Plagiarism is not a new phenomenon. However, recent reports in the literature and the popular media have raised and continue to raise concerns about the high incidences of plagiarism in higher education. Not only does plagiarism undermine academic integrity and standards, it also negates the principles of intellectual property rights. Equally too, the genuine efforts, the worth and laudable achievement of students who do not plagiarise are seriously undermined by activities of the few who plagiarise.
To plagiarise i.e. to appropriate, borrow, crib, infringe, lift, pirate, steal, thieve - from another work or author. (Source - The Collins Dictionary and Thesaurus in one volume, 1991. Glasgow: Harper Collins Publishers, p753).. Evidence available in the literature lists a diverse range of reasons why students plagiarise. Some of the reasons include: lack of adequate study skills, poor academic writing and referencing skills, poor time management, being under pressure as a result too much assessment workload; sheer laziness, etc. (Ashworth and Bannister, 1997; Baty, 2000; Love and Simmons, 1998; McKay, 2004; Park, 2003; Stevens and Stevens, 1987; Straw, 2002).
The copying, falsification and plagiarism of essays and assignments has long been a prevalent form of academic misconduct within undergraduate student populations (Breen and Maassen 2005). Forms of plagiarism engaged in by students have traditionally included the reproduction of text from other academic sources such as journal articles, books or lecture notes without adequate acknowledgement of the source, copying some or all of other students' assignments and even having assignments 'ghost-written' by other authors. Yet the increasing ubiquity of internet use within higher education settings has heightened academic concerns over the prevalence of online plagiarism and 'cyber-cheating'. As Paulhus et al. (2003, 2) describe:
Academic cheating is now easier than ever. Instead of typing up another student's term paper, students can now simply copy their file. Instead of typing up text from an internet source, students can simply copy the information electronically. For a fee, one can access prepared papers from any one of 251 internet 'paper mills' (at last count). Papers on any topic, at any level of sophistication can be downloaded in a matter of seconds.
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| The importance, or otherwise, of lyrics in popular music, and academic approaches to song lyrics, is subject to much debate. The supposed 'poor' standard or presumed meaninglessness of popular music lyrics, become a means to critique popular music. Conversely, it could be argued that too much attention is given to a song's lyrics, to the point where the music itself is overlooked. | The importance, or otherwise, of lyrics in popular music, and academic approaches to song lyrics, is subject to much debate (Frith, 1998; Shepherd, 1999; Fornas, 2003). The supposed 'poor' standard or presumed meaninglessness of popular music lyrics, become a means to critique popular music. |
| it is also possible to overestimate the degree to which the music listener actually listens to the words, or perceives them to be the site of meaning in a song. Nonetheless, Simon Frith suggests that lyrics do allow songs to be 'used in particular ways': lyrics facilitate certain 'creative articulations'. In the case of protest music, the lyrics allow a song to be made to speak to political issues. | Conversely, it could be argued that too much attention is given to a song's lyrics, to the point where the music itself is overlooked; it is also possible to overestimate the degree to which the music listener actually listens to the words, or perceives them to be the site of meaning in a song (Shepherd, 1999:172). Nonetheless, Simon Frith suggests that lyrics do allow songs to be 'used in particular ways' (cited in Martin, 1995:273): lyrics facilitate certain 'creative articulations' (Johnson, 2000). In the case of protest music, the lyrics allow a song to be made to speak to political issues |
The paragraphs are identical, except for the absence of citations from paragraph 1. The first paragraph may be just as interesting as the second, but within an academic context, a context that requires you to show from where you have taken ideas, the second has far more authority, it is more persuasive. It shows that the ideas you are discussing are matters that are important to your particular academic community. Stark Technovision helps to detect plagiarism and provide plagiarism free writing services