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ERIC Number: ED558873
Record Type: Non-Journal
Publication Date: 2013
Pages: 188
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3032-7746-7
Cheaters: A Case Study of Plagiarism in Composition Classrooms
Yadgir, Sheri A.
ProQuest LLC, Ph.D. Dissertation, Capella University
This study sought to find a better understanding of plagiarism in the university writing classroom; specifically, institutional and departmental honor codes and policies were looked at--as was the tendency of individual instructors to follow those policies versus creating their own. The narrow purpose of the study was to investigate plagiarism from the point of view of the writing instructor and the specific areas of inquiry were (a) whether a clear and consistent definition of plagiarism exists within the academe, (b) institutional and/or departmental honor codes and policies (their existence and effectiveness), (c) technology's impact on plagiarism within the classroom, (d) instructors' view of their role in preventing and policing plagiarism. This was a qualitative study with a two-pronged approach to data collection. First, a questionnaire was sent via the Internet to writing instructors at State University--a mid-sized, four-year, public institution. Only instructors of Composition--and only those who agreed to participate in the study prior to delivery of the survey--were sent the questionnaire. The questionnaire consisted of 13 questions about plagiarism, followed by a request for a one-on-one interview during which more in-depth questioning would take place. A total of 38 questionnaires were completed, with 12 of those participants agreeing to be interviewed in depth. From this data it was determined what is currently being done by the Composition instructors at State University to alleviate plagiarism in the classroom. Further the researcher was able to ascertain whether current efforts are deemed effective by those working directly with the students--and what those educators believe can and should be changed. The study offers a picture of what is currently being done, what educators believe needs changing, and what inaugural steps can be taken to launch that change. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A