Fichier de travail (INPUT) : ./DUMP-TEXT/1-56.txt
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Forme recherchée : \bplagiari(s|z)e(d|s)?|plagiari(s|z)ing|plagiarisms?\b
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- Ligne n°1 : #RSS 2.0 RSS .92 Atom 0.3 Ninth Level Ireland » Plagiarism Comments
Ligne n°2 : Feed alternate alternate alternate ...- Ligne n°10 : Plagiarism
- Ligne n°12 : Of plagiarism, little new can be written
Ligne n°13 : (Schwartz, The culture of the copy (1998), p. 311) ...- Ligne n°20 : “Plagiarism” is defined in various ways. The core meaning seems to be
Ligne n°21 : inappropriate copying of another’s ideas or expressions. An important ...- Ligne n°30 : There is no legal definition of plagiarism, though it forms part of
Ligne n°31 : many academic codes of conduct. The term is often used loosely. ...
Ligne n°32 : ... Producing one’s own old work as if it were fresh and new is often- Ligne n°33 : described as “self-plagiarism”; and two students who hand in identical
Ligne n°34 : essays may both find themselves accused of plagiarism, even though the ...
Ligne n°33 : ... described as “self-plagiarism”; and two students who hand in identical- Ligne n°34 : essays may both find themselves accused of plagiarism, even though the
Ligne n°35 : essays may undoubtedly represent the original work of at least one of ...
Ligne n°35 : ... essays may undoubtedly represent the original work of at least one of- Ligne n°36 : them. Many examples of plagiarism will also be examples of breach of
Ligne n°37 : intellectual property rights, such as copyright or droit moral / droit ...- Ligne n°40 : Objections to plagiarism are numerous, so much so that it may be
Ligne n°41 : doubted whether it should be regarded as a coherent phenomenon. Much ...
Ligne n°41 : ... doubted whether it should be regarded as a coherent phenomenon. Much- Ligne n°42 : that used to be called “cheating” is now labelled “plagiarism”, often
Ligne n°43 : confusingly. The attitude of the person whose work is copied is ...
Ligne n°45 : ... your own is objectionable whether or not the true author objects.)- Ligne n°46 : There is a modern tendency to define “plagiarism” quite broadly, in
Ligne n°47 : some cases extending to any failure to follow the rules of the relevant ...
Ligne n°48 : ... discipline in relation to proper citation; when coupled with extreme- Ligne n°49 : hostility to plagiarism (such as stating, inaccurately, that it is a
Ligne n°50 : form of theft) it can sound as if large portions of the student ...- Ligne n°53 : Many argue that there is now a crisis of plagiarism, even a war against
Ligne n°54 : plagiarism. Of course, it has always been the case that some students ...
Ligne n°53 : ... Many argue that there is now a crisis of plagiarism, even a war against- Ligne n°54 : plagiarism. Of course, it has always been the case that some students
Ligne n°55 : look for illegitimate short cuts to achieving their qualifications. ...
Ligne n°65 : ... students and their teachers; the crisis, if there is one, is not so- Ligne n°66 : much a “crisis of plagiarism” as a crisis of how to test core
Ligne n°67 : competencies in a 21st century context. If the tests the universities ...
Ligne n°68 : ... set can be so easily subverted, then perhaps they are the wrong tests.- Ligne n°69 : The very difficulties experienced in trying to define plagiarism are
Ligne n°70 : evidence of a lack of consensus on what competence consists of and how ...
Ligne n°70 : ... evidence of a lack of consensus on what competence consists of and how- Ligne n°71 : it is to be established; further, those who condemn “plagiarism” the
Ligne n°72 : loudest often seem to have a quite unrealistic idea of the level of ...- Ligne n°75 : Plagiarism by academics is not so much discussed, though there is a
Ligne n°76 : general awareness of the issue, and it occasionally comes into the ...
Ligne n°77 : ... public consciousness if the guilty party is famous enough (see e.g.- Ligne n°78 : “Persaud’s plagiarism was dishonesty, rules medical council”). It may,
Ligne n°79 : as in Raj Persaud’s case, come to the attention of a relevant ...
Ligne n°91 : ... It is in this academic context that there are complaints of- Ligne n°92 : self-plagiarism, that academics are accused of reproducing their own
Ligne n°93 : work while giving the false impression that it is new. Whether ...
Ligne n°93 : ... work while giving the false impression that it is new. Whether- Ligne n°94 : “self-plagiarism” is really the right term may be doubted. Artificially
Ligne n°95 : padding one’s c.v. by submitting the same article to more than one ...- Ligne n°106 : Plagiarism by students, by contrast, has become a major preoccupation
Ligne n°107 : of universities. The rise of IT and access to online information, which ...
Ligne n°118 : ... piece of writing, if referenced in the appropriate way. Any detailed- Ligne n°119 : university policy on plagiarism must necessarily distinguish between
Ligne n°120 : disciplines, as each discipline has its own nuanced attitude to ...
Ligne n°123 : ... those rules are understood – which leads many to suspect that rampant- Ligne n°124 : plagiarism really represents a teaching failure, such that the rules
Ligne n°125 : have not been understood or have not been seen as reasonable. ...- Ligne n°127 : Many say, then, that plagiarism is to a certain extent a cultural
Ligne n°128 : problem. Does this mean that it is particularly a difficulty with ...
Ligne n°139 : ... incentive for non-English speakers to improve their grasp of the- Ligne n°140 : language if they are met with “S/He must have plagiarised, s/he doesn’t
Ligne n°141 : speak English that well!”. If the local attitude to plagiarism is not ...
Ligne n°140 : ... language if they are met with “S/He must have plagiarised, s/he doesn’t- Ligne n°141 : speak English that well!”. If the local attitude to plagiarism is not
Ligne n°142 : well understood by foreign students, then presumably at least some of ...
Ligne n°148 : ... If there is a cultural problem, then, it is equally to do with domestic- Ligne n°149 : students. Academic horror at plagiarism reflects a set of
Ligne n°150 : value-judgments that students do not necessarily share, and the ...
Ligne n°163 : ... overwhelming consensus over the ‘facts’ and established modes of- Ligne n°164 : knowing, students may almost be forced to plagiarise. To devise a
Ligne n°165 : way to operate within a disciplinary context, without plagiarising, ...
Ligne n°164 : ... knowing, students may almost be forced to plagiarise. To devise a- Ligne n°165 : way to operate within a disciplinary context, without plagiarising,
Ligne n°166 : may be an almost impossible task. (Managing intertextuality – ...
Ligne n°166 : ... may be an almost impossible task. (Managing intertextuality –- Ligne n°167 : meaning, plagiarism and power, 2006)
- Ligne n°169 : (See also Bill Marsh, Plagiarism: Alchemy and Remedy in Higher
Ligne n°170 : Education, 2007.) ...
Ligne n°184 : ... dishonesty. For discussion see “It’s culture, not morality”; “Using- Ligne n°185 : assessment on the front-line in the battle against plagiarism”.
Ligne n°201 : ... the problem before and to copy their work. (Without this skill, indeed,- Ligne n°202 : most university plagiarism policies would never have seen the light of
Ligne n°203 : day.) There are indeed other skills which university degrees must ...- Ligne n°208 : As it is, plagiarism is increasingly being seen as a disciplinary
Ligne n°209 : matter, with an increasing amount of academics’ time being devoted to ...
Ligne n°210 : ... detecting and punishing it. Matters are evolving. There is an- Ligne n°211 : unfortunate tendency both to define plagiarism broadly (as including
Ligne n°212 : any failure to follow established citation conventions, even if there ...- Ligne n°224 : Much attention has been focussed on plagiarism detection software
Ligne n°225 : (notably TURNITIN (website¦wikipedia)), which can take some of the ...
Ligne n°525 : ... o Overpayments- Ligne n°526 : o Plagiarism
Ligne n°527 : o Quality assurance ...