Turnitin.com and the scriptural enterprise of plagiarism detection

In this essay, I analyze Turnitin.com, <http://www.turnitin.com>, as a form of anti-plagiarism therapy, demonstrating some of the ways the service maps identity and manages transgression in accordance with traditional values pertaining to authorship and intellectual property. I propose a broad-based approach to Turnitin.com that addresses the many historical, institutional, economic, cultural, and pedagogical factors informing current debates about plagiarism and plagiarism detection. In particular, I argue, first, that Turnitin.com reifies identity categories via plagiarism discourse disguised as educational content. Secondly, Turnitin.com socializes student writers toward traditional notions of textual normality and docility. And third, Turnitin.com represents a new phase in the bureaucratization of composition instruction consistent with past administrative practices and reflective of emerging corporate management alliances in higher education.     

Understanding “Internet plagiarism”

Current concerns about plagiarism participate in a culture-wide anxiety that mirrors the cultural climate in previous textual revolutions. In today's revolution, the Internet is described as the cause of a perceived increase in plagiarism, and plagiarism-detecting services (PDSs) are described as the best solution. The role of the Internet should be understood, however, not just in terms of access to text but also in terms of textual relationships. Synthesizing representations of iText with literary theories of intertextuality suggests that all writers work intertextually, all readers interpret texts intertextually, and new media not only increase the number of texts through which both writers and readers work but also offer interactive information technologies in which unacknowledged appropriation from sources does not necessarily invalidate the text. Plagiarism-detecting services, in contrast, describe textual appropriation solely in terms of individual ethics. The best response to concerns about plagiarism is revised institutional plagiarism policies combined with authentic pedagogy that derives from an understanding of IText, intertextuality, and new media.     

Why Napster matters to writing: Filesharing as a new ethic of digital delivery

This article discusses the Napster phenomenon and its cultural significance, traces some of the threads of the current “copyright crisis,” and connects these cultural and legal dynamics to show how the current filesharing context of digital environments pertains to issues affecting writing teachers. The article (1) urges writing teachers to view the Napster moment—and the writing practice at the center of it, filesharing—in terms of the rhetorical and economic dynamics of digital publishing and in the context of public battles about copyright and intellectual property and (2) argues that digital filesharing forms the basis for an emergent ethic of digital delivery, an ethic that should lead composition teachers to rethink pedagogical approaches and to revise plagiarism policies to recognize the value of filesharing and to acknowledge Fair Use as an ethic for digital composition.     

The fair use doctrine: History, application, and implications for (new media) writing teachers

Writing teachers have always had to contend with plagiarism. However, the technology of the Internet and the thorny issues of copyright law complicate how we teach legal and ethical use of others’ materials in the networked classroom. Our pedagogy and curriculum choices and our students’ writing practices are shaped by a legal infrastructure that includes the fair use doctrine. Our understanding and knowledge of the fair use doctrine should become second nature to us. Critical awareness of fair use, the four-factor test, and how to conduct appropriate analyses when using others’ materials must become part of the everyday digital writing/new media classroom curriculum. To this end, the author summarizes the salient points of law and practice of fair use and demonstrates, in small ways, how the fair use doctrine can inform the teaching of writing in digital contexts. As teachers, researchers, and experts of writing, the discourse of fair use must be considered in addition to the discourse of plagiarism.     

A Pedagogy of Resistance Toward Plagiarism Detection Technologies

This article interrogates the use of plagiarism detection devices from a critical and rhetorical standpoint, using both plagiarism detection technologies as well as essay mills as sites for analysis and subversion. My goal is to argue for a pedagogy of resistance to plagiarism detection technologies. Both plagiarism detection sites and online paper mills play into the very issue we as rhetoricians and compositionists should be resisting; that is, by upholding the singular notion of authorship as something individualistic, commercialized, and commodified, these sites reinforce individual authorship to the detriment of more communal forms of writing that are prized in online environments such as social networking sites, blogs, wikis, and so on. If we are forced into the circular logic of avoiding plagiarism/catching plagiarists/punishing plagiarism and prizing singular authorship above all other forms, then we risk failing to find the ability to break free and move beyond to more challenging modes of writing that rely on community. The potential time-saving benefits of plagiarism detection services—that is, the ease of discovering potential plagiarism—may unfortunately lull us into compliance and cause us to forget that there are larger issues regarding copyright law and ownership of ideas still up for debate.     

核电企业传统载体档案数字化与库房智能化转型实践研究

为实现档案领域数字化转型,提升传统载体档案数字化水平以及当前档案库房的智能化水平,江苏核电围绕传统载体档案以及实体档案库房进行研究,逐步改变传统的档案库房管理模式并向档案库房的全电子化、多用户远程、综合性管理模式转变。文章介绍了在档案数字化转型实践方面开展的主要做法,包括全面推广使用系统原生电子文件分步落实单轨制、升级档案库房基础设施实现智能管控、改变人工盘库模式实现智能盘库档案、建立实体虚拟协同的数字化档案库房、以三维模型为核心探索机组数字化移交、打造随身文档服务实现掌上协作办公,开展数据分析并驱动服务改善。文章有助于提升企业内部的文档利用效率,实现企业数字资源的利用效率最大化。     

基于分级匹配的维吾尔语文档相似性计算及剽窃检测方法

针对以维吾尔语书写的文档间的相似性计算及剽窃检测问题,提出了一种基于内容的维吾尔语剽窃检测(U-PD)方法。首先,通过预处理阶段对维吾尔语文本进行分词、删除停止词、提取词干和同义词替换,其中提取词干是基于N-gram 统计模型实现。然后,通过BKDRhash算法计算每个文本块的hash值并构建整个文档的hash指纹信息。最后,根据hash指纹信息,基于RKR-GST匹配算法在文档级、段落级和句子级将文档与文档库进行匹配,获得文档相似度,以此实现剽窃检测。通过在维吾尔语文档中的实验评估表明,提出的方法能够准确检测出剽窃文档,具有可行性和有效性。     

Músgraí WYSIWYM WP: A Simple Plug-in to Add Semantically Meaningful Functionality to the Graphical Editor of the WordPress CMS,with Emphasis on Digitally Archiving Irish and Scottish Gaelic Texts

WordPress, a popular web site creation framework with powerful functionality, is an excellent candidate as a platform for creating on-line digital archives. However, it has certain functionality that works against the rigorous, semantically meaningful recording of data. Consequently, where it is used as an archival platform, semantic fidelity to original artifacts is almost certain to be compromised. This article discusses a tool, Músgraí WYSIWYM WP, which I created to address this problem; specifically in the context of older written and printed Irish and Scottish Gaelic texts, whose orthographies include characters no longer in common use.     

DOCODE 3.0 (DOcument COpy DEtector): A system for plagiarism detection by applying an information fusion process from multiple documental data sources

Plagiarism refers to the act of presenting external words, thoughts, or ideas as one’s own, without providing references to the sources from which they were taken. The exponential growth of different digital document sources available on the Web has facilitated the spread of this practice, making the accurate detection of it a crucial task for educational institutions. In this article, we present DOCODE 3.0, a Web system for educational institutions that performs automatic analysis of large quantities of digital documents in relation to their degree of originality. Since plagiarism is a complex problem, frequently tackled at different levels, our system applies algorithms in order to perform an information fusion process from multi data source to all these levels. These algorithms have been successfully tested in the scientific community in solving tasks like the identification of plagiarized passages and the retrieval of source candidates from the Web, among other multi data sources as digital libraries, and have proven to be very effective. We integrate these algorithms into a multi-tier, robust and scalable JEE architecture, allowing many different types of clients with different requirements to consume our services. For users, DOCODE produces a number of visualizations and reports from the different outputs to let teachers and professors gain insights on the originality of the documents they review, allowing them to discover, understand and handle possible plagiarism cases and making it easier and much faster to analyze a vast number of documents. Our experience here is so far focused on the Chilean situation and the Spanish language, offering solutions to Chilean educational institutions in any of their preferred Virtual Learning Environments. However, DOCODE can easily be adapted to increase language coverage.     

The development of an ESL OWL, or learning how to tutor writing online

This essay describes the development of an ESL OWL by grounding practices in language and literacy pedagogy theory. An initial discussion explores OWLs emulating physical writing center spaces. Two areas of concern are then addressed in meeting the needs of second language writers as they relate to practices and training for online tutoring: error correction—an area of frequent concern to second language writers—and increased interactivity—meeting second language writer expectations and creating autonomous learners. Issues of plagiarism by second language writers are discussed as related to the type of feedback OWL tutors can provide. Highlighted throughout are samples of interactions between tutors and writers that show a process of learning how to create dialogue rather than dictations from the tutor to clean up a single essay.     

The toolbox for local and global plagiarism detection

Digital plagiarism is a problem for educators all over the world. There are many software tools on the market for uncovering digital plagiarism. Most of them can work only with text submissions. In this paper, we present a new architecture for a plagiarism detection tool that can work with many different kinds of digital submissions, from plain or formatted texts to audio podcasts. The open architecture is based on converting the digital submission into text form for processing by a plagiarism detection algorithm. To process non-text submissions, the system is extended with the appropriate converter. Such an open architecture makes the anti-plagiarism toolbox universal and easily adaptable for processing virtually any kind of digital submissions. This paper describes a software prototype based on the proposed architecture and presents the results of its implementation on a large archive of student papers.     

Text mining applied to plagiarism detection: The use of words for detecting deviations in the writing style

Plagiarism detection is of special interest to educational institutions, and with the proliferation of digital documents on the Web the use of computational systems for such a task has become important. While traditional methods for automatic detection of plagiarism compute the similarity measures on a document-to-document basis, this is not always possible since the potential source documents are not always available. We do text mining, exploring the use of words as a linguistic feature for analyzing a document by modeling the writing style present in it. The main goal is to discover deviations in the style, looking for segments of the document that could have been written by another person. This can be considered as a classification problem using self-based information where paragraphs with significant deviations in style are treated as outliers. This so-called intrinsic plagiarism detection approach does not need comparison against possible sources at all, and our model relies only on the use of words, so it is not language specific. We demonstrate that this feature shows promise in this area, achieving reasonable results compared to benchmark models.     

基于网格的数字文档复制检测系统

复制检测技术在保护知识产权和信息检索中有着重要的作用。本文利用网格计算的思想，提出了一个基于网格的数字文档复制检测系统。该系统把单个海量土档集分割成若干个中小型的文档集，并将其分布在网络中，然后在网络中的多个节点上并行地执行检测操作。通过局域网上的模拟试验表明该系统可以动态地增扩文档集，缩短了检测的时间，并具有很高的性价比。     

“It wasn’t me,was it?” Plagiarism and the Web

Issues of plagiarism are complex, and made all the more complicated by students’ increasing use of the World Wide Web as a research space. In this article, we describe several situations we faced as teachers in writing-intensive classrooms—experiences common to most teachers of writing. We share these examples to explore how issues related to plagiarism and its effects are both reproduced and change in new research spaces. We also share these stories to discuss how we can best handle plagiarism in first-year writing classrooms and how we can best equip students with the tools necessary to do appropriate research—both online and offline.     

Cultivating undergraduates' plagiarism avoidance knowledge and skills with an online tutorial system

With the increased use of digital materials, undergraduate writers in English as a foreign language (EFL) contexts have become more susceptible to plagiarism. In this study, the researchers designed a blended English writing course with an online writing tutorial system entitled DWright. The study examined the effectiveness of the online writing tool for helping a group of EFL sophomores in Taiwan develop plagiarism avoidance knowledge, paraphrasing skills, and citation abilities. Mixed‐method data included pretest, posttest, and delayed test, a feedback sheet, writing assignments, interviews, and a post‐course questionnaire, which reported increased awareness on plagiarism avoidance with evidence such as qualitative paraphrasing improvement and positive feedback on the use of DWright for developing plagiarism avoidance knowledge and citation competence. Pedagogical implications for researchers and instructors interested in blending online writing tutorials into their courses for plagiarism avoidance were also discussed.     

基于电子政务的高校档案服务工作探析

服务是高校档案工作永恒的主题,当前信息化条件下围绕高校电子政务建设创新档案服务工作具有十分重要的理论价值和现实意义。本文通过分析电子政务环境下现代高校档案工作服务功能的拓展,指出了高校档案馆(室)参与政务建设的必要性和可行性,明确了高校档案机构改革发展的目标。     

Design and usability testing of a learning and plagiarism avoidance tutorial system for paraphrasing and citing in English: A case study

The prevalence of information and communication technology (ICT) has considerably converted the means of/for publication and circulation, as well as transforming academia and English pedagogy. However, with the availability and convenience of online resources, one of the critical issues emerged is that non-native English speakers are constantly accused of committing textual plagiarism: either intentionally or unintentionally. While many writing tools and plagiarism detectors are available to help solve the problem, none of them were customized for the great population of Chinese learners of English. Accordingly, DWright—a Chinese-interfaced online writing tutorial for paraphrasing and citing English—was developed in the hope of ensuring academic integrity through the avoidance of textual plagiarism.The purpose of this study was to evaluate the design and efficacy of DWright regarding plagiarism prevention and improvement of English writing. A questionnaire and semi-structured interview were administrated to participants to test DWright and its technology acceptance model (TAM) to identify the effect of perceived usefulness, usability and user attitudes of DWright. Results show that users of DWright were in high agreement regarding the content effectiveness of all DWright-based tasks, indicating the reading activities, multiple-choice exercises and paraphrasing practices were effective to help users enhance writing knowledge and skills to avoid plagiarism. Furthermore, perceived usefulness and system usability affected DWright user attitudes significantly and positively, which mirrors their attitudes toward continued use of DWright. In this study, DWright met its users' needs by extending their knowledge to avoid plagiarism while simultaneously enhancing their paraphrasing and writing skills. The conclusion suggests that tutorial designers, content experts and subject teachers should support effective communication to improve content usefulness, so as to help users achieve their writing goals with a research proven learning and plagiarism avoidance tutorial system.     

Python程序代码相似度检测

代码剽窃是程序语言课程中经常出现的一种作弊行为,严重破坏正常的教学秩序。检测剽窃的程序代码、验证学生程序作业的原创性在程序语言教学中就尤为重要。结合程序代码相似度检测技术中的属性计数技术和结构度量技术,提出一种适用于Python程序的相似度检测方法,该方法能够有效地计算出学生Python程序作业之间的相似度。     

“互联网+”背景下档案信息资源开发创新研究

“互联网+”的提出给档案信息资源开发带来新的思路,通过“互联网+”的思维指导和技术支持,档案信息资源开发可以重新焕发活力,并向协作整合、创新驱动、开放生态等方向转变;同时,档案信息资源开发应形成"互联网+"的新模式,在生态化开发方面进行创新,使档案信息资源得到充分利用,满足用户的需求,激活档案的价值。本文从档案信息资源与档案信息资源服务入手,探讨“互联网+”背景下档案信息资源开发创新的价值,分析当前档案信息资源开发过程中存在的问题,并提出改进措施,旨在为推动档案信息资源开发提供参考。     

An improved plagiarism detection scheme based on semantic role labeling

Plagiarism occurs when the content is copied without permission or citation. One of the contributing factors is that many text documents on the internet are easily copied and accessed. This paper introduces a plagiarism detection technique based on the Semantic Role Labeling (SRL). The technique analyses and compares text based on the semantic allocation for each term inside the sentence. SRL is superior in generating arguments for each sentence semantically. Weighting for each argument generated by SRL to study its behaviour is also introduced in this paper. It was found that not all arguments affect the plagiarism detection process. In addition, experimental results on PAN-PC-09 data sets showed that our method significantly outperforms the modern methods for plagiarism detection in terms of Recall, Precision and F-measure.