Assignment 208: Comparative Studies and Translation Studies

Susan Bassnett's analysis of the Current State of Comparative Literature Studies

What is Comparative Literature Today?

Name: Jheel Barad

Roll No.: 12

Enrollment No.: 4069206420210003

Paper no: 208

Paper code: 22415

Paper name: Comparative Literature and Translation Studies

Sem.: 4 (Batch 2021- 2023)

Submitted to: Smt S.B. Gardi Department of English, M.K. Bhavnagar University

[Reading and comprehending original articles by scholars can be a daunting task, and I found it especially challenging while preparing for my exam. To alleviate this stress, I have simplified the article based on my understanding and with the assistance of ChatGPT. I have attempted to present the information in simple and easy-to-understand language. This blog is geared toward exam preparation and aims to provide a clear understanding of the article's core ideas and concepts. However, it's important to note that if you want to gain a deep understanding of the topic, reading the original article is highly recommended. CLICK HERE FOR BLOG I (it has quotes in the language of the original article)]

What is Comparative Literature?

The simplest answer is that comparative literature involves the study of texts across cultures is interdisciplinary and is concerned with patterns of connection in literature across both time and space.

People often come to study comparative literature from different paths. Some want to explore beyond the limits of a single subject, while others are intrigued by the similarities between texts or authors from different cultures. Some may simply follow Matthew Arnold's belief that studying literature comparatively is valuable.

‘Everywhere there is a connection, everywhere there is an illustration, No single event, no single literature is adequately comprehended except in relation to other events, to other literature.'

When we read books, we often encounter references to other authors and works from different cultures. This can lead to a natural curiosity and interest in comparative literature, as we begin to make connections and see how different writers and traditions influence each other. The German writer Goethe believed that poetry was a shared human experience, and encouraged readers to explore literature from different parts of the world. Ultimately, comparative literature is about exploring the connections and resonances between different texts and cultures.

Comparative literature is not just common sense. Despite the ease of access to international literature and translations, the history of the term is marked by debates about its focus and purpose. Critics have questioned what the object of study is, how to define a comparative canon, and whether comparative literature is a field of study or a discipline. These debates have continued from the 19th century to the present day, to what Rene Wellek defined as the ‘crisis of Comparative Literature.’

Comparative literature has been a subject of debate and controversy for over a century. Benedetto Croce, a scholar from 1903, argued that comparative literature was not a separate discipline and that the proper object of study should be literary history. He claimed that the term 'comparative literature' was misleading and that it lacked substance. Other scholars, such as Max Koch, also contributed to the debate. Despite these arguments, comparative literature remains a field of study and continues to generate discussions and debates among scholars.

Charles Mills Gayley saw comparative literature as a study of literature that transcends boundaries such as language, culture, and history, and connects different works of literature through their commonalities as expressions of universal human thought and experience. He believed that despite differences in social conditions, individual perspectives, and other factors, literature reflects the common needs and aspirations of humanity and is shaped by universal psychological and physiological processes. Thus, comparative literature, for Gayley, was a means of understanding literature as a medium that unites all of humanity.

François Jost, in 1974, believed that national literature was limited and proposed that comparative literature represented more than just an academic discipline. He saw it as an overall view of literature, a vision of the cultural universe that is inclusive and comprehensive, and even likened it to a kind of world religion. The idea was that all cultural differences disappear when readers engage with great works and that the comparatist's role was to facilitate the spread of universal harmony through the study of literature.

According to Wellek and Warren, comparatists need special skills and linguistic proficiency, and they should widen their perspectives and suppress local biases. They suggest that Literature is a unified field, and comparatists are like international ambassadors promoting universal harmony through their work. This idealistic vision of literature as a unifying force has recurred in history after major crises, such as World War II.

 Wellek and Warren state that ‘Literature is one; as art and humanity are one’.

The grand vision of comparative literature as a unifying force has not been realized. As different critical approaches gained prominence in the 1960s and 1970s, the focus shifted away from comparing texts to analyzing the role of the reader. This led to the breaking down of the idea of universal values and a single interpretation of literature. In the 1950s and 60s, graduate students in the West saw comparative literature as a radical subject that crossed boundaries, even though it lacked coherent methodology and the debate on its existence persisted. In 1969, Harry Levin urged more practical work and less focus on theory, it was already out of date. By the late 70s, a new generation of students had turned to Literary Theory, Women's Studies, Semiotics, Film and Media Studies, and Cultural Studies as more radical subjects. Comparative Literature was seen as a relic of liberal humanism.

In the West, Comparative Literature lost its appeal to the new generation of students in the late 1970s, who turned to other subjects like Literary Theory, Women's Studies, Semiotics, Film and Media Studies, and Cultural Studies. However, in the rest of the world, particularly in Asia, Comparative Literature gained ground based on the specificity of national literature, which was previously denied by many Western comparatists. Programs in Comparative Literature emerged in China, Taiwan, Japan, and other Asian countries, and 

Swapan Majumdar attributes this to ‘the predilection for National Literature, which was deplored by Anglo-American critics as a methodology. In particular, Comparative Literature has struck roots in Third World nations and India’.

According to Ganesh Devy, comparative literature in India is directly linked to the rise of modern Indian nationalism, as it has been used to assert the national cultural identity. In contrast to the traditional Western approach of starting with Western literature and looking outwards, Indian comparatists scrutinize the West from without. Indian scholars refer to literature derived from Graeco-Roman matrices via Christianity as "western literature," including English, French, German, etc., which they term as "sub-national literature." This alternative perspective brings a revaluation of the discourse of 'national' literature.

The Indian perspective on comparative literature, as articulated by Ganesh Devy and Swapan Majumdar, challenges the Western notion of 'great' and 'minority' literature. Homi Bhabha suggests that post-colonial culture emphasizes productive cross-cutting across social sites, erasing the traditional disciplinary sense of cultural reference and relevance.

In his essay attacking Hegel's Eurocentric views, James Snead points out that Wole Soyinka and a whole range of African critics have exposed the pervasive influence of Hegel's argument that African culture was 'weak' in contrast to what he claimed was higher, more developed cultures. Hegel effectively denied Africa a history, which was a denial of its cultural and intellectual richness. Snead argues that the outstanding fact of late twentieth-century European culture is its ongoing reconciliation with black culture and that it took too long to discern the elements of black culture already present in latent form. The separation between the cultures was not one of nature, but one of force, and it is only now that Europe is recognizing this fact.

Today, the field of comparative literary studies is very diverse and its approach varies depending on the location where it is being studied. Critics from Africa, India, the Caribbean, and other regions have challenged Western literary criticism's tendency to ignore the implications of their literary and cultural policies. Terry Eagleton has argued that literature, in the traditional sense of the word, is an ideology. He discusses how the emergence of English as an academic subject in the nineteenth century had clear political implications. According to Eagleton, the establishment of the subject in universities followed the major social changes that occurred after the First World War.

“English Literature rode to power on the back of wartime nationalism, but it also represented a search for spiritual solutions on the part of the English ruling class whose sense of identity had been profoundly shaken”

Terry Eagleton's explanation for the rise of English as an academic subject tied in with the early comparatists' aspirations for a subject that transcended cultural boundaries through great literature. However, the definition of English literature has evolved and become more complex over time, leading to questions about what should be included in an English syllabus. Similarly, the emergence of alternative schools of thought, such as Edward Said's work on orientalism, has challenged the traditional understanding of comparative literature. Said's idea that "the Orient" was a word with multiple meanings and connotations not necessarily related to the actual region, has led to a rethinking of Western attitudes towards other cultures. Zhang Longxi's essay, "The Myth of the Other: China in the Eyes of the West," further explores this theme, arguing that China has been traditionally seen as the ultimate "other" by the West. These challenges from non-European critics have brought ideology back into the forefront of literary studies.

In the past, a literature syllabus in Europe or North America could focus on established canonical writers. However, in non-European cultures, especially those that were colonized by Western powers, the syllabus must address different issues. For example, Indian students must grapple with Shakespeare not only as a great figure in European literature but also as a representative of colonial values. This conflict between the two Shakespeares can be addressed by studying his work comparatively and examining his impact on Indian cultural life, while also comparing his work with that of Indian writers.

Comparative literature is growing in many parts of the world as a way to explore indigenous and imported traditions. In places like China, Brazil, India, and Africa, it is used constructively to study the impact of national culture by importation. This is different from the crisis and decay of comparative literature in the West, where there is quibbling about the canon and terms to start comparing. Ganesh Devy's argument that comparative literature in India coincides with modern Indian nationalism is important because it reminds us of the origins of the term 'Comparative Literature' in Europe during an age of national struggles and the question of national culture and identity.

Comparative literature, which compares different works of literature, is facing challenges and changes. In the West, there is a crisis with falling student numbers and a lack of consensus on what the subject should be. However, in other parts of the world, especially in the Third World and the Far East, comparative literature is developing and expanding. It is being used to explore questions of national culture and identity. This new comparative literature is also questioning the traditional European canon of great writers and challenging ideas about cultural history that are male-oriented. The post-modernist theory also revalues the role of the reader and exposes the power structures in society. Western readers are engaging with these challenges without using the term "comparative literature", but the ideas they are exploring are similar.

Translation studies is a rapidly growing field in literary studies that has significant implications for the future of comparative literature. It emphasizes the importance of literature as a differentiated and dynamic 'conglomerate of systems' and sees individual literary systems as part of a multi-faceted whole. This changes the terms of debates about 'majority' and 'minority' cultures and 'great' versus 'marginal' literature. Translation studies draw from multiple disciplines and propose that translation is not a marginal activity, but a major shaping force for change in the history of culture.

Translation studies is an area of literary studies that has grown rapidly since the mid-1970s. Scholars such as Toury, Lefevere, Hermans, and Lambert have shown that translation is especially important during times of cultural change, such as when a culture is expanding or in need of renewal. Translation studies see literature as a dynamic 'conglomerate of systems', and translation as a major shaping force for change in the history of culture. This view explains why there was a proliferation of translations into emergent European nations in the early nineteenth century, and why translation into English began to decrease as the British Empire extended its grasp. Translation studies offer a new way of looking at cultural history, taking into account both the implications of socio-historical changes that affect literary production in different cultures and the linguistic structuring of a text as it is transported across language boundaries. Comparative Studies have claimed translation studies as a sub-category, translation studies establish itself as a subject based on intercultural study and offer a methodology of some rigor, while comparative literature appears less like a discipline and more like a branch of something else. Translation studies are undergoing the opposite process to comparative literature, which seems to be losing ground and becoming more nebulous and loosely defined. The time is approaching for comparative literature to rethink its relationship with Translation Studies, just as linguistics had to rethink its relationship with Semiotics.

Therefore, we need to reassess the role of translation studies vis-à-vis comparative literature, and the long, unresolved debate on whether comparative literature is or is not a discipline in its own right could finally be shelved.

Work Cited

Bassnett, Susan, and Susan Bassnett-MacGuire. Comparative Literature: A Critical Introduction. Wiley, 1993. Accessed 28 March 2023.

Assignment 209: Research Methodology

 Plagiarism and Its Consequences

Name: Jheel Barad

Roll No.: 12

Enrollment No.: 4069206420210003

Paper no: 209

Paper code: 22416

Paper name: Research Methodology

Sem.: 4 (Batch 2021- 2023)

Submitted to: Smt S.B. Gardi Department of English, M.K. Bhavnagar University

Introduction:

Academic integrity refers to the ethical principles and values that govern academic work and research. It encompasses honesty, fairness, trust, and responsibility in all aspects of academic life, including writing, research, and collaboration. Academic integrity requires students and researchers to be truthful and transparent in their work, to acknowledge the sources of their ideas and information, and to avoid any form of academic misconduct, such as plagiarism or cheating. It also entails upholding the standards of academic excellence and rigor and demonstrating respect for the intellectual property of others. Upholding academic integrity is essential to maintaining the credibility and reputation of academic institutions, and to fostering a culture of trust, fairness, and excellence in academic work.

“Academic integrity is a set of specific practices revolving around independent work,  production of original scholarship, accurately and transparently tracing of sources and others’ contributions, and following stated and unstated norms of academic conduct for academic rewards” (Cojocariu and Mareş).

According to Macfarlane et al., there is a relative synonymy between academic integrity and academic honesty. Both concepts encompass similar ethical principles and values, such as honesty, trust, and responsibility in academic work. They also share a common goal of upholding the standards of academic excellence and rigor, while demonstrating respect for the intellectual property of others.

However, academic integrity goes beyond simply avoiding academic misconduct such as cheating on examinations and plagiarism, as identified by Dehn. It also encompasses broader aspects of academic work and research, such as transparent and ethical data collection and analysis, and responsible collaboration with peers and colleagues. Upholding academic integrity is essential not only for the individual's academic success but also for the integrity of academic institutions and the advancement of knowledge and scholarship.

Plagiarism:

Plagiarism is the act of using someone else's work or ideas without giving proper credit or attribution. This can include copying text directly from a source, paraphrasing without citation, or using ideas or concepts from someone else's work without acknowledging their contribution. Plagiarism can occur in academic writing, professional settings, and any other context where ideas or information are being shared. It is considered a serious ethical and academic offense and can lead to consequences such as loss of reputation, legal action, and disciplinary action by academic institutions.

According to the Merriam-Webster online dictionary, "to plagiarize" means:

• to steal and pass off (the ideas or words of another) as one's own

• to use (another's production) without crediting the source

• to commit literary theft

• to present a new and original idea or product derived from an existing source

In other words, plagiarism is an act of fraud. (“What is Plagiarism?”)

The word plagiarism is derived from the Latin word ‘plagiorius’, which means "kidnapper" or ‘abductor’. The term ‘plagiarius’ was used in ancient Rome to refer to people who abducted children or slaves and claimed them as their own.

In the 17th century, the term "plagiarism" began to be used in the context of literature and art, to refer to the act of copying or imitating someone else's work without permission or attribution. This usage of the term became more widespread in the 18th and 19th centuries, as literary and artistic works became more valued and copyright laws were established to protect intellectual property.

Forms and Types of Plagiarism:

Plagiarism can take many different forms and can be categorized into various types depending on the extent and nature of the copied content. Some of the common forms and types of plagiarism are:

Forms of Plagiarism:

1. Repeating or paraphrasing: This form of plagiarism involves repeating or paraphrasing someone else's work without giving proper attribution or citation. This may involve changing a few words or reordering sentences, but the essential idea or argument remains the same.

2. Taking a particularly apt phrase: This form of plagiarism involves taking a particular phrase, sentence, or expression from a source without acknowledging the original author. This can include idioms, technical terms, or popular expressions.

3. Paraphrasing an argument or presenting a line of thinking: This form of plagiarism involves paraphrasing an entire argument or presenting a line of thinking that is similar to someone else's work without proper attribution. This can be more difficult to detect than other forms of plagiarism, as it requires a deeper understanding of the original work.

Types of Plagiarism:

1. Copy and paste: This is the most common type of plagiarism, where a person copies and pastes text from a source without any modifications or acknowledgments. This can occur in written work, online content, and even multimedia presentations.

2. Disguised plagiarism: This type of plagiarism involves making small changes to the original text, such as replacing words or altering sentence structure, in an attempt to disguise the copied content. However, the essential ideas and arguments remain the same.

3. Translocation: This involves taking content from one source and placing it in another location without proper attribution or citation. This can occur within the same document or across different documents.

4. Shake and paste: This form of plagiarism involves taking content from multiple sources and combining it into a single document without proper attribution or citation. This can be more difficult to detect than other forms of plagiarism, as it requires knowledge of multiple sources.

5. Structural plagiarism: This type of plagiarism involves copying the structure or organization of someone else's work without giving proper credit. This can include copying the outline, headings, or subheadings of a document.

6. Mosaic plagiarism: This involves copying and pasting content from multiple sources, often in small chunks, and combining them to form a new document without proper attribution or citation.

7. Metaphor plagiarism: This involves using metaphors or analogies from someone else's work without giving proper attribution or citation. This can be a form of plagiarism when the metaphor or analogy is central to the argument or idea being presented.

8. Idea plagiarism: This type of plagiarism involves using someone else's idea or concept without proper attribution or citation. This can occur when a person takes an idea from a source and presents it as their own, without acknowledging the original author.

Reasons for Plagiarism

According to Wheeler and Anderson, the battle for intellectual development to become rational can make plagiarism tempting for some students. This suggests that some students may feel pressure to excel academically and may resort to plagiarizing to achieve their goals.

Marshall and Garry also identified various reasons for plagiarism, including a lack of academic writing skills, poor language skills, and cultural factors. They also highlight the importance of understanding referencing, as many students may not be able to distinguish normal citation practices when copying and quoting words, leading to unintentional plagiarism.

Marshall and Garry state, Plagiarism may be caused by less understanding in referencing which a high number of students failed to distinguish normal citation practices when copying and quoting the words as well as confusion about using materials from other sources correctly (Marshall and Garry). 

Moreover, anxiety to fail and punishments can also contribute to plagiarism, as students may be afraid of the consequences of poor grades or disciplinary action. Marshall and Garry emphasized that students who are unclear about what constitutes plagiarism may struggle to produce original work, leading them to rely on the work of others.

Another reason for plagiarism is the temptation to take shortcuts. As stated by the definition of plagiarism, it can be easier to copy and paste information from online sources than to conduct original research and develop one's own ideas. This can be particularly tempting for students who may be overwhelmed by the workload or lack the necessary academic writing skills to complete the task.

Some of the common reasons for plagiarism include:

1. Lack of understanding: One of the primary reasons for plagiarism is a lack of understanding of what constitutes plagiarism. Many students may not be aware of the rules and regulations surrounding plagiarism, including proper citation and referencing practices.

2. Poor language skills: Students who do not have a strong command of the language may find it difficult to express themselves effectively, leading them to rely on the work of others.

3. Cultural factors: Cultural differences can also contribute to plagiarism, as some cultures may have different views on academic integrity or may not place as much emphasis on original work.

4. Lack of academic writing skills: Students who lack the necessary academic writing skills may struggle to produce original work, leading them to rely on the work of others.

5. Anxiety to fail and punishments: The fear of failure and the consequences of poor grades or disciplinary action can also lead students to engage in plagiarism as a means of avoiding these outcomes.

6. Temptation: Some students may be tempted to plagiarize due to the ease and convenience of copying and pasting information from online sources.

7. Lack of fluency in expression: Students who struggle to articulate their ideas may turn to plagiarism as a means of avoiding the difficult task of formulating their own arguments and ideas.

Consequences of Plagiarism:

As stated by the Council of Writing Program Administrators, "We believe that plagiarism is morally and ethically wrong and that it is detrimental to the educational process." Therefore, it is essential to avoid plagiarism by properly citing sources and giving credit where it is due. There are various consequences of Plagiarism

1. Legal Consequences

Plagiarism can have legal consequences, especially when it involves copyright infringement. According to The Balance Careers, "Plagiarism is illegal because it constitutes copyright infringement, which is a violation of the Copyright Act." The legal penalties for copyright infringement can include fines of up to $150,000 per work infringed and imprisonment for up to five years.

2. Academic Consequences

Plagiarism can also have serious academic consequences. According to Purdue University's Online Writing Lab (OWL), "In the academic world, plagiarism is considered a serious offense because it undermines the integrity of academic work and the credibility of the entire educational system." The consequences of plagiarism in an academic setting can include failing the assignment, failing the course, or even expulsion from the school. In addition, the student's academic reputation may be permanently tarnished.

3. Professional Consequences

Plagiarism can also have professional consequences. According to a survey conducted by CareerBuilder, "58 percent of employers said they would automatically dismiss an employee who had plagiarized." In addition, plagiarism can damage one's professional reputation and make it difficult to find future employment.

4. Ethical Consequences

Plagiarism also has ethical consequences. According to the International Center for Academic Integrity (ICAI), "Plagiarism is a breach of academic integrity and ethics." It undermines the values of honesty, fairness, and respect for intellectual property. Plagiarism can also harm the community of scholars, as it undermines the trust and cooperation that is necessary for academic progress.

Here are some of the real-time Consequences

Joseph Biden

Former Vice President Joe Biden has been repeatedly accused of plagiarism over the years, with several instances of him being caught committing this academic offense. In law school, he failed a course after being found to have plagiarized a paper. Later, he admitted to using sections of a published law review article in an article he wrote for the Fordham Law Review, without giving proper attribution. During his 1988 presidential campaign, Biden was forced to withdraw due to allegations of plagiarism in his speeches, which were found to have been lifted from the speeches of other prominent politicians, including the Kennedys, Hubert Humphrey, and Neil Kinnock. These instances of plagiarism not only brought Biden's academic and political careers into question but also highlighted the importance of academic integrity and the consequences of failing to uphold it.

Alex Haley

Alex Haley, the acclaimed writer, and Pulitzer Prize winner, gained worldwide recognition for his book "Roots" which was later adapted into a popular miniseries. However, Haley's success was overshadowed by accusations of plagiarism. Harold Courlander claimed that Haley had taken sections from his book "The African" and incorporated them into "Roots." The allegation led to a lawsuit in 1978, which resulted in Haley acknowledging that he had indeed plagiarized the information. This incident not only tarnished Haley's reputation as a writer but also highlighted the importance of respecting intellectual property and the severe consequences of violating it. It serves as a reminder that plagiarism is a serious offense that can have far-reaching consequences for an individual's career and reputation.

Martin Luther King

Martin Luther King Jr. is known for his powerful speeches and leadership in the civil rights movement. However, allegations of plagiarism have also been attached to his legacy. It has been claimed that in the 1950s, he plagiarized portions of his doctoral thesis at Boston University, as well as some of his speeches. Investigations revealed that some sections of his thesis had been taken from previous student dissertations and the works of Paul Tillich, the subject of his thesis. While the issue of plagiarism in his speeches is more complex, some have argued that using the words of scripture and other preachers is a common practice in preaching. Nevertheless, the allegations surrounding King's academic work are a reminder that even the most respected and admired figures are not immune to the consequences of plagiarism. This controversy highlights the importance of academic integrity and the need for individuals to uphold ethical standards in all their endeavors.

Monica Crowley

Trump national security spokeswoman Monica Crowley to forgo post amid plagiarism charges Monica Crowley, who was appointed by President-elect Donald Trump for a key national security communications job, has decided to relinquish her post amid multiple allegations of plagiarism. Crowley was set to become the senior director of strategic communications at the National Security Council, but after careful reflection, she has chosen not to take up the position. Crowley has faced several accusations of plagiarism, including in her 2012 book, which her publisher has announced it will no longer sell until she addresses the allegations. Furthermore, her Ph.D. dissertation at Columbia University has also been questioned over plagiarism concerns. In a statement, Crowley expressed her appreciation for the opportunity to be a part of President-elect Trump's team but made no mention of the plagiarism charges. The article notes that the charges were initially reported by CNN and Politico. Politico reported that Crowley’s 2000 dissertation contained more than a dozen sections of text that were lifted, with little to no changes, from scholarly works without proper attribution.

The dissertation was titled “Clearer Than Truth: Determining and Preserving Grand Strategy: The Evolution of American Policy Toward the People’s Republic of China Under Truman and Nixon.”

Romanian PM gives up doctorate after years of plagiarism allegations

Romanian Prime Minister Victor Ponta has handed back his doctorate two years after he was first accused of plagiarizing chunks of his law thesis. The article reports on the resignation of Victor Ponta, the Prime Minister of Romania at the time, after weeks of protests in the country following a nightclub fire that killed 63 people. Ponta had been facing increasing pressure to resign due to allegations of corruption and his handling of the aftermath of the fire. The article also details the political situation in Romania at the time, with Ponta's resignation likely to trigger a period of uncertainty and potential political instability.

Avoid Plagiarism

It is crucial to understand how to avoid plagiarism. 

1. Understand what plagiarism is: Plagiarism is not limited to copying and pasting someone else's work. It also includes paraphrasing or summarizing someone else's work without proper citation. It is important to understand what constitutes plagiarism and the consequences of committing it.

2. Take notes: When conducting research, take careful notes and make sure to record the source of any ideas or quotes. Keep track of all sources used in your research, including books, articles, websites, and interviews. This will help you properly cite your sources later on.

3. Use quotation marks: If you are using someone else's words, make sure to use quotation marks and cite the source. This includes direct quotes as well as phrases or sentences that are paraphrased or summarized from the original text.

4. Paraphrase properly: If you are summarizing or paraphrasing someone else's work, make sure to put the information in your own words and cite the source. It is not enough to just change a few words in a sentence and call it paraphrasing.

5. Use proper citation: When citing sources, use the appropriate citation style. There are different citation styles such as MLA, APA, and Chicago. Make sure to follow the guidelines for the citation style required by your institution.

6. Use plagiarism detection tools: There are several plagiarism detection tools available online that can help you check your work for plagiarism. These tools compare your work with a vast database of published works to identify any similarities.

7. Seek help if needed: If you are unsure about how to properly cite sources or avoid plagiarism, seek help from your teacher or a writing center. They can provide guidance and resources to help you avoid plagiarism.

Plagiarism is a serious offense that can have severe consequences. By understanding what constitutes plagiarism and following these tips, you can avoid plagiarism and ensure that your work is original and properly cited.

Conclusion

In conclusion, plagiarism is a serious offense that can have significant consequences for individuals and organizations. It not only undermines the originality and creativity of ideas but also violates the ethical principles of academic and professional integrity. Plagiarism can result in various penalties, including academic suspension, legal action, and damage to one's reputation. Therefore, it is essential to understand the definition and types of plagiarism and learn how to avoid it by using proper citation and referencing techniques. By doing so, we can promote honesty and credibility in our work and contribute to a more ethical and responsible society. Ultimately, avoiding plagiarism is not only a matter of avoiding punishment but also a matter of maintaining our personal and professional integrity.

Works Cited

Cojocariu, Venera-Mihaela, and Gabriel Mareş. “Academic Integrity in the Technology-Driven Education Era.” Mâță, L. (eds) Ethical Use of Information Technology in Higher Education., 2021, pp. 1-16. https://doi.org/10.1007/978-981-16-1951-9_1. 

Dehn, Richard W. “Is Technology Contributing to Academic Dishonesty?” Journal of Physician Assistant Education, vol. 14, no. 3, 2003, pp. 190-192.  

Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. Modern Language Association of America, 2009.

Gordon, Larry. “Plagiarism Issue Raised in College Work of Dr. King.” Los Angeles Times, 10 November 1990, https://www.latimes.com/archives/la-xpm-1990-11-10-mn-3727-story.html 

MAGDALIA. “Alex Haley – Plagiarism.” Sites at Penn State, 22 March 2018, https://sites.psu.edu/magdaliapassionblog/2018/03/22/alex-haley/ 

Marinas, Radu. “Romanian PM gives up doctorate after years of plagiarism allegations.” Reuters, 16 December 2014, 

https://www.reuters.com/article/us-romania-ponta-idUSKBN0JU1N520141216 

Marshall, Dr Stephen, and Dr Maryanne Garry. “How well do students really understand plagiarism?” ASCILITE 2005 - The Australasian Society for Computers in Learning in Tertiary Education, 2005, pp. 457-467, https://ascilite.org/conferences/brisbane05/blogs/proceedings/52_Marshall.pdf. 

“Plagiarism Definition & Meaning.” Merriam-Webster, 17 February 2023, https://www.merriam-webster.com/dictionary/plagiarism?src=search-dict-box#little-gems . 

Smith, David. “Neil Kinnock on Biden's plagiarism 'scandal' and why he deserves to win: 'Joe's an honest guy.'” The Guardian, 7 September 2020, 

https://www.theguardian.com/us-news/2020/sep/07/neil-kinnock-joe-biden-1987-scandal . 

Wagner, John. “Trump national security spokeswoman Monica Crowley to forgo post amid plagiarism charges.” The Washington Post, 16 January 2017, https://www.washingtonpost.com/news/post-politics/wp/2017/01/16/trump-national-security-spokeswoman-monica-crowley-to-forgo-post-amid-plagiarism-charges/ 

“What is Plagiarism?” Plagiarism.org, 18 May 2017, https://www.plagiarism.org/article/what-is-plagiarism.