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Ethelbert P. Dapiton, Ph D
ermingild@yahoo.com
Our Lady of Fatima University
Valenzuela City, Philippines
ABSTRACT
The pressing issue of plagiarism in academia pervaded the very fiber of ethical
behavior among students. Plagiarism detection software may only go as far as
detecting strings of words that were copied from the Net; nevertheless, the problem
still remains apparent due to lack of students’ affective ability to comprehend the
consequences of plagiarism and its underlying ethical misdemeanor. Appreciative
pedagogy was introduced in this context to permeate among students’ mindset the
importance of directing the teaching-learning process into a track of profound
collective thought to create a positive image of an ideal pedagogical mechanism
impressing among students what is right and appropriate. Appreciative pedagogy is a
creative method to solve the problem of plagiarism that touches the foundation of the
issue rather than merely treating the problem at its tip. It is expected that through
appreciative pedagogy of elucidating plagiarism and its consequences, students will
have a better output away from the usual copy-paste behavior. The recent
development of plagiarism detection software is a good initiative to distinguish copied
works from the original, however, it would only gone that far enough. Without
affecting the value system of the students about the consequences of plagiarism the
issue will never stop.
INTRODUCTION
Plagiarism Defined
The Oxford English Dictionary (2012) defines plagiarism as “the act of taking
the work or idea of someone else and pass it off as one’s own” while the American
Heritage Dictionary (2005) defines it as “literary thief” and the act occurs when a
writer duplicates another writer’s language or ideas and then calls the work his or her
own.
Etymology. Plagiarism was taken from the Latin word ‘plagiare’ which means to
kidnap or abduct. The word begun to enter the English language usage sometime in
1621 (Bennet, Coleman & Co, 2012) as ‘plagiary’ (now obsolete) meaning ‘kidnapper or
plunderer’, however, the sense of ‘literary thief’ was taken from the epigram of the
Roman poet Martial (Epigrammata, Liber1.52.9; 40 AD – ca. 104 AD) and was
considered to be the first treatment of ‘idea stealing’ among literary scholars.
Cite as: Dapiton, E. P. (2012). Building Students’ Avoidance Behavior in Plagiarism Through Appreciative
Pedagogy. IAMURE International Journal of Social Sciences, vol 4 (Oct 2012), 81-91.
Plagiarism occurs when a writer uses another person’s work without giving
proper quote or attribution and as well as the non-inclusion of the source in the
reference or bibliographical list at the end of the manuscript (Pardeshi et al., 2012). In
contrast, paraphrasing is rehashing somebody’s work in your own words. Pardeshi and
colleagues further exemplify that quotation marks should be used to indicate the
exact words of another author should a writer uses the same word and grammatical
structure of the original source.
Appreciative Pedagogy
At the end of every semester students are normally flooded with numerous
activities and course work requirements such as term papers. Term papers may vary in
the number of pages depending on professors’ requirement. Due to the urgency and
the need to comply, students often resorted to download several materials from the
Net mixing it their little own contribution and pass it to their respective professors.
The result is a plagiarized work at its finest. It is the intention of this research to rectify
this kind of students’ behavior towards plagiarism and academic dishonesty through
appreciative pedagogy. The author had required his students to construct a term
paper by selecting a single topic from varied pressing issues of socio-economic
problems. The term paper was required to be composed of not less than ten (10
pages) but not more than 15 pages including references. The author then gives prior
instruction and lecture about plagiarism and its consequence to student’s merit. It is
then expected that through appreciative pedagogy of elucidating plagiarism and its
consequences, students will have a better output away from the usual copy-paste
behavior.
Student reports were then analyzed for familiar strings of ideas or thoughts
that are normally not their usual choice of words if it carries inappropriate attribution
or non-attribution at all to the source. The reports were analyzed without the aid of
plagiarism detection software. Unlike the strict method of plagiarism detection
Cite as: Dapiton, E. P. (2012). Building Students’ Avoidance Behavior in Plagiarism Through Appreciative
Pedagogy. IAMURE International Journal of Social Sciences, vol 4 (Oct 2012), 81-91.
software were word reordering, word substitution, word addition or deletion (Pera
and Ng, 2011) is already a ground for plagiarism for those works not attributed to
source, the author gives liberty to the students to expound their ideas in good faith
based on inner-directed deep reflection process to manifest fluidity of thoughts and
ideas which can be a substantial part of their course work content.
The author has also considered some caveats in the students’ reflection
process while they are generating their ideas on the context of contemporary views of
plagiarism based on ‘interanimating’, which pertains to how people utter or write
words that were first spoken or written by others (Blum, 2009) due to the quickness of
the mind to grasp the idea. In fact, the author also emphasize that deep contemplation
and the natural occurrence of collective human consciousness will lead two or more
persons independent from each other even separated by distance to invoke similar
strings of related words and thoughts. Ancient authors had prepared their works about
equally being an author and compiler, since they have extracted substantial contents
from the works of the best writers and most philosophic or eloquent thinkers before
them. To these people, perhaps they would have deemed that it’s been better and
more acceptable if they had extracted more and written less. They claim little of the
merit of authorship, and did not cared to distinguish their own from that which they
have taken from other sources, being quite willing that every portion of their works, in
turn, may be regarded as borrowed from some old and better writers.
Cite as: Dapiton, E. P. (2012). Building Students’ Avoidance Behavior in Plagiarism Through Appreciative
Pedagogy. IAMURE International Journal of Social Sciences, vol 4 (Oct 2012), 81-91.
synthesizing different thoughts and ideas.
CONCLUSIONS
Cite as: Dapiton, E. P. (2012). Building Students’ Avoidance Behavior in Plagiarism Through Appreciative
Pedagogy. IAMURE International Journal of Social Sciences, vol 4 (Oct 2012), 81-91.
Appreciative pedagogy is a creative method to solve the problem of plagiarism
that touches the foundation of the issue rather than merely treating the problem at its
tip. The root cause of plagiarism is the students’ inability to reckon the academic ethics
of proper attribution of ideas to the source due to several reasons ranging from lack of
language and writing proficiency to intentional stealing of ideas (Roig, 2010) but the
remediation of the problem must be treated with prevention rather than punishment
as suggested by Dyrud (2011). Hansen et al. (2011) also agreed that development of
innovative assignments will eliminate the incidence of plagiarism.
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Cite as: Dapiton, E. P. (2012). Building Students’ Avoidance Behavior in Plagiarism Through Appreciative
Pedagogy. IAMURE International Journal of Social Sciences, vol 4 (Oct 2012), 81-91.
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Cite as: Dapiton, E. P. (2012). Building Students’ Avoidance Behavior in Plagiarism Through Appreciative
Pedagogy. IAMURE International Journal of Social Sciences, vol 4 (Oct 2012), 81-91.
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Cite as: Dapiton, E. P. (2012). Building Students’ Avoidance Behavior in Plagiarism Through Appreciative
Pedagogy. IAMURE International Journal of Social Sciences, vol 4 (Oct 2012), 81-91.