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Extra resources for Teaching To Avoid Plagiarism:: How To Promote Good Source Use
Not understanding principles for good source use is shown to be an issue, as is a lack of the skills needed to put those principles into practice. While lecturers may have evidence of plagiarism, establishing the reasons for it with certainty is challenging. Nevertheless, an understanding of the possible causes is useful in developing preventive measures; it can also help the teacher and regulator to avoid assumptions about the motivations of the writer, and thus take a balanced view of the situation, increasing the chances of a constructive response to plagiarism when it occurs.
Writers may also copy and paste from a source into their notes and then later mistakenly believe that they had paraphrased, summarised or otherwise significantly altered the wording of the source. If they then copy directly from their notes into their final text, the final text may contain verbatim wording from the source, but the writer may be unaware of it. In cases like these, the writer may lack the most basic sort of intention, the intention to re-use material from a source. Beyond that, a writer may be aware of having copied or otherwise re-used material from a source, but may not intend it to transgress rules, or to be deceptive about the textual re-use.
When attempting to reach a decision, they frequently explain their difficulty in deciding with reference to the four criteria. Specifically, it may not be clear whether one or more of them is present (Pecorari and Shaw, 2012). Because a suspicion of plagiarism must be resolved, whether by a teacher who wonders whether it should be taken to another level, or by a disciplinary panel that must decide on a case, this uncertainty is problematic, so it is worth reviewing some of the aspects which present difficulty.