Chiar nu mai e nimic bun de copiat în ţara asta?
Cazul Kovesi si regulile de detectare a plagiatului
Poţi să-l înţelegi până la un punct pe unul care plagiază. N-are timp, n-are idei, n-are educaţia suficientă pentru a face ceva pe cont propriu, dar e forţat să vină cu „cercetare originală” pentru încă 1% în plus la salariu.
Ce te faci însă când cineva copiază rânduri fără noimă, luate la rândul lor din compilaţii traduse de vreun student fără chef, care le-a găsit şi el pe un site de referate? Am spus deja, pentru educaţia publică e un pas bine-venit către autodesfiinţare. La justiţie, s-ar putea să nu fie aşa simplu.
După cum arată lucrurile, Grupul de Investigaţii Politice a muncit mai mult să dezvăluie copipeistul făcut de Laura Codruţa Kovesi decât i-a luat autoarei să-l facă. Dar – pentru că lucrarea nu e copiată dintr-un singur loc iar sursele sunt trecute, cuminte, la bibiloografie – unii se întreabă dacă intră în regulile plagiatului sau nu.
Regulile spun că citarea fără ghilimele, chiar şi dacă sursa e menţionată în bibliografie, e plagiat. Iată chiar regulamentul Universităţii de Vest.
Se consideră caz de plagiat academic în următoarele situaţii exemplificative şi nu limitative:
a. reproducerea (sau traducerea) unor idei, date, texte care aparţin unei alte persoane, fără creditarea corectă şi/sau completă a sursei;
b. preluarea unor idei, date, texte din diverse surse şi prezentarea acestora ca fiind contribuţie proprie;
c. omiterea plasării între ghilimele („…”), în mod clar, a cuvintelor, propoziţiilor, paragrafelor preluate ad-literam sau aproape literal, din diverse surse;
d. parafrazarea conţinutului lucrării unei alte persoane fără a face suficientă referire la sursă;
Or fi prea dure exigenţele româneşti? Iată un test practic al Stan«d»ford. Uneori, nici măcar ghilimelele nu sunt de ajuns.
Original text from Elaine Tyler May’s “Myths and Realities of the American Family” reads as follows: Because women’s wages often continue to reflect the fiction that men earn the family wage, single mothers rarely earn enough to support themselves and their children adequately. And because work is still organized around the assumption that mothers stay home with children, even though few mothers can afford to do so, child-care facilities in the United States remain woefully inadequate.
Version: As Elaine Tyler May points out, “women’s wages often continue to reﬂect the ﬁction that men earn the family wage” (588).Thus many single mothers cannot support themselves and their children adequately. Furthermore, since work is based on the assumption that mothers stay home with children, facilities for day care in this country are still “woefully inadequate.” (May 589).
Question: Is this plagiarism? Explain your conclusion
Answer: Plagiarism: The writer now cites May, so we’re closer to telling the truth about
the relationship of our text to the source, but this text continues to borrow too
If you copy bits and pieces from a source (or several sources), changing a few words here and there without either adequately paraphrasing or quoting directly, the result is mosaic plagiarism. Even if you don’t intend to copy the source, you may end up committing this type of plagiarism as a result of careless note-taking and confusion over where your source’s ideas end and your own ideas begin. You may think that you’ve paraphrased sufficiently, or quoted relevant passages, but if you haven’t taken careful notes along the way, or if you’ve cut and pasted from your sources, you can lose track of the boundaries between your own ideas and those of your sources. It’s not enough to have good intentions and to cite some of the material you use. You are responsible for making clear distinctions between your ideas and the ideas of the scholars who have informed your work. If you keep track of the ideas that come from your sources and have a clear understanding of how your own ideas differ from those ideas, and you follow the correct citation style, you will avoid mosaic plagiarism.
Example: Indeed, of the more than 3500 hours of instruction during medical school, an average of less than 60 hours are devoted to all of bioethics, health law and health economics combined. Most of the instruction is during the preclinical courses, leaving very little instructional time when students are experiencing bioethical or legal challenges during their hands-on, clinical training. More than 60 percent of the instructors in bioethics, health law, and health economics have not published since 1990 on the topic they are teaching.
Plagiarized version: In order to advocate the use of the sitcom Scrubsas part of the medical education system, it is also important to look at the current bioethical curriculum. Medical school curriculum does not focus adequately on the moral issues that doctors face in the clinic. In fact, in more than 3500 hours of training that students undergo in medical school, only about 60 hours are focused on bioethics, health law, and health economics. It is also problematic that students receive this training before they actually go on to their hands-on, clinical training (Persad et al, 2008). Most of these hours are taught by instructors without current publications in the field.
The information in this sentence is drawn directly from Persad, but because the student ends the citation of Persad above, this sentence appears to be the student’s own idea.
Dacă standardele sunt prea sus, poate ar trebui înlocuite doctoratele cu „lucrări de control”, măcar îi pui să memoreze câte ceva.