VIRTUAL ACADEMIC INTEGRITY LABORATORY
(VAIL)
LECTURER
Prof. DR. Gunawan, M.pd
By
JALIUS MD
ENGLISH DEPARTEMENT
GRADUATE SCHOOL OF EDUCATION
SARJANAWIYATA TAMANSISWA UNIVERSITY
2013
A. Introduction
In writing academic paper, the writer will find problem to explore the
resources to create as the paper work or assignment , and it make them tend to
citate or quote from other books, jurnals or other paper paper work. But the main
problem is when writer citate some resources related to the topic of his/her paper
work, writer do not attached the name, year or pages from original resources, for
this case it can be reputed as plagiarism. In academic paper, quoting some
resources there is policies to avoid writer reputed as cheating or plagiarism work.
In this paper writer will explore some policies or rules regarding to plagiarism,
got at VAIL ( Virtual Academic Integrity Laboratory). The sources explored
from internet website of : http://www.umumc.edu/library/vail
B. Discussion
VAIL (Tutor Virtual Academic Integrity Laboratory).
The Virtual Academic Integrity Laboratory 4. 3. 2. 1. MODULE.
Module 4.
Frequently Asked Questions - Example - Glossary
Helping Students Avoid Plagiarism
Promote Academic Integrity to Students

Inform students of NLU's Policy on Academic Dishonesty.

Include a statement on plagiarism in your syllabus (see Sample Syllabus
Statement below).

Set clear standards for assignments, citations, and grading.
Educate Students in Research Practices

Explain the value of using various types of sources to strengthen arguments
and develop ideas.

Teach students how to differentiate between quoting and paraphrasing; give
examples of properly paraphrased and cited texts.

Make sure your students have the proper research skills to do the assignment.
Consider asking a librarian to come to your class to show them how to find
and evaluate appropriate sources.
Help Students with Documentation Styles

Explain the purpose and benefits of correct citation format.

Show them the citing sources tutorials and resources available through the
NLU Library and Learning Support.
Adapted from UMUC Effective Writing Center, "Helping Students Avoid Plagiarism"
http://www.umuc.edu/ewc/faculty/avoidingplagiarism.shtml and Binghamton
University Libraries, "Preventing Plagiarism: for Faculty & Teaching
Assistants"http://library.lib.binghamton.edu/instruct/plagfaculty.htm
Preventing Academic Dishonesty and Designing Assignments
Designing Plagiarism-Resistant Assignments: Best Practices
Faculty can help their students with academic integrity by first designing assignments
that are plagiarism-resistant. Research shows that careful assignment design can go a
long way to preventing plagiarism (Cummings, 2003; see also Gibelman, Gelman, &
Fast, 1999); Malouff & Sims, 1996; Kloss, 1996)
Here are some techniques for designing plagiarism-resistant assignments:
1. Consider dropping the open-topic theme. The more specific the
assignment, the smaller the universe of information students can use to search
and perhaps use inappropriately.
2. Know your field of research. If you require your students to do research, be
sure that you have done the research yourself in advance. You will be familiar
with many of the sources your students are using and you might recognize
suspicious wording, etc. And if you demonstrate to your students that you
have done the research yourself, you show your own commitment to the topic.
You also give them reason to know that you won’t be fooled, and this in itself
can discourage academic dishonesty.
3. Word assignments precisely. It might not be enough to tell your students to
cite their sources. You might also need to assign them the specific citation
style, give them examples, and point out resources where they can get help.
The VAIL Guide to Citation gives detailed instructions for citing common
publication types, and it points to other resources as well.
4. Incorporate information literacy standards into your assignments,
particularly the need to critically evaluate information, synthesize it and use it,
rather than simply collect it and quote it, paraphrase it, or summarize it. The
American Library Association has put together a fine resource defining
information literacy and listing the five competencies at Information Literacy
Competency Standards for Higher Education.
5. Become familiar with the student’s “voice.” Have your students write early
in the semester or term. A potent signal that a student may have plagiarized is
a sudden change in language, style, and “voice,” i.e. the way a student sounds
in their writing. The VAIL Guide to Plagiarism Alarms gives a good overview
of this and other signals that plagiarism may have occurred.
6. Structure long writing assignments in small chunks or drafts so that
students can make incremental progress and not be led down the path of
procrastination and plagiarism due to panic. Procrastination is a leading
reason why students plagiarize in the first place (Roig & DeTommaso, 1995)
7. Assign annotated bibliographies, requiring students to provide abstracts of
their sources in their own words. Librarians at Cornell University have put
together a fine resource on the process at How to Prepare an Annotated
Bibliography.
8. Have students turn in a log or journal of their research, including the
names of the search tools used (catalog, search engine, subscription database)
and search terms used. Sample their tools and strategies by trying to replicate
a few at random. Ask questions if the search cannot be replicated. The
University of Maryland University College instituted an undergraduate
course, Information Literacy and Research Methods, in which the
development of such a research log is a central focus.
9. Discuss student papers in class. Ask questions about the meaning of
suspicious passages. If students cannot explain what they have written,
perhaps they are not the true author. If students know in advance that they
might be required to discuss their papers, this may deter some from
plagiarizing.
10. Assign oral presentations. Have your students report on their research
process. Prompting students with questions like “How did you find this article
you cite? I would like to read it myself,” is a non-threatening way to begin
looking into suspicious passages that are not in your student’s voice.
11. Substitute a short written assignment for the oral presentation. This can
be a brief, one-page summary of their research process, including how they
selected their sources. Ask students to sum up what they learned from their
research.
12. Require recent sources, including some that are in print. If you only
require Web-based research, this is more likely to tempt students to copy and
paste the words of others since it can be easily done.
13. Assign students roles or specific audiences to address in their writing. The
papers that can be found in most term paper mills are just that, i.e. term
papers, and they are usually written in the third person with the teacher as the
audience. If you assign your students roles as a researcher, someone advising
an administrator who needs to make a decision, then it is unlikely that it will
have the sound of a term paper.
In conclusion, designing assignments that are meaningful and challenging gives your
students an incentive to learn, and when they have that incentive, they will do their
own work.
Academic Honesty and Learning Outcomes
Higher education requires proper attribution for the source of quotations, paraphrases,
and summaries in the text of papers—within the body of the paper and in the
reference list. Some reasons for the attribution requirement are to:
1. Distinguish your original work from borrowed work.
2. Assist the reader in locating information for further research.
3. Add authority and context to your own writing.
4. Properly acknowledge the work of others.
1. Distinguish your original work from borrowed work
Your faculty members are charged with evaluating and certifying genuine learning
outcomes- a combination of knowledge and abilities that you are expected to acquire
in your studies. What did you learn as opposed to what did you quote or restate? This
would be a nearly impossible task without some means of differentiating between
what is our original contribution and what is a quotation, paraphrase, or summary of
someone else's written expression or ideas.
2. Help the reader locate information
Well-written citations lead you to the sources that support or illuminate what you are
reading or writing. It is frustrating to read an incomplete citation that does not help
you find the original work being referenced. You have a responsibility to your reader,
just as other writers have a responsibility to you, when they write or publish, to
assemble an accurate list of the works used within your narrative at the end of your
paper.
3. Add authority to your own writing
When you provide good in-text citations and references that help the reader find the
original text, you are adding value to your paper! You are pointing to something that
lends authority and credibility to what you wrote. You are demonstrating that you are
not out on a limb or in left field writing about something without any scholarly basis
or facts to support your argument. You are demonstrating that someone else has
written on the same subject with a similar point of view or that you are willing to
consider viewpoints that may be different from your own. This process lends
credibility to your writing.
4. Properly acknowledge the original author's work
All of us are both creators and users of intellectual property, our academic integrity
standards place a high value on recognizing creators as well as making it clear what is
our own original contribution! That recognition is sort of a reward for the fruit of our
labors. Well-written in-text and bibliographic citations give credit to the creator. This
acknowledgement through documentation is expected in higher education and is
fundamental to the continuous cycle of research.
Citation, Citation, Citation!
Practical Reasons for Learning Citation
Here are a few practical reasons for learning proper citation. Learning to properly cite
will help assure that you get credit for your original contributions as well as credit for
understanding how important this value really is to the higher education culture.
Without proper citation, you may even be accused of plagiarism!
Faculty are Aware of Students’ Misconceptions about Plagiarism
Many students have misconceptions about using material they find on the Internet
and other electronic sources such as subscription databases. Do not fall prey to these
misconceptions.
Misconceptions about Plagiarism and Internet Resources
If it's on the Internet, it was put there for free and to be
used in any manner. Unless the Web site specifically claims
this to be the case, you should treat the material as though it
were a print resource such as a book or a journal article. Just as
you would not quote from a print source or claim the printed
work of another as your own, the same applies for Web
resources. The reason for this is that the material is copyrighted
by another person.
If no author is named and no date of publication is given,
then I can copy it and claim it as my own. This does not
mean that you are the author and can claim it as your own!
Actually, there are guidelines for citing material when no
author or date are given. See the Citation Examples section of
this guide for samples.
Faculty are Aware of Term Paper Mills
There is a growing body of literature on the subject of plagiarism, including how
often it happens, and how easy it is to commit. Plagiarize at your own risk! Faculty
are aware that some students copy and paste text from the Internet and sometimes
even fall to the temptation of buying a ready-made term paper from a Term Paper
Mill.
Institutions are Using Software to Detect Plagiarism
Institutions are taking plagiarism seriously. Some are now using services to help
detect plagiarism. Some services store large collections of term papers that are
voluntarily submitted, retrieved from term paper mills or simply posted on the World
Wide Web, etc. Faculty may send a student’s term paper to the service to be checked
against its database. The service can detect matches in text and generate reports for
the faculty on the originality of the submitted term paper.
Institutions are Discussing Policies to Prevent, Detect, and Address Plagiarism
Now that you know that many faculty are aware of the problem of plagiarism, you
should be also be aware that their institutions’ administrators are grappling with ways
to prevent, detect, and address plagiarism.
Conclusion: Writing originally and learning to cite properly will help you avoid being
suspected of plagiarism!
Quoting, Paraphrasing, Summarizing
Here are some guidelines for properly quoting, paraphrasing, and summarizing
someone else’s text in the APA citation style. For in-text-examples in MLA, please
see the UMUC library MLA In-text citations webpage. For additional APA examples
please see the UMUC library APA In-text citations webpage. The quote, paraphrase,
and summary are from the following source:
Source: Fossey, D. (1983). Gorillas in the mist. Boston, MA: Houghton-Mifflin.
Quoting
If you quote another work word-for-word, you must put this passage in quotation
marks and use an in-text citation as well as a full citation at the end of your paper.
Example
"This unique observation provides only one example of the
strong maternal inclinations of female gorillas. An amazing
aspect of the incident was that Effie, whose back was turned
toward her infant, was aware of Poppy’s silent plight even
before the human onlooker facing both animals realized that
something was amiss" (Fossey, 1983, p. 89).
Paraphrasing
Paraphrasing is putting another person’s words in your own words. You may wish to
paraphrase in order to maintain your particular style of phrasing things. Paraphrased
material must be cited!
Example
In Gorillas in the Mist, Fossey (1983) gives an example to
demonstrate that gorillas are very protective mothers. As a tiger
approached her offspring Effie, a mother gorilla, sensed the
danger even though she was not facing Effie. The researcher
observing them did not notice the danger, but the mother
gorilla’s vigilance allowed her to take steps to save the baby
gorilla (p. 89).
Summarizing
Summarizing is condensing another person’s words so that you present the basics of
what has been said. A common instance of summarizing is annotating a list of
bibliographic sources for a paper. The summary or annotation presents the heart of
the material being described. It also needs to be properly cited!
Example
In Gorillas in the Mist, Fossey (1983) illustrates that female
gorillas instinctively protect their offspring as much or more so
than female humans (p. 89).
You may wish to test your knowledge of quoting, paraphrasing, and summarizing by
looking at Eight Guidelines to Help You Avoid Plagiarism.
Citation Examples: APA and MLA Style
Here are some general tips to keep in mind when using APA or MLA style. Use these
patterns of capitalization, punctuation, use of italics, and spacing.
General Tips to Keep in Mind: APA Style
When using APA style, remember to:

Indent the second line of the citation five spaces from the left margin.

Italicize the title of a book or a journal, regardless of whether it is in print or
available electronically.

Alphabetize entries letter by letter in your reference list at the end of your
paper.

Use the author's first initial, never the entire first name.
Here are some of the most commonly used citation formats in APA and MLA
styles:
Articles from Journals and Magazines
APA
MLA
Books
APA
MLA
Doctoral Dissertations and Master's Theses
APA
MLA
Audiovisual Media
APA
MLA
Websites & Electronic Media
APA
MLA
For more examples, please see the complete Citation Resources & Guides
provided by UMUC Information and Library Services.
Student Tips for Avoiding Plagiarism through
Critical Thinking and Research Skills
Introduction
This guide is intended to give a quick overview of skills you can adopt to foster
academic integrity in your own scholarship. Pointers are given to other VAIL guides
for a more thorough treatment of some of the suggestions offered.
Simply said the first and most important tips are to...

Respect the intellectual sweat of others. This means giving credit for work
that is not your own and ensuring you cite others' works both within, and at
the end, of your paper or project.

Know your campus and departmental policies on academic integrity,
academic dishonesty and/or plagiarism. This can usually be found in your
student handbook, your course syllabus or sometimes posted online in student
services resources. Ask a campus representative for assistance. For more on
academic integrity policies see the VAIL guide on Academic Policies.
Thinking About the Assignment

Discuss the requirements of the assignment, your topic, and your
research progress with your instructor as needed.
Simple mistakes can be avoided by understanding the assignment. It is okay
for beginning scholars to ask questions to clarify research terms and language.
Research rarely happens in a vacuum, scholars ask many questions and
consult with others about their research.

Make note of any special requirements including citation style and
format requirements.
Some instructors require students use only journal articles, web pages,
government studies, etc. Know the instructor's parameters for the assignment
before you begin.

Begin the research early so you are not rushed in the end.
Build in time for planning and thinking about the project in the beginning and
as you research your topic.
Questions to ask yourself in the planning phase:

What am I looking for?

Who is likely to publish information about it?

Where can I find this information?

Am I expected to take on a specific role as the author?
...like a scientific or social science researcher? Am I a
reporter?

Am I supposed to be a neutral observer? Support a
specific position or opinion?
The Research Phase
Save yourself time and frustration by keeping a
thorough record of your research, a Research Journal
should include the following:

where you looked (on the free web, in a research
database, etc.)

your search terms (subject headings or keywords
used)

what you found

where you found it (book, a free web site, a full-text
database, etc.)

what you learned

diligently recording quotations and paraphrases

complete citations for every source
Devise a way to visually highlight the words of others in
your notes to distinguish them from your words.
Use different colored pens or indent every time you
paraphrase or quote someone.
Diligently put all the words of someone else in quotations
("") and write a bibliographic citation for the original
source.
Do not wait until you are writing your final paper to
assemble bibliographic citations. IMMEDIATELY follow
any written notes with a complete bibliographic citation for
the author and source or the original text while you are
taking notes (not at the end of writing your paper). For more
information see the VAIL guide titled Citation! Citation!
Citation!
Questions to ask yourself in the planning
phase:

Who is the author?

What is the author saying?

Why is the author saying this?

Do other authors disagree?
Use note cards or a word processor and fill out a form
like this for each resource you consult:
Source Read:
What it said: Check
Paraphrase or
Quote:
Insert paraphrase or direct quotation
My thoughts or reactions:
Reviewing Your Sources

Don't Panic! If you've kept your research log,
checked your work, and followed the tips in
this guide, let your instructor know. This will
likely help you and him/her to evaluate your
work fairly.

Go back to your research log and any
annotated bibliographies or research notes.

Is the text in question in your notes?

Did you mention the author?

Is the text in question simply a re-phrasing of
the original author's words?
If so, properly site the item.

Check your campus policies for potential
sanctions. For more on policies see the VAIL
guide titled Academic Policies.

Share your self-evaluation with your
instructor, department chair or dean.
Your Drafts & Final Writing

Give credit where credit is due!
Always give proper attribution to all works, words or thoughts that are not
your own. This includes but is not limited to: graphs, charts, graphics, pictures
from the web, websites, plays, articles, speeches, handouts, e-mails, listserve
or bulletin board discussions, online notes, class lectures, movies, computer
programs, textbooks, encyclopedia articles, music clips and sounds files.
Recognize that you must acknowledge the work of others in
two places within your writing:
o
within the paragraphs of your paper and
o
at the end of the paper in a Bibliography or Works Cited
List. Click here for an example.
Use quotation marks when you use someone else's words
exactly as they said or wrote them.
o
See the VAIL Guide titled Citation! Citation! Citation!
and the VAIL Tutor for more on using direct quotations
in the text of your paper.
Provide parenthetical references for all thoughts that are
not your own but you have put into your own words.
o
See the VAIL Guide titled Citation! Citation! Citation!
and the VAIL Tutor for more on paraphrasing.
Secure style manual for the documentation style (ALA,
MLA, etc.) you have been assigned to use for your
Bibliography or Works Cited List.
Identify the item in hand.
o
Is it a book, an article from a subscription database, a
dissertation, personal letter, e-mail messages, etc...?
Apply the rules for formatting in the appropriate
documentation style for the resource used.
Consult your instructor or librarian if you need assistance.
o
Libraries keep multiple copies of citation manuals and
often write quick help guides such as this one to help
you get started properly citing resources.

Write at least one draft!
Expect to make mistakes. The draft process can help reduce obvious
unintentional mistakes. See if your school has a center for writing assistance
or offer peer-tutors.

Check Yourself!
Double-check your final writing against the original text to guarantee that you
have properly cited research.
Review your research journal and all notes.
Compare your draft to your journal.
Verify that you have correctly attributed all words and
ideas.
Have a writing counselor read your drafts or final paper and
edit before submission for a grade.
Plagiarism detection services such as TurnItIn.com or
EduTie.com can be an effective self-evaluation tool.
o
These services allow you to compare your writing
against a large and growing database of student
papers, scholarly writing, web sites and web
resources.
Questions to ask yourself in the drafting phase:
o
What do my notes say about this idea?
o
Where did I find that information?
o
Am I using a paraphrase or a quotation?
o
What do I think about this idea?
Reviewing Your Sources

Don't Panic! If you've kept your research log, checked
your work, and followed the tips in this guide, let your
instructor know. This will likely help you and him/her
to evaluate your work fairly.

Go back to your research log and any annotated
bibliographies or research notes.

Is the text in question in your notes?

Did you mention the author?

Is the text in question simply a re-phrasing of the
original author's words?
If so, properly site the item.

Check your campus policies for potential sanctions. For
more on policies see the VAIL guide titled Academic
Policies.

Share your self-evaluation with your instructor,
department chair or dean.