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Plagiarism, the dirty word we all hate to associate with our work, yet very few of us actually understand.
With the commodity of internet available to us 24/7, it is relatively very easy to get information than it was before. While this information is easy to acquire, it is easier to run it through software’s that can detect plagiarism and alert the entire world about our lack of originality. If plagiarism is often associated with a deficit of creativity or interest, then why most students can't understand plagiarism and how to improve student plagiarism publication?
While many reasons contribute to this problem, one of the leading factors might be unawareness widespread among students about the actual implications of plagiarism. Universities and colleges are required to instruct students about the potential harms copying work can bring them. While most people are aware of plagiarism as cheating, they do not realize that simply copying someone else’s work thwarts their creative juices. It gives students an easy way out without them actually absorbing the problem at hand and producing content that is well thought out and innovative.
The new world is bustling with entrepreneurs, bringing novel creations and works into this world.
If your work isn’t unique or provides something better than the version before, it simply doesn’t sell. This factor confounds students who are unable to grasp the notion of plagiarism. Part of the reason might lie in school education systems where students were required to cram information. Multiple choice questions especially augment this procedure where students are required to rote learn information and then choose an answer from a given set of choices. These aspects of the educational system prevent students from experimenting and coming up with novel and interesting answers to problems, which might contribute to why most students can’t understand plagiarism.
Another factor that might play a role is the intention of learning.
Students are often required to take a myriad of subjects, some of which they might not prefer. Because institutions place a threshold for achieving desirable grades, students feel pressurized to learn concepts they might not like learning or writing about. Instead of using these devices to expand their knowledge bank, students try their hardest to show their educators of how much they know about the subject to achieve that grade. While some might swindle their way through by paraphrasing, in the long run, this attitude would greatly diminish their learning skills.
Another factor that may contribute to why most students can’t understand plagiarism is compensation for the extra workload. Most universities horde students with work and assignments to the point where the student feels overwhelmed, the only way these students can make their way through university while maintaining a sane mind is by finding easier routes. The easiest route they can find is copying work for assignments so they can keep themselves on track with the timetable.
As long as universities tackle the issue by taking the concept more as a cheating stance than a problem with their teaching techniques, plagiarism will remain a confounding concept for students. The only way these young learners can truly understand the risks associated with this dirty word is by understanding how it destroys their own creative self. By introducing more questions that allow the student to express and explain their answers, involving more creative writing sessions and enhancing entrepreneurial skills, can educational institutions take a step forward in curbing this issue of plagiarism.