Prevention of Plagiarism: The Action Plan

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Due to the divergent number of sources that are available to students through online sources, the plagiarism problem has become more acute in the course of individuals’ studies. In addition, the existence of sufficient plagiarism-detection software programs makes it harder for any instances of plagiarism to go undetected. There is a thin line between plagiarism and cheating. While some education faculties consider plagiarism to be independent from cheating, others classify plagiarism as a form of cheating. However, in both instances plagiarism constitutes sufficient grounds for discontinuation from an educational program. This action plan seeks to find means of preventing plagiarism in the course of a study program especially when it comes to written assignments.

Objectives of the Action Plan

The first objective is to enable each student to complete the necessary training that pertains to the need for referencing and citing all sources that are used in academic papers. In addition, students need to be able to accomplish these tasks properly. The other objective of this action plan is to eliminate the student-teacher conflict that arises from plagiarism related cases (Mainka, Raeburn & Earl, 2008). For instance, program instructors need to handle suspected plagiarism cases professionally and by following the set rules and regulations concerning this matter. Moreover, students should have access to online publications and self-improvement programs. These programs could offer students an avenue for assessing their abilities and help them achieve originality. The action plan also seeks to reduce and eradicate plagiarism cases by ensuring that students’ progress is accessed periodically.

Action Plan

The plan to prevent plagiarism involves efforts from both the students and the faculty. It is the responsibility of the faculty to ensure that students get all the relevant information concerning plagiarism when they join college. The department heads should be able to organize regular seminars and events to address the issue. For new students, the responsibility to adhere to the set rules and regulations concerning plagiarism lies with an individual. After joining college, students are usually briefed on the need for submitting genuine and original assignments. This orientation also involves a course on referencing and citation methods. It is up to students to pay attention to this training and make use of the materials that are provided by the school. For instance, attaining zero instances of plagiarism takes practice. Therefore, students will need to keep revisiting plagiarism related information and materials.

To avoid plagiarism, students need to provide ‘copied’ materials with the view of providing examples and new information (Macdonald & Carroll, 2006). This enhances the ability to reiterate synthesized information and encourages the need to build upon this information. Most instances of plagiarism are caused by lack of information-synthesis abilities among students. The other step towards prevention of plagiarism is to ensure that even where references and citations are used, they are adequate. Sometimes referencing is not done in an appropriate manner leading to substantial cases of plagiarism. Instructors should ensure that severe cases of plagiarism are addressed on one-on-one basis. This mode of address will help the instructor unearth cheating intentions. Only proven cases of dishonest plagiarism should be forwarded to a disciplinary panel. Successful prevention of plagiarism lies in adaptation of good information-search methodologies. In addition, it is up to the student to adopt good information processing mannerisms. Attention should be paid to writing, oral presentation, and study techniques. Heeding the instructor’s advice could also help the student prevent plagiarism.


Macdonald, R., & Carroll, J. (2006). Plagiarism—a complex issue requiring a holistic institutional approach. Assessment & Evaluation in Higher Education, 31(2), 233-245.

Mainka, C., Raeburn, S., & Earl, S. (2008). A UK institution’s university-wide approach to plagiarism. International Journal for Educational Integrity, 2(1), 32-37.

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