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«Avoiding plagiarism, self-plagiarism, and other questionable writing practices: A guide to ethical writing Miguel Roig, Ph.D. First on-line version ...»

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Avoiding plagiarism, self-plagiarism, and other

questionable writing practices: A guide to

ethical writing

Miguel Roig, Ph.D.

First on-line version published in September, 2003

Revised on-line version published in August, 2006


Please send any questions, comments, or suggestions to Miguel Roig, Ph.D.

In recognizing the importance of educating aspiring scientists in the responsible

conduct of research (RCR), the Office of Research Integrity (ORI), began sponsoring in 2002 the creation of instructional resources to address this pressing need. The present guide on avoiding plagiarism and other inappropriate writing practices was created, in part, to meet this need. Its purpose is to help students, as well as professionals, identify and prevent such practices and to develop an awareness of ethical writing. This guide is one of the many products stemming from ORI‟s educational initiatives in the RCR.


Scientific writing can be a complex and arduous process, for it simultaneously demands clarity and conciseness; two elements that often clash with each other. In addition, accuracy and integrity are fundamental components of the scientific enterprise and, therefore, of scientific writing. Thus, good scientific writing must be characterized by clear expression, conciseness, accuracy of what is being reported, and perhaps most importantly, honesty. Unfortunately, writing, or for that matter the entire scientific process, often occurs within the constraints of tight deadlines and other competing pressures. As a result of these constraints, scientific papers, whether generated by science students or by seasoned professionals, will at times be deficient in one or more of the above components.

Insufficient clarity or lack of conciseness are typically unintentional and relatively easy to remedy by standard educational or editorial steps. Lapses in the accuracy of what is reported (e.g., faulty observations, incorrect interpretation of results) are also assumed to be most often unintentional in nature, but such lapses, even if unintentional, can have significant undesirable consequences if not corrected. Intentional lapses in integrity, even if seemingly minor, are by far the most serious type of problem because such misconduct runs contrary to the primary goal of the scientific enterprise, which is the search for truth.

In scientific writing, perhaps the most widely recognized unethical lapse is plagiarism. Plagiarism can occur in many forms and some of the more subtle instances, while arguably unethical in nature, may not be classified as scientific misconduct by federal agencies such as the National Science Foundation (NSF) or the Office of Research Integrity (ORI). Nevertheless, the ethical professional is expected to operate at the highest levels of scientific integrity and, therefore, must avoid all forms of writing that could be conceptualized as plagiarism.

There are other questionable writing practices, some of which may be quite common in professional scientific writing. One example is reporting and discussing results of one‟s research in the context of literature that is supportive of our conclusions while at the same time ignoring evidence that is contrary to our findings. Another writing „malpractice‟ occurs when another author‟s review of a literature is used, yet the reader is led to believe that the current author has conducted the actual review.

On ethical writing

A general principle underlying ethical writing is the notion that the written work of an author, be it a manuscript for a magazine or scientific journal, a research paper submitted for a course, or a grant proposal submitted to a funding agency, represents an implicit contract between the author of that work and its readers. According to this implicit contract, the reader assumes that the author is the sole originator of the written work, that any text or ideas borrowed from others are clearly identified as such by established scholarly conventions, and that the ideas conveyed therein are accurately represented to the best of the author‟s abilities. In sum, as Kolin (2002) points out “Ethical writing is clear, accurate, fair, and honest”. It also conveys to the reader that we strive for ethical conduct as well as ethical practice.

As is the case with most other human activities, errors in writing which violate the spirit of the contract do occur. For example, in proposing a new idea or data, an author may dismiss a certain line of evidence as unimportant, and thus quite unintentionally, ignore other established data or other evidence that fail to support, or outright contradict, his/her own ideas or data thereby misleading the reader. Judging by some of the readers‟ letters and commentaries published in scientific journals in response to certain published articles, this type of oversight appears to be not all that uncommon in the sciences, particularly when dealing with controversial topics.

Other errors include situations in which an idea claimed by its author to be completely original, may have actually been articulated earlier by someone else. Such “rediscovery” of ideas is a relatively well-known phenomenon in the sciences, often occurring within a very close timeframe. Cognitive psychologists have provided considerable evidence for the existence of cryptomnesia, or unconscious plagiarism, which refers to the notion that individuals previously exposed to others‟ ideas will often remember the idea, but not its source, and mistakenly believe that they themselves originated the idea.

Other unintentional errors occur, such as when authors borrow heavily from a source and, in careless oversight, fail to fully credit the source. These and other types of inadvertent lapses are thought to occur with some frequency in the sciences.

Unfortunately, in some cases, such lapses are thought to be intentional and therefore constitute clear instances of unethical writing. Without a doubt, plagiarism is the most widely recognized and one of the most serious violations of the contract between the reader and the writer. Moreover, plagiarism is one of the three major types of scientific misconduct as defined by the Public Health Service; the other two being falsification and fabrication (U. S. Public Health Service, 1989). Most often, those found to have committed plagiarism pay a steep price. Plagiarists have been demoted, dismissed from their schools, from their jobs, and their degrees and honors have been rescinded as a result of their misdeeds (Standler, 2000).

–  –  –

"taking over the ideas, methods, or written words of another, without acknowledgment and with the intention that they be taken as the work of the deceiver." American Association of University Professors (September/October, 1989).

As the above quotation states, plagiarism has been traditionally defined as the taking of words, images, ideas, etc. from an author and presenting them as one‟s own. It is often associated with phrases, such as kidnapping of words, kidnapping of ideas, fraud, and literary theft. Plagiarism can manifest itself in a variety of ways and it is not just confined to student papers or published articles or books. For example, consider a scientist who makes a presentation at a conference and discusses at length an idea or concept that had already been proposed by someone else and that is not considered common knowledge.

During his presentation, he fails to fully acknowledge the specific source of the idea and, consequently, misleads the audience into thinking that he was the originator of that idea.

This, too, may constitute an instance of plagiarism. Consider the following real-life

examples of plagiarism and the consequences of the offender‟s actions:

 A historian resigns from the Pulitzer board after allegations that she had appropriated text from other sources in one of her books.

 A biochemist resigns from a prestigious clinic after accusations that a book he wrote contained appropriated portions of text from a National Academy of Sciences report.

 A famous musician is found guilty of unconscious plagiarism by including elements of another musical group‟s previously recorded song in one of his new songs that then becomes a hit. The musician is forced to pay compensation for the infraction.

 A college president is forced to resign after allegations that he failed to attribute the source of material that was part of a college convocation speech.

 A member of Congress running for his party‟s nomination withdraws from the presidential race after allegations of plagiarism in one of his speeches.

 A psychologist has his doctoral degree rescinded after the university finds that portions of his doctoral dissertation had been plagiarized.

In sum, plagiarism can be a very serious form of ethical misconduct. For this reason, the concept of plagiarism is universally addressed in all scholarly, artistic, and scientific disciplines. In the humanities and the sciences, for example, there are a plethora of writing guides for students and professionals whose purpose, in part, is to provide guidance to authors on discipline-specific procedures for acknowledging the contributions of others.

Curiously, when it comes to the topic of plagiarism, many professional writing guides appear to assume that the user is already familiar with the concept. In fact, while instruction on attribution, a key concept in avoiding plagiarism, is almost always provided, some of the most widely used writing guides do not offer specific sections on plagiarism.

Moreover, those that provide coverage often fail to go beyond the most basic generalities about this type of transgression.

Although plagiarism can take many forms there are two major types in scholarly writing:

plagiarism of ideas and plagiarism of text.

Plagiarism of ideas  Appropriating an idea (e.g., an explanation, a theory, a conclusion, a hypothesis, a metaphor) in whole or in part, or with superficial modifications without giving credit to its originator.

In the sciences, as in most other scholarly endeavors, ethical writing demands that ideas, data, and conclusions that are borrowed from others and used as the foundation of one‟s own contributions to the literature, must be properly acknowledged. The specific manner in which we make such acknowledgement varies from discipline to discipline. However, source attribution typically takes the form of either a footnote or a reference citation.

Acknowledging the source of our ideas

Just about every scholarly or scientific paper contains several footnotes or reference notes documenting the source of the facts, ideas, or evidence that is reported in support of arguments or hypotheses. In some cases, as in those papers that review the literature in a specific area of research, the reference section listing the sources consulted can be quite extensive, sometimes taking up more than a third of the published article (see, for example, Logan, Walker, Cole, & Leukefeld, 2000). Most often, the contributions we rely upon come from the published work or personal observations of other scientists or scholars. On occasion, however, we may derive an important insight about a phenomenon or process that we are studying, through a casual interaction with an individual not necessarily connected with scholarly or scientific work. Even in such cases, we still have a moral obligation to credit the source of our ideas. A good illustrative example of the latter point was reported by Alan Gilchrist in a 1979 Scientific American article on color perception.

In a section of the article which describes the perception of rooms uniformly painted in one color, Gilchrist states: “We now have a promising lead to how the visual system determines the shade of gray in these rooms, although we do not yet have a complete explanation. (John Robinson helped me develop this lead.)” (p.122; Gilchrist, 1979). A reader of the scientific literature might assume that Mr. Robinson is another scientist working in the field of visual perception, or perhaps an academic colleague or an advanced graduate student of Gilchrist‟s. The fact is that John Robinson was a local plumber and an acquaintance of Gilchrist in the town where the author spent his summers. During a casual discussion of Gilchrist‟s work, Robinson‟s insights into the problem that Gilchrist had been working on were sufficiently important to the development of his theory of lightness perception that Gilchrist felt ethically obligated to credit Robinson‟s contribution.

Even the most ethical authors can fall prey to the inadvertent appropriation of others‟ ideas, concepts, or metaphors. Here we are referring to the phenomenon of unconscious plagiarism, which, as stated earlier, takes place when an author generates an idea that s/he believes to be original, but which in reality had been encountered at an earlier time. Given the free and frequent exchange of ideas in science, it is not unreasonable to expect instances in which earlier exposure to an idea that lies dormant in someone‟s unconscious, emerges into consciousness at a later point, but in a context different from the one in which the idea had originally occurred. Presumably, this is exactly what happened in the case of former Beatle George Harrison, whose song “My Sweet Lord” was found to have musical elements of the song “He‟s So Fine”, which had been released years earlier by The Chiffons (see Bright Tunes Music Corp. v. Harrisongs Music, Ltd., 1976). Unfortunately, there are probably other John Robinsons, as well as other accomplished scientists, scholars, and artists, now forgotten, whose original, but unacknowledged ideas have been subsequently and unconsciously (or sadly, perhaps quite intentionally) “reinvented/rediscovered” by others and have, thus, failed to get their due credit.

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