Academic Integrity & Plagiarism
Safeguard your academic integrity by avoiding plagiarism and understanding good practice.
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Plagiarism is presenting someone else’s words or ideas as your own or reusing your own past work without proper citation. This practice undermines academic values and is strictly prohibited at »Ê¹Ú²ÊƱ.
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The »Ê¹Ú²ÊƱ Code of ConductÌýdefines the ethical standards for students, covering academic integrity, behaviour, and responsibilities. Students and staff are expected to familiarise themselves with these guidelines to maintain a respectful and honest academic environment.
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- Buying, selling or copying uni work
Buying assignments or selling lecture notes or past papers to third parties constitutes plagiarism. These materials are university property, and using or distributing them without permission breaches »Ê¹Ú²ÊƱ’s academic integrity standards - Contract cheating
Also known as "ghostwriting," this involves when a student engages another person to complete work for them, and then submits the work as their own, regardless if money was paid or not.
- Buying, selling or copying uni work
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Violations of the »Ê¹Ú²ÊƱ Code of ConductÌýmay result in disciplinary action, as outlined in the Complaints Management and Investigations PolicyÌý
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Ensure your work aligns with »Ê¹Ú²ÊƱ’s standards by using this .
Academic Integrity online module
The Working with Academic Integrity module is a six-lesson, self-paced course on Moodle that covers key concepts in academic integrity. In approximately one hour, you'll learn to reference correctly, avoid plagiarism, and apply practical strategies to prevent academic misconduct. The module also provides resources and support available at »Ê¹Ú²ÊƱ to help you enhance your academic work.Ìý
Enrol on Moodle using the details below
- Student key - Student583
- Enrolment duration - 1000 days from initial enrolment
If you have any questions, please send your enquiries to academicskills@unsw.edu.au.
What is plagiarism?
Plagiarism at »Ê¹Ú²ÊƱ is using the intellectual work of others and claiming it as your own. Whether words or ideas, it is a form of intellectual theft that gives unfair advantage to those who copy, and undermines the value of your qualifications. Whether intentional and accidental, plagiarism violate »Ê¹Ú²ÊƱ’s Academic Integrity policy, making it vital to develop good research and writing skills.
- Common forms of plagiarism
- How does plagiarism happen?
- Avoiding plagiarism
Understanding these common forms of plagiarism is vital for maintaining academic integrity and fostering a culture of ethical scholarship. By familiarising yourself with practices such as copying, inappropriate paraphrasing, collusion, and self-plagiarism, you can effectively steer clear of unintentional misconduct.
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using the same words as the original text without acknowledging the source or without using quotation marks
putting someone else's ideas into your own words and not acknowledging the source of the ideas
copying materials, ideas or concepts from a book, article, report or other written document, presentation, composition, artwork, design, drawing, circuitry, computer program or software, website, internet, other electronic resource, or another person's assignment without appropriate acknowledgement.
Here are comparison of plagiarism and acceptable use:
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Original
The complexity of the current global economy has to do with certain fundamental disjunctures between economy, culture and politics which we have barely begun to theorise.
Plagiarised
The complexity of the current global economy has to do with certain fundamental disjunctures between economy, culture and politics which we have barely begun to theorise.
Acceptable version
"The complexity of the current global economy has to do with certain fundamental disjunctures between economy, culture and politics which we have barely begun to theorise" (Appadurai 1999, p. 221). 
What makes it acceptable?
- The use of quotation marks to indicate borrowed material
- Correct in-text citation
- The material between quotation marks is exactly the same as the original.
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Original
"The complexity of the current global economy has to do with certain fundamental disjunctures between economy, culture and politics which we have barely begun to theorise" (Appadurai 1999, p. 221).Ìý
Plagiarised
The world economic system is marked by economic, cultural and political tensions that are yet to be fully understood.Ìý
Acceptable Version
The world economic system is marked by economic, cultural and political tensions that are yet to be fully understood (Appadurai 1999, p. 221).
Why is it acceptable?
In-text citation indicates the source of this viewpoint: this is necessary even though the student has 'translated the original into his/ her own words.
- Better
- Political, economic and cultural tensions, at best partially understood, mark the world economic system (Appadurai 1999, p. 221).
- Why is it better?
- A better paraphrase. Changes the sentence structure and order of information.
- Succinct and economical - a nice turn of phrase!
- Better
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- using the exact words of someone else, with proper acknowledgement, but without quotation marks
- changing a few words and phrases while mostly retaining the original structure and/or progression of ideas of the original, and information without acknowledgement
paraphrasing another’s ideas or words without credit.
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Original
The complexity of the current global economy has to do with certain fundamental disjunctures between economy, culture and politics which we have barely begun to theorise.Ìý
Plagiarised
The complexity of the current global economy has to do with certain fundamental disjunctures between economy, culture and politics which we have barely begun to theorise (Appardurai 1999, p. 221).Ìý
Acceptable version
"The complexity of the current global economy has to do with certain fundamental disjunctures between economy, culture and politics which we have barely begun to theorise" (Appadurai 1999, p. 221).Ìý
What makes it acceptable?
Uses quotation marks to indicate that both words and ideas have been borrowed from the original source.
- The sentence taken from the original remains unchanged
- A correct citation is provided.
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Presenting work as independent work when it has been produced in whole or part in collusion with other people. Collusion includes:Ìý
- students providing their work to another student before the due date, or for the purpose of them plagiarising at any time
- paying another person to perform an academic task and passing it off as your own
- stealing or acquiring another person’s academic work and copying it
- offering to complete another person’s work or seeking payment for completing academic work.
This should not be confused with academic collaboration where there has been general group discussion about a project or question but where each student writes his/her own answer.
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- repeated use of long quotations, even with quotation marks and with proper acknowledgementÌý
- using your own ideas but with heavy reliance on phrases and sentences from someone else without acknowledgementÌý
- piecing together quotes and paraphrases into a new whole, without appropriate referencing.
Here are comparison of plagiarism and acceptable use:
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Australia's national identity "has always been contested" (Wignam, 1994:38). However, some images of Australianness 'have proliferated more widely than others' (Taylor, 2000:179). The most prominent and "resilient of national types has been the bushman" (Zatakis, 1977:66). After first appearing in the art and literature of late colonial Australia, consolidated and modified by the ANZAC mythology of C.E.W. Bean, filmed by George Chauvel and Peter Weir, embodied by Bradman and Waugh, beloved of John Howard and Bob Carr, the figure of the bushman still holds centre stage in debates about Australianness despite his irrelevance to most Australians' everyday lives (Strauss, 1999: 1). 
Indeed, "attempts to produce other national imaginaries like, for example, multiculturalism, have in the last decade lost ground to a resurgent Australian legend" (Wetherall, 2003:71). 
Why is it unacceptable? 
In this example, the writer has constructed a paragraph in which every sentence has been taken more or less directly from another source. By using so many different quotations the writer has not really included his or her own voice. 
Note: Some students use long quotes to 'pad out' their assignments and reach a set word limit. However, in some schools direct quotations do not count towards the word limit so constructing these sorts of paragraphs serves no real purpose. When you use a direct quotation, make it count! 
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"The complexity of the current global economy has to do with certain fundamental disjunctures between economy, culture and politics which we have barely begun to theorise" (Appadurai 1999, p. 221). 
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The fundamental disjunctures between economy, culture and politics makes free trade an impossible ideal.  
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The "fundamental disjunctures between economy, culture and politics" (Appadurai 1999, p. 221) make free trade an impossible ideal. 
What makes it acceptable? 
In-text citation and quotation marks indicate the material you have borrowed. 
- µþ±ð³Ù³Ù±ð°ù 
- Free trade is an impossible practice because, as Appadurai has argued in a different context, there are basic disjunctions within the global economic system (Appadurai 1999, p. 221-2). 
- What makes it better? 
- A paraphrase used rather than a quote. 
- The necessary in-text citation is provided. 
- µþ±ð³Ù³Ù±ð°ù 
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- citing sources which have not been read without acknowledging the 'secondary' source from which knowledge of them has been obtained
- 'padding' reference lists with sources that have not been read or cited within assignments.
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- an author republishing their own previously written work and presenting it as new without referencing the earlier work, either in its entirety or partially
- 'recycling', 'duplication', or 'multiple submissions of research findings' without disclosure
- re-using all, or parts, of a body of work that has already been submitted for assessment without proper citation.
Plagiarism can occur for various reasons; while some students intentionally seek to take credit for others' work, the majority of plagiarism cases stem from underdeveloped academic skills rather than deliberate cheating. In these instances, plagiarism often results from a lack of the essential skills necessary for success in a tertiary learning environment. By actively developing these skills, students can significantly reduce their risk of being accused of plagiarism.
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Another significant issue arises from relying on too few sources, which can lead to a narrow viewpoint and increase the risk of unintentional plagiarism. When you become overly dependent on a limited selection of academics or researchers, you might confine your understanding.
To combat this, consider the following solutions:
- Avoid basing entire assignments on just one or two sources
- Explore a wider range of literature for diverse ideas
- Use more sources to develop your integration skills, which helps prevent accidental plagiarism.
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A paradox of academic writing leaves many students feeling uncertain about how to incorporate their own voice while referencing the work of others. You are expected to produce original content while drawing from expert opinions, which can create a sense of inadequacy.
To navigate this challenge, consider the following strategies:
- Recognise the value of your perspectiveÌý
Your unique insights are essential and should be integrated into your writing - Synthesis over originalityÌý
Think of your role as synthesising ideas rather than generating entirely unique arguments - Use existing research creativelyÌý
Just as a DJ samples music to create new tracks, you can use existing research to craft your contributions to the discourse.
By embracing these strategies, you can confidently express your ideas while engaging with the work of others.
- Recognise the value of your perspectiveÌý
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Time management is another critical factor that can lead to plagiarism. When faced with tight deadlines, students may feel tempted to copy and paste from sources, especially when they feel rushed.
Learn to use your time effectively by planning and begin writing your assignment in good time. Leaving work until the last minute doesn't give you enough time to read, digest, formulate your ideas, and write them in your own words. Making better use of your time means you won't have to take these shortcuts.
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A frequent pitfall in writing is the failure to develop a clear argument. Essays that merely summarise readings without presenting a coherent argument tend to lack depth. To remedy this, focus on crafting a strong thesis statement that will guide your writing. This ensures that any information borrowed from sources supports your argument rather than simply reiterating existing viewpoints.
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Engaging critically with your sources is essential. Merely including ideas from others without thoughtful analysis can result in superficial writing.
To enhance your critical thinking skills, ask probing questions about your sources, such as:
- Who is the author?
- What is their main argument?
- Does the writer support their thesis with sufficient evidence?
By fostering a habit of questioning, you’ll not only enhance your comprehension but also clarify your own viewpoints.
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Many students unintentionally plagiarise by taking notes directly from sources without distinguishing their own thoughts.
To prevent this, it’s important to develop a note-taking system that separates direct quotes from paraphrased material and your personal reflections. Before you begin taking notes, remember to:
- Record the bibliographic information for each source
- Cover the original text and rely on your memory to write down your understanding
- Use quotation marks for any unique phrases you cannot change.
This practice reinforces comprehension and minimises the risk of copying.
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Insufficiently developed writing skills can contribute to unintentional plagiarism. It’s essential to invest time in honing your writing abilities throughout your academic journey.
Here are some tips to get started:
- Seek support from academic services or attend writing workshops
- Allocate time for rewriting and editing
- Practice paraphrasing and understanding the stylistic conventions of your discipline.
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A small percentage of students may attempt to cheat by submitting others’ work as their own. Cheating carries serious consequences, including academic penalties. The best course of action is to uphold academic integrity and invest the effort required to produce original work. Ìý
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Inadequate referencing skills can also lead to plagiarism, often stemming from a lack of understanding of citation practices. It’s vital to grasp the importance of referencing, which not only gives credit to original authors but also supports your arguments. Familiarise yourself with various referencing styles, such as Oxford, Harvard, and APA, as required by your faculty, and adhere to their guidelines to avoid mistakes.
Plagiarism is presenting another person's work or ideas as your own. Plagiarism is a serious breach of ethics at »Ê¹Ú²ÊƱ and is not taken lightly. This section delves into effective strategies for avoiding plagiarism while confidently asserting your unique perspective. Watch this one-minute video for an overview of how you can avoid plagiarism.
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One method is by explicitly writing yourself into your own essays. For example:
- 'I will argue that …'
- 'In this essay, I argue that... '
- 'From our investigations, we conclude that …'
By drawing such a clear distinction between your voice and the voice of your sources, the marker is more able to 'hear' what you are trying to say.
Note: Some disciplines and schools don't allow their students to use 'I' in their written assignments. Check with your lecturers and tutors before you adopt this strategy.
Note: Some disciplines and schools don't allow their students to use 'I' in their written assignments. Check with your lecturers and tutors before you adopt this strategy.
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Lectures and weekly readings provide only the foundational knowledge. To excel in research-based assignments, it’s essential to explore beyond these basics. Some students rely solely on lecture materials and set readings, limiting their perspectives.
By reading more widely, you’ll access diverse ideas and information, enabling you to craft a unique argument. This approach not only deepens your understanding but also makes your work stand out with a distinct, individual quality.
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The way you put your essays together may give them a distinctive quality. Although you must always engage with and answer the question, the question itself does not dictate the structure of your essay. It does not give you the 'correct' sequence of paragraphs: the order of the paragraphs is your choice.Ìý
Impose your framework over the question, and don't let your sources dictate the structure of your essay.
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What transition signals and reporting verbs e.g. states, argues, asserts, writes, etc. do you use to show your relationship to the ideas expressed by other writers? By carefully selecting your reporting verbs, you can use the words/ideas of others to express your considered opinion of their view.
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The direct quote you wish to use is "The sky is red" (Evans, 2001:8). How can you integrate it with your own prose while simultaneously demonstrating your own view?
The direct quote you wish to use is "The sky is red" (Evans, 2001:8). How can you integrate it with your own prose while simultaneously demonstrating your own view?
Some examples
- Evans states that "the sky is red" (2001:8)
- 'states' indicates that you have a largely neutral stance toward the idea expressed
- Evans argues that "the sky is red" (Evans, 2001:8): 
- 'argues' indicates that you think Evans supports his opinion with argument and evidence
- Evans asserts that "the sky is red" (Evans, 2001:8): 
- 'asserts' indicates that you think Evans does not fully support his idea
- Evans claims that "the sky is red" (Evans, 2001:8): 
- 'claims' indicates that you think Evans does not support his idea at all
- Evans rightly argues that "the sky is red" (2001:8): 
- 'rightly argues' indicates that you agree strongly with the view
- Evans wrongly argues that "the sky is red" (2001:8): 
- 'wrongly argues' indicates that you disagree with the conclusion that Evans has drawn
- Evans is partially correct when he argues that "the sky is red" (2001:8): 
- 'partially correct' suggests that you agree with some, but not all, of Evans' views.
- Evans states that "the sky is red" (2001:8)
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Stop and think about the issue or problem you are investigating. Your initial ideas may be unclear, but writing them down can help clarify your thoughts and identify what you need to know next.
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Reading broadens your perspective and documents how and why you think the way you do. This is the beginning of the referencing process. Good note-making practices are crucial for tracking your developing understanding.
What you need to know?
- What conventions and styles are required in your studies?
- Where can you find models of good academic practice in your course?
- Does your course have a discipline-specific plagiarism policy?
- Are you required to reference lecture or tutorial materials?
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Practise summarising and paraphrasing; simply cutting and pasting from readings is plagiarism. Although summarising and paraphrasing take more time, they are essential academic skills.
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Writing takes practice. Your first draft may be disorganised and require redrafting, but as you improve, you’ll develop your unique voice and style.
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Learn how communication varies across disciplines, including different writing styles and values given to academic ideas. This knowledge will help you adapt your academic practices, including referencing.
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Efficiently managing your time is crucial for avoiding plagiarism. Reading well, note-making, summarising, paraphrasing, writing, learning the culture of your discipline, and becoming familiar with referencing conventions, all take time. It is definitely worth the effort to plan your time efficiently.
Other plagiarism resources
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