How many times during your undergraduate years did you find yourself pulling an all-righter to finish a paper the night before it was due? How much content from those papers that you wrote do you still remember and use in the real-world today? Plagiarism is about having behavioral standards about the work that you do and citing the work of others that you use properly (College of Agricultural Sciences, 2005). Back in 1997 when I graduated, AltaVista was the major search engine in use at the time. According to Wikipedia (2016), Google had not formally been incorporated until 1998. So during my time as an undergraduate, you did your research in the library, took materials home with you and wrote your paper using a Word processor. Back then, the means of determining plagiarism was done by manually comparing papers by hand. Today, there is a vast amount of resources available online that make it easier to copy and paste from websites and the potential to claim that verbiage as your own. However, search engines such as Google allow facilitators to track down copied phrases with commercially available plagiarism detection software and online services such as EVE and Turnitin.com to compare individual student papers to Web documents and/or essay databases to find and report instances of matching text (Jocoy & DiBiase, 2006). As a facilitator, I agree with Dr. Pratt in his approach toward making assessments that would mirror real-life expectations (Laureate Education, 2010). If I were to conduct a class on Shakespeare, I believe the likelihood of receiving papers on the interpretation of passages that might be plagiarize could be greater than if I was to give an assignment based upon how a student would approach a situation in the real world. Real-world examples can have many variables and students have different life-experiences that could lead them to different solutions to a situation. This consideration would make it less likely to plagiarize someone else’s work and claim it as your own. It would require a deeper understanding and method of producing a trouble-shooting workflow that can vary between individuals. By changing the scenario and altering a few variables to the situation, the student is put into a position of having to prepare a head of time for the situation and come up with original thoughts to demonstrate an understanding of the material, like Star Fleet Academy cadets would have to in the fictional TV show scenario of Star Trek’s Kobayashi Maru.
Jocoy, C., & DiBiase, D. (2006). Plagiarism by adult learners online: A case study in detection and remediation. International Review of Research in Open & Distance Learning, 7(1), 1-15. Retrieved from the Walden Library using the Education Research Complete database
Laureate Education (Producer). (2010). Plagiarism and cheating [Video file]. Retrieved from https://class.waldenu.edu