). Misuse of Source (2): Davidson explains that story myths answer questions people ask about life, about society and about the world that we live in (10). Correctly Rewritten with Quotation Marks and Citation: Davidson explains that "story myths" answer "questions people ask about life, about society and about the world in which they live" (10). Comment:  In the rewritten version of the plagiarized sentence, the student has quoted all of the words that came directly from Davidson. Although this is an acceptable use of sources, obviously such extensive quotation would not be acceptable if it occurred throughout a college paper, so the alternative is to paraphrase or summarize sources and only use extensive quotation occasionally.  (This example uses the MLA form of citation, to see other common citation guidelines click here.)

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Original Wording: "Such 'story myths' are not told for their entertainment value. They provide answers to questions people ask about life, about society and about the world in which they live" (10). Misuse of Source (2): Davidson explains that story myths answer questions people ask about life, about society and about the world that we live in (10). Correctly Rewritten using Paraphrase (and citation): As Davidson explains, the importance of "story myths" is in their relevance to the everyday lives of their readers (10). Comment:  In this sample paraphrase, the writer has maintained and correctly cited the essential idea in Davidson's sentence, but the articulation of that idea is original, very different from the source. This is an example of an appropriate use and citation of source material.  Note that the author of the source (Davidson) is introduced at the beginning of the sentence, making it clear to readers exactly where the writer begins using the source.  The page reference clearly marks the end of that source material.  (This example uses the MLA form of citation, to see other common citation guidelines click here.)

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Original Wording: "Such 'story myths' are not told for their entertainment value. They provide answers to questions people ask about life, about society and about the world in which they live" (10). Misuse of Source (2): Davidson explains that story myths answer questions people ask about life, about society and about the world that we live in (10). Paraphrased text used with Quotation  in a Paragraph: "Story myths" are powerful because they deal with phenomena that people cannot understand in any other way. As Davidson explains, story myths have direct relevance to the everyday lives of their readers by "provid[ing] answers to questions" (10). Comment:  In this final example, the writer has used Davidson's analysis to support a point he or she is making about the role of "story myths," and combined paraphrase and quotation to show how Davidson supports the assertion.  This is the most common way to deal with sources in an academic context because it allows the writer to establish a form of dialogue with the source material.  Note, again, that the author of the source (Davidson) is introduced at the beginning of the second sentence, making it clear to readers exactly where the writer begins using the source.  The page reference clearly marks the end of that source material.  (This example uses the MLA form of citation, to see other common citation guidelines click here.)

The most common citation methods for undergraduates. (Please consult the appropriate guides for more explicit information.  For most college papers, a handbook such as Anson & Schwegler's The Longman Handbook for Writers and Readers will provide sufficient information.  Remember, your best resource is your professor.)  . Humanities:  The MLA Handbook for Writers of Research Papers, (MLA), 4th ed. (New York: Modern Language Association of America, 1995).  Available on-line at: http://webster.commnet.edu/mla.htm alternatives: The Chicago Manual of Style, (CMS), 14th ed.  (University of Chicago Press, 1993) or the version of CMS in  A Manual for Writers of Term Papers, Theses, and Dissertations, (Turabian), 5th ed. by Kate Turabian (University of Chicago Press, 1987).  Available on-line at: http://www.lib.usm.edu/~facbib/Guides/turabian.html Social Sciences: The Publication Manual of the American Psychological Association (APA), 4th ed. (New York: American Psychological Association, 1994).  Available on-line at:  http://webster.commnet.edu/apa/apa_index.htm Natural Sciences:  Scientific Style and Format: The CBE Manual for Authors, Editors, and Publishers (CBE), 6th ed. (Council of Biology Editors, 1994).  Available on-line at: http://www.wisc.edu/writing/Handbook/DocCBE6.html For on-line sources not covered by the citation methods above:  The Alliance for Computers and Writing (ACW) provides citation methods consistent with MLA, CSM, APA, and CBE formats in The Columbia Guide to Online Style by Janice R. Walker and Todd Taylor (Columbia UP, 1998).  Examples are available on-line at:  http://www.columbia.edu/cu/cup/cgos/idx_basic.html

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[Drew College of Liberal Arts Standards of Academic Honesty Document]  [Drew Composition Program--see descriptions of courses that teach correct use of sources]  [Drew English Dept.]  [Send a question about the policy to the Director of Composition at Drew]