Let's All Copy!
Plagiarism is a sensitive subject in academia. I always thought that the supposed plagiarism detection tools that were used as scare tactics in my high school and undergraduate days were fascinating, but I never really researched them much. Being the careful student I was, I always made sure to cite my sources, quote where appropriate, and follow the usual academic guidelines.
Obviously the simplest form of plagiarism detection is simply typing key words from a paper into your favorite search engine and seeing if anything familiar comes up. That's a lot of work for an instructor or professor who has to graduate 20+ papers.
According to Wikipedia's entry on plagiarism detection, there are a number of factors:
Factor Description and alternatives Scope of search In the public internet, using search engines / Institutional databases / Local, system-specific database. Analysis time Delay between the time a document is submitted and the time when results are made available. Document capacity / Batch processing Number of documents the system can process per unit of time. Check intensity How often and for which types of document fragments (paragraphs, sentences, fixed-length word sequences) does the system query external resources, such as search engines. Comparison algorithm type The algorithms that define the way the system uses to compare documents against each other. Precision and Recall Number of documents correctly flagged as plagiarized compared to the total number of flagged documents, and to the total number of documents that were actually plagiarized. High precision means that few false positives were found, and high recall means that few false negatives were left undetected.
While these are great, and can be used to evaluate various plagiarism-detection products, how the heck is someone supposed to get documents in them to be checked?
Having students turn things in electronically make more sense, since they can be fed into web-based products. The problem with this is that some schools (especially high schools) have students spread out geographically and with different software. Little Marshall may be using a Windows Me-based PC with Microsoft Works and writes a report. On the other hand another student may use a Mac with Pages '09 to create their project. Obviously these will create acceptable documents, and the printouts can be read by a teacher. However, the expectation and possibly capability to export to a common, standard format (Microsoft Word) probably isn't there. What can be done?
Since so many people have internet access, why not look at a cloud-based option for turning in assignments? Students can copy and paste from their favorite word processor into a Google Doc, and allow the instructor to have access. My thoughts on cloud computing go back and forth, depending on the use, but if there was a clear, outlined process for submission, students could submit their assignments and instructors could analyze for plagiarism.
This may be a solution to a problem that doesn't even exist, but it may make life easier for those who are grading.