Accordingly, there have been various attempts at adopting new labels to avoid the stigmatizing effect of the term plagiarism itself.
Among historians and sociologists of science, it is a commonplace that scientists' accusations of plagiarism defy straightforward explanations.
As can be imagined, there is vast potential here for ambiguity, for allegations of plagiarism, and for actual litigation.
Based on a body of literature primarily in applied linguistics, this review focuses on textual plagiarism and antiplagiarism in second language academic writing.
Moving beyond prevalent moral explanations, we further sought alternative reasons for students' inappropriate textual borrowing practices, often categorized as plagiarism.
We argue that student textual plagiarism can best be viewed as an issue of authorial identity construction.
All of the students completed questionnaires which focussed on their attitudes toward, and understanding of, plagiarism.
This is lexicographical plagiarism taken into a new dimension; it is also all too human.
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