group assignment plagiarism

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Information about Group Work and Plagiarism

Group work on assignments does not always constitute plagiarism or academic misconduct, although all students should be aware of the rules surrounding academic misconduct, and be careful to avoid incidentally plagiarising another student's work.

If a group of students decide to sit together to collaborate and discuss the materials or sources for an assignment, before writing the assignment individually, this is not considered academic misconduct. Often, it can be productive to hear other interpretations of the material, in order to help you to explore the concept and learn.

However, you should not collaborate when it comes to the writing and the final submission for the assignment. You should also be careful not to copy or use someone else's idea within your own writing, even if it is done accidentally within the general spirit of cooperation or it was discussed within the group.

Occasionally, there may be instances where an assessment item is a group project, requiring submission from a group rather than an individual. Where group submission is required, students should seek advice directly from the Unit Coordinator.

Ghostwriting

Ghostwriting occurs when one person writes material for another student, where it is submitted under the student's name. Ghostwriting with the intent to assist another student, or accepting ghostwritten work with the intent to take credit for it, is considered serious academic misconduct .

If a student submits work written by someone else without proper acknowledgement, or a student is found to be voluntarily producing or contributing content for another student, they will be penalised in accordance with the Student Coursework Academic Misconduct Rule and the Student Coursework Academic Misconduct Procedures .

Additional Information

For further information on avoiding plagiarism, please see the Avoiding Plagiarism Fact Sheet on the Academic Skills Fact Sheets page. For further information or advice regarding study, please submit your enquiry to the Academic Skills Office either through the Contact Us tab, by email to [email protected] , or phone (02) 6773 3600 for assistance.

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Academic integrity for group work

Since the rules for group projects and collaboration are specific to each course, you should clearly and repeatedly communicate them with your class verbally and in writing. Carefully consider how you want to organize group projects, as different methods of managing group projects have other academic honesty implications.

Collaboration is a beneficial practice for students’ ability to learn within a course and as a practical skill for their later careers. However, to avoid instances of unauthorized collaboration, instructors need to be explicit about whether collaboration is allowed for each assignment and the extent to which it is permitted.

For example, if students must complete an assignment independently, explain both verbally and in the assignment guidelines that you will not permit collaboration. If you allow collaboration at certain stages of a project (e.g., during the research but not during the writing of the paper), be explicit about when and when it is not allowed.

Building group project guidelines

Group projects and reports involve special academic honesty issues for both students and faculty. They offer an opportunity for faculty to teach principles of academic honesty as applied to group work. Below we provide some recommendations for how instructors can guide students and include example statements to adapt for your use. In general, when assigning projects that will result in a single product submitted and signed by a group of students, it is essential to clarify each student’s responsibility for the entire product’s integrity. This task applies to written reports, as well as oral presentations with or without slides or handouts. Two general recommendations follow:

Recommendation 1: Written and oral guidelines for students

It is essential to spell out to students your expectations for handling group projects/reports, particularly regarding academic honesty standards. We recommend that you do this both orally and in writing (e.g., in the syllabus or assignment instructions). Students have limited experience handling the more complex issues involved in group assignments, and your guidance is needed. You should consider: 

• Require each student to provide a clear specific statement indicating each individual’s contribution to the project as part of the work. 
• Describe the students’ shared responsibilities regarding academic honesty. 
• Providing clear guidelines on what a student should do if there are problems with other students in the group to disrupt academic dishonesty problems. 
• Guidelines could also include a statement that students should engage in some degree of collaboration on all parts of the project, rather than dividing the tasks and simply assembling the pieces into a final report at the end.

Recommendation 2: Individual reports for group projects 

In general, we recommend that students be required to write up their reports for group projects rather than turning in a group written report. This practice allows the instructor to define responsibility more clearly and reduces anxiety for students concerned about their responsibility for others’ activities. Instructors should specify which activities are group and which are individual. Then, provide a clear statement that copying and sharing written reports among group members constitutes plagiarism.

Example guideline statements

Group project with individual reports.

Example guideline statement:

This course includes xxx group assignments. During these assignments, you will collaborate on tasks x, y, and z. You are permitted and encouraged to share xxxxx. However, you are required to xxx (e.g., analyze your own data) and write up your report individually and in your own words. Make sure to xxx (insert statement about citations, e.g.). The final requirement is to provide a clear statement of each member of your group’s contributions to the group activities.

Group project with group report

This course includes xxx group assignments. During these assignments, you will collaborate on tasks x, y, and z. You are permitted and encouraged to share xxxx, and you will write your report as a group effort. Therefore, it is important to understand that you are responsible for the entire report’s academic integrity, including other group members’ contributions.

To avoid potential problems with academic honesty (and to engage in the project more fully), you should be involved in various aspects of writing the report. You must verify that citations are cited correctly and not plagiarized.

The final requirement is to provide a clear statement of each member of your group’s contributions to the group activities.

If you feel that problems are developing in your group project, you should come to see me early to provide general guidance to group members to set your activities on the right course.

As you are responsible for the entire assignment, it is incumbent upon each of you to ensure the project’s integrity.

Examples of acceptable and unauthorized collaboration

Scenario 1: The instructor assigns a group project, permitting collaboration at all stages of the project.

Acceptable:

• The students work together researching and writing the project
• The students get help understanding the course concepts, with the writing process, or with finding and using research (e.g. from an instructor, tutor, Writing and Media Center, a Librarian, etc.)

Unauthorized collaboration:

• Someone (e.g. a tutor, friend, etc.) writes or re-writes portions or all of the project for the students

Scenario 2: The instructor assigns an essay and does not permit collaboration.

• The student does not collaborate with other students in the research or writing of the essay
• The student gets help understanding course concepts, with the writing process, or with finding and using research (e.g., from an instructor, tutor, Writing and Media Center, a Librarian, etc.)
• The student works with other students on part or all of the assignment  
• Someone (e.g. a tutor, friend, etc.) writes or re-writes portions or all of the project for the student

Example checklist for group submissions

The following text is recommended for instructors who utilize group assignments as an assessment technique. Students should be aware that academic integrity is expected in all individual and group assignments. Have students read the disclosure,  fill out their contributions, and sign it.

Group Assignment Disclosure

Please read the disclosure below following the completion of your group assignment. Once you have verified these points, hand in this signed disclosure with your group assignment.

• All team members have referenced and footnoted all ideas, words, or other intellectual property from other sources used in the completion of this
• A proper bibliography has been included, which includes acknowledgement of all sources used to complete this assignment.
• This is the first time that any member of the group has submitted this assignment or essay (either partially or entirely) for academic evaluation.
• Each member of the group has read the full content of the submission and is assured that the content is free of violations of academic integrity. Group discussions regarding the importance of academic integrity have taken place.
• All team members have identified their individual contributions to the work submitted such that if violations of academic integrity are suspected, then the student(s) primarily responsible for the violations may be identified. Note that the remainder of the team may also be subject to disciplinary.

Student tips for group work

Before beginning the project:.

• Discuss citation styles and expectations with your group members before beginning the assignment. Anytime your group uses someone else’s work (ideas, words, images, code, etc.), it needs to be cited. For more information on how to cite, visit the ISU Library’s Citation Style Guide . If you are not sure which citation style to use, ask your instructor.
• Create a schedule to stay on track. Find schedule templates in the Academic Success Center’s section on Time Management and Procrastination .

While working on the project:

• Keep track of what each group member is contributing.
• Have frequent meetings with your group members to discuss progress and challenges.
• Before submitting, review and sign the Checklist for group submissions .

Academic integrity for group work, by the Center for Excellence in Learning and Teaching (CELT) at Iowa State University , is licensed under Creative Commons BY-NC-SA 4.0 . This work, Academic integrity for group work, is a derivative of Academic Honesty: Instructors developed by the University of Rochester (retrieved on March 1, 2021) from https://www.rochester.edu/college/honesty/instructors/prevention.html, and the Group Project Guidelines developed by University of Rochester (retrieved on March 1, 2021) from https://www.rochester.edu/college/honesty/policy/group-projects.html, and the Academic Integrity: Group Work from University of Waterloo (retrieved March 12, 2021) from https://uwaterloo.ca/academic-integrity/integrity-students/group-work

Designing Activities and Assignments to Discourage Plagiarism

Alice j. robison, bonnie k. smith, writing across the curriculum.

Plagiarism is a serious topic raised frequently when we talk about responding to student writing, and it makes sense that we should want to talk about plagiarism in the context of evaluating and responding to student writing because it is at that moment—after the fact—that we discover that plagiarism or cheating has occurred. The University has provided instructors with a series of strategies for dealing with plagiarism. Thankfully, serious plagiarizers are the exception to the rule in most of our classrooms.

But despite warnings and the threat of punishment, plagiarism does occur, and with increasing frequency. The Council of Writing Program Administrators notes that “with the advent of the Internet and easy access to almost limitless written material on every conceivable topic, suspicion of student plagiarism has begun to affect teachers at all levels, at times diverting them from the work of developing students’ writing, reading, and critical thinking abilities.” 1 So, what can writing instructors do to stop plagiarism before it happens? What strategies are available to instructors as they seek to prevent students from committing the act in the first place? Teaching our students about proper use of sources and citation methods is an important part of discouraging plagiarism, and defining, discussing, and teaching proper use of sources and citation methods is a useful tactic. Experienced instructors concur that it is important to include information on plagiarism in their syllabi, perhaps confirming class discussions with “academic honesty contracts” or institutional “honor codes.”

In addition to these explicit efforts to discourage plagiarism, instructors can also think carefully about course and assignment design. As Sally Cole and Elizabeth Kiss (2000) point out in their article, “What Can We Do About Student Cheating,” “Students are most likely to cheat when they think their assignments are pointless, and least likely to cheat when they admire and respect their teachers and are excited about what they are learning.”

Options for Preventing Plagiarism

Although we may not realize it, the basic requirements for Comm-B and Writing-Intensive courses at UW include many pedagogically sound tactics for teaching writing—activities that can help discourage plagiarism. These guidelines ask instructors to:

• Develop discipline-specific writing activities that encourage students to learn and understand the discourse of a field of study
• Emphasize revision as a routine process for writing
• Conduct regular, one-on-one, in-depth conferences with students about their writing
• Devote class time to preparing students to complete writing assignments
• Implement regular, informal, ungraded writing tasks
• Keep class sizes small
• Ask students to provide regular feedback on their experiences with the course.

Additionally, here are some suggestions for activities that may help you and your students avoid problems, all of which are most effective at the beginning of a course:

• Share the University’s definition of misconduct with your students.
• Share examples of misconduct. For example, show your students an acceptable paraphrase juxtaposed with an unacceptable paraphrase.
• Talk regularly with all of your students about their papers in progress and their evolving ideas for their papers. Regular dialogue with your students not only helps students improve their thinking and writing but also discourages plagiarism.
• Remind your students about documenting sources. And ask them what they already know about documentation, so you can build from their existing experience.
• Decide what violating the rules means in your class. If your course or department does not already bind your course to a specific academic honesty policy, make a policy, communicate that policy to your students, and stick to it.
• Many instructors articulate their own or their department’s academic honesty policies in contract form and have their students sign the contracts at the beginning of the semester. Such a contract serves multiple purposes: it teaches students about their responsibilities as writers, alerts students that you care about academic honesty, discourages students from plagiarizing, and may help you if you have to deal with a plagiarism case.

The following is an example of an academic honesty contract used in my English 100 course.

Designing Assignments to Discourage Plagiarism

Beyond these best practices for teaching writing are several best practices for preventing plagiarism in the writing classroom. In a statement on plagiarism the Council on Writing Program Administrators recommends that instructors improve the design and sequence of assignments, noting that there are things we can do as instructors to design our courses so as not to invite plagiarism:

• Tailor assignments carefully to the content of your course . One of the riskiest things to do is to give generic assignments not tailored to the course. Offering students concrete and specific questions that are situated in the course’s content and learning goals can discourage infinite choice while helping students to understand your expectations. If you provide students with detailed paths of inquiry that are grounded in the subject matter and class activities, you’ll discourage broad, off-topic responses.
• Design assignments that require students to explore a subject in depth . Longer writing assignments that are sequenced (see section on sequencing at the front of this sourcebook)—i.e., “broken up” into smaller, incremental writing tasks—can significantly reduce the opportunity for plagiarism and allow students to think frequently and regularly about the course content and ultimately produce better papers. Activities like student peer review, summarizing sources, and short, sentence- or paragraph-length informal writing assignments as part of a longer, more formal assignment, require students to take ownership over their individual writing processes.
• Ask students to keep an ongoing, consistently revised list of readings and activities that they’ve enjoyed in the course, bringing the list to conferences for further discussion.
• If planning on a term project or paper, ask students to commit early to a broad topic. Then, provide students with due dates for annotated bibliographies, research questions, oral presentations, thesis statements, outlines, beginning paragraphs, etc. Students can (and should) mold their topics as they go, asking and answering questions as they complete the steps of the project.
• Students often report that the one-on-one time they spend with instructors is some of the most helpful and valuable learning they experience. Encourage students to bring their ongoing research to your office hours or to the Writing Center for help discussing how to narrow a topic. Time spent in conference discussing the research a student has already performed can help the student commit to a specific research question or topic that you’ve developed together.
• Develop and sequence assignment schedules for students that allow them time to explore as they work toward defined topics . Allowing space and time for students to master each challenge as they build toward a larger assignment builds confidence in students’ ability to truly learn and understand the material assigned to them. Students are much less likely to cheat if they feel confident in their abilities to master the material on their own. For example, if you regularly assign response papers in your class, think about asking students to first write summaries of the text they’ve been asked to respond to. Then, encourage them to conduct a peer review of those summaries online or outside of class. They’ll quickly find out from each other whether they’ve understood the text, and you’ll spend a lot less time grading summaries instead of critical analyses.
• Coach students through each step of the research process . Let students know that you understand how difficult the writing process can be, and then guide them through it. Many experienced instructors create and distribute handouts on how to find a research question, how to create and sustain a thesis, or how to conduct library research. These guides, written by you, are a wonderful teaching tool. In fact, we’ve included some excellent examples in this sourcebook. See the section on “Coaching Students to Succeed.”
• Make the research process, and technology used for it, visible . The idea here is to make research public. In other words, show students how you found and decided on the readings for the course. Offer up ideas for databases, search terms, websites, and clearinghouses that they can use in their information-gathering activities.
• Develop evaluation criteria that require students to address the particular questions in your assignment so that a “borrowed” or generic paper—no matter how professional—won’t be satisfactory. Sharing your evaluation criteria will communicate to students at the start that you’re holding them accountable for answering specific questions.

Sample Assignments

Though no assignment can be absolutely plagiarism-proof, some assignments are so heavily situated in the context of a course that they truly can make plagiarism less likely. While these assignments are creatively designed, they also require creative responses—not an easy task! Most important, they are designed in such a way that the opportunity for plagiarism or cheating is virtually eliminated, therefore boosting the chances that students will go to their instructors for help (rather than the Internet or a paper file).

From Professor Virginia Sapiro’s Women’s Studies 102 course, this short, informal assignment asks students to adopt a different point of view in order to gain a critical understanding of information sources. As Martians just-arrived on Earth, students analyze current communications media over a two-week time period—an assignment so particular to time and place that it would be extremely difficult to plagiarize.

Martian Media Watch You are a Martian who has just arrived on Earth and, because you are an extremely intelligent being, you pick up a complete command of English in no time. You understand from the earthlings you encounter that the mass media of communication are used regularly on earth to keep people informed of all the important things that are happening. Pick one news medium and follow it carefully for at least two weeks. You may pick one daily newspaper to read every day, or watch television news every day (including some “news analysis” shows) or read a selection of news magazines. You may pick a limited number of news sites on the internet. What do you learn about gender from these media? What, especially, do you learn about women? In the course of your discussion, pay attention to the “quality” and intended audience of your chosen medium (for example, is this an elite, national newspaper such as the New York Times ?) Consider: is the sampling and approach to the news you found the only possible way that news source could have dealt with gender issues at that time? How would you explain why the news was structured as it was in your source(s)? Be sure to integrate your observations into the arguments and observations of the research literature on the mass media.

In a History of the American West seminar, Professor Susan Johnson asks students to write a brief review of the first four books they read together as a class, drawing from the discussion that takes place during those first few weeks of the semester. The papers that result are therefore closely tied to class discussion as students address specific questions that a generic paper won’t likely answer.

Review Essay Write a formal 3-4 page paper that examines and evaluates ideas about “the West” and “the frontier” in the first four books we’ve read collectively (Limerick, Taylor, White, and Cronon). You do not need to concentrate equally on each of these books. And you do not need to limit yourself to a literal reading of what these authors say about the actual terms “the West” and/or “the frontier” (indeed, only two of the authors engage in a wide-ranging discussion of the terms). Instead, you need to make a coherent argument about the intellectual conception of the West or the frontier that emerges from your reading of these four books. Is “the West” a meaningful concept that helps us to understand the historical situations described and analyzed in these books? Is “the frontier”? …These are among the kinds of questions you may want to answer in your paper. Obviously, you can’t answer all of them, and you may have questions other than these that you wish to raise. But your paper should pose a historical question and then answer it relying on the readings we’ve done in common so far.

Rob Emmett teaches an introductory English composition course on argument and ecocriticism. A primary goal of Emmett’s is to help students understand the ways that ecocritics “think and write about non-textual mediations of our environment” so that students can understand argument as it takes shape outside of the readings they do for the course. By sequencing the assignment into small, incremental steps and by asking students to conduct original research in a localized space (the Map Library), Emmett makes it difficult for students to fabricate their research.

Essay: Ecocriticism of Visual Arguments Find at least three maps of a single geographical area (e.g., the city limits of Chicago, the state of Nebraska, or Togo) from three different historical moments (i.e., each should be at least 50 years apart). Analyze the visual arguments made by these maps and consider how and why this representation changed over time. You will need to compare and contrast these images. Your thesis for this option should evaluate these historical changes in representation and possibly predict what a future map of this area will look like based on current trends in land-use or social structure. (For example, the map covering San Diego, California and Tijuana, Mexico could be redrawn in sixty years as one city-state, “Nuevo California.”) What is included and excluded from the maps at different times? Whose purposes do these exclusions or inclusions serve? Do later additions to the map represent progress? How or why? Include facsimiles of the images in your final portfolio. In addition, it is vital that you incorporate what you have learned in our study of maps and other visual representations of space, especially the arguments made in the oral debate project (forthcoming).

How does UW define plagiarism?

Plagiarism at UW falls under the umbrella of “academic misconduct.” According to chapter 14 of the University of Wisconsin System Administrative code, “Academic Misconduct Subject to Disciplinary Action; (I) Academic misconduct is an act in which a student:

• seeks to claim credit for the work or efforts of another without authorization or citation;
• uses unauthorized materials or fabricated data in any academic exercise;
• forges or falsifies academic documents or records
• intentionally impedes or damages the academic work of others;
• engages in conduct aimed at making false representation of a student’s academic performance;
• assists other students in any of these acts.” (UWS 14.03)

For further information about procedures and penalties imposed on students, instructors should be sure to visit the Dean of Students Office website at http://students.wisc.edu/doso/acadintegrity.html.

What do I do if I suspect a student has committed an act of academic misconduct?

The first thing you should do is carefully read the material from the Dean of Students. Then, we’d recommend you talk with experienced colleagues who’ve handled plagiarism cases before—especially directors of a course. Then, according to the University’s policies, you should set up an informal meeting with the student during which you share your concerns. But before you meet with a student, you need to have a clear goal and plan for what you want to accomplish during the course of the meeting. You should also imagine how the student might respond to your concerns; some students might get angry or cry in such a meeting, and others might quietly agree that they’ve handled the assignment inappropriately. Be prepared for various reactions.

In addition to consulting the university guidelines, you may wish to seek the advice of a colleague or your course coordinator. Additionally, you might consider having a colleague present at the initial meeting with the student. Use the informal meeting as an opportunity to explain your view of the problem. Then, be sure to listen and allow the student an opportunity to respond to your concern.

____________________

1 “Defining and Avoiding Plagiarism: The WPA Statement on Best Practices.”

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How to avoid plagiarism: 10 strategies for your students

Tech Wire Asia

The News Record | Olivia Romick

Explore resources designed to provide teachers and students with a formative approach to maintaining academic integrity and addressing plagiarism meaningfully when it occurs.

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The International Center for Academic Integrity (ICAI) defines academic integrity as not just avoiding dishonest practices, but rather “a commitment, even in the face of adversity, to six fundamental values: honesty, trust, fairness, respect, responsibility, and courage.” And while it might feel like enough to post these high-level tenants on the wall of a classroom and move forward, it’s wholly more valuable (and complicated) to provide actionable ways to avoid plagiarism and embody these values.

There are myriad ways to support students in and outside of the classroom. And when it comes to avoiding plagiarism, many might say instantly, “Just get a plagiarism checker!” However, genuine instruction and learning goes beyond that: a successful approach to learning needs to contain guidance on areas that surround accurate research and citation; adequate time management; definition of misconduct and support if misconduct ensues.

Below are ten specific strategies for instructors that specifically support the skills students need to not simply avoid plagiarism, but to authentically learn and grow.

• Ensure students know the difference between academic integrity and plagiarism.
• Outline and define emerging trends in academic misconduct.
• Teach students how to properly cite sources in a paper.
• Support students’ development of time management skills.
• Emphasize the value of and way to paraphrase correctly.
• Clearly outline the institution’s and course’s policy on academic misconduct and AI writing usage.
• Define the steps taken after misconduct is suspected.
• Explain the concept of authentic learning.
• Describe how authentic learning can help students avoid plagiarism.
• Consider options for a plagiarism checker and an AI detection tool.

Let’s dive into this list in more detail. In the next section, you’ll find each tip framed as a question that a student might plug into a search engine (“What’s the difference between academic integrity and plagiarism?”), followed by suggestions and resources that support the development in that topic.

What is plagiarism? What is the difference between academic integrity and plagiarism?

In the classroom, it is important to have an aligned definition of plagiarism, even if it's assumed to be common knowledge. Explicit instruction for students has a measurable impact on mitigating misconduct. So to start things off, let's define plagiarism.

To plagiarize means to “steal or pass off (the ideas or words of another) as one’s own” and/or to “use (another's production) without crediting the source.” In fact, plagiarize (and plagiarism) comes from the Latin plagiarius “kidnapper.: An integral tenant of the Western world’s concept of academic integrity involves citing the original source of information, giving appropriate credit where credit is due.

Truth be told, many consider “plagiarism” and “academic integrity” to be synonymous, when in fact, they cover different aspects of similar ideas.

In a previous Turnitin blog post , we recognize that “while plagiarism is indeed an act of academic dishonesty and academic misconduct, it isn’t the entirety of academic integrity.” In fact, academic integrity really is the commitment to live by the values listed by the ICAI (above) and plagiarism, specifically, “is a subset of academic dishonesty, and one way to violate academic integrity.”

Students, then, need to understand what plagiarism is and isn’t, as well as their school’s policies on integrity and misconduct, so that they can approach their work with gusto and honesty. Instructors benefit from communicating their policies around academic integrity not just at the start of an academic semester, but throughout the year. In addition, it is worth talking with students about forms of plagiarism, which can be seen on Turnitin’s Plagiarism Spectrum 2.0 , covering twelve different types of unoriginal work, including traditional forms of plagiarism and emerging trends. Furthermore, instructors should explicitly list resources that students can turn to in times of need (tutors, office hours, citation guidelines, etc.) so that the temptation to plagiarize is lessened even more.

When students study or publish abroad, it’s worth noting that the concept of authorship and citation is deeply rooted in Western principles. There are significant cultural differences in plagiarism that need to be considered, so educators and students alike can uphold integrity as global citizens while also respecting the cultural norms of different learning communities.

What are emerging trends in academic misconduct?

There are a variety of trends in academic misconduct out there today. From contract cheating and electronic cheating devices, to word spinners and online test-banks, there is a vast world of shortcut options. There is also concern around AI Writing tools and how they may transform the landscape of academic integrity .

Some instructors may fear that by talking about shortcut solutions, they introduce the concept of plagiarism and thereby open a door for students. The opposite is true for many educators, however, who find that by discussing shortcut solutions openly and clearly communicating their plagiarism policies, students know what is expected of them and which recommended resources to turn to in times of need.

Additionally, there has been lots of meaningful discussion around the appropriate use of AI writing tools in education. Depending on the instructor’s or institution's policy around AI tools, it is of utmost importance for a student to have an understanding around expectations concerning AI for each and every assignment. And as instructors more readily utilize AI writing detection, it’s equally important to have a context within which to interpret any particular AI writing detection score . In particular, this infographic enumerates many of the variables that educators should consider when interpreting each student's AI writing score

A meaningful first step can be Turnitin’s eBook, “Emerging trends in academic integrity” for a complete look at trends in academic misconduct. This free, downloadable guide talks about how to identify cases of misconduct and mitigate them, as well as how to deliver remote assessments with integrity, which helps institutions and instructors alike to build a strong foundation of integrity for authentic learning.

How do I cite sources in a paper?

Instructors at every grade level and in every subject should cover correct citations. Referencing others’ work creates a strong association between one writer’s thinking and the perspective of other scholars in that field. According to the University of Washington (USA): “Scholarship is a conversation and scholars use citations not only to give credit to original creators and thinkers, but also to add strength and authority to their own work. By citing their sources, scholars are placing their work in a specific context to show where they ‘fit’ within the larger conversation.”

If students understand the value of citations and how to craft them in their papers , it can lead to confidence long-term in submitting their own writing and not that of others’, illustrating their own understandings, and developing their own voice in the academic space.

How can I develop time management skills?

Time management is essential to success, not only in academia, but in life. As early as possible, students should learn time management skills so that they can organize their work, schedule time to study or research, and balance their extracurricular and academic activities. When students plan ahead, there is less likelihood that they will choose shortcut solutions for assignments because they are confident in their own approach and the time required to research and revise.

If students are struggling with time management, interventions by tutors or teachers may be helpful prior to a larger assignment or exam. Online resources, too, can be helpful; Blair Fiander, founder of Blair’s Brainiacs, offers advice on how to keep motivated while studying remotely and tips for independent study and revision .

How do I paraphrase correctly?

Paraphrasing supports learning outcomes because it requires students to analyze, summarize, interpret, and restate others’ writing. It supports and strengthens research because it brings in other ideas without interrupting the flow of writing the way a direct quote sometimes does. However, if a student doesn’t know how to paraphrase information accurately or effectively, there is a greater chance that they will unintentionally plagiarize, or even seek alternative methods, including word spinners or AI writing tools to complete an assignment.

When students can read a body of text and then put it into their own words, not only do they avoid plagiarism, they also more deeply absorb complicated concepts and enhance their own thinking. Paraphrasing can often help students to feel more confidence about research they conduct and produce. Check out Turnitin’s Paraphrasing Resource Pack , a comprehensive set of ready-to-use resources for those seeking to enhance this valuable skill.

What is my school’s policy on academic misconduct and AI writing usage?

Just as roadways function better with clearly posted speed limit signs, so too, can students complete their best, original work when they understand expectations. In addition to the syllabus and rubric, which gives students a roadmap on what is needed to complete the assignment, students also need an understanding of the honor code and how a school approaches suspected misconduct.

When a student body receives education around academic misconduct, there is a significant decrease in cases of plagiarism. A 2020 study found that after 12 semesters of academic misconduct data, there was a 37.01% reduction in instances of detected plagiarism following explicit interventions on academic misconduct ( Perkins, et al. ).

Sharing a policy can take many forms. The University of South Australia provides students with a 12-page written Academic Integrity Policy that not only defines key terms, but also outlines levels of offense and their specific consequences. Kingston University in London offers a landing page that defines academic misconduct and the university’s procedures. Instructors, furthermore, should update their honor codes for online learning environments because with the increase of online instruction during the pandemic, many universities reported an uptick in misconduct.

Institutions, as mentioned above, also need to update their academic integrity policies to include AI and ideally, clearly outline what constitutes use and misuse within the charter.

All of these steps provide clear guidelines for students who need to know how to submit high quality assignments, as well as what happens if misconduct occurs.

What happens if I’m caught plagiarizing?

If a student’s assignment has suspected plagiarism, there are several things that may happen, depending your institution’s policies:

• An escalation policy, which needs to have been communicated to the students prior to any assignments, is enacted.
• Conversations between students and instructors, which could include a deep-dive into how research was conducted, how references were cited (or not cited), as well as any examples of a student’s previous work as a comparison.
• Administration or academic panel involvement (if needed).
• Next steps, be they a rewrite, a failed grade, expulsion, or other.

Plagiarism not only tarnishes the act of learning, but it can also affect a student’s or institution’s reputation, the quality and respectability of research, and the value of a diploma. And while it’s never a pleasant experience to go through this process, sometimes simply knowing there are serious penalties for misconduct deters students from seeking shortcut solutions.

Hamilton College Reference Librarian Julia Schult says, "Plagiarism isn't a bad thing simply because it's intellectual theft—although it is that. It's a bad thing because it takes the place of and prevents learning." As such, many instructors and institutions are opting for an alternative to the zero-tolerance approach when it comes to misconduct, in order to put learning back into the equation.

There is an increased desire for restorative justice which, unlike traditional punishment, looks “to see students not only learn from their mistakes, but to simultaneously re-establish their standing and give back to the institutional community” ( ICAI 2018 ). The University of Minnesota (USA) has provided a program entitled “Academic Integrity Matters” (AIM) for students who have engaged in scholastic dishonesty and accept responsibility for violating the Student Conduct Code. Based on restorative justice principles, this program offers an opportunity for students to attend facilitated meetings with community members to reflect on the importance of academic integrity. Participants and community members discuss and agree on an educational opportunity the student will complete in order to demonstrate understanding of academic integrity and move beyond the disciplinary space.

For instructors seeking restorative justice, there is an opportunity to turn plagiarism into a teachable moment , helping students to understand why there are safeguards in place to ensure original work. Furthermore, if students feel like they can fail safely , often risks are mitigated because they know that even if they make mistakes, they can rewrite, relearn, and rebuild trust to make it better in the future.

What is authentic learning?

Avoiding plagiarism is about prioritizing learning and its process above the end result. While explicit instruction and academic policies fortify academic integrity, it’s also important to nurture intrinsic motivation for learning. What is one way to help foster such intrinsic motivation in students? Authentic learning is one option.

Julia Hayden Galindo, Ed.D., from the Harvard Graduate School of Education , describes authentic learning as ”learning activities that are either carried out in real-world contexts, or have transfer to a real-world setting.” She goes on to say:

“Authentic learning tasks capture students’ attention and raise their motivation to learn because they touch on issues that are directly relevant to students’ present lives or future careers. The instructor’s role, in this mode of teaching, is to help students to make connections between their own ways of making sense of the material and the established cultural frameworks of the discipline” ( Stein et al., 2004 ).

Rooted in constructivist theory, authentic learning insists that actively engaging with problems and materials constitutes the best way to learn ( Mayo, 2010 ). As John Dewey said, “[E]ducation is not an affair of ‘telling’ and being told, but an active and constructive process” (Dewey, as cited in Mayo, 2010, p. 36). Stein, Issacs, & Andrews emphasize that authentic learning activities should have both personal and cultural relevance ( 2004 ). And as often as possible, instructors should merely be facilitators of learning, providing an environment for learning where students themselves lead the charge and engage with topics, wrestle with new ideas, engage in discussions with each other, and ultimately, dive into material that is meaningful to them on their own terms.

How does authentic learning help students avoid plagiarism?

At its core, authentic learning fosters intrinsic motivation. Instead of being driven by fear, by a higher grade, or even by approval of others, students instead work hard for themselves. They have an internal desire to try something new, make mistakes, acquire a skill, and increase their knowledge. And because it comes from within, they are less likely to seek shortcut solutions that would hinder or taint their genuine learning. If educators can foster in students such a desire to learn for its own merits, then even when under pressure or facing a deadline, a student will still seek to complete their own, original work.

• Using examples so students know how the material can be of use. Providing meaningful reasons for learning activities.
• Providing constructive feedback early and often to help students understand next steps in their learning journey, which includes positive feedback.
• Giving students control over their learning. Giving them opportunities to choose their own topics or reading lists and provide a variety of assessment formats , so they have control over how they demonstrate their understanding.

As James Lang put it in his book, Cheating Lessons: Learning from Academic Dishonesty , educators should strive to inspire students “with appeals to the intrinsic joy or beauty of the task itself.” If educators nurture an environment that feels authentic, safe, and inspiring, with clear expectations and high standards for original work, research shows that cases of misconduct are low and the caliber of learning high ( Lang, 2013 ).

How can a plagiarism checker help me?

In an academic space where students and instructors alike are seeking to avoid plagiarism and promote original thought, this question is prominent. However, it is a question that should be asked in tandem with all of the questions above, as one element of a multi-faceted approach to academic integrity. Plagiarism checkers like Turnitin Feedback Studio act as a backstop solution to academic misconduct if all of the above methods should fail.

A tool like Turnitin Feedback Studio is beneficial because it utilizes a massive database of content to determine if there are similarities between a student’s work and writing that has already been published. If instructors opt for multiple submissions , then a student can receive up to three Similarity Reports before the due date to get feedback on their writing and improve it before submitting.

Utilizing tools like Draft Coach in the writing process also upholds integrity; with Draft Coach, students can receive immediate feedback, not just on similarity, but on citations and grammar as well. From there, students can revise their writing accordingly, which not only encourages real-time learning, but also equates to real time saved by teachers grading papers on the back end.

And within Turnitin Originality, there is an AI detection feature to help educators identify when AI writing tools such as ChatGPT have been used in students’ submissions, offering insights to inform next steps.

And while choosing a plagiarism checker is helpful in a variety of ways, it is important to note that Turnitin does not detect plagiarism . Our tools, in fact, detect similarity and offer insights to support instructors and administrators making their own informed decisions about student work.

In sum: Strategies for students to avoid plagiarism

In the end, avoiding plagiarism goes beyond having a tool to check for similarity. It is a robust, holistic approach that includes foundational instruction around citations and paraphrasing; a culturally responsive curriculum that clearly defines misconduct and policies in that community; the prioritization of student wellbeing to ensure that students feel seen in the classroom .

Students, instructors, and administrators can work together to utilize these strategies and establish a culture of academic integrity where authentic learning is the goal and high-quality, original work is seen daily.

• Academic integrity

Plagiarism, collusion and other examples of misconduct

Presenting work or ideas that are not your own for assessment is plagiarism. Failing to properly acknowledge where the work or idea came from is dishonest and unacceptable. This applies to all written documents, interpretations, computer software, designs, music, sounds, images, photographs, and ideas that were created by someone else.

• For the purposes of this Regulation a student engages in plagiarism if the student uses another person’s work as though it is the student’s own work.
• When writing a computer program and presenting it as owned by the student, incorporates the coding of a computer program written by another person
• Uses work from any source other than the student’s own work, including a book, journal, newspaper article, set of lecture notes, current or past student’s work or any other person’s work
• Uses a musical composition, audio, visual, design, graphic or photographic work created by another person
• Uses an object created by another person, including an artefact, costume or model.
• Without limiting sub-section (1), it is plagiarism if a student produces and submits or presents as the student’s own independent work an assessment item which has been prepared in conjunction with another person.

Some of the most common forms of plagiarism involve failing to appropriately acknowledge the source or ownership of particular words or ideas. Even if accidental, this still constitutes plagiarism and therefore academic misconduct. Below are some examples of plagiarism.

• Verbatim copying
• Direct copying
• Uncited quote.

This is copying directly from paragraphs, sentences, a single sentence or significant parts of a sentence without acknowledging the source. This is plagiarism.

See example

Where the key points and structure of another person's work have been used as a scaffold (framework) for your own work, without acknowledging the source. This is plagiarism.

This is sometimes called self-plagiarism or multiple submission. You cannot re-use work that you have submitted for assessment in any course at any university. Copying from your own work is the same as copying from someone else's work.

Inadequate paraphrasing

This happens when you try to explain another author's ideas in your own words, but your wording remains too close to the original text. This is poor scholarship and amounts to plagiarism.

This is when you paraphrase another person's work but do not acknowledge the source. This is plagiarism.

When you cite a source correctly but misrepresent what that source claimed. You may have not understood the original source and have inadvertently misrepresented the author's ideas. This is poor scholarship. Alternatively, you may have deliberately taken the words or ideas of an author out of context to support your argument. This is falsification and could constitute academic misconduct.

Collusion involves unpermitted or illegitimate cooperation between more than one student to complete work that is then submitted for assessment.

Students are encouraged to engage in discussion and debate of subject content, but any work submitted for assessment must be the student’s own.

Researching, discussing, and sharing ideas is fine, but do not write your assessments with other students. This is different from group assessment work where students are instructed to work together, and the work is assessed as a group effort. Collusion in producing individual work for assessment is academic misconduct.

You should not:

• Provide work for another student to submit as part of their own assessment
• Use the work of another student as your own for assessment
• Co-write or share the background information that you will use in your assessable work.

Working collaboratively with other students when you have been instructed by the University to do so for group assessment is fine.

Angie, Benny, and Dominic are taking a quantitative analysis subject. They each have to write up a quantitative results section from a set of results they have been given. They have all done their research and reading alone and are meeting at the library to write up the results section together. They feel this is okay because the formal structure of writing up quantitative results means their work should look almost the same anyway.

This is collusion and constitutes academic misconduct.

Jay, Amy, Simon, and Francine are taking a subject in Organisational Behaviour. The individual assignment is quite complex, requiring them to research five different theories and they only have two weeks to get it done. The group of friends agrees to divide up the work to save time. Jay works on two of the smaller theories, and the others work on one theory each. They each prepare a well-researched summary of their theory, and then share the summaries among the others. Then they each write their own assignment alone.

This is collusion and constitutes academic misconduct. Each student should do all of their own research and not use any work done by another student.

Other examples of academic misconduct

Social media.

Using the internet or social media as a platform for inappropriately sharing information is academic misconduct. Even if you don't know, or have no contact with, the people providing or accessing this information, the sharing of resources online and via social media platforms is also subject to the regulations regarding plagiarism and collusion. This includes any sharing of information via a website, app, or other electronic platform that is owned, operated, administered, or hosted by the student, or otherwise within the student's control.

Some examples of this type of academic misconduct are outlined below.

Jillian is a third year Commerce student sitting her final exam for a Marketing subject. She memorises the short answer questions and posts them privately on a social media site as a future resource for her friends who are still in second-year.

Jillian is deliberately helping her friends gain an unfair advantage. This is academic misconduct by both Jillian and any of her friends who use this material.

Yifan is in the first year of the MD program. A friend gave him a USB drive that contains a collection of past exam papers from MD1. Yifan isn't sure if these were past practice exams, questions recalled by students after sitting exams, or if they are actual exam papers that were dishonestly obtained. He is aware that many of his friends have also acquired this resource but feels uncomfortable that it is not available to the whole student cohort, giving some students an unfair advantage. Yifan is considering posting these exam papers into a Google Doc so that it can be shared with all the MD1 students.

If he posts them, Yifan is deliberately aiding other students to cheat, including students he may not know. This is academic misconduct. Even though his motivation might seem honourable, because he was hoping to create fairness across the student cohort, in fact Yifan is enabling all the students to subvert the integrity of the assessment task. This is why it amounts to academic misconduct. What Yifan should have done is advise his lecturer of his concerns, so the lecturer can work out an appropriate response that is fair to the whole student cohort and guarantees the integrity of the regime. This might include designing a new assessment task.

Huong is writing an essay for her philosophy class. A friend showed her a website that has several essays from students who took this class in previous years. While the case study for the essay is slightly different, the underlying theory and concepts are the same. Huong found this resource to be very helpful when writing her essay. In fact, with some sections she only had to alter the names in the case study and use the wording of the online essay. She is now going to upload her own essay to the site as a public resource for any other students who may take that class in future.

Huong has plagiarised from the online essay. This is academic misconduct.

By uploading her own essay, she is aiding other students to gain an unfair advantage. This is academic misconduct for both Huong and any student who uses this material.

Linda, Paula, Jason, and Eduardo are friends all taking a Criminal Law subject. They have a take-home exam to complete on Wednesday night. The exam is hosted on the University Learning Management System requiring them to log in and authenticate their exam answers. The group of friends has agreed to all log in to an online chat forum so they can discuss the questions together.

This is collusion. It violates the rules; it is an example of academic misconduct.

Over reliance on a source

When a large proportion of your work is based on a single source or author, it may be that you have not read widely enough or considered other viewpoints on the topic. This is poor scholarship.

Cheating in exams

Cheating in an exam, either by copying from other students or by using unauthorised notes or aids, or deliberately attempting to subvert the testing procedure in any way in an attempt to gain an advantage is academic misconduct.

Contract cheating, ghost writing and artificial intelligence software

Ghost writing and artificial intelligence software:

Having someone else knowingly write or produce any work (paid or unpaid) that you submit for your assessment is deliberate cheating and is considered to be academic misconduct.

Only submit work that is entirely your own original work. It should be supported by sources and evidence that have been cited appropriately.

Writing or producing any work for another student to submit as their original work is deliberate academic misconduct.

Do not write or produce any work (paid or unpaid) for another person for them to submit for their assessment.

Be careful about who you share your work with. You can’t know if another student intends to copy your work.

Using artificial intelligence software such as ChatGPT or QuillBot to generate material for assessment and representing this as your own ideas, research or analysis is not submitting your own work. Knowingly submitting work for assessment that has been produced by a third party, including artificial intelligence technologies, is deliberate cheating and is academic misconduct.

Any use of artificial intelligence technologies to generate material used to prepare for assessment submission must be appropriately acknowledged in accordance with the Assessments and Results Policy (MPF1326) .

Find out more

Read the University's advice for students regarding:

• Turnitin and AI writing detection
• Translation and editing tools .

The below video presents an example of students using answers for an assessment that they sourced online.

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Is It Plagiarism or Collaboration?

Please try again

By Jennifer Carey

It’s an open secret in the education community. As we go about integrating technology into our schools, we are increasing the risk and potential for plagiarism in our tradition-minded classrooms.

In fact, a recent PEW research study found that while educators find technology beneficial in teaching writing skills, they feel it has also led to a direct increase in rates of plagiarism and infringement of intellectual property rights. In my recent article about using Google Drive as a system for students to write and submit work, many of the readers who commented expressed their concern that students would use such a tool to “peek” at their peers’ work and perhaps use it for “inspiration.”

These concerns lead us to an interesting discussion about collaboration and plagiarism in the classroom. It's true that tools such as blogging , social media , Google Drive , and DropBox (among others) allow for faster and easier communication and collaboration – skill sets that many educators and business leaders have identified as valuable and important today. But when does collaboration cross the line into plagiarism, out in the digital frontier of education?

In the balance, does plagiarism make these tools more problematic than they are useful?

An Interesting Dilemma

We want students to do “group work,” to collaborate, and to discuss. However, we have very specific realms in which we want this to happen: the group assignment, the in-class discussion, studying for exams, etc. At the same time, many of us want to put up barriers and halt any collaboration at other times (during assessments, for example). When collaboration takes place during assessment, we deem it plagiarism or cheating, and technology is often identified as the instrument that tempts students into such behavior.

This leads to a broader and more provocative question. Should we ever stymie collaboration among our students? We live in a collaborative world. It is rare in a job, let alone life, that individuals work in complete isolation – with lack of assistance or contributions from anyone else. Perhaps as educators, it’s time to reassess how we want students to work.

Instead of fighting a losing battle (as my grandmother would put it – “You can’t nail jello to a wall!”) by trying to ban any type of interaction with students online, what if we incorporated collaboration into our lessons and our assessments?

Transforming “Cheating” Into Collaboration?

While students should not be copying and pasting somebody else’s content, at the same time it’s engaging and fruitful for them to be able to discuss assignments and enlist assistance from their peers across the board. For example, students who are working on a research essay on topics that they've chosen, can share their work with their peers, looking for feedback, input, or guidance. This is not cheating, rather it is collaboration. It should be open and above board – transparent – but this is exactly how they should grow as learners.

Using tools like Google Drive, students can more easily collaborate across distances and with conflicting schedules. Better yet, teacher can see their collaborative efforts using the “revision history” function of Google Drive (Go to File → See Revision History), and can track not only quality, but quantity. (See the post on Google Docs and research .)

We have all heard students complain that a member of the group has “contributed nothing.” Now, there's a method to verify. While student A may have contributed fewer comments or changes, those contributions may have been especially meaningful and balanced. Likewise, if student B has never logged into the system, the teacher knows this well before the project is complete and can follow up and discuss with that student the necessities of participation.

But What About the Test?

Outside of project work or written papers, we still have the formal quiz and test assessment. Many of us are required to do testing in our classes (in the form of mid-terms or finals). This does not mean that the anti-collaboration walls must go up.

Now, we ask students not to discuss test questions or we guard them in the fear that those questions will leak out via cellphone snapshots — or that a student might Google the answer. Perhaps it’s time to reassess how we write our exams. If you can Google the answer, how good is the question?

Do we want students to simply memorize and regurgitate information? Is this the type of learning that we value in the 21st century? Or do we want them to think, assess, reason, and verbalize (vocally or in written form) their processes and ideas? I would argue that the latter is better not only in assessment but in overall skills.

A student may produce an entirely wrong answer, but if how they got there was through logic, reasonable assumption, educated guessing (not just plain old “guessing”) – and they were effective in communicating that process – then there is evidence of learning that I can take into account. I’m not left to figure out what they DID know from a T/F or multi-choice “wrong” answer.

Perhaps instead of focusing our concerns on technology as a wonderful aid to plagiarizers, we should focus on its ability to foster creativity and collaboration, and then ask ourselves (we are the clever adults here) how we can incorporate those elements into our formalized assessments.

Unfortunately, yes, there will always be those students who want to cut corners, find the easy way, and cheat to get out of having to do the hard work. (See my post on combating plagiarism .) But a significant majority of students are inherently inquisitive: they want to learn and do better by engaging and thinking, not memorizing and fact checking. It’s up to us to appeal to that inquisitiveness.

The reality is that rote memorization is largely becoming obsolete and not a reflection of the needs we have in our citizens or our workforce. Instead, we need to get busy fostering creative and developmental skills that will allow them to achieve through their skills as collaborators and creative makers and shapers of information and ideas.

This is the power of the new technologies that are populating the digital frontier of education.

Jennifer Carey is Director of Academic Technology at the Ransom Everglades School in Coconut Grove, Florida.  This post originally appeared on Powerful Learning Blog .

Types of plagiarism

Academic integrity.

This page introduces the concepts of good and bad academic practice or academic integrity.

Good academic practice is about adopting strategies and behaviour that allow you to   complete your university studies independently and honestly, and writing assignments in an appropriate academic style. It will also get you better marks!

Bad academic practice includes dishonesty, cheating and plagiarism and also work that is badly prepared and rushed.  The rest of this page shows examples of bad academic practice and how to avoid it.

Direct copying

This sort of plagiarism is taking the exact words somebody else wrote, (in a website, a book, another student's work, or any other source) and putting that into your assignment, without pointing out that you are using someone else's words.

Word-switching

This sort of plagiarism means taking someone else's writing and changing words here and there, or taking little bits of sentences, without pointing out that you are using someone else's ideas and sentence structure.

Working with other students

You must always do your assignments yourself. So:

• Copying another student's work is plagiarism.
• Submitting all or part of another student's work as your own is plagiarism.
• Sharing written work is plagiarism.
• Paying somebody to do your work for you is plagiarism.
• In an  individual  assignment, writing the assignment with other people is plagiarism. (Group assignments are different!).
• If you need help with English language, you should go to official University sources such as the Academic Skills Advice service or the Language Centre, rather than asking friends for help.
• Asking another student to translate your ideas into English, or getting their help to write your assignment is plagiarism.

Unless you are told to work in a group, you must work alone. If you want to talk to your friends about the work, do it before you start writing. The work you submit must be your own!

It is acceptable to:

• Discuss work with other students.
• Get advice on information sources from other students.
• Work in a group when told to do so by your lecturer.

Concealing sources

Not making it obvious where you are drawing on somebody else's work will be regarded as plagiarism. This includes:

• Taking somebody else's ideas and putting them into your words without telling us where you got the ideas.
• Using a source several times, but only pointing it out once.

If you use ideas from the same source several times in a piece of work, you should place a citation each time you use the source.

Buying assignments

Buying your assignment is the most severe form of plagiarism. If you are found to have purchased your assignment, you will usually be excluded from the University.

For more details on the penalties for buying assignments, consult the  Breaches of Assessment Regulations: Academic Misconduct document.

Re-using your previous work

Re-using work from a previous assignment without making it clear what you are doing deceives the lecturer who is marking this piece of work, and is regarded as plagiarism. If you re-submit all or part of a previous piece of work it is poor academic practice as you are trying to get two sets of marks for one piece of work. You will not be set an identical assignment twice – even if the title looks similar you are expected to develop your ideas and arguments rather than simply cutting and pasting previous work

You can re-use previous work in the following ways:

• Using results from a previous assignment and referencing them as you would any other source.
• Re-reading and re-interpreting sources used on a previous assignment.
• Building on ideas from a previous assignment.

You should NOT cut and paste large parts of a previous assignment into a new one.

Sometimes you are told to re-use work for different assignments. For example, you might:

• Have an assignment where you write an essay plan, then another assignment where you write the full essay.
• Have an assignment where you write a literature review, then another assignment where you write a dissertation that includes the review.

This is acceptable because the lecturer knows that you are doing it.

Re-using your previous work Re-using work from a previous assessed assignment deceives the lecturer who is marking this piece of work, and is regarded as plagiarism. It is poor academic practice, if you re-submit all or part of a previous piece of work, as you are trying to get two sets of marks for one piece of work. You will not be set an identical assignment twice – even if the title looks similar you are expected to develop your ideas and arguments rather than simply cutting and pasting previous work. You can re-use previous research and thinking in the following ways:

• Using results from a previous assignment, citing and referencing them as you would any other source;
• re-reading and re-interpreting sources located for a previous assignment; or
• building on ideas that you originally developed for a previous assignment, without copying your text from the previous assignment.

You should NOT cut and paste parts of a previous assignment into a new one. Sometimes you are told to re-use work for different assignments. For example, you might:

• have an assignment where you write an essay plan, then another assignment where you write the full essay, or
• have an assignment where you write a literature review, then another assignment where you write a dissertation that includes the review.

This is allowed, because it is deliberately designed into your course and the lecturer knows that you are doing it. However, you should always check that earlier work is re-usable before completing your assignments.

Plagiarism is the act of presenting the words, ideas, or images of another as your own; it denies authors or creators of content the credit they are due. Whether deliberate or unintentional, plagiarism violates ethical standards in scholarship ( see APA Ethics Code Standard 8.11, Plagiarism ).

Writers who plagiarize disrespect the efforts of original authors by failing to acknowledge their contributions, stifle further research by preventing readers from tracing ideas back to their original sources, and unfairly disregard those who exerted the effort to complete their own work.

To avoid plagiarism, provide appropriate credit to your sources by adding author–date in-text citations for direct quotations and ideas (e.g., credit the originators of theories). If you model a study after one conducted by someone else, give credit to the author of the original study.

If you wish to reprint or adapt tables, figures, and images or to reprint long quotations or commercially copyrighted test items, you must provide more comprehensive credit in the form of a copyright attribution and may need permission from the copyright holder to use the materials. Even images from the internet that are free or licensed in the Creative Commons need a copyright attribution if you are reproducing them in your paper. For more information about copyright and permissions, see Sections 12.14–12.18 of the Publication Manual (7th ed.).

Plagiarism and self-plagiarism are covered in the seventh edition APA Style manuals in the Publication Manual Sections 8.2 to 8.3 and the Concise Guide Sections 8.2 to 8.3

Related handout

• Avoiding Plagiarism Guide (PDF, 144KB)

What specifically “counts” as plagiarism?

Although many cases of plagiarism are straightforward (e.g., passages of text copied from another source without attribution), other cases are more challenging to evaluate. Usually, using incorrect citations (e.g., misspelling an author’s name, forgetting or mistyping an element in a reference list entry, or citing a source in the text that does not have a corresponding reference list entry) is not considered plagiarism if the error is minor and attributable to an editorial oversight rather than an intentional attempt to steal someone’s ideas. However, such errors may still result in deductions on an academic assignment or a request for revision of a manuscript submitted for publication.

Publishers and educators may use plagiarism-checking software (e.g., iThenticate, Turnitin) to identify cases in which entire papers have been copied, passages of specified lengths match, or a few words have been changed but content is largely the same ( the latter is known as patchwriting ).

Self-plagiarism

Self-plagiarism is the presentation of your own previously published work as original; like plagiarism, self-plagiarism is unethical. Self-plagiarism deceives readers by making it appear that more information is available on a topic than really exists. It gives the impression that findings are more replicable than is the case or that particular conclusions are more strongly supported than is warranted by the evidence. It may lead to copyright violations if you publish the same work with multiple publishers (sometimes called duplicate publication ).

What specifically “counts” as self-plagiarism?

Some institutions may consider it self-plagiarism if a student submits a paper written for one class to complete an assignment for another class without permission from the current instructor. Using the same paper in multiple classes may violate the academic integrity policy, honor code, or ethics code of the university.

However, incorporating previous classwork into one’s thesis or dissertation and building on one’s own existing writing may be permissible; students who wish to do this should discuss their ideas with their instructor or advisor and follow their university’s honor code, ethics code, or academic policies when reusing their previous work.

In specific circumstances, authors may wish to duplicate their previously used words without quotation marks or citation (e.g., in describing the details of an instrument or an analytic approach), feeling that extensive self-referencing is undesirable or awkward and that rewording may lead to inaccuracies. When the duplicated material is limited in scope, this approach is permissible.

General guidelines for using an acceptable amount of duplicated material are in the Publication Manual in Sections 1.16 and 8.3.

An exception to the prohibition against self-plagiarism is publishing a work of limited circulation in a venue of wider circulation. For example, authors may publish their doctoral dissertation or master’s thesis in whole or in part in one or more journal articles. In such cases, authors would not cite their dissertation or thesis in the article text but rather acknowledge in the author note that the work was based on their dissertation or thesis.

Similarly, an article based on research the authors described in an abstract published in a conference program or proceeding does not usually constitute duplicate publication. The author should acknowledge previous presentation of the research in the article’s author note.

Seek clarification from your journal editor or course instructor if you are concerned about duplicate publication or self-plagiarism.

Using Plagiarism Detection Software: Guidelines for Faculty

The following guidelines were developed by the Office of the University Registrar and UW-IT in consultation with the Faculty Council on Academic Standards and the Faculty Council on Teaching and Learning. Following these guidelines ensures that faculty practice is in compliance with university policy and Family Educational Rights and Privacy Act (FERPA) requirements to protect student privacy. To learn about pedagogical strategies and resources for preventing plagiarism, see the UW Libraries Plagiarism Prevention pages.

Notice to Students

Faculty must notify their students in advance that they may be using a plagiarism detection service. The notice below would serve this purpose when placed in the syllabus. Faculty must also verbally inform students of the service during the first class meeting.

Notice : The University has a license agreement with SimCheck, an educational tool that helps prevent or identify plagiarism from Internet resources. Your instructor may use the service in this class by requiring that assignments are submitted electronically to be checked by SimCheck. The SimCheck Report will indicate the amount of original text in your work and whether all material that you quoted, paraphrased, summarized, or used from another source is appropriately referenced.

Student agreement

When SimCheck is turned on for an assignment, students will be required to check a box confirming that their work is original before they can submit.

Retention or Removal of Student Work

If students or instructors submit all or part of an assignment to the SimCheck service, the assignment will be checked to see if there is any match between the work and other material stored in the SimCheck database.  If a student objects to long-term storage of their work in the SimCheck database, that student must let the instructor know no later than the first week after the start of the class.

Students have two options regarding their assignments being stored in the SimCheck database:

• If students do nothing, then the assignment will be stored in the database for the duration of UW’s contract with SimCheck.
• If the student requests, SimCheck will store the assignment only for the duration of the quarter. Once the class is over, the assignment will be deleted from the database. Students should email a request to [email protected] . The request must include the paper specifics, such as class name, assignment title, student name, and the URL for the paper. The campus administrator will forward the request to SimCheck support.

Student Privacy

Student papers are protected by FERPA, as they are educational records that contain personally identifiable information.  SimCheck stores and protects confidential and personally identifiable information with appropriate measures.

Group Assignments

In the case of a group assignment, Canvas enables one student to submit the paper on behalf of the entire group; the student submitting the paper accepts the plagiarism review on behalf of the group. If any student in the group is unwilling to have the paper submitted for evaluation by SimCheck, then the instructor should facilitate submission of the group’s work via other means. If one member of the group requests that the paper be removed from the SimCheck repository, it can be removed, even if a different student submitted the paper.

Interpreting Originality Reports

When a paper is evaluated, SimCheck provides reports which tell you that text in the evaluated project or paper is similar to or identical to text SimCheck has in its database. It is up to the instructor to whether the parts identified by the report that are similar or identical are actually plagiarized text. Note that all matches are shown, even those where students cited properly.

Similarly, if a paper is reported as “original” by SimCheck, that is not necessarily airtight evidence that the paper is original. Instead, it may mean that the student plagiarized from a work that is not available in the SimCheck database. If a faculty member has a concern, and strongly suspects plagiarism, it is best to check further and/or check the student’s paper references in addition to digital sources. No database is entirely comprehensive and many sources are not digitally available. Therefore, plagiarism can occur and be undetectable by services such as SimCheck.

Suspected Plagiarism

In a case of suspected plagiarism, faculty should refer to the Academic Conduct information in the University’s Faculty Resource on Grading ( http://depts.washington.edu/grading/conduct/index.html ) and proceed accordingly.

Faculty who need assistance with SimCheck can contact the vendor directly at  [email protected] . or can contact UW-IT by emailing [email protected] .

Use of Other Services in Evaluating Student Plagiarism

The UW has a contractual relationship with SimCheck that guards student privacy, as guaranteed under FERPA, and intellectual property rights. Instructors may not submit papers prepared by UW students to other Internet services to evaluate plagiarism.  Plagiarism detection should be conducted only through services that have an approved contractual relationship with the UW.

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Coursera Launches AI Plagiarism Detector

Institutional interest prompted the creation of the new AI tools even as debate rages over AI verification.

By  Lauren Coffey

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Coursera is the latest to launch a tool for detecting the use of AI in student work.

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Coursera will offer a slate of generative AI tools in the coming months, including features that bring the online course provider into the contentious world of detecting whether students have used artificial intelligence in their work.

Coursera president and CEO Jeff Maggioncalda told Inside Higher Ed that the new expansion will focus on academic integrity and grading features.

“AI is becoming capable enough to start doing things that we would always do at the highest levels of quality, but you want it to be scalable,” he said. “This is a new way of doing things, but it’s not a new approach.”

The new tools will build on the Coursera for Campus suite of offerings launched in late 2019, the company announced Tuesday .It won’t say you cheated or didn’t cheat but will help a professor understand if it looks like you might have cheatedIt won’t say you cheated or didn’t cheat but will help a professor understand if it looks like you might have cheated.

Coursera did not provide a timeline for the rollout beyond “coming months,” but noted it has been conducting several pilot projects with the new AI tools across the globe, including at University of Michigan School of Public Health, Van Lang University and FPT University in Vietnam and Alliance University and Woxsen University in India.

The announcement comes on the heels of several contentious conversations in academia in the last year about the efficacy and ethics of using AI tools to detect plagiarism.

Turnitin, among the most well known in this space, launched its AI-detection tool in April 2023. While some institutions use the program, others have denounced it. Several, including Vanderbilt University , said they would be turning off Turnitin’s detection tool.

Coursera said its new tool does not “use AI to track AI.”

The tool ’s AI bot asks students five questions about choices they made while completing an assignment. Depending on the answers, the bot may ask five more questions. It then sends the answers to the instructor.

Maggioncalda said the tool tracks the thought process behind an assignment or essay.

“It won’t say you cheated or didn’t cheat but will help a professor understand if it looks like you might have cheated,” he said.

Stephanie Fiore, associate vice provost at Temple University, said this approach is a step in the right direction instead of outright accusing students, but these situations would still be better handled between a student and faculty member.

“It’s leading with the assumption we need to be ‘catching’ students at cheating and giving a technological solution,” said Fiore, who also serves as Temple’s senior director of the Center for Advancement of Teaching.

A look at one of the Coursera features, allowing faculty to create a bank of questions students can utilize for studying.

AI Trends in Online Course Space

Phil Hill, a market analyst and ed-tech consultant with Phil Hill and Associates, said Coursera’s announcement left more questions than answers and called the entire rollout “poorly thought out.”

“I think they have been very strategic in the past—they do OPM work, consumer, enterprise, all organized around the same theme of synchronous online courses,” Hill said. “They’ve made a lot of smart moves in the past and this feels different to me, because it’s not clear what they’re trying to do or why they’re trying to do it.”

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Coursera is far from the first online program manager, better known as OPMs, to deploy generative AI.

EdX, which was acquired by fellow OPM 2U, began offering AI solutions in 2023 with edX Xpert, a learning assistant on edX’s platform. EdX also offered an edX plugin for ChatGPT.

Khan Academy has a long history with AI, working closely with OpenAI—the parent company of ChatGPT. Khan Academy founder Sal Khan served as a poster child for ChatGPT’s newest version, GPT-4o, helping to show off the technology ’s one-on-one tutoring capabilities.

And LinkedIn Learning, a rising player in the OPM space, launched a chatbot in October 2023 to answer learner questions in real time.

Hill said he believes Coursera’s latest announcement is riding that wave of AI use.

“There is already a race to embed AI into products; Coursera is planting their flag,” Hill said. “That could be their strategy. So many companies say, ‘We're doing AI,’ and sometimes they’re getting ahead of themselves.”

In addition to the AI plagiarism detector, Coursera also announced AI tools for assisted grading, quiz prep, prior learning recaps, work reviews with an AI coach and oral exams with a coach bot.

The former SAT administrator and owner of the GRE offered buyouts to most of its U.S.

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Prevent plagiarism, run a free plagiarism check.

• Knowledge Base
• Consequences of Mild, Moderate & Severe Plagiarism

Consequences of Mild, Moderate & Severe Plagiarism

Published on October 18, 2021 by Tegan George . Revised on May 30, 2024.

If you use someone else’s words or ideas without properly crediting them, you could be committing plagiarism . The consequences of plagiarism vary based on the severity of the offense.

Plagiarism can also have serious consequences in high school and during the college application process . Many high schools use plagiarism checkers and treat plagiarism the same way colleges do, and admissions officers will typically disregard your application if they find you’ve plagiarized any part of it.

Table of contents

What colleges say about the consequences of plagiarism, why is plagiarism so serious, frequently asked questions about plagiarism.

Plagiarism in college has serious consequences, even when committed by accident. You can usually find the details of your institution’s plagiarism policy and examples of plagiarism in your code of conduct. If you’re unsure about the specifics, ask your instructor.

Some examples from different institutions are shown below.

• American University
• Cerro Coso Community College

“Academic Integrity Code violations are treated very seriously. The misperceived short-term gain from these acts is not worth the long-term consequences of the penalty.

“Sanctions for code violations include loss of credit for the assignment, a failing grade for the course, a permanent notation on the transcript, and dismissal from the university. Second offenses will result in suspension or dismissal from the university.”

Source: American University

“While it is recognized that scholarly work often involves reference to the ideas, data and conclusions of other scholars, intellectual honesty requires that such references be explicitly and clearly noted. Plagiarism is a serious academic offence.”

Source: University of Calgary

“If you are found responsible for academic misconduct, appropriate grade penalties for the infraction will be at the discretion of the instructor in accordance to the syllabus or the course/department policy, if applicable. Grade penalties can range from a grade reduction on the assessment to failure of the course.

In addition, you may also be assigned college sanctions by the Office of Student Academic Affairs.   Most first-time offenses of academic misconduct result in a college-level sanction of disciplinary probation.  

Source: University of Michigan

“An instructor who determines that a student has cheated or plagiarized has a range of many options, which may be as severe as giving the student a failing grade for the course. Furthermore, the student may face other penalties as stated in the college’s Student Conduct Policy. Finally, it must be understood that a student who knowingly aids in another student’s cheating e.g., permitting the other student to copy a paper or examination question, is as guilty as the other of the offense.”

Source: Cerro Coso Community College

Prevent plagiarism. Run a free check.

You might wonder why universities and other organizations impose such serious consequences for plagiarism, even when it’s accidental.

Plagiarism amounts to theft, and there are good reasons for institutions (and for you!) to take it seriously. Plagiarism:

• Is dishonest : When done deliberately, plagiarism indicates that the person responsible is not honest about their work, which is a problem in any context.
• Harms the person you’re plagiarizing: It’s easy to see why you wouldn’t want your writing stolen and passed off as someone else’s—especially in publishing.
• Hinders the learning process: If you’re stealing words and ideas from others, your own creativity is not being tested, and you’re not learning.
• Obscures the sources of ideas: All academic writing builds on the ideas of others, and it’s important that the reader can clearly trace where those ideas came from.
• Results in bad writing: Whatever the quality of the text(s) you’re plagiarizing, a paper made up of a patchwork of different unacknowledged sources is usually a mess.

The consequences of plagiarism vary depending on the type of plagiarism and the context in which it occurs. For example, submitting a whole paper by someone else will have the most severe consequences, while accidental citation errors are considered less serious.

If you’re a student, then you might fail the course, be suspended or expelled, or be obligated to attend a workshop on plagiarism. It depends on whether it’s your first offense or you’ve done it before.

As an academic or professional, plagiarizing seriously damages your reputation. You might also lose your research funding or your job, and you could even face legal consequences for copyright infringement.

Plagiarism has serious consequences , and can indeed be illegal in certain scenarios.

While most of the time plagiarism in an undergraduate setting is not illegal, plagiarism or self-plagiarism in a professional academic setting can lead to legal action, including copyright infringement and fraud. Many scholarly journals do not allow you to submit the same work to more than one journal, and if you do not credit a co-author, you could be legally defrauding them.

Even if you aren’t breaking the law, plagiarism can seriously impact your academic career. While the exact consequences of plagiarism vary by institution and severity, common consequences include: a lower grade, automatically failing a course, academic suspension or probation, or even expulsion.

Plagiarism is a form of theft, since it involves taking the words and ideas of others and passing them off as your own. As such, it’s academically dishonest and can have serious consequences .

Plagiarism also hinders the learning process, obscuring the sources of your ideas and usually resulting in bad writing. Even if you could get away with it, plagiarism harms your own learning.

Accidental plagiarism is one of the most common examples of plagiarism . Perhaps you forgot to cite a source, or paraphrased something a bit too closely. Maybe you can’t remember where you got an idea from, and aren’t totally sure if it’s original or not.

These all count as plagiarism, even though you didn’t do it on purpose. When in doubt, make sure you’re citing your sources . Also consider running your work through a plagiarism checker tool prior to submission, which work by using advanced database software to scan for matches between your text and existing texts.

Scribbr’s Plagiarism Checker takes less than 10 minutes and can help you turn in your paper with confidence.

Self-plagiarism means recycling work that you’ve previously published or submitted as an assignment. It’s considered academic dishonesty to present something as brand new when you’ve already gotten credit and perhaps feedback for it in the past.

If you want to refer to ideas or data from previous work, be sure to cite yourself.

If you’re concerned that you may have self-plagiarized, Scribbr’s Self-Plagiarism Checker can help you turn in your paper with confidence. It compares your work to unpublished or private documents that you upload, so you can rest assured that you haven’t unintentionally plagiarized.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

George, T. (2024, May 30). Consequences of Mild, Moderate & Severe Plagiarism. Scribbr. Retrieved June 18, 2024, from https://www.scribbr.com/plagiarism/consequences-of-plagiarism/

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Rusmania • Deep into Russia

Out of the Centre

Savvino-storozhevsky monastery and museum.

Zvenigorod's most famous sight is the Savvino-Storozhevsky Monastery, which was founded in 1398 by the monk Savva from the Troitse-Sergieva Lavra, at the invitation and with the support of Prince Yury Dmitrievich of Zvenigorod. Savva was later canonised as St Sabbas (Savva) of Storozhev. The monastery late flourished under the reign of Tsar Alexis, who chose the monastery as his family church and often went on pilgrimage there and made lots of donations to it. Most of the monastery’s buildings date from this time. The monastery is heavily fortified with thick walls and six towers, the most impressive of which is the Krasny Tower which also serves as the eastern entrance. The monastery was closed in 1918 and only reopened in 1995. In 1998 Patriarch Alexius II took part in a service to return the relics of St Sabbas to the monastery. Today the monastery has the status of a stauropegic monastery, which is second in status to a lavra. In addition to being a working monastery, it also holds the Zvenigorod Historical, Architectural and Art Museum.

Belfry and Neighbouring Churches

Located near the main entrance is the monastery's belfry which is perhaps the calling card of the monastery due to its uniqueness. It was built in the 1650s and the St Sergius of Radonezh’s Church was opened on the middle tier in the mid-17th century, although it was originally dedicated to the Trinity. The belfry's 35-tonne Great Bladgovestny Bell fell in 1941 and was only restored and returned in 2003. Attached to the belfry is a large refectory and the Transfiguration Church, both of which were built on the orders of Tsar Alexis in the 1650s.  

To the left of the belfry is another, smaller, refectory which is attached to the Trinity Gate-Church, which was also constructed in the 1650s on the orders of Tsar Alexis who made it his own family church. The church is elaborately decorated with colourful trims and underneath the archway is a beautiful 19th century fresco.

Nativity of Virgin Mary Cathedral

The Nativity of Virgin Mary Cathedral is the oldest building in the monastery and among the oldest buildings in the Moscow Region. It was built between 1404 and 1405 during the lifetime of St Sabbas and using the funds of Prince Yury of Zvenigorod. The white-stone cathedral is a standard four-pillar design with a single golden dome. After the death of St Sabbas he was interred in the cathedral and a new altar dedicated to him was added.

Under the reign of Tsar Alexis the cathedral was decorated with frescoes by Stepan Ryazanets, some of which remain today. Tsar Alexis also presented the cathedral with a five-tier iconostasis, the top row of icons have been preserved.

Tsaritsa's Chambers

The Nativity of Virgin Mary Cathedral is located between the Tsaritsa's Chambers of the left and the Palace of Tsar Alexis on the right. The Tsaritsa's Chambers were built in the mid-17th century for the wife of Tsar Alexey - Tsaritsa Maria Ilinichna Miloskavskaya. The design of the building is influenced by the ancient Russian architectural style. Is prettier than the Tsar's chambers opposite, being red in colour with elaborately decorated window frames and entrance.

At present the Tsaritsa's Chambers houses the Zvenigorod Historical, Architectural and Art Museum. Among its displays is an accurate recreation of the interior of a noble lady's chambers including furniture, decorations and a decorated tiled oven, and an exhibition on the history of Zvenigorod and the monastery.

Palace of Tsar Alexis

The Palace of Tsar Alexis was built in the 1650s and is now one of the best surviving examples of non-religious architecture of that era. It was built especially for Tsar Alexis who often visited the monastery on religious pilgrimages. Its most striking feature is its pretty row of nine chimney spouts which resemble towers.

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The Unique Burial of a Child of Early Scythian Time at the Cemetery of Saryg-Bulun (Tuva)

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Pages:  379-406

In 1988, the Tuvan Archaeological Expedition (led by M. E. Kilunovskaya and V. A. Semenov) discovered a unique burial of the early Iron Age at Saryg-Bulun in Central Tuva. There are two burial mounds of the Aldy-Bel culture dated by 7th century BC. Within the barrows, which adjoined one another, forming a figure-of-eight, there were discovered 7 burials, from which a representative collection of artifacts was recovered. Burial 5 was the most unique, it was found in a coffin made of a larch trunk, with a tightly closed lid. Due to the preservative properties of larch and lack of air access, the coffin contained a well-preserved mummy of a child with an accompanying set of grave goods. The interred individual retained the skin on his face and had a leather headdress painted with red pigment and a coat, sewn from jerboa fur. The coat was belted with a leather belt with bronze ornaments and buckles. Besides that, a leather quiver with arrows with the shafts decorated with painted ornaments, fully preserved battle pick and a bow were buried in the coffin. Unexpectedly, the full-genomic analysis, showed that the individual was female. This fact opens a new aspect in the study of the social history of the Scythian society and perhaps brings us back to the myth of the Amazons, discussed by Herodotus. Of course, this discovery is unique in its preservation for the Scythian culture of Tuva and requires careful study and conservation.

Keywords: Tuva, Early Iron Age, early Scythian period, Aldy-Bel culture, barrow, burial in the coffin, mummy, full genome sequencing, aDNA

Information about authors: Marina Kilunovskaya (Saint Petersburg, Russian Federation). Candidate of Historical Sciences. Institute for the History of Material Culture of the Russian Academy of Sciences. Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail: [email protected] Vladimir Semenov (Saint Petersburg, Russian Federation). Candidate of Historical Sciences. Institute for the History of Material Culture of the Russian Academy of Sciences. Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail: [email protected] Varvara Busova  (Moscow, Russian Federation).  (Saint Petersburg, Russian Federation). Institute for the History of Material Culture of the Russian Academy of Sciences.  Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail:  [email protected] Kharis Mustafin  (Moscow, Russian Federation). Candidate of Technical Sciences. Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected] Irina Alborova  (Moscow, Russian Federation). Candidate of Biological Sciences. Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected] Alina Matzvai  (Moscow, Russian Federation). Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected]

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