how to write an essay on academic integrity

Using Information Ethically

• Academic Integrity
• What is Plagiarism?
• Avoiding Plagiarism
• Recognizing Academic Misconduct
• Citing Sources
• Quoting, Paraphrasing, and Summarizing Strategies
• AI & Academic Integrity
• Using AI Ethically
• Test Your Knowledge

What Is Academic Integrity?

Academic integrity is respecting our own rights and the rights of others while also taking responsibility for our actions. UNC's Office of Student Conduct and Accountability stresses the importance of practicing academic integrity in college to instill a foundation of integrity in all areas of our lives. 

Understanding Academic Integrity

Academic integrity is a commitment to be fair, honest, and respectful in all the work that you do for your college classes.  

Three things you can do to help with academic integrity are:

• Demonstrate your skills and abilities
• Respect the work of others
• Follow instructors' expectations

Academic misconduct occurs when someone cheats, plagiarizes, fabricates, or is otherwise not honest about their own work. UNC's Code of Conduct defines academic misconduct as:

"Cheating (the use, or attempt to use, academic work, material, information or study aids that are not permitted by the instructor), plagiarism (the use of another person’s work or reuse of your own work without giving proper credit to the original source), fabrication (the creation of material or a source that does not exist to use as authority in academic work), or other acts of academic dishonesty."

You can be flagged for academic misconduct even when you inadvertently do something, so be aware of class policies and follow assignment instructions.  

This module will help you understand academic integrity, what constitutes academic misconduct, and provide tips on how to avoid misconduct, whether it is plagiarism, cheating, citation or writing errors, or unauthorized use of artificial intelligence.  

UNC's Student Code of Conduct

Funny Video on What is Acceptable and Unacceptable Relating to Academic Misconduct

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Teaching Students About Plagiarism: Strategies for Promoting Academic Integrity

• Posted on August 2, 2024

Educators have a vital role in fostering academic integrity among students. Promoting honesty, fairness, and responsibility builds a supportive learning environment. Plagiarism poses a significant challenge to academic integrity. 

Students often misunderstand plagiarism or lack the skills to avoid it. Teaching effective strategies for recognizing and preventing plagiarism helps students develop strong research and citation skills. Engaging students through interactive activities and clear guidelines can make a significant difference. 

By instilling these principles, educators guide students toward ethical academic practices, setting a foundation for lifelong learning and critical thinking. Addressing plagiarism proactively cultivates a culture of integrity and respect for original work.

What is Academic Integrity?

Academic integrity is the foundation of a trustworthy learning environment. It emphasizes core ethical principles like honesty, fairness, and responsibility. Honesty means students complete their work independently and truthfully, giving credit to sources they use. 

Fairness ensures a level playing field where everyone can succeed based on merit. Responsibility requires students to understand and follow academic guidelines and respect the intellectual property of others. By upholding these values, students contribute to a learning community built on trust and authenticity.

Why is Academic Integrity Important?

Academic integrity goes beyond simply avoiding plagiarism . It lays the groundwork for essential skills that benefit students throughout their educational journey and beyond.

Building a Foundation for Lifelong Learning

Academic integrity fosters a love for learning that extends beyond the classroom. Students who complete work independently and ethically develop valuable research and critical thinking skills. 

These skills empower them to become lifelong learners who can analyze information, solve problems, and think creatively throughout their lives.

Fostering Critical Thinking and Originality

When students avoid plagiarism and engage with source material thoughtfully, they develop their critical thinking muscles. They learn to evaluate information, form arguments, and express their ideas. 

This fosters a deeper understanding of the subject matter and prepares them for success in higher education and future careers.

Maintaining Trust in Educational Institutions

Academic integrity is essential for upholding the credibility of educational institutions. When students produce authentic work, it ensures the validity of degrees and certifications. This fosters trust in the educational system and protects the value of academic achievement for all students.

What is Plagiarism?

Plagiarism undermines the very foundation of academic integrity. It’s using someone else’s ideas, words, or data without proper attribution. 

Here are some common types of plagiarism to watch out for:

• Direct Plagiarism: Lifting sentences or paragraphs verbatim from a source without quotation marks and proper citation. This is the most blatant form of plagiarism.
• Paraphrasing Without Proper Citation: Restating someone else’s ideas in your own words without acknowledging the source is still plagiarism. Citations are crucial for giving credit where credit is due.
• Self-Plagiarism: Reusing significant portions of your work from a previous assignment without citing yourself can also be considered plagiarism. Educators typically have policies on self-plagiarism to ensure originality in student work.

What Doesn’t Count as Plagiarism? (Common Mistakes)

It’s important to clarify some common misconceptions. Simply mentioning a fact or using common knowledge doesn’t require citation. 

However, proper citation is essential if using specific data, analysis, or unique wording from a source. Educators can address these confusions and equip students with the knowledge to navigate the boundaries of ethical research practices.

How Do You Teach Students About Plagiarism?

Teaching students about plagiarism involves more than explaining what it is. Educators must equip students with the skills and knowledge to recognize, avoid, and address plagiarism. Implementing engaging and practical strategies can make this learning process effective and memorable.

Interactive Scenarios

Ditch the traditional lecture and ignite a discussion with real-world scenarios. Present students with situations that could lead to plagiarism, like finding the perfect online paragraph for their essay. 

Through facilitated discussion, have them analyze if plagiarism constitutes plagiarism, explore its reasoning, and brainstorm alternative approaches like summarizing or ethically paraphrasing with proper citations.

Gamification

Infuse some fun into learning! Craft a plagiarism-themed board game where students answer trivia on citation styles, test their skills in identifying plagiarism in various formats (text, images), and strategize to earn points for proper citation practices. This interactive approach fosters engagement and reinforces concepts memorably.

Source Surgery

Move beyond simply referencing sources. Engage in a collaborative “source surgery” session. Dissect a reputable source together, highlighting crucial elements like quotes, statistics, and research methodologies employed. 

Then, empower students to practice using this source ethically: identifying quotable sections, transforming information through paraphrasing, and constructing proper in-text citations and a corresponding reference list entry.

Peer Review with a Plagiarism Lens

Transform peer review into a multi-faceted learning experience. Instead of solely focusing on grammar and clarity, equip students with a checklist to identify potential plagiarism during peer review. 

The checklist can focus on missing citations, improper paraphrasing too close to the source, and instances of verbatim copying without quotation marks. This fosters a sense of shared responsibility and hones their critical analysis skills.

Consequences & Real-World Impact

Plagiarism’s repercussions extend far beyond a bad grade. It undermines the foundation of academic integrity, shattering trust in the system and potentially jeopardizing your future career built on credibility. 

By copying uncritically, you risk spreading misinformation and eroding public confidence in academia. 

Inviting a librarian or integrity officer can illuminate the seriousness of plagiarism and provide resources to ensure that success is based on genuine intellectual effort.

Technology Integration

Plagiarism detection software can be valuable but should differ from critical thinking and source evaluation. Integrate these tools into your lessons by demonstrating how they work. However, emphasize that they are for learning purposes – to identify areas needing proper citation, not a shortcut to avoid critical thinking and evaluating the credibility of sources.

Consequences of Academic Dishonesty

Academic dishonesty can be tempting, especially when faced with a challenging deadline or a difficult concept. However, the consequences of getting caught are far beyond a simple lousy grade. 

Here’s a deeper look at how academic dishonesty can negatively impact your educational journey, professional future, and overall well-being:

Loss of Scholarship or Funding

Many scholarships and grants have clauses that can revoke funding if a student is caught cheating. This can create a severe financial burden and potentially derail your educational plans. 

Imagine losing a scholarship that covered a significant portion of your tuition fees – the scramble to find alternative funding could force you to delay graduation or even choose a different path altogether.

Professional Licensing Issues

In specific fields, like medicine, law, or engineering, obtaining a professional license requires a clean academic record. A history of academic dishonesty can make getting licensed difficult or even impossible, hindering your career options. 

Cheating on a medical school exam might seem insignificant at the time, but it could block your dream of becoming a doctor years down the line.

Limited Graduate School Prospects

Graduate schools meticulously review transcripts and disciplinary records. A blemish from academic dishonesty can significantly weaken your application, even if your grades are otherwise strong. 

Top programs often have a large applicant pool, and a single instance of cheating could be the deciding factor that gets your application rejected.

Missed Networking Opportunities

Getting caught cheating can lead to strained relationships with professors and advisors. These connections are crucial for recommendation letters and potential research opportunities, which can be vital for your future academic and professional success. 

Professors who write glowing letters of recommendation for students they know and trust can open doors to prestigious internships and research programs. Cheating can damage that trust and sabotage these valuable connections.

Erosion of Trust and Respect

Academic dishonesty can damage the trust between students, faculty, and the institution. A cheating culture cheapens a degree’s value and creates a hostile learning environment for everyone involved. When everyone is suspected of cutting corners, genuine learning and collaboration suffer.

What’s the Difference Between Plagiarism and Citation?

Building a solid academic argument is like constructing a sturdy house. Proper citation is the foundation, ensuring your work is credible and well-supported. 

Academic Integrity

Citing sources correctly safeguards you from plagiarism, stealing someone else’s ideas or words, and presenting them as your own. Citations demonstrate that you’re giving credit where credit is due and upholding the principles of academic honesty. 

Imagine writing a persuasive essay. Citations become evidence to back up your claims, adding weight and legitimacy to your arguments.

Credibility and Trust

When you cite your sources, you say, “I’ve done my research, and here’s the foundation upon which I’ve built my argument.” This demonstrates that your work is well-researched and supported by evidence from reliable sources. 

This, in turn, strengthens the credibility of your arguments and makes your work more trustworthy in the eyes of readers, professors, or any other audience you may have.

Transparency and Verification

Citations allow for transparency in your research. By citing your sources, you provide a roadmap for readers to track down the original information. This transparency will enable them to verify your claims and even delve deeper into the topic if interested. 

Proper citation is essential in research fields to ensure the reproducibility of findings. Other researchers can verify your results by following your trail of cited sources.

Building on the Scholarly Conversation

The academic world thrives on a continuous dialogue, where new ideas build upon existing knowledge. Citations connect your work to the larger conversation happening in your field. They show how your ideas fit the bigger picture and how your work contributes to the ongoing scholarship. 

Imagine you’re researching a new historical perspective – citations allow you to position your arguments within the context of established works, demonstrating how your research adds a new piece to the puzzle.

Understanding Citation Techniques

Academic citation styles , such as MLA, APA, and Chicago, are used. Each style has its format for in-text citations and reference lists. Consult your instructor or a style guide to ensure you use the appropriate style for your assignment. 

Remember, proper citation isn’t just about following a format—it’s about acknowledging the intellectual foundation of your work.

• In-text Citations: These brief references appear within your writing, typically in parentheses, to indicate where you’ve borrowed information or ideas from another source. They provide a quick way for readers to identify and find the source for further exploration.

The specific format for in-text citations and reference lists varies depending on your citation style. Here’s a brief overview of some of the most common styles:

• Chicago/Turabian (Chicago Manual of Style): Often used in history, business, and the arts, Chicago offers two main citation methods: notes-bibliography and author-date. Notes or endnotes within the text provide source information, while the bibliography lists all consulted sources.

Build a Strong Foundation for Student Success

Academic integrity is more than just avoiding plagiarism and getting good grades. It’s about developing a solid foundation for lifelong learning and success. When you prioritize understanding concepts over shortcuts like cheating, you gain a more profound knowledge of the subject matter. 

Academic honesty encourages you to take ownership of your learning. By researching, analyzing information from various sources, and forming your own conclusions, you cultivate intellectual curiosity and become independent. Academic integrity goes hand in hand with ethical behavior. 

By demonstrating honesty and responsibility in your educational pursuits, you establish a reputation for moral conduct. Academic integrity is an investment in your future. By prioritizing honesty and genuine learning, you’re not just succeeding in the short term but also laying the groundwork for lifelong success as a critical thinker, independent learner, and ethical individual.

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Academic Integrity Policy

I. statement  .

Academic integrity is a fundamental responsibility of all students. An integral part of academic integrity is honesty and the freedom to express oneself without using the work of someone else and calling it one's own.

The Department of Languages, Literatures and Cultures will not tolerate any form of academic dishonesty. Infractions will be appropriately penalized; students should understand that suspension or expulsion from the University is a possible result.

II. Definitions

"Academic Dishonesty" includes, but is not limited to, the following: 

Cheating -  Cheating is the inappropriate and unacknowledged use of materials, information, study aids, or any written or verbal material. This includes students using another person's work and claiming it as their own, whether on tests or on other course assignments. Cheating can take the form of use of cell phones or other electronic devices to convey information via text messaging, picture taking, or conversing electronically while taking tests or exams.

• Copying of text/research/assignments; 
• Using someone else's papers/research/assignments without permission and citation; 
• Representing as one's own work what is really the work of another person. In order to prevent plagiarism every direct quotation must be properly identified and cited in the paper, using footnotes to properly cite another person's work. Paraphrasing should have a reference to the original author in the text and be referenced at the end of the student's paper. This applies to all sources, including those found online.  

Facilitating Academic Dishonesty - Students who knowingly allow their work to be used by other students also violate this academic integrity policy.  

III. Penalties

• A student determined to be cheating on any test or who plagiarizes on a course assignment will be appropriately penalized at the discretion of the instructor. This may include receiving a zero on the assignment or "F" for the course. 
• Notice that a student has cheated or plagiarized will be sent to the department of the student's major. All cases of plagiarism resulting in an "F" for the course will be reported to the Dean. This can result in a recommendation to the Dean for suspension or expulsion from the university. 
• If a LLC major or minor has been found to have committed acts of academic dishonesty in more than one course, the student will be expelled from the major or minor program. After one year, the student may apply to the department Chair to rescind the expulsion. The student must demonstrate to the Chair's satisfaction that he/ she has made a genuine, informed, and vigorous commitment to academic integrity. 
• All department or instructor actions resulting from suspected violations of this policy will be taken in accordance with the students' due process rights. Nothing in this policy statement shall be construed to preclude the department from taking appropriate disciplinary action against forms of academic dishonesty not stipulated here. 

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How to make a cover page for an essay, how to shorten an essay.

59 mins ago

How to Write a Song Title in an Essay

Can you guess one of the most popular questions regarding writing essays in college? Most often, students ask about citations and quotes because the formatting requirements for citations are unreasonably strict and undoubtedly counterintuitive. Let’s discuss one exciting aspect of the vivid and entangled quotation art: the guidelines for including song titles in quotes in your academic paper. It is relatively simple, but (oh, there is always a “but”) there are some vital nuances you probably would want to know.

How to Punctuate Song Titles

Long story short: you should always surround your music title with quotes. That is pretty much it: if you want to cite music composition in your academic paper, you should do it the same as in the examples below. 

Example: Of all the country songs released in 2000, the title track from Toby Keith’s How Do You Like Me Now? had the most airplay. “Country Comes to Town” and “You Shouldn’t Kiss Me Like That” are two other beloved tracks from the same album.

As you can see, “Country Comes to Town” and “You Shouldn’t Kiss Me Like That” are song titles that are properly formatted by putting quotation marks around them. Sounds fairly simple, right? Well, there is a little bit more to it. 

To speed up the citation process, consider giving a chance to our free generator!

Confused When Referencing? Try our Free Citation Generator

How to write song titles: exceptions .

There is also an italic font in the example above, which is not a mistake. You should put quotation marks around song titles, but it is common practice to highlight the album names with italics. So, “How Do You Like Me Now?” is an album title, and it should be written in cursive to be included in your academic paper. 

Example 2: “(This Ain’t) No Thinkin’ Thing” was Trace Adkins’ first number-one song, released in 1997 on his album Dreamin’ Out Loud .

In the example, “(This Ain’t) No Thinkin’ Thing” is the song title, and “Dreamin’ Out Loud” is the album name. But what should you do if the song and album titles are the same? There is a simple solution: just use quotation marks when quoting the song and italics when addressing the album.

Example 3: “How Do You Like Me Now?” is my favorite song from the album How Do You Like Me Now?

How to Quote a Song Title: General Guidelines 

We recommend always asking your academic advisor about the proper academic format. In general, there are the following formatting rules regarding song titles:

🔖 Place quotation marks around the names of songs: Using the correct typographic quotation marks and apostrophes (curly quotes) can ensure that your professionally typeset text looks its best.

🎼 Make all album and CD titles italic: Avoid fake italics in typeset material. Although this isn’t a rule of grammar, it is a rule of good printing and design.

📝 Do not underline: Unless you’re using a typewriter or writing the titles by hand, you should not use underlining instead of italics.

How do I title a song in an essay?

You should put the song title in quotation marks to cite it properly while writing your college paper. If you want to address the album’s name, you should use italics.

Are song titles italicized in MLA?

No, they are not. The common practice in MLA is to put song titles in quotation marks and italicize only names of albums.

Is a song title in quotes?

Yes, it is recommended to put the song title in quotes by all popular academic formats. We suggest consulting with your advisor if you are unsure about your academic format.

How to write song titles in APA?

Regarding grammar and style, songs’ titles should be written in quotation marks in APA, whereas album titles should be italicized. This style requirement is shared by APA, MLA, and other popular academic formats.

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AI Detector Tool

AI-Generated Content: The Silent Threat to Student Learning

Published on August 9th, 2024

Assume you're a teacher and you've received an essay that seems... odd. The phrases are polished, and the organization is flawless, but something is missing. It lacks the raw edge, human touch, and battle with concepts that students frequently show. Welcome to the new challenge in education:  AI-generated content .

With AI technologies getting more advanced, it's no surprise that students are looking to them for assistance. However, while these tools are convenient, there is rising worry about their impact on student learning. 

Are we seeing the growth of a new type of academic dishonesty? More significantly, how does this affect students' critical thinking skills?

The Impact on Student Learning

Let's discuss what this means for students. Critical thinking is the foundation of education; it teaches students how to evaluate, question, and form their ideas. But what happens when AI thinks for them?

Consider a student submitting an essay created by an AI. Sure, it might get a good mark, but what does that student learn? They're missing out on the intellectual challenge of debating ideas, honing arguments, and learning from their failures. Over time, increasing the dependence on AI may result in a generation of students who are proficient with tools but lack the depth of comprehension that comes from engaging with the content directly.

Then there's the issue of plagiarism. AI-generated material blurs the distinction between original and borrowed ideas. Students may not even realize they are engaging in academic dishonesty because the AI-generated writing is officially "original." However, the originality is artificial, and the learning opportunity has been wasted.

But it does not end there. AI-generated material might be fertile ground for falsehoods. When students use AI without sufficient supervision, they may unintentionally consume and disseminate inaccuracies. It poses a subtle but substantial threat to the integrity of education.

Identifying AI-Generated Content

So, how do instructors remain ahead of the curve? The good news is that AI-generated text frequently exhibits suspicious indications. It could be overly perfect — immaculate grammar but lacking subtlety or voice. Alternatively, it could be extremely generic, with little depth or particular examples that a well-researched student paper would normally offer.

However, identifying  AI content isn't just about spotting these characteristics. It's also important to use the correct tools. This is where the HireQuotient AI Detector comes in. This tool is intended to help educators easily recognize AI-generated content. Analyzing patterns and irregularities seen in AI writing gives a dependable approach to guarantee that the work you're judging is indeed done by the student.

Let's consider an instance: A student submits an essay that seems suspiciously polished. Using the our best AI Detector, you can quickly scan the text to check for signs of AI involvement. If the tool flags certain sections, it's prompt for further discussion with the student about the importance of original thought and the risks of relying on AI.

Mitigating the Risks 

Integrating AI detection tools, like the HireQuotient  AI Detector , into the classroom is another essential step. But what makes this tool particularly effective?

 Let’s dive deeper into how it helps and the benefits of using it.

How does the HireQuotient AI Detector Help?

Our free AI Detector is designed with educators in mind, offering a simple yet powerful way to identify AI-generated content. The tool works by analyzing the text for patterns and characteristics commonly associated with AI writing. It includes detecting overly perfect grammar, lack of personal voice, and generic phrasing that often slips through in AI-generated work. It’s like having an expert eye that can sift through the nuances of writing to spot what might be artificially created.

One of the most notable features of our AI Detector is its ability to scan 25000 words of text at once. Whether you're grading a stack of essays or reviewing discussion threads, this tool can process content quickly, letting you focus on the substance of the student's work rather than worrying about AI participation. This speeds up the grading process while ensuring the assessment's integrity.

Furthermore, the HireQuotient AI Detector generates thorough reports that can be used to discuss specific aspects of a student's work. If the tool identifies specific areas as potentially AI-generated, you can have a productive discussion with the student about the value of original thought and the dangers of leaning too heavily on AI tools.

Benefits of Using the AI Detector:

• Preserving Academic Integrity: The foremost benefit of our AI Content Detector is its role in preserving academic integrity. By ensuring that the work submitted by students is their own, you help maintain the value of the educational process. This tool acts as a safeguard against academic dishonesty, encouraging students to engage with their assignments fully.
• Encouraging Original Thought: When students know that their work will be scrutinized for AI involvement, they are more likely to take the time to develop their ideas and present them authentically. This free AI Detector encourages students to dig deeper, think critically, and express their unique perspectives, fostering a culture of originality and intellectual honesty.
• Saving Time and Effort: Grading can be a time-consuming process, especially when you're trying to determine the authenticity of each submission. Our best AI Text Detector streamlines this by quickly identifying sections that may require further review. This allows you to spend more time providing valuable feedback rather than playing detective.
• Enhancing Teaching Opportunities: The tool isn’t just about catching AI-generated content; it’s also a teaching tool. By highlighting specific parts of a student's work, the AI Detector opens the door to discussions about writing quality, critical thinking, and the responsible use of technology. It’s an opportunity to guide students towards better practices and greater self-reliance.
• Adaptability Across Subjects: Whether you're teaching English, history, or any subject where written assignments are key, the HireQuotient AI Detector is adaptable to various types of content. It’s equally effective at analyzing essays, research papers, or even creative writing assignments, making it a versatile tool in any educator’s arsenal.
• Proactive Approach to AI in Education: In an age where AI is becoming increasingly integrated into various aspects of life, our AI Detector offers a proactive approach to managing its influence in education. By staying ahead of potential challenges, educators can ensure that AI serves as an aid rather than a hindrance to student development.

Our one of the best AI text detectors is much more than just a tool. It helps educators safeguard the integrity of the learning process, encourages students to associate more deeply with their work, and saves some very valuable time to be redirected toward more meaningful teaching opportunities. This technology protects one from the silent threats of AI-generated content and sets up an environment for creativity, honesty, and intellectual progress in a classroom.

Let us welcome the opportunities that AI has to offer;  but at the same time, be aware of its limitations. With tools like AI Detectors by HireQuotient, educators can strike that right balance, ensuring technology enriches rather than diminishes the educational journey.

Soujanya Varada

As a technical content writer and social media strategist, Soujanya develops and manages strategies at HireQuotient. With strong technical background and years of experience in content management, she looks for opportunities to flourish in the digital space. Soujanya is also a dance fanatic and believes in spreading light!

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I tested 7 AI content detectors - they're getting dramatically better at identifying plagiarism

When I first looked at whether it's possible to fight back against AI-generated plagiarism, and how that might work, it was January 2023, just a few months into the world's exploding awareness of generative AI . More than a year later, it feels like we've been exploring generative AI for years, but we've only looked at the issue for about 18 months.

In any case, this is an updated version of that original January 2023 article. When I first tested GPT detectors, I used three: the GPT-2 Output Detector  (this is a different URL than we published before), Writer.com AI Content Detector , and Content at Scale AI Content Detection . 

Also:  How to use ChatGPT: Everything you need to know

The best result was 66% correct, from the GPT-2 Output Detector. I did another test in October 2023 and added three more: GPTZero , ZeroGPT (yes, they're different), and Writefull's GPT Detector . Now, in the summer of 2024, I'm adding QuillBot and a commercial service, Originality.ai , to the mix.

In October 2023, I removed the Writer.com AI Content Detector from our test suite because it failed back in January 2023, it failed again in October, and it failed now. See below for a comment from the company, which their team sent me after the original article was published in January.

Before I go on, though, we should discuss plagiarism and how it relates to our problem. Merriam-Webster defines " plagiarize " as "to steal and pass off (the ideas or words of another) as one's own; use (another's production) without crediting the source."

This definition fits AI-created content well. While someone using an AI tool like Notion AI or ChatGPT isn't stealing content, if that person doesn't credit the words as coming from an AI and claims them as their own, it still meets the dictionary definition of plagiarism.

Also:  The best AI image generators to try

In this experimental article, I've asked ChatGPT to help out. My words are in normal and bold text. The AI's words are italicized. After each AI-generated section, I'll show the results of the detectors. At the end of the article, we'll look at how well the detectors performed overall.

Here are the test results for the above text, which I wrote myself:

• GPT-2 Output Detector:  99.98% real 
• Content at Scale AI Content Detection:  100% highly likely to be human!
• GPTZero:  Your text is likely to be written entirely by a human
• ZeroGPT:  22% AI GPT Your Text is Most Likely Human written
• Writefull GPT Detector:  1% likely this comes from GPT-3, GPT-4 or ChatGPT
• Originality.ai:  84% Original 16% AI
• QuillBot: 45% of text is likely AI-generated

Human-written content: 5-of-7 correct

Before we move on, let's discuss what I'll consider a "correct" analysis. If the score is numeric, anything above 80% will be counted as a correct analysis, and that's being generous. If the score has a summary, I'll look at the summary and make a judgment. 

With that, let's dig in some more.

Explain why ChatGPT can be a real problem for teachers and editors when it comes to plagiarism

ChatGPT is a variant of the GPT (Generative Pre-trained Transformer) language model developed by OpenAI. It is designed to generate human-like text by predicting the next word or phrase in a given input sequence. While ChatGPT can be a useful tool for generating text and responding to prompts, it can also be a problem for teachers and editors when it comes to plagiarism.

Also:  4 ways to overcome your biggest worries about generative AI

One of the main reasons why ChatGPT can be a problem for teachers and editors is that it can generate text that is very similar to that of real human writers. This means that students or other individuals could potentially use ChatGPT to generate text that they could then submit as their own work, thereby committing plagiarism.

For teachers and editors, detecting whether a given piece of text was generated by ChatGPT or written by a human can be very difficult, as the generated text may not contain any obvious errors or discrepancies that would reveal its artificial origin. This can make it difficult for teachers and editors to identify and prevent plagiarism, as they may not be able to tell whether a given piece of text is original or copied from another source.

Overall, ChatGPT and other similar language models can be a problem for teachers and editors when it comes to plagiarism because they can generate text that is difficult to distinguish from that written by humans, making it easier for students and other individuals to commit plagiarism without being detected.

• GPT-2 Output Detector:  99.69% real
• Content at Scale AI Content Detection:  Hard to tell
• GPTZero:  100% AI
• ZeroGPT:  100% AI
• Writefull GPT Detector:  12% likely this comes from GPT-3, GPT-4 or ChatGPT
• Originality.ai: 100% AI
• QuillBot:  83% of text is likely AI-generated

AI-written content: 4-of-7 correct

Remember, text shown in italics was generated by the AI.

Show me at least three ways that I can detect ChatGPT was used to produce a piece of text

There are several ways that you can potentially detect whether ChatGPT or another language model was used to produce a piece of text. Here are three potential approaches you could use:

• Look for repetitive or unusual patterns in the text: One way to detect whether a language model was used to generate a piece of text is to look for repetitive or unusual patterns in the writing. For example, language models may repeat certain phrases or word combinations, or use unusual or inconsistent sentence structures.
• Check for lack of originality: Another way to detect whether a language model was used to generate a piece of text is to check for a lack of originality in the writing. If a piece of text appears to be copied from another source, or if it contains information that is widely available on the internet or in other sources, it could be a sign that it was generated by a language model.
• Use a plagiarism checker: Finally, you can use a plagiarism checker to check whether a piece of text appears to be copied from another source. While a plagiarism checker may not be able to definitively determine whether a language model was used to generate a piece of text, it can help you identify instances of copying or paraphrasing from other sources.
• Note when the answer is obviously wrong: I talked about this in my Notion AI review , where I spotlighted some text the AI wrote with seeming authority, but which was blatantly wrong. If a student or writer doesn't have full command of the topic being discussed, they may not spot the inaccuracies and leave them in the AI-generated response. Of course, incorrect statements aren't just the purview of an AI writing tool. Many bloggers and commenters, for example, repeat statements made by other bloggers, creating an echo chamber of completely "false facts", showing that while intelligence may be artificial, stupidity is a universal trait.

Keep in mind that it can be difficult to definitively determine whether a language model was used to generate a piece of text, and these methods may not always be effective. However, they can be useful tools to help you identify potential instances of language model-generated text.

In this set of tests, only the italicized content above was run through the checker suite.

• GPT-2 Output Detector:  99.98% fake
• Content at Scale AI Content Detection:  Passes as human
• GPTZero: 100% AI
• ZeroGPT:  99.69% AI GPT Your Text is AI/GPT Generated
• Writefull GPT Detector: 79% likely this comes from GPT-3, GPT-4 or ChatGPT
• QuillBot:  100% of text is likely AI-generated

AI-written content: 5-of-7 correct

List three plagiarism checkers that can detect ChatGPT text

It is worth noting that there is currently no plagiarism checker that is specifically designed to detect text generated by ChatGPT or other language models. While some plagiarism checkers may be able to identify certain characteristics of language model-generated text that could indicate its artificial origin, there is no guarantee that they will be able to definitively determine whether a piece of text was generated by a language model.

With that said, here are three plagiarism checkers that you might consider using to help identify potential instances of language model-generated text:

• Turnitin: Turnitin is a popular plagiarism checker that is widely used by schools and universities. It compares a piece of text to a database of other texts to identify instances of copying or paraphrasing. While it may not be able to definitively determine whether a piece of text was generated by a language model, it could potentially identify certain characteristics of language model-generated text that could indicate its artificial origin.
• PlagScan: PlagScan is another plagiarism checker that compares a piece of text to a database of other texts to identify instances of copying or paraphrasing. Like Turnitin, it may be able to identify certain characteristics of language model-generated text that could indicate its artificial origin, but it is not specifically designed to detect language model-generated text.
• Copyleaks: Copyleaks is a plagiarism checker that uses advanced machine learning algorithms to scan a piece of text and compare it to a database of other texts to identify instances of copying or paraphrasing. While it may be able to identify certain characteristics of language model-generated text, it is not specifically designed to detect language model-generated text.

It is worth noting that no plagiarism checker is completely foolproof, and there is always the possibility that a piece of language model-generated text could escape detection. Therefore, it is important to use plagiarism checkers as just one part of a larger strategy to detect and prevent plagiarism.

• GPT-2 Output Detector:  99.58% real
• ZeroGPT:  100% AI GPT
• Writefull GPT Detector: 86% likely this comes from GPT-3, GPT-4 or ChatGPT

Online AI plagiarism checkers

Most plagiarism detectors are used to compare writing against a corpus of other writing. For example, when a student turns in an essay, a product like Turnitin scans the submitted essay against a huge library of essays in its database, and other documents and text on the internet to determine if the submitted essay contains already-written content.

However, the AI-writing tools generate original content, at least in theory. Yes, they build their content from whatever they've been trained on, but the words they construct are somewhat unique for each composition.

Also:  OpenAI pulls its own AI detection tool because it was performing so poorly

As such, the plagiarism checkers mentioned above probably won't work because the AI-generated content probably didn't exist in, say, another student's paper.

In this article, we're just looking at GPT detectors. But plagiarism is a big problem, and as we've seen, some choose to define plagiarism as something you claim as yours that you didn't write, while others choose to define plagiarism as something written by someone else that you claim is yours.

That distinction was never a problem until now. Now that we have non-human writers, the plagiarism distinction is more nuanced. It's up to every teacher, school, editor, and institution to decide exactly where that line is drawn.

• GPT-2 Output Detector: 99.56% real
• GPTZero: 98% human
• ZeroGPT: 16.82 AI Your text is human written
• Writefull GPT Detector: 7% likely this comes from GPT-3, GPT-4 or ChatGPT
• Originality.ai: 84% Original 16% AI
• QuillBot:  0% of text is likely AI-generated

Human-written content: 7-of-7 correct

Overall results

Overall, test results this time are dramatically better than they have been with previous tests. 

In our previous runs, none of the tests got everything right. This time, three of the seven services tested got the results correct 100% of the time.

While the overall results have improved dramatically, I would not be comfortable relying solely on these tools to validate a student's content. As has been shown, writing from non-native speakers often gets rated as generated by an AI , and even though my hand-crafted content has no longer been rated as AI, there were a few paragraphs flagged by the testers as possibly being AI-based. So, I would advocate caution before relying on the results of any (or all) of these tools.

Also: Could someone falsely accuse you of using AI-generated text? This could be why

Let's look at the individual testers and see how each performed.

GPT-2 Output Detector (Accuracy 60%)

This first tool was built using a machine-learning hub managed by New York-based AI company Hugging Face . While the company has received $40 million in funding to develop its natural language library, the GPT-2 detector appears to be a user-created tool using the Hugging Face Transformers library. Of the six tests I ran, it was accurate for four of them.

Writer.com AI Content Detector (Accuracy N/A)

Writer.com is a service that generates AI writing, oriented towards corporate teams. Its AI Content Detector tool can scan for generated content. Unfortunately, I found this tool unreliable, and it failed to generate results -- exactly the same way it did in January 2023.

After this article was originally published in January, the folks at Writer.com reached out to ZDNET. CEO May Habib had this comment to share:

Demand for the AI detector has skyrocketed. Traffic has grown 2-3x per week since we launched it a couple months ago. We've now got the necessary scaling behind it to make sure it doesn't go down, and our goal is to keep it free - and up to date to catch the latest models' outputs, including ours. If AI output is going to be used verbatim, it absolutely should be attributed.

Content at Scale AI Content Detection (Accuracy 40%)

The third tool I found was also produced by an AI content generation firm. Content at Scale pitches itself as "We Help SEO-Focused Content Marketers by Automating Content Creation." Its marketing call to action is, "Upload a list of keywords and get 2,600+ word blog posts that bypass AI content detection -- all with no human intervention!" Disturbingly, the results got worse from January -- back then, it was 50% accurate. It has not improved since.

GPTZero (Accuracy 100%)

It's not entirely clear what drives GPTZero . The company is hiring engineers and sales folks, and it runs on AWS, so there are expenses and sales involved. However, all I could find about a service offering was a place where you could register for a free account to scan more than the 5,000 words offered without login. If you're interested in this service for GPT detection, you'll have to see if they'll respond to you with more details. Accuracy has increased since the last time I ran these tests.

ZeroGPT (Accuracy 100%)

ZeroGPT seems to have matured as a service since we last looked at it. When we last looked, no company name was listed, and the site was peppered with Google ads with no apparent strategy for monetization. The service worked fairly well but seemed sketchy as heck.

That sketchy-as-heck feeling is now gone. ZeroGPT presents as any other SaaS service, complete with pricing, company name, contact information, and all the rest. It still performs quite well, so perhaps the developers decided to turn their working code into more of a working business. Accuracy increased as well. Good for them.

Writefull GPT Detector (Accuracy 80%)

Writefull sells writing support services, as well as a free taste of its tools. The GPT detector is fairly new and worked fairly well. Although not fully accurate, it did improve from 60% accurate to 80% accurate with my tests.

Originality.ai (Accuracy 100%, sort of)

Originality.ai is a commercial service that bills itself as both an AI checker and a plagiarism checker. The company sells its services based on usage credits. To give you an idea, all the scans I did for this article used a total of 30 usage credits. The company sells 2,000 credits a month for $12.95 per month. I pumped about 1,400 words through the system and used only 1.5% of the monthly allocation.

Results were great for the AI checker, but they failed 3 out of 5 times when it came to using the service as a plagiarism checker. The following screenshot claims that the text pasted in was 0% plagiarised:

That's wrong since all the text pasted into it was from this article, which has been published online for 18 months. I thought, perhaps, that the plagiarism scanner couldn't read ZDNET content, but that's not the case, as this screenshot shows:

To be fair, I didn't set out to check plagiarism checkers in this article. But since I'm using source material I know I pulled from my existing article, I figured the plagiarism checker would have slammed all of them as 100% plagiarized. In any case, Originality.ai did well on the part we set out to test, the AI checker. They get points for that.  

QuillBot (Accuracy 80%-ish)

Nothing is ever easy. The first time I ran my first test through QuillBot , it said that 45% of the text was likely generated by an AI. It wasn't. I wrote it. But then, after completing all the other tests, I returned to QuillBot to grab a screenshot for this section, fed it the same text that generated the 45% score, and, as you can see, it now reports 0% AI.

So, what are we to make of this result? Sadly, I didn't grab a screenshot of the first time I tested this text, but it highlights the concern with relying too much on AI detectors because they are also quite capable of hallucination. 

What about OpenAI's own ChatGPT detector?

Well,  OpenAI pulled it last year because the detector wasn't particularly accurate. Now, it's supposed to be 99% accurate . That's a little tough to believe because ChatGPT itself is far from 100% accurate. 

Also:  Will OpenAI's new AI detection tool put an end to student cheating?

But, in any case, as my ZDNET buddy Steven Vaughan-Nichols writes, it's not available yet. We'll give it a spin when it's released for public use. Stay tuned.

Final thoughts

First, I'll let ChatGPT have its say:  AI-driven plagiarism is a growing problem, as AI tools like Notion AI and ChatGPT can generate text that is difficult to distinguish from that written by humans. There are several ways to detect whether a piece of text was generated by an AI, such as looking for repetitive or unusual patterns, checking for a lack of originality, or using a plagiarism checker. Plagiarism checkers like Turnitin, PlagScan, and Copyleaks may be able to identify certain characteristics of language model-generated text, but they are not foolproof.

Even the specialty tools I found were woefully unsuited to the task. There was some limited improvement over my tests in January. However, I certainly wouldn't feel comfortable threatening a student's academic standing or accusing them of cheating based on the results of these tools.

Also: Surprise! AI chatbots don't increase student cheating after all, research finds

At this point, I don't think we're ready to let AI fight AI. Instead, we'll have to rely on human perception (which means folks have to pay attention) to identify works generated by an AI.

Don't immediately assume that something is machine-generated. Just because something is stupid, or wildly inaccurate, doesn't mean it was not written by a human. As we all know, humans can write some bad stuff on their own.

Also: Can Perplexity Pro help you code? It aced my programming tests - thanks to GPT-4

So, what do you think? Can you tell if a piece is AI-generated? Have you used these AI writing tools in the months since they suddenly became available? Do you think they're a help or hindrance to education and journalism? Let us know in the comments below. Here's how ChatGPT answered this:

As a language model, I can't see or interact with physical pieces of writing, so I can't tell if a piece is AI-generated or not. However, I can tell you that there are several AI writing tools that are available, and they can be used to generate a wide range of written content, including news articles, fiction, poetry, and more.

I don't have personal experience using these tools since I am just a computer program and don't have the ability to browse the internet or use physical tools. However, I can tell you that some people have found AI writing tools to be helpful in education and journalism, as they can save time and effort by automating certain tasks. Others have expressed concerns about the potential for these tools to be used to produce misleading or biased content or to replace human writers. Ultimately, whether AI writing tools are a help or hindrance depends on how they are used and the context in which they are used.

So, yeah, there's that.

You can follow my day-to-day project updates on social media. Be sure to subscribe to my weekly update newsletter , and follow me on Twitter/X at @DavidGewirtz , on Facebook at Facebook.com/DavidGewirtz , on Instagram at Instagram.com/DavidGewirtz , and on YouTube at YouTube.com/DavidGewirtzTV .

Artificial Intelligence

Will openai's new ai detection tool put an end to student cheating, today's challenge: working around ai's fuzzy returns and questionable accuracy, photoshop vs. midjourney vs. dall-e 3: only one ai image generator passed my 5 tests.

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Central to any academic writing project is crediting (or citing) someone else' words or ideas. The following sites will help you understand academic writing expectations.

Academic integrity is truthful and responsible representation of yourself and your work by taking credit only for your own ideas and creations and giving credit to the work and ideas of other people. It involves providing attribution (citations and acknowledgments) whenever you include the intellectual property of others—and even your own if it is from a previous project or assignment. Academic integrity also means generating and using accurate data.

Responsible and ethical use of information is foundational to a successful teaching, learning, and research community. Not only does it promote an environment of trust and respect, it also facilitates intellectual conversations and inquiry. Citing your sources shows your expertise and assists others in their research by enabling them to find the original material. It is unfair and wrong to claim or imply that someone else’s work is your own.

Failure to uphold the values of academic integrity at the GSD can result in serious consequences, ranging from re-doing an assignment to expulsion from the program with a sanction on the student’s permanent record and transcript. Outside of academia, such infractions can result in lawsuits and damage to the perpetrator’s reputation and the reputation of their firm/organization. For more details see the Academic Integrity Policy at the GSD. 

The GSD’s Academic Integrity Tutorial can help build proficiency in recognizing and practicing ways to avoid plagiarism.

• Avoiding Plagiarism (Purdue OWL) This site has a useful summary with tips on how to avoid accidental plagiarism and a list of what does (and does not) need to be cited. It also includes suggestions of best practices for research and writing.
• How Not to Plagiarize (University of Toronto) Concise explanation and useful Q&A with examples of citing and integrating sources.

This fast-evolving technology is changing academia in ways we are still trying to understand, and both the GSD and Harvard more broadly are working to develop policies and procedures based on careful thought and exploration. At the moment, whether and how AI may be used in student work is left mostly to the discretion of individual instructors. There are some emerging guidelines, however, based on overarching values.

• Always ask first if AI is allowed and specifically when and how.
• Always check facts and sources generated by AI as these are not reliable.
• Cite your use of AI to generate text or images. Citation practices for AI are described in Using Sources and AI.

Since policies are changing rapidly, we recommend checking the links below often for new developments, and this page will continue to update as we learn more.

• Generative Artificial Intelligence (AI) from HUIT Harvard's Information Technology team has put together this webpage explaining AI and curating resources about initial guidelines, recommendations for prompts, and recommendations of tools with a section specifically on image-based tools.
• Generative AI in Teaching and Learning at the GSD The GSD's evolving policies, information, and guidance for the use of generative AI in teaching and learning at the GSD are detailed here. The policies section includes questions to keep in mind about privacy and copyright, and the section on tools lists AI tools supported at the GSD.
• AI Code of Conduct by MetaLAB A Harvard-affiliated collaborative comprised of faculty and students sets out recommendations for guidelines for the use of AI in courses. The policies set out here are not necessarily adopted by the GSD, but they serve as a good framework for your own thinking about academic integrity and the ethical use of AI.
• Prompt Writing Examples for ChatGPT+ Harvard Libraries created this resource for improving results through crafting better prompts.
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Academic Integrity Essay | Importance and Essay on Academic Integrity 800 Words in English

October 16, 2021 by Prasanna

Academic Integrity Essay: Academic Integrity is a fundamental part of third-level instruction since it is the major structure block from which we determine our expert morals and integrity. It sets an example for long-lasting respectability in all everyday issues. Our work as understudies is to build information sincerely and reasonably. A culture of genuineness acquires a lot of regards.

Academic respectability is the quest for insightful action in an open, legit and dependable way. All understudies should act with individual respectability, regard other understudies’ pride, rights and property, and help establish and keep a climate wherein all can prevail through the products of their endeavours.

You can also find more  Essay Writing  articles on events, persons, sports, technology and many more.

Essay on Academic Integrity 800 Words in English

Academic integrity implies being ethically and morally upstanding with regards to Academics. Instruction should energize decency, and moral conduct considering assists individuals with developing and accomplish the objectives they merit. It remembers liability and integrity for Academics by keeping away from demonstrations of Academic unfortunate behaviour like cheating, utilizing unapproved materials during tests and ill-advised coordinated effort with different understudies on a given task or undertaking. Academic unfortunate behaviour additionally happens when one somebody duplicates work on the web and presents it as their own. It incorporates giving a task twice for isolated courses, producing, manufacturing or changing archives to get Academic benefit or helping others in the offence. Scary or attempting to pay off somebody to keep them from detailing unfortunate behaviour abuses the code of respectability.

There are six basic beliefs of Academic respectability that incorporate trust, decency, boldness, genuineness, obligation and regard. Deceptive understudies are deceiving the instructor to get a passing mark they don’t merit, and they are likewise misleading themselves. They are distorting their abilities and information. Cheating is indecent as it shows that one isn’t ready to deal with the workspace. Deceptive understudies can keep conning individuals in their social and private lives even after school since they are not used to difficult work. Another worth is the obligation, when an individual holds the title of a specialist, legal counsellor, or designer they are considered liable for their capacity to perform inside their calling.

The training framework is intended to hone understudies for this present reality and on the off chance that they will hold these titles, it is reckless of them as they might possibly jeopardize their lives and of individuals inside their workplace. Trust is another basic belief of Academic respectability. At the point when an understudy does a test or task, they are showing that they have learned and can be trusted with the following stage of the occupation they are seeking after. An expert can’t be trusted with his work in case he was not legit in his understudy function as they can’t play out the assignment they have been dependent on. This is will make an adverse consequence on the general public and the lying proficient.

An individual who maintains the upsides of Academic integrity recognizes his friends and instructors. It is very impolite to cheat in a test that different understudies have forfeited such a lot of time reading for and afterward get a similar grade or better. It is additionally unscrupulous to the experts who put in the energy to instruct and be remunerated for it unjustifiably; it extends an absence of regard and sabotages their insight. It is wrong to meddle with the respectability code and examinations done by the uprightness council. Plagiarism is one more type of unfortunate behaviour and is generally normal among understudies.

It is additionally unjustifiable that an unscrupulous understudy ought to get a passing grade they don’t merit; the understudy enjoys an upper hand over the rest since they don’t have equivalent admittance to data in the test room. It is unreasonable to the legit understudies who stepped up to the plate and try sincerely and afterward get a similar assessment as an in understudy a test. The exploitative understudy may even perform better compared to the rest and end up on the senior member’s rundown along with the understudy who put in a ton of difficult work. It is unjustifiable likewise the experts who get a bogus fulfillment that the understudies have learned and furthermore uncalled for to the understudy since they cheat themselves out of learning freedom to learn and work on their insight into the course. That equivalent an understudy may find a new line of work opportunity dependent on their bogus Academic capabilities locking out meriting understudies who mastered something about the subject and are more equipped for the work.

Mental fortitude is one more excellence in Academic respectability. Gutsy understudies ought to gain from falling flat and try sincerely and perform better the following time. They ought to be sufficiently fearless to be the informant when they witness somebody cheating. They ought not to be terrified of the outcomes of fizzling. Understudies ought to be adequately fearless to oppose pressure from their friends to take the path of least resistance by cheating or not considering when it is required. It isn’t right and an absence of respectability to assume acknowledgment for something an understudy has not buckled down for. An understudy ought not to cheat on the off chance that they don’t anticipate being undermined and in the event that they anticipate reasonable evaluating from their educators.

Cheating subverts the upsides of instruction; it makes understudies indiscreet and lethargic and makes them; subordinate which influences their character and may prompt a disgraceful way of life. An understudy that doesn’t cheat may lose the motivator to work for their grades and select conning that may prompt age of Academic hoodlums. The individuals from the staff are dependent on the troublesome undertaking to implement Academic honesty. They ought to likewise make mindfulness about it and should lead by commendable conduct.

FAQ’s on Academic Integrity Essay

Question 1. What is academic integrity?

Answer: The significant thing about Academic integrity is that is what’s genuinely going on with learning. It gives a chance to an Academic foundation to meet up as a local area since it gives authenticity to the quests for all understudies.

Question 2. Why is academic integrity important?

Answer: Academic honesty is key to picking up, instructing and research at the University. Academic integrity permits understudies and staff the opportunity to assemble novel thoughts, information and innovative works while regarding and recognizing crafted by others.

Question 3. What is an example of academic integrity?

Answer: Academic Integrity is the fundamental center of learning. The more you fill in school likewise implies you become more personal. The more you learn, the more you find out with regards to things you never thought to consider. It esteems keeping away from things like cheating or literary theft.

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Academic Integrity

What is academic integrity.

Academic integrity is the commitment to and demonstration of honest and moral behavior in an academic setting. This is most relevant at the university level as it relates to providing credit to other people when using their ideas. In simplest terms, it requires acknowledging the contributions of other people. Failure to provide such acknowledgement is considered plagiarism.

What is plagiarism?

At UNC, plagiarism is defined as “the deliberate or reckless representation of another’s words, thoughts, or ideas as one’s own without attribution in connection with submission of academic work, whether graded or otherwise.” (Instrument of Student Judicial Governance, Section II.B.1.). Because it is considered a form of cheating, the Office of the Dean of Students can punish students who plagiarize with course failure and suspension.

What does “reckless” mean?

Often when international students and scholars plagiarize, they do not intentionally steal another person’s work. Instead, they plagiarize by accident because they do not have a complete understanding of what constitutes plagiarism. This is what we mean by “reckless”. Unfortunately, failure to give proper credit to someone else’s ideas because you didn’t know you were supposed to or because you didn’t know how to do so is considered just as bad as intentionally stealing someone else’s work. Therefore, it is your responsibility to understand when and how to acknowledge someone else’s contribution. See below for strategies.

Cultural Differences

If you are not from the United States, the concept of plagiarism might be hard to understand because what constitutes stealing someone else’s work in the US may not be considered stealing in other cultural contexts. In some domains outside of the US, it is fine to take ideas and even entire passages of text from other authors without mentioning where the information was obtained. This differs greatly from the US (and several other countries) in which all words taken from another author as well as every idea taken from another author – even if the words are changed – must be accompanied by a formal citation or acknowledgment of the original author.

Tell your professors that you’d like to make sure you’re not plagiarizing. Ask them if they’d be willing to meet with you to review your draft *before you turn it in for a grade.* Ask if they’d be willing to help you identify any passages that need better citation. Bring your draft, your notes, and your sources so your professor can see the original. Be proactive in this process! Point out areas you’re not sure about. Don’t wait silently, thinking that a passage must be okay if the professor doesn’t point it out. Have this conversation well before the draft is due, and explain to your professor that you are trying not to be reckless.

Make an appointment with a Writing Center coach. Bring your draft and source materials, and show your coach the passages you’re concerned about. They’ll teach you strategies for paraphrasing, summarizing, and quoting effectively, and for attributing properly.

Read the publication manual of your disciplinary citation style. Undergraduates most often use either MLA or APA style. The Libraries have copies of these manuals and citation tutorials online.

Take full advantage of the resources below.

Avoiding plagiarism and maintaining academic honesty can be learned just as any other skills, and they are essential to your success at UNC and to your work as a professional clinician, academic or researcher. Below are a list of resources to help you learn more.

Office of Student Conduct (for Students)

Instrument of Student Judicial Governance, Appendix A

Why We Cite

How We Cite

Paraphrasing

Citation Resources

If you enjoy using our handouts, we appreciate contributions of acknowledgement.

Capstone Form and Style

Evidence-based arguments: writing with integrity, writing with integrity: paraphrasing and giving credit.

As we describe in other pages on paraphrasing, successful paraphrasing is the writer’s own explanation or interpretation of another person's ideas or synthesis of other ideas. The goal is to provide a scholarly discussion of other writer’s ideas, provide the original author with credit, and to summarize, synthesize, or expand on the point in an original work.

Ensuring integrity in writing can be a challenge. The standard in American Academic English is to paraphrase and provide a citation to credit the source. This is not the writing expectation in all styles and cultures, so we understand that students sometimes have questions about this. Writing with integrity means the author is writing using his or her own words and being sure to not inadvertently mislead the reader about whether an idea was the writer’s own. Writing with integrity is about rephrasing ideas in the author’s own words and understanding, while also providing credit to the original source.

The example below can be used to understand how to incorporate evidence from previous researchers and authors, providing proper credit to the source. Again, the goal is to write and cite, creating original material and ensuring integrity (avoiding any potential plagiarism concerns).

Example of Uncredited Source

Consider this partial paragraph:

In this example, Organization A is going through a variety of changes in leadership, but this is the norm for organizations in general. Organizations go through change all the time. However, the nature, scope, and intensity of organizational change vary considerably.

Here is the paragraph again, with the second and third sentences bolded and marked in red type:

The red marking is a match from TurnItIn (TII) because those sentences are word-for-word from the original source. TII has matched this text. TII provides an overall percent match in the report.  The percentage itself matters less than the user's review of the report. For example, although text may match the 8-word-standard-match-setting, it may not truly be a copy of others' work.  Also, TII will match full references; this of course adds to the total matching percentage.

Here is a screenshot of a Google Books search where this text can be found online:

In the screenshot, the words highlighted in yellow are the search phrases, and the red box indicates the sentences that appear in the example paragraph. This text was taken directly out of a book on organizational change. This is problematic because it appears in the example paragraph above to be the writer’s own idea when it is not—it came from this book. This misrepresentation, intentional or not, is an academic integrity issue.

Revising a Paragraph With an Uncredited Source

What if the writer adds a citation.

Note the added parenthetical citation, (Nadler & Tushman, 1994), at the end of the third sentence.

In this example, Organization A is going through a variety of changes in leadership, but these types of changes are the norm for organizations in general. Organizations go through change all the time. However, the nature, scope, and intensity of organizational change vary considerably (Nadler & Tushman, 1994).

This change is incorrect because it is still using the original authors’ words. Though a source is provided, the text should be paraphrased, not word-for-word. This citation does not make the reader aware that the words in the preceding two sentences are the original author’s.

What if the writer adds a citation and quotation marks?

In this revision, the writer has added quotation marks around the words borrowed directly from the original author.

In this example, Organization A is going through a variety of changes in leadership, but these types of changes are the norm for organizations in general. “Organizations go through change all the time. However, the nature, scope, and intensity of organizational change vary considerably” (Nadler & Tushman, 1994, p. 279).

Yes, this would be correct APA formatting to use quotations, if a passage is word-for-word, and provide a citation including the page number. However, at the graduate level of writing and academics, writers should generally avoid quoting and opt for paraphrasing. Writers should avoid quoting other authors because this does not demonstrate scholarship. Walden editors suggest that Walden writers reserve quotations for a few specific instances like definitions, if the author’s original phrasing is the subject of the analysis, or if the idea simply cannot be conveyed accurately by paraphrasing.

So, what is the best course of action?

Paraphrasing the idea from the original source and including a citation is the best course of action.

In this example, Organization A is going through a variety of changes in leadership, but these types of changes are the norm for organizations in general. Although the size of the change and the impact on the organization may fluctuate, organizations are constantly changing (Nadler & Tushman, 1994).

This example includes a paraphrase of the passage that was marked as unoriginal. Here is a reminder of the passage:

Organizations go through change all the time. However, the nature, scope, and intensity of organizational change vary considerably

In the paraphrase above, the same idea is provided and the authors are given credit, but this is done using original writing, not what ends up being plagiarism, and not a quotation (as that does not demonstrate understanding and application).

Writing With Integrity in Doctoral Capstone Studies

For doctoral capstone students, it is also important to adequately cite your sources in your final capstone study. Learn more about writing with integrity in the doctoral capstone specifically on the Form and Style website.

• Previous Page: Citing Sources Properly
• Next Page: Types of Sources to Cite in the Doctoral Capstone
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Academic Integrity

The topic of academic integrity is often framed around misconduct and dishonesty, carrying both negative and punitive connotations. However, the dialogue is shifting towards an approach that is educative, preventative, and positive in promoting student success. With that shifting focus in mind, this page brings together information from a variety of sources across campus that promote academic integrity from multiple perspectives.

Read more to find out about ways to encourage academic integrity in your courses, what to do when a breach in academic integrity is suspected, and what students need to know regarding ensuring academic integrity, consequences of a breach, and procedures to follow if suspected of a breach in academic integrity.

How is Academic Integrity Defined at UC Berkeley?

There is no single agreed upon definition of academic integrity at UC Berkeley. However, most definitions found in the literature and across higher education institutions consider academic integrity to entail honesty, responsibility, and openness to both scholarship and scholarly activity.

The University defines academic misconduct as “any action or attempted action that may result in creating an unfair academic advantage for oneself or an unfair academic advantage or disadvantage for any other member or members of the academic community” (UC Berkeley Code of Student Conduct).

There is more detailed information related to this definition of academic integrity in the Code of Student Conduct .

See our Campus Policies page for a link to the relevant Berkeley policy.

Review the UC Berkeley Honor Code .

What does Academic Integrity Look Like?

There are countless examples of what academic misconduct and dishonesty look like, and how to avoid them, but too rarely are we given examples (or provide students with examples) of academic integrity, and how to ensure it. Whether it is a matter of semantics or framing, it is helpful to think about academic integrity from a goal-oriented perspective - something we strive to achieve - versus an avoidance perspective where it is something we merely guard against out of fear or anxiety. 

Depending on the discipline, instructor preference, goals for student learning, and the nature of the course itself, here are some examples of what academic integrity can look like:

In a class where collaboration is an essential skill to learn, and knowledge is collectively constructed or discovered, students work in small groups on homework assignments in a peer-to-peer learning model. Students still turn in homework individually.

In a writing intensive class, papers are broken up into smaller pieces or several drafts to solicit feedback on the use of and proper credit to the work of others and their ideas - addressing misunderstandings before a summative assignment is due.

In an upper division course, students are encouraged to draw on their previous and complementary coursework in articulating an emerging theoretical framework or analysis through appropriate citation of text and ideas from previous/concurrent writing assignments.

Academic Integrity Through Course Design

Learning environments that reduce the incentive and opportunity for students to cheat can also increase their motivation and mastery of course material. Many times, academic integrity and success are the result of careful planning, preparation, and awareness of resources on the part of the student. In addition to the list below of five potential aspects of a course designed to promote academic integrity and student learning, we have developed an assignment that can be given to students very early in a semester to help chart a Roadmap to Success in any given class.

-Adapted from Lang, J. (2013). Cheating Lessons: Learning from Academic Dishonesty. Boston, MA: Harvard University Press. ( Available online via the UC Berkeley Library )

Foster Students' Intrinsic Motivation

Instead of thinking about a course as covering certain content in a field, frame the course as an opportunity for students to master the content through engaging open-ended, authentic problems, questions, or challenges.

Engage students in the course through articulating (by both you and them) the relevance of the course material to their current lives, the local community, or their future professions

Place Emphasis on Learning for Mastery Over Performance

Provide students with choices in how they demonstrate learning, whether via options within an assignment or options of assignments, to encourage focus on mastery learning over performance 

Use Frequent, Low-Stakes Assessments

Incorporate short breaks in a class, or in the very beginning or end, to ask students questions about content understanding and connections between course material

Decrease the pressure on each assignment as a motivation for dishonesty - in so doing, enable feedback on learning throughout a course, and build student self-efficacy...

Build Student Self-Efficacy

The belief that one is able to achieve the learning expectations of a course diminishes motivation for dishonesty, so instead of using early assignments to "weed students out," try to give students opportunities for early success (rigorous, but achievable)

Convey to students what it takes to be successful in a course (perhaps even quoting effective strategies/practices from former students who excelled in the course) 

Prepare Students for Ethical Considerations in the Field/Profession

Introduce students to what it means to have integrity as a psychologist, economist, historian, biologist, etc. and explain why integrity in the field matters

Discuss case studies from the field that reflect both ethical and unethical motives and their outcomes to give students a sense of why developing a habit of integrity in their work now will matter after they graduate

Information for Instructors and Department Chairs

Berkeley honor code.

Honor Code Exam Example

Ways to Incorporate the Honor Code in Your Syllabus

Understanding cultural logic, jason patent, for department chairs: steps to promote academic integrity.

Writing With Integrity: Expectations for Academic Research and Professional Writing

Table of contents.

University Writing

Academic research and professional writing are powerful vehicles for communicating your thoughts and ideas in your field of study and in the global workplace. University writing assignments allow you to practice academic and professional writing in a way that supports ethical and honorable writing choices that clearly communicate your ideas and learning. Your classes and programs are designed to guide you step-by-step through the development of your written communication skills. For example, assignments provide the parameters for each writing situation, so following the instructions is important in getting started and successfully completing each piece of university writing.

Characteristics of University Writing

• Considerations of Audience —In the university, you are writing for an audience of peers and members of the academic and professional community. Your audience determines how broadly or narrowly you describe your topic, what examples to use, and which words are most important.
• Critical Thinking –University writing involves critical thinking as you analyze and evaluate research and readings to form new ideas.
• Original Contributions —University writing seeks to contribute an original idea to a larger conversation. Within this conversation, you can analyze, evaluate, argue, create consensus, and solve problems. University writing creates opportunities for learning, discovery, innovation, and making change.
• Scholarly Research —University writing consults and cites scholarly research to create a non-fiction, research-based discussion.
• Formal Style —University writing uses a professional, polite tone and Standard English for word choice, grammar, and punctuation.

Writing with integrity  in the context of academic research and professional writing means being honest with your reader and yourself. Know when and how to use APA or the required documentation style for your class or course of study, and be sure to accurately implement it.

University writing assignments are designed to guide you toward critical thinking, meaningful learning, and the confident demonstration of knowledge. Using research allows you to advance your learning beyond common knowledge and build on the ideas of others.

Reading the works of others helps writers

• discover ideas and topics;
• collect details, data, quotations, and similar evidence;
• narrow your focus;
• craft a thesis;
• support or counter assertions, claims, and facts;
• develop your own perspectives on a topic; and
• select the most effective and relevant evidence from all you have read.

Writers also use research in their writing to communicate professionally within their fields and across the disciplines. Research-based writing does not simply report others’ ideas and words, but instead builds on them to demonstrate a writer’s understanding and credibility as an ethical researcher, effective communicator, and critical thinker.

Writing with integrity  requires creating an original piece of writing while discussing the original ideas of others and properly integrating and documenting these research-based ideas in your writing.

Integrating Research

There are three ways to integrate research within academic and professional writing.

• Quoting : Using a source without altering it in any way—the work is used word for word. It is critical that quotation marks enclose all directly quoted passages.
• Paraphrasing : Using a source by breaking it down and placing it in your own words—the meaning is extracted or restated in new wording and phrasing in just as many words or slightly more words than the original.
• Summarizing : Using a source by synthesizing many points or simplifying a long text into a brief synopsis in your own words.

To write with integrity and avoid plagiarism  when integrating research, document all borrowed information according to the documentation style you are using.

Documentation

Documenting sources means to include select information about the sources–the books, articles, or webpages–you read and used in your paper. Documentation is required when quoting, paraphrasing, summarizing or using the ideas (artwork, photos, videos, etc.) or words of others. There are two main terms associated with documentation: in-text citation and reference list entries.

Documenting sources

• differentiates the writer’s original ideas from what information already existed,
• supports arguments in a field of study,
• enables readers to locate your sources and additional information,
• ensures ethical research and scholarly practice,
• guarantees proper attribution of all ideas and avoids plagiarism.

Why Plagiarism Matters

Plagiarism compromises a writer’s integrity and reputation and usually results in serious consequences, both within the university and in the world of work. Fortunately, guidelines have been established to help you with academic and career-related writing. Your classes are designed to give you practice using one such approach.

APA Style (7th Ed.)

The  Publication Manual of the American Psychological Association  (APA, 2020) establishes a national standard for the layout of an academic paper and gives a method for documenting sources used in these types of papers. APA is one documentation style, and it is the most used style at Purdue University Global. Please check your assignment instructions for your professor’s style expectations. In the professional world other styles may be used.

There are three major elements in an APA-formatted paper:

• manuscript format  (header, margins, font, spacing, etc.);
• in-text citations , formatted as narrative or parenthetical citations; and
• reference list entries  with the bibliographic information needed to retrieve the sources cited in text.

APA In-Text Citations

In-text citations are notations in the narrative of the paper where research is being used. In APA style, these notations provide author-date information and in the instance of quotes, also the page number. In-text citations take two common forms: as a narrative citation before the cited material or as a parenthetical citation at the end of the cited material.

• Narrative citation to cite a paraphrase : Smith (2010) recognized that more online learning opportunities are needed to reach marginalized high school students and decrease the dropout rate.
• Narrative citation to cite a quote  (Note the page number is added at the end of the quote in a second set of parentheses): Smith (2010) stressed, “The importance of dedicated study time for online courses is crucial for student success” (p. 3).
• Parenthetical citation to cite a paraphrase : Online learning opportunities are needed to reach marginalized high school students and decrease the dropout rate (Smith, 2010).
• Parenthetical citation to cite a quote : Many researchers agree: “Online education is a viable way to help working adults earn a college degree, but it is not for everyone” (Smith, 2010, p. 4).

Use the group author or sponsoring organization in the citation if the source does not have an individual author:

• (National Geographic, 2011, p. 78).

If the source does not name a group author or sponsoring organization, use the title of the work instead. There are a few basic rules to follow for the use of a title of a work inside the in-text citation.

• If the title of the work is italicized in the reference entry, italicize it in the in-text citation too: ( Plant-Based Cooking , 2020).
• If the title is not italicized in the reference entry, then place double quotation marks around the title in the in-text citation: (“Whales in the Ocean,” 2020).
• If the title is long, you may shorten it for the in-text citation (e.g., the title “Dolphins and Other Warm-Blooded Mammals That Live in the Sea” can be shortened to “Dolphins” for the in-text citation. The reference list entry provides the full title).
• Use only title case for the title of a work inside an in-text citation: ( Plant-Based Cooking , 2020). Use sentence case for the corresponding reference entry:

Plant-based cooking . (2020). https://www.plant-basedcookingebook.com

Whales in the ocean. (2020). Ocean Life Magazine . https://www.oceanlife.com

• Use “Anonymous” as the author only if the work specifically names the author as “Anonymous” (e.g., Anonymous, 2020).

No Year or Page Number?

• No year?  Use n.d., short for “no date,” in the citation: (Sagorski, n.d.).
• No page number?  Use the paragraph number. To determine the paragraph, begin at the title or heading and count the paragraphs to get to the one that contains your quote: (Sagorski, n.d., para. 4).
• If quoting an audio or video work, use the timestamp: (Ray, 2020, 03:15).

APA Reference List Entries

Reference list entries are formatted on a separate page at the end of the paper and provide the full bibliographic information for each source cited in text (Figure 1).

Reference list entries tell

• who the author is,
• when the work was published,
• what the title is, and
• and where the source can be found.

Sample APA Reference List  

Plagiarism FAQ

What is purdue global’s official policy on plagiarism.

• Purdue Global’s policy on plagiarism is available in the University Catalog. See the  Code of Student Conduct  for details. What is the difference between accidental and intentional plagiarism?
• Accidental plagiarism may result from improperly using or inaccurately citing a source in text or referencing it on the reference list, while intentional plagiarism is knowingly using a source without proper citation or referencing or any citation. Both accidental and intentional plagiarism can be prevented with proper documentation of the borrowed information, but both accidental and intentional plagiarism have the same consequences of plagiarism. See the  Code of Student Conduct  for details.

What is self-citation?

• While original work is expected for each course and each assignment, there are instances when it is appropriate for a student to build on ideas from a previous assignment by citing themself. You may therefore cite small selected portions of previous work in a new work using the appropriate citation method. Note: Copying large portions or entire assignments for use in more than one course or academic assignment is considered cheating and is not permitted. See the  Self-Citation Policy  for details.

What is the Coursework Resubmission Policy?

• The Coursework Resubmission Policy allows students who are retaking a Purdue Global course after a failed attempt to resubmit previous coursework with proper citation and advance notice to the instructor. Read the  Coursework Resubmission Policy for more information.  Note: This policy does not apply to Concord Law students .

What about programs that automatically format papers according to APA standards?

• Most automatic formatting programs and citation generators rely heavily on the users’ ability to plug in information correctly; therefore, these types of tools should be used sparingly and cautiously and usually only after the user has a basic understanding of APA style. The Writing Center recommends Academic Writer, which has templates for APA formatting.

What documentation style should I use at work?

• There are many citation styles, and your field of work determines which to use or how you reference other source material. It is important to remember to always give credit to the work and ideas of others.

What about citing images?

• Like other types of research, photographs, tables, or charts borrowed or copied directly from a source have to be cited both in the text and on a reference list. There are two situations when you do not have to credit an image: if you use your own photography in your paper, you will not need to cite it and if you use a photograph from a site that allows for use without attribution, you will not need to cite it. However, if you use an image that does require attribution, you will do that in a note below the image and in a corresponding reference citation. Learn more by reading “ Formatting Graphics and Visuals in APA Style .”

What about common knowledge?

• Common knowledge refers to relevant and objective information that is widely known and accepted as true by a certain group of people. Common knowledge is context specific. If information is determined to be common knowledge for your writing context, it does not need to be cited. Ask your faculty member if you are unsure.
• Criteria for Common Knowledge : -The audience should already know this information (e.g., a red traffic light means “stop” or there are four seasons in a year). -The same information can be found in multiple, general information sources (e.g., a state flower or a state bird will be the same across general information sources). -The information comes from folklore, mythology, or well-known stories that your audience would be familiar with because of a shared culture. -The facts are well known in your field of study and will be well known to your audience.
• Professional Experience and Common Knowledge : You may have a great deal of experience in your field, and something may be common knowledge to you but not to the audience for whom you are writing. Always be sure you adequately cite appropriate information for your academic writing and follow assignment directions. If your assignment allows, you may cite your own experience, but is may be good to cite your experience using phrasing such as the following: In my 20 years as a nurse, I have seen . . .
• Statistics : Statistics are not common knowledge since statistical information is typically not equally represented across general information sources. The source of the statistic, either as a primary or secondary source, needs to be cited.
• Quoting or paraphrasing  another’s statement or interpretation of common knowledge: If you take a well-known fact word for word from a source, a citation and reference list entry is required to attribute the wording to the source and to avoid plagiarism. If you use another writer’s interpretation of common knowledge, that writer needs to be credited in an in-text citation and reference list entry, as the interpretation is not common knowledge or original to your writing.

How can the Writing Center help me with APA and avoiding plagiarism?

To access the Writing Center from the campus homepage, click “My Studies” then “Academic Success Center.”

• Submit a Paper or Question for Feedback in PG411: Submit assignments and questions to the Writing Paper Review Dropbox in PG411. Tutors return written and video feedback within 48 hours. We are closed on University holidays.
• Connect With a Tutor for a One-on-One Session: The ASC uses a platform called Cranium Café. Tutors have Cranium Café Cards, and when online, there is a “Knock on Door” button, and it’s as simple as that! Writing Center Tutoring is open Monday 6-10 pm ET; Tuesday 12-10 pm ET; and Wednesday, Thursday, and Sunday 6-10 pm ET. We are closed on University holidays.
• Study Studio : Find Writing Center Resources in the form of articles, videos, and podcasts that offer specific help with writing.
• Webinars : See the Webinar Calendar for the most up to date times of writing workshops and archives on using APA, integrating sources, and avoiding plagiarism.

American Psychological Association. (2020). Publication manual of the American Psychological Association: The official guide to APA style (7th ed.). https://doi.org/10.1037/0000165-000

© 2024 by Purdue Global Academic Success Center and Writing Center

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Promoting Academic Integrity 

While it is each student’s responsibility to understand and abide by university standards towards individual work and academic integrity, instructors can help students understand their responsibilities through frank classroom conversations that go beyond policy language to shared values. By creating a learning environment that stimulates engagement and designing assessments that are authentic, instructors can minimize the incidence of academic dishonesty.

Academic dishonesty often takes place because students are overwhelmed with the assignments and they don’t have enough time to complete them. So, in addition to being clear about expectations and responsibilities related to academic integrity, instructors should also invite students to  plan accordingly and communicate with them in the event of an emergency. Instructors can arrange extensions and offer solutions in case that students have an emergency. Communication between instructors and students is vital to avoid bad practices and contribute to hold on to the academic integrity values. 

The guidance and strategies included in this resource are applicable to courses in any modality (in-person, online, and hybrid) and includes a discussion of addressing generative Artificial Intelligence (AI) tools like ChatGPT with students. 

On this page:

What is academic integrity, why does academic dishonesty occur, strategies for promoting academic integrity, academic integrity in the age of artificial intelligence, columbia university resources.

• References and Additional Resources
• Acknowledgment

Cite this resource: Columbia Center for Teaching and Learning (2020). Promoting Academic Integrity. Columbia University. Retrieved [today’s date] from https://ctl.columbia.edu/resources-and-technology/resources/academic-integrity/

According to the  International Center for Academic Integrity , academic integrity is “a commitment, even in the face of adversity, to six fundamental values: honesty, trust, fairness, respect, responsibility, and courage.” We commit to these values to honor the intellectual efforts of the global academic community, of which Columbia University is an integral part.

Academic dishonesty in the classroom occurs when one or more values of academic integrity are violated. While some cases of academic dishonesty are committed intentionally, other cases may be a reflection of something deeper that a student is experiencing, such as language or cultural misunderstandings, insufficient or misguided preparation for exams or papers, a lack of confidence in their ability to learn the subject, or perception that course policies are unfair (Bernard and Keith-Spiegel, 2002).

Some other reasons why students may commit academic dishonesty include:

• Cultural or regional differences in what comprises academic dishonesty
• Lack or poor understanding on how to cite sources correctly
• Misunderstanding directions and/or expectations
• Poor time management, procrastination, or disorganization
• Feeling disconnected from the course, subject, instructor, or material
• Fear of failure or lack of confidence in one’s ability
• Anxiety, depression, other mental health problems
• Peer/family pressure to meet unrealistic expectations

Understanding some of these common reasons can help instructors intentionally design their courses and assessments to pre-empt, and hopefully avoid, instances of academic dishonesty. As Thomas Keith states in “Combating Academic Dishonesty, Part 1 – Understanding the Problem.” faculty and administrators should direct their steps towards a “thoughtful, compassionate pedagogy.”

The CTL is here to help!

The CTL can help you think through your course policies and ways to create community, design course assessments, and set up CourseWorks to promote academic integrity. Email [email protected] to schedule your 1-1 consultation .

In his research on cheating in the college classroom, James Lang argues that “the amount of cheating that takes place on our campuses may well depend on the structures of the learning environment” (Lang, 2013a; Lang, 2013b). Instructors have agency in shaping the classroom learning experience; thus, instances of academic dishonesty can be mitigated by efforts to design a supportive, learning-oriented environment (Bertam, 2017 and 2008).

Understanding Student’s Perceptions about Cheating 

It is important to know how students understand critical concepts related to academic integrity such as: cheating, transparency, attribution, intellectual property, etc. As much as they know and understand these concepts, they will be able to show good academic integrity practices.

1. Acknowledge the importance of the research process, not only the outcome, during student learning.

Although the research process is slow and arduous, students should understand the value of the different processes involved during academic writing: investigation, reading, drafting, revising, editing and proof-reading. For Natalie Wexler, using generative Artificial Intelligence tools like ChatGPT as a substitute of writing itself is beyond cheating, an act of self cheating: “The process of writing itself can and should deepen that knowledge and possibly spark new insights” (“‘ Bots’ Can Write Good Essays, But That Doesn’t Make Writing Obsolete” ).

Ways to understand the value of writing their own work without external help, either from external sources, peers or AI, hinge on prioritizing the process over the product:

• Asking students to present drafts of their work and receive feedback can help students to gain confidence to continue researching and writing.
• Allowing students the freedom to choose or change their research topic can increase their investment in an assignment, which can motivate them to conduct their own writing and research rather than relying on AI tools. 

2. Create a supportive learning environment

When students feel supported in a course and connected to instructors and/or TAs and their peers, they may be more comfortable asking for help when they don’t understand course material or if they have fallen behind with an assignment.

Ways to support student learning include:

• Convey confidence  in your students’ ability to succeed in your course from day one of the course (this may ease student anxiety or  imposter syndrome ) and through timely and regular feedback on what they are doing well and areas they can improve on. 
• Explain the relevance  of the course to students; tell them why it is important that they actually learn the material and develop the skills for themselves. Invite students to connect the course to their goals, studies, or intended career trajectories. Research shows that students’ motivation to learn can help deter instances of academic dishonesty (Lang, 2013a). 
• Teach important skills  such as taking notes, summarizing arguments, and citing sources. Students may not have developed these skills, or they may bring bad habits from previous learning experiences. Have students practice these skills through exercises (Gonzalez, 2017). 
• Provide students multiple opportunities to practice challenging skills  and receive immediate feedback in class (e.g., polls, writing activities, “boardwork”). These frequent low-stakes assessments across the semester can “[improve] students’ metacognitive awareness of their learning in the course” (Lang, 2013a, pp. 145). 
• Help students manage their time  on course tasks by scheduling regular check-ins to reduce students’ last minute efforts or frantic emails about assignment requirements. Establish weekly online office hours and/or be open to appointments outside of standard working hours. This is especially important if students are learning in different time zones. Normalize the use of campus resources and academic support resources that can help address issues or anxieties they may be facing.  (See the Columbia University Resources section below for a list of support resources.)
• Provide lists of approved websites and resources  that can be used for additional help or research. This is especially important if on-campus materials are not available to online learners. Articulate permitted online “study” resources to be used as learning tools (and not cheating aids – see McKenzie, 2018) and how to cite those in homework, writing assignments or problem sets. 
• Encourage TAs (if applicable) to establish good relationships  with students and to check-in with you about concerns they may have about students in the course. (Explore the  Working with TAs Online  resource to learn more about partnering with TAs.)

3. Clarify expectations and establish shared values

In addition to including Columbia’s  academic integrity policy  on syllabi, go a step further by creating space in the classroom to discuss your expectations regarding academic integrity and what that looks like in your course context. After all, “what reduces cheating on an honor code campus is not the code itself, but  the dialogue about academic honesty that the code inspires. ” (Lang, 2013a, pp. 172)

Ways to cultivate a shared sense of responsibility for upholding academic integrity include: 

• Ask students to identify goals and expectations  around academic integrity in relation to course learning objectives. 
• Communicate your expectations  and explain your rationale for course policies on artificial intelligence tools, collaborative assignments, late work, proctored exams, missed tests, attendance, extra credit, the use of plagiarism detection software or proctoring software, etc. It will make a difference to take the time at the beginning of the course to explain differences between quoting, summarizing and paraphrasing. Providing examples of good and bad quotation/paraphrasing will help students to know what constitutes good academic writing. 
• Define and provide examples  for what constitutes plagiarism or other forms of academic dishonesty in your course.
• Invite students to generate ideas  for responding to scenarios where they may be pressured to violate the values of academic integrity (e.g.: a friend asks to see their homework, or a friend suggests using chat apps during exams), so students are prepared to react with integrity when suddenly faced with these situations. 
• State clearly when collaboration and group learning is permitted  and when independent work is expected. Collaboration and group work provide great opportunities to build student-student rapport and classroom community, but at the same time, it can lead students to fall into academic misconduct due to unintended collaboration/failure to safeguard their work.
• Discuss the ethical, academic, and legal repercussions  of posting class recordings, notes and/or class materials online (e.g., to sites such as Chegg, GitHub, CourseHero – see Lederman, 2020).
• Partner with TAs  (if applicable) and clarify your expectations of them, how they can help promote shared values around academic integrity, and what they should do in cases of suspected cheating or classroom difficulties

4. Design assessments to maximize learning and minimize pressure

High stakes course assessments can be a source of student anxiety. Creating multiple opportunities for students to demonstrate their learning, and spreading assessments  throughout  the semester can lessen student stress and keep the focus on student learning (see  Darby, 2020  for strategies on assessing students online). As Lang explains, “The more assessments you provide, the less pressure you put on students to do well on any single assignment or exam. If you maintain a clear and consistent academic integrity policy, and ensure that all students caught cheating receive an immediate and substantive penalty, the benefit of cheating on any one assessment will be small, while the potential consequences will be high” (Lang, 2013a and Lang, 2013c). For support with creating online exams, please please refer to our  Creating Online Exams resource .

Ways to enhance one’s assessment approach:

• Design assignments  based on authentic problems in your discipline. Ask students to  apply  course concepts and materials to a problem or concept. 
• Structure assignments into smaller parts  (“scaffolding”) that will be submitted and checked throughout the semester. This scaffolding can also help students learn how to tackle large projects by breaking down the tasks. 
• Break up a single high-stakes exam  into smaller, weekly tests. This can help distribute the weight of grades, and will lessen the pressure students feel when an exam accounts for a large portion of their grade. 
• Give students options  in how their learning is assessed and/or invite students to present their learning in creative ways (e.g., as a poster, video, story, art project, presentation, or oral exam).
• Provide feedback prior to grading  student work. Give students the opportunity to implement the feedback. The revision process encourages student learning, while also lowering the anxiety around any one assignment. 
• Utilize multiple low-stakes assignments  that prepare students for high-stakes assignments or exams to reduce anxiety (e.g., in-class activities, in-class or online discussions)
• Create grading rubrics and share them  with your students and TAs (if applicable) so that expectations are clear, to guide student work, and aid with the feedback process.  
• Use individual student portfolio folders  and provide tailored feedback to students throughout the semester. This can help foster positive relationships, as well as allow you to watch students’ progress on drafts and outlines. You can also ask students to describe how their drafts have changed and offer rationales for those decisions.
• For exams , consider refreshing tests every term, both in terms of organization and content. Additionally, ground your assignments by having students draw connections between course content and the unique experience of your course in terms of time (unique to the semester), place (unique to campus, local community, etc. ), personal (specific student experiences), and interdisciplinary opportunities (other courses students have taken, co-curricular activities, campus events, etc.). (Lang, 2013a, pp. 77).

Since its release, ChatGPT has raised concern in universities across the country about the opportunity it presents for students to cheat and appropriate AI ideas, texts, and even code as their own work. However, there are also potential positive uses of this tool in the learning process–including as a tool for teachers to rely on when creating assessments or working with repetitive and time-consuming tasks.

Possible Advantages of ChatGPT

Due to the novelty of this tool, the possible advantages that might present in the teaching-learning process should be under the control of each instructor since they know exactly what they expect from students’ work. 

Prof. Ethan Mollick teaches innovation and entrepreneurship at the Wharton School of the University of Pennsylvania, and has been openly sharing on his Twitter account his journey incorporating ChatGPT into his classes. Prof. Mollick advises his students to experiment with this tool, trying and retrying prompts. He recognizes the importance of acknowledging its limits and the risks of violating academic honesty guidelines if the use of this tool is not stated at the end of the assignment.

Prof. Mollick uncovers four possible uses of this AI tool, ranging from using ChatGPT as an all-knowing intern, as a game designer, as an assistant to launch a business, or even to “hallucinate” together ( “Four Paths to the Revelation” ). For Prof. Mollick, ChatGPT is a useful technology to craft initial ideas, as long as the prompts are given within a specific field, include proper context, step-by-step directions and have the proper changes and edits.

Resources for faculty: 

• Academic Integrity Best Practices for Faculty (Columbia College & School of Engineering and Applied Sciences)
• Faculty Statement on Academic Integrity (Columbia College)
• FAQs: Academic Integrity from Columbia Student Conduct and Community Standards 
• Ombuds Office for assistance with academic dishonesty issues. 
• Columbia Center of Artificial Intelligence Technology

Resources for students: 

• Policies from Columbia Student Conduct and Community Standards
• Understanding the Academic Integrity Policy (Columbia College & School of Engineering and Applied Sciences)

Student support resources:

• Maximizing Student Learning Online (Columbia Online)
• Center for Student Advising Tutoring Service (Berick Center for Student Advising)
• Help Rooms and Private Tutors by Department (Berick Center for Student Advising
• Peer Academic Skills Consultants (Berick Center for Student Advising)
• Academic Resource Center (ARC) for School of General Studies
• Center for Engaged Pedagogy (Barnard College)
• Writing Center (for Columbia undergraduate and graduate students)
• Counseling and Psychological Services
• Disability Services

For graduate students: 

• Writing Studio (Graduate School of Arts and Sciences)
• Student Center (Graduate School of Arts and Sciences)
• Teachers College

Columbia University Information Technology (CUIT) CUIT’s Academic Services provides services that can be used by instructors in their courses such as Turnitin , a plagiarism detection service and online proctoring services such as Proctorio , a remote proctoring service that monitors students taking virtual exams through CourseWorks. 

Center for Teaching and Learning (CTL) The CTL can help you think through your course policies, ways to create community, design course assessments, and setting up CourseWorks to promote integrity, among other teaching and learning facets. To schedule a one-on-one consultation, please contact the CTL at [email protected] . 

References 

Bernard, W. Jr. and Keith-Spiegel, P. (2002).  Academic Dishonesty: An Educator’s Guide . Mahwah, NJ: Psychology Press.

Bertram Gallant, T. (2017).  Academic Integrity as a Teaching and Learning Issue: From Theory to Practice .  Theory Into Practice,  56(2), 88-94.

Bertram Gallant, T. (Ed.). (2008).  Academic Integrity in the Twenty-First Century: A Teaching and Learning Imperative .  ASHE Higher Education Report . 33(5), 1-143. 

Columbia Center for Teaching and Learning (2020).  Creating Online Exams . 

Columbia Center for Teaching and Learning (2020).  Working with TAs online . 

Darby, F. (2020).  7 Ways to Assess Students Online and Minimize Cheating .  The Chronicle of Higher Education.  

Gonzalez, J. (2017, February).  Teaching Students to Avoid Plagiarism . Cult of Pedagogy, 26.

International Center for Academic Integrity (2023).  Fundamental Values of Academic Integrity .

International Center on Academic Integrity (2023).  https://academicintegrity.org/

Keith, T. Combating Academic Dishonesty, Part 1 – Understanding the Problem. The University of Chicago. (2022, Feb 16).

Lang, J.M. (2013a).  Cheating Lessons: Learning from Academic Dishonesty . Harvard University Press.

Lang, J. M. (2013b).  Cheating Lessons, Part 1 .  The Chronicle of Higher Education. 

Lang, J. M. (2013c).  Cheating Lessons, Part 2 .  The Chronicle of Higher Education. 

Lederman, D. (2020, February 19).  Course Hero Woos Professors . Inside Higher Ed. 

McKenzie, L. (2018, May 8).  Learning Tool or Cheating Aid?   Inside Higher Ed.

Marche, S. (2022, Dec 6). The College Essay is Dead. The Atlantic.

Mollick, E. (2023, Jan 17). All my Classes Suddenly Became AI Classes. One Useful Thing.

Mollick, Ethan. (2022, Dic 8). Four Paths to the Revelation. One Useful Thing.

Wexler, N. Bots’ Can Write Good Essays, But That Doesn’t Make Writing Obsolete. Minding the Gap.

Additional Resources

Bretag, T. (Ed.). (2016). Handbook of Academic Integrity. Singapore: Springer Publishing.

Ormand, C. (2017 March 6).  SAGE Musings: Minimizing and Dealing with Academic Dishonesty . SAGE 2YC: 2YC Faculty as Agents of Change.

WCET (2009).  Best Practice Strategies to Promote Academic Integrity in Online Education .

Thomas, K.  (2022 February 16). Combating Academic Dishonesty, Part 1 – Understanding the Problem. The University of Chicago. Academic Technology Solutions.

______. (2022 February 25). Combating Academic Dishonesty, Part 2: Small Steps to Discourage Academic Dishonesty. The University of Chicago. Academic Technology Solutions.

______.  (2022 April 28). Combating Academic Dishonesty, Part 3: Towards a Pedagogy of Academic Integrity. The University of Chicago. Academic Technology Solutions.

______.  (2022 June 7). Combating Academic Dishonesty, Part 4: Library Services to Support Academic Honesty. The University of Chicago. Academic Technology Solutions.

Acknowledgement

This resource was adapted from the faculty booklet  Promoting Academic Integrity & Preventing Academic Dishonesty: Best Practices at Columbia University  developed by Victoria Malaney Brown, Director of Academic Integrity at Columbia College and Columbia Engineering, Abigail MacBain and Ramón Flores Pinedo, PhD students in GSAS. We would like to thank them for their extensive support in creating this academic integrity resource.

Want to communicate your expectations around AI tools?

See the CTL’s resource “Considerations for AI Tools in the Classroom.”

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APA Style 7th Edition: Citing Your Sources

• Basics of APA Formatting
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Academic Integrity and Plagiarism

Usc libraries academic integrity and plagiarism tutorials.

• Additional Resources
• Reference Page
• Academic Integrity - USC Student Judicial Affairs and Community Standards Policy regarding academic integrity for undergraduate students
• Understanding and Avoiding Plagiarism: Module 1 (What is plagiarism? What is citation?) After completing this tutorial, you will be able to explain the purpose of formal citation practices in an academic environment. The tutorial should take about 10 minutes to complete.
• Understanding and Avoiding Plagiarism: Module 2 (Citing to avoid plagiarism) After completing this tutorial, you will be able to: Identify when a citation is needed Recognize the difference between paraphrasing and quoting The tutorial should take about 15 minutes to complete.
• << Previous: Headings
• Next: Tutorials >>
• Last Updated: Aug 8, 2024 10:42 AM
• URL: https://libguides.usc.edu/APA7th

• Request Info

Academic Integrity

• Unit 1. Academic Integrity - An Overview
• Unit 2. Avoid Academic Dishonesty
• Unit 3. How To Get Caught Plagiarizing
• Unit 4. How to Manage Time Effectively

We want every student to maximize their chance for academic success. This tutorial was designed to help you:

Understand the different types of academic dishonesty. A lack of clear understanding of what constitutes good academic integrity does not excuse you from consequences of actions such as cheating on exams, plagiarizing sections of a paper, or fabricating results such as falsifying sources cited in a paper or altering data in a scientific experiment. In addition, all students need to familiarize themselves with the Iona University Computer Use Policy, which prohibits sharing network accounts.

Know the real-world consequences of plagiarism that extend beyond the classroom. Journalists and political writers have been fired and shamed on social media for lack of ethical standards. Always attribute the original author when quoting, paraphrasing, or summarizing ideas and passages that are not your own.

Manage time effectively. Use the tools learned in these exercises to help you plan the time you need in advance to study, research topics, organize notes and sources, write your paper and proofread your work. It is more tempting to violate the code of academic integrity when you are working under pressure and do not take the time to thoroughly document all sources to support your work or prepare in advance for an exam.

Visit the Rudin Center. Gain a better understanding of good writing practices. Make sure you understand what you are citing as well. For example, when citing from a source quoted or referenced in your main source (known as a secondary source), ensure you find that the source exists and understand its contents before incorporating it into your work. There is a lot to learn about good writing, and there are people here to help.

Take the Academic Integrity Post-Test to complete this tutorial.

• << Previous: Unit 4. How to Manage Time Effectively
• Last Updated: Aug 16, 2023 4:39 PM
• URL: https://guides.iona.edu/academicintegrity

Integrity Essay for Students and Children

500+ words on integrity essay.

There is a famous saying which perfectly describes integrity. “Honesty is telling the truth to other people, integrity is telling the truth to myself.” The word ‘integrity’ itself has a Latin origin. It is derived from the word ‘integer’ and means to feel whole, i.e. a complete person. So it refers to the sense of completeness and togetherness one enjoys when they live their lives honestly and morally. So a person that has integrity will act and behave as per set values and believes they hold dear. Let us explore this concept more in this integrity essay.

Academic Integrity

Academic integrity refers to the ethical policies and moral code employed in the academic world by all members – the students and the teachers. So as we saw previously in this integrity essay, it involves being honest and doing the right thing even if you get no recognition for doing so. It involves being honest and correct when no one is watching.

Academic integrity is important to lay down a good foundation for the student, so he can follow the same principles for the rest of his life. Integrity leads to trust-building among colleagues and friends. It is also the sign of a good future leader. It is a good habit to develop early in your life, it will hold you in good stead as you progress in your life.

So basic things like doing your own homework, writing your own papers, not plagiarizing your essays or dissertations, not cheating on home tests, never cheating on any assignments, and generally doing your work ethically and honestly are the all essential. They are the building blocks of academic integrity.

Get the huge list of more than 500 Essay Topics and Ideas

Professional Integrity

Next, we shall explore professional integrity in this integrity essay. As we know, integrity is one of the essential value an employer always seeks in his employees. So professional integrity is when a person adopts his values and integrity to his chosen profession and job.

Sound moral and ethical beliefs and basic honesty are highly valued characteristics in an employee. Such an employee behaves morally with his co-workers, his superiors and all other stakeholders of the organization.  Acting with integrity and honesty is an actual advantage in the workplace. It builds trust and people are drawn towards such honest and dependable behavior. Integrity in a workplace also promotes a positive environment which encourages higher productivity.

Not only students and professionals, but integrity is also a value that everyone should strive for. Integrity is a trait that goes a long way in making people a better version of themselves, better human beings in general. And a person with true integrity does things because it is the right thing to do, and never for any praise or recognition. True integrity is never practiced for recognition or praise but to fulfill personal values.

FAQ’s on Integrity

Q: State some of the traits of a person with integrity

Ans: A person with true integrity exhibits certain traits such as,

• they take responsibility for all their actions
• always help others in need
• often put the needs of others above themselves
• respect everyone that deserves their respect
• are usually humble and exhibit humility
• generally very reliable in nature
• they are kind by nature

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Commemorating the International Day of Action for Academic Integrity: Championing academic integrity in the age of AI

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We chose to write this blog post about proper use of AI writing tools with student needs in mind, because so many of the resources out there for students are published by AI companies themselves. We can’t overlook students, because you are the most important part of the discussion around academic integrity. In fact, academic integrity requires student understanding and participation; for example, the International Day of Action for Academic Integrity on October 18, 2023 purposely includes student involvement.

Understanding academic integrity and proper AI writing tool use helps you avoid plagiarism and misconduct. Participation in discussions around academic integrity and proper AI writing tool use makes it so you have a say in your own learning goals and create a good culture around learning at your school.

We’re going to divide this blog post up into several sections; we’ll begin with the definition of academic integrity, then getting more specific about AI and its relationship to academic integrity, and finally providing some information about proper AI writing tool use (and misuse). In doing so, the intent is to help you understand the ways in which students can use AI properly and avoid academic dishonesty.

First, what is academic integrity?

Oftentimes, folks define academic integrity as what it is not (i.e., not plagiarizing, not contract cheating, not engaging in AI writing misconduct, and not cheating in general), but then students miss out on what it is supposed to be.

The word “academic integrity” focuses on a commitment to honesty , trust , fairness , respect , responsibility , and courage .

An authoritative definition of academic integrity can be found at the International Center of Academic Integrity (ICAI) , which was founded in 1992 by leading researchers. (Did you know there is an entire cohort of academics whose focus is primarily about academic integrity)? Don McCabe is credited as the person who popularized the term “academic integrity.” In 1999, the Center identified and described the “ fundamental values of academic integrity ” as honesty, trust, fairness, respect, and responsibility, and in 2014 added the sixth value of courage. Academic integrity, per the ICAI, is a commitment to these values ( Turnitin, 2023 ).

The values of academic integrity can be described in the following ways:

• Honesty : be truthful, give credit, and provide facts
• Trust : provide transparency, trust others, give credence
• Fairness : apply rules consistently, engage with others equitably, and take responsibility for our own actions
• Respect : receive feedback willingly, accept others’ thoughts, and recognize the impacts of our own words and actions on others
• Responsibility : follow institutional rules and conduct codes, engage in difficult conversations, and model good behavior
• Courage : take a stand to address wrongdoing, be undaunted in defending integrity, and endure discomfort for something you believe in ( ICAI, 2020 )

The above values, when put into action, display academic integrity.

What do AI writing tools have to do with academic integrity?

AI writing tools and their relationship to academic integrity is a top subject of discussion these days, spurred by the release of ChatGPT in late 2022 by a company called OpenAI. ChatGPT was a huge advancement in Artificial Intelligence, producing responses very, very close to human speech. It can generate replies to short answer questions, and provide essay-length responses.

These advances in AI caused a lot of alarm in the education community (and elsewhere; for instance, the writer and actor unions (WGA and SAG-AFTRA) went on strike in Hollywood, with one of their main concerns being AI-generated work ). While educators (academic leaders and faculty) have broadened their discussions around AI writing tools like ChatGPT and accepted that AI is here to stay, the initial (and ongoing) fear is that students will use these tools and represent their output as their own original work. In other words, teachers are afraid that students will use ChatGPT to cheat.

How do you use generative AI tools with academic integrity? Let’s roll it back up to those values of academic integrity as it pertains to AI writing tools.

AI and the value of honesty

Honesty is about being truthful, fact-based, and giving credit to the person who came up with the ideas. If you disclose your use of AI writing tools by citing AI, then you’re using AI writing tools with integrity. However, if you do not attribute work written by AI writing tools and instead claim the work as your own, then you are violating academic integrity.

AI and the value of trust

Are you providing transparency in your work? This means that if you’re using AI writing tools to brainstorm or help with writing structure, you should be clear about your actions. Doing so builds trust with your instructor. Hiding any work you’ve done with the help of AI violates trust.

AI and the value of fairness

Fairness means that everyone is working with the same resources and consistency, and that we take responsibility for our own actions. When you submit work to your instructor, you are taking responsibility for the content and claiming it as your own original work. Is an AI writing tool giving you an unfair advantage over others? For instance, if you’re working on an assignment and the rules are not to use AI, and you might be one of a few (or the only one) using AI to complete an assignment; this is a shortcut solution that disregards fairness.

AI and the value of respect

Receiving feedback and recognizing the impact of your words and actions on other folks are ways to show respect. Improper use of AI (e.g., when it’s not allowed on an assignment) flouts learning, which disrespects the instructor and your cohort’s efforts. While generative AI tools can be useful to help you understand a topic or structure your thoughts, using them to write extensive parts of work for you, especially when it’s not allowed or required for part of the assignment, is academic misconduct.

AI and the value of responsibility

This value is pretty clear, as responsibility is about following codes of conduct and modeling good behavior. If you’re using AI writing tools with the blessing of your instructor, then you’re following instructions. If you’re using AI writing tools secretly and in defiance of rules, then you’re not only breaking rules, you’re not modeling good behavior.

AI and the value of courage

Courage is about standing up for what’s right, defending integrity, and in some cases, enduring discomfort for what you believe in. Learning isn’t always easy, but the end result is valuable. Resisting the temptation to use AI writing tools when they’re not allowed or making sure to always attribute AI-generated text is simply an act of courage. Maybe that line is a bit cringey, but you’ll find that standing your ground and staying the course on learning is brave.

How can I use AI properly?

Responsible AI use follows the tenets of academic integrity. (Additionally, you may want to refer to your school or university policy on proper AI use, if one exists. The following are some general suggestions to supplement your school’s code of conduct).

AI is a toolkit for solving problems, like calculators for math calculations. When used correctly, it can be an aid for learning and fostering thinking skills. But when we become dependent on technology, it’s easy to skip steps in learning and end up in a place where you aren’t able to do things on your own. Additionally, ChatGPT doesn’t always provide accurate information; you will need to double check everything, including sources, that ChatGPT offers. In some ways, they are calculators; in other ways, they are inaccurate calculators, so you need to understand the basics of what you are trying to say. The following are ways to make sure you are using AI properly in your work.

Acknowledge the use of AI in your work

Any writing that generative AI provides has to be cited. The current guidelines for citing AI are still being developed. For most referencing styles, there are no specific directions for citing ChatGPT or other generative AI ( University of Queensland ). This makes things a bit more complicated.

However, there are interim guidelines for citing AI in different citation formats. The University of Queensland provides some information on citing AI in APA, AGLC, Chicago, and MLA formats.

For instance, in APA format, you might want to cite AI in the following way:

In-text citation :

Author of generative AI model, Year of version used

(OpenAI, 2022)

Reference list or works cited :

Author of AI model used. (Year of AI model used). Name of AI model used (Version of AI model used) [Type or description of AI model used]. Web address of AI model used

OpenAI. (2022). ChatGPT (December 20 version) [Large language model]. https://chat.openai.com/

The full transcript of a response can be included in an appendix or other supplementary materials.

For MLA, AI citations may look like this:

(Short form Title of source)

(“Compare and contrast the setting”)

Reference list or work cited :

“Title of source” prompt. Name of AI Tool, version, Company, Date content was generated, General web address of tool.

“Compare and contrast the settings of Italy and Britain in A Room With a View by E.M. Forster” prompt. ChatGPT, 1 Jan version, OpenAI, 14 September, 2023, chat.openai.com/chat .

Chicago style

The Chicago Manual of Style also provides guidance on how to cite ChatGPT or any other generative AI. Again, however, these guidelines are evolving and may change, but for now, these are some examples of how to cite AI in Chicago style:

Numbered footnote or endnote :

1. Text generated by ChatGPT, OpenAI, September 14, 2023, https://chat.openai.com/chat.

If the prompt hasn’t been included in the text, it can be included in the note :

1. ChatGPT, response to “Why are hydrocarbons thought of as scaffolds for functional groups?” OpenAI, September 14, 2023.

Acknowledging the use of AI when there are no referencing guidelines or if you’ve used AI at all:

Even if there are no referencing guidelines for a citation format or if you used AI writing tools at any point in your writing process, you should still acknowledge any use of AI that you’ve used to help complete your assignment. According to Latrobe University, one example of an acknowledgment looks like the following: Whilst/While the writing is my own and I take responsibility for all errors, ChatGPT was used to create the initial section structure for this essay.

Furthermore, AI writing tools can’t accurately cite their own sources (and thus, often plagiarize material, so it may show up in similarity detection like Turnitin Feedback Studio). So you also need to double check ChatGPT’s sources, as they may be wrong or completely made up. Those sources, too, need to be cited.

Using AI to help you study

Another proper use for AI is to study; AI tools can be used to:

• Generate practice quizzes or flashcards to help you prepare for exams
• Tutor yourself to improve your language skills
• Interact with virtual tutors
• Create study guides
• Summarize a recorded lecture
• Conduct research and find key points on a particular subject or topic
• Evaluate mathematical problems, lines of computer code, and complex formulas
• Brainstorm ways to start a new project
• Stimulate your thinking and develop new ideas
• Inspire you to ask questions you might not otherwise consider
• Request study strategies
• Encourage your AI tool to motivate you
• Ask AI to help you manage your study time by analyzing your schedule and suggesting the best study periods ( Latrobe University, 2023 ; EuroEducation, 2023 ; Chen, The New York Times, 2023 )

That said, The New York Times says there’s “One warning to keep in mind: When studying, it’s paramount that the information is correct, and to get the most accurate results, you should direct A.I. tools to focus on information from trusted sources rather than pull data from across the web” ( Chen, 2023 ).

If you’re in doubt, Turnitin has an Ethical AI use checklist for students for your use.

Brainstorming ideas

For instance, using AI to brainstorm ideas or find a way to structure an essay can be useful and further learning, particularly when teachers give permission to use AI for this purpose. One particularly effective use for AI is to ask it to generate counter-arguments to identify points you may have overlooked in your argument. Using those brainstormed ideas to write something in your own words with your own research can qualify as proper use, especially when the final work states that you used AI in the initial stages.

AI is also useful to figure out how to structure your argument; but your argument, too, must be your own and in your own words. If you use AI for this function, be sure to state that you’ve used AI in the initial stages of your work.

The gray area of AI use, also known as The Fine Print

All of the ways students can use generative AI is subject to the code of conduct at your school. That is, if your school bans any use of AI in completing assignments, including brainstorming, then you should not use AI; in the case that AI is explicitly banned, any use would then be misuse.

Conclusion: What you need to know about proper AI writing tool use as students

Here’s the thing: the process of writing is how you learn to think and express your ideas. While AI tools can help you study, and can help you get started with framing your thoughts, your thoughts must be your own, and reflected in the work you submit for evaluation.

Think of it this way: it’s okay to ask someone to proofread your work and make sure you don’t have spelling or grammar errors. But it’s not okay to ask someone to rewrite your work.

It’s also okay to ask someone to help you brainstorm, but it’s not okay to ask someone to write your essay for you.

AI is here to stay, and students need to understand what constitutes proper and improper use of AI writing tools. This is important because not only do you want to avoid misconduct and discipline, you want to make sure that you come out of school prepared for the future. This preparation includes a deep understanding of academic integrity as well as a firm footing in the subject matter you’ve studied.

Academic Integrity Lessons: Practical Ideas for Teaching, Learning, and Assessment

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Proper citation lies at the heart of intellectual exchange. By citing sources correctly, you acknowledge your debts to other scholars, signal your desire to belong to a community of ideas, and highlight—precisely—your contribution to the ongoing academic conversation. When you demonstrate that you have done the research required to qualify you to join the conversation, you not only show respect for others' work, you also confer authority upon yourself and highlight the novelty of your particular contribution to the set of ideas under discussion. In these ways, citing sources represents a fundamental step in developing a scholarly voice.

Furthermore, by citing sources you extend a courtesy to other scholars. Citations provide a trail by which others who are interested in your topic can track an idea.

What Is Plagiarism?

Plagiarism is intellectual theft. It occurs when you use the words or ideas of others without acknowledging that you have done so. If you are aware of a source, use an idea or quotation from this source, and fail to cite it, then you have plagiarized—regardless of your intent.

• If you quote from a source, you must specifically mark the quoted material and immediately cite the source. Place the quoted text in quotation marks or format it as a block quotation. Your citation should appear at the point of quotation, either in parentheses or in a footnote or endnote. Listing the source in a bibliography does not, by itself, constitute proper citation; you must cite at the point of use.
• If you quote a distinctive phrase, or even a single distinctive word, place it in quotation marks and cite the source.
• If you paraphrase an idea or special information from a source, you must cite that source.
• If you use images, maps, charts, tables, data sets, musical compositions, movies, new-media compositions, computer source code, song lyrics, and the like, you must cite the source.
• If you find a solution to a problem on a website and use that solution—even if you use it just to teach yourself how to solve the problem—you must cite the source.
• If you want to submit the same work, in whole or in part, for more than one course, then, according to Dartmouth's Academic Honor Principle, you must get the approval, in advance, of all professors involved.

Citation styles and formats matter, but style and formatting errors do not constitute plagiarism. As long as you properly cite your source at the place where you use another's words or ideas, you are not plagiarizing. Once style and formatting errors are brought to your attention, you should correct them for the benefit of readers who might wish to trace your sources.

Just as there are consequences for theft of property, there are consequences for plagiarism. Because academic integrity is so fundamental to the Dartmouth community, students who violate this standard usually are suspended from the College—even upon a first offense and even if they did not intend to plagiarize.

What Is Common Knowledge?

The rule seems simple: Whenever you quote from or use another person's work, that author must be cited. But what should you do when you are writing about an idea that did not originate with you, that seems to be part of "common knowledge," and that you may or may not have taken from a specific source? While you do not need to cite common knowledge, it may prove difficult for you to recognize what knowledge is "common."

Try to determine how scholars treat similar information. Do they cite it? If not, it is probably common knowledge, at least within this particular discipline. Do some cite while others do not? Play it safe, and cite. Is the information in question brand new information for you? Are you unable to find that information in multiple sources? Again, play it safe, and cite. If you need further confirmation, ask your professor.

What About Collaboration?

In some courses, you might be permitted to collaborate with other students on work that you submit for grades. Policies regarding collaboration vary from course to course, and often from assignment to assignment within the same course. If you are considering working with someone else on an assignment, make sure that you understand the policy on collaboration for that particular assignment. Students have been found responsible for violating the Academic Honor Principle for collaborating outside the expressed bounds of an assignment.

For further discussion of working ethically in collaboration, see section 2.B, "Collaborating with Your Peers."

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Academic Integrity vs. Academic Dishonesty

Published on March 10, 2022 by Tegan George and Jack Caulfield. Revised on April 13, 2023.

Academic integrity  is the value of being honest, ethical, and thorough in your academic work. It allows readers to trust that you aren’t misrepresenting your findings or taking credit for the work of others.

Academic dishonesty (or academic misconduct) refers to actions that undermine academic integrity. It typically refers to some form of plagiarism , ranging from serious offenses like purchasing a pre-written essay to milder ones like accidental citation errors. Most of which are easy to detect with a plagiarism checker .

These concepts are also essential in the world of professional academic research and publishing. In this context, accusations of misconduct can have serious legal and reputational consequences.

Table of contents

Types of academic dishonesty, why does academic integrity matter, examples of academic dishonesty, frequently asked questions about plagiarism.

While plagiarism is the main offense you’ll hear about, academic dishonesty comes in many forms that vary extensively in severity, from faking an illness to buying an essay.

Prevent plagiarism. Run a free check.

Most students are clear that academic integrity is important, but dishonesty is still common.

There are various reasons you might be tempted to resort to academic dishonesty: pressure to achieve, time management struggles, or difficulty with a course. But academic dishonesty hurts you, your peers, and the learning process. It’s:

• Unfair to the plagiarized author
• Unfair to other students who did not cheat
• Damaging to your own learning
• Harmful if published research contains misleading information
• Dangerous if you don’t properly learn the fundamentals in some contexts (e.g., lab work)

The consequences depend on the severity of the offense and your institution’s policies. They can range from a warning for a first offense to a failing grade in a course to expulsion from your university.

• Faking illness to skip a class
• Asking for a classmate’s notes from a special review session held by your professor that you did not attend
• Crowdsourcing or collaborating with others on a homework assignment
• Citing a source you didn’t actually read in a paper
• Cheating on a pop quiz
• Peeking at your notes on a take-home exam that was supposed to be closed-book
• Resubmitting a paper that you had already submitted for a different course (self-plagiarism)
• Forging a doctor’s note to get an extension on an assignment
• Fabricating experimental results or data to prove your hypothesis in a lab environment
• Buying a pre-written essay online or answers to a test
• Falsifying a family emergency to get out of taking a final exam
• Taking a test for a friend

Academic integrity means being honest, ethical, and thorough in your academic work. To maintain academic integrity, you should avoid misleading your readers about any part of your research and refrain from offenses like plagiarism and contract cheating, which are examples of academic misconduct.

Academic dishonesty refers to deceitful or misleading behavior in an academic setting. Academic dishonesty can occur intentionally or unintentionally, and varies in severity.

It can encompass paying for a pre-written essay, cheating on an exam, or committing plagiarism . It can also include helping others cheat, copying a friend’s homework answers, or even pretending to be sick to miss an exam.

Academic dishonesty doesn’t just occur in a classroom setting, but also in research and other academic-adjacent fields.

Consequences of academic dishonesty depend on the severity of the offense and your institution’s policy. They can range from a warning for a first offense to a failing grade in a course to expulsion from your university.

For those in certain fields, such as nursing, engineering, or lab sciences, not learning fundamentals properly can directly impact the health and safety of others. For those working in academia or research, academic dishonesty impacts your professional reputation, leading others to doubt your future work.

Academic dishonesty can be intentional or unintentional, ranging from something as simple as claiming to have read something you didn’t to copying your neighbor’s answers on an exam.

You can commit academic dishonesty with the best of intentions, such as helping a friend cheat on a paper. Severe academic dishonesty can include buying a pre-written essay or the answers to a multiple-choice test, or falsifying a medical emergency to avoid taking a final exam.

The consequences of plagiarism vary depending on the type of plagiarism and the context in which it occurs. For example, submitting a whole paper by someone else will have the most severe consequences, while accidental citation errors are considered less serious.

If you’re a student, then you might fail the course, be suspended or expelled, or be obligated to attend a workshop on plagiarism. It depends on whether it’s your first offense or you’ve done it before.

As an academic or professional, plagiarizing seriously damages your reputation. You might also lose your research funding or your job, and you could even face legal consequences for copyright infringement.

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George, T. & Caulfield, J. (2023, April 13). Academic Integrity vs. Academic Dishonesty. Scribbr. Retrieved August 5, 2024, from https://www.scribbr.com/plagiarism/academic-dishonesty/

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Plagiarism and Academic Integrity

What is academic integrity, why is academic integrity important, what does academic integrity mean to me, what are some examples of academic misconduct, what can i do, where can i find more help, resources to help with writing your essay.

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Academic integrity is a code of ethics for teachers, students, researchers, and staff. It means that everyone at the university is expected to work honestly and fairly. The University of Guelph community takes pride in conducting research, teaching, and learning that is honest, trustworthy, and respectful of others.

Academic misconduct is behaviour that breaks the academic integrity code set out by the university. We trust that the research and degrees we produce are based on honest, ethical work. When people use dishonest or unethical methods in their work, they break that trust.

Knowledge is built on previous research. Thus, we have to trust that what others say they have done is valid. If it is not valid, later work based on that knowledge will also be flawed.

By acting ethically, you set an example for others and ensure that your academic work and degree continues to hold its value and meaning.

Academic misconduct puts honest students at a disadvantage. While honest students put in the time and effort to complete their own assignments, dishonest students take a shortcut. Students who have cheated also suffer by not gaining relevant knowledge and skills. At a broader level, this unfairness and dishonesty can lead to mistrust and resentment among students and instructors.

Academic misconduct also has practical consequences in the world outside of the university: Who would want to be on a bridge designed by an engineer who copied others’ assignments? Who would want to eat meat that had been certified as contaminant-free by an inspector who paid someone to write his or her toxicology exam?

As a member of the University of Guelph community, you can strengthen our institution by maintaining the highest standards of integrity and excellence in your own work.

Many of the decisions you make at university will have an ethical component. Your decisions shape who you are and how others know you. For example, do you meet your commitments to others? Do you complete your assignments honestly? Do you cite your sources and give credit to others where it is due?

Instructors and administrators act ethically by using fair grading practices and providing you access to Student Judicial Services .

• Completing an online quiz as a group when it was assigned individually
• Using a friend’s assignment as a “guide” to complete your own
• Using a source in an assignment without citing it
• Bringing notes to an exam without permission
• Creating a fake doctor’s note to avoid an exam 
• Damaging or hiding library books
• Buying a paper and submitting it as your own work
• Submitting a paper that you wrote for another class
• Be aware of the ethical component of many of the decisions you will be faced with at university.
• Know all of your decisions--big or small--contribute to who you are and how others know you. 
• Act ethically so you can take pride in knowing that you earned your degree. You can also take pride in knowing that you have contributed to the integrity of the university community.
• Ask questions and seek out help from instructors, supervisors, or the library whenever you’re uncertain about what is expected of you.
• Plagiarism and Academic Integrity Tutorial
• Academic Misconduct - Undergraduate Degree Regulations and Procedures For undergraduate students.
• Academic Misconduct – Graduate Degree General Regulations For graduate students.

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How to Write a Research Paper: Academic Integrity

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What is Academic Misconduct?

Cheating includes the actual use or attempt to use unauthorized materials, technology, or other aids on any form of academic work. It also includes the unauthorized giving of assistance, receiving of assistance, or any attempts thereof on academic work. 

Plagiarism 

Plagiarism is the intentional misappropriation of the work, whether published, unpublished posted electronically, attributed, or anonymous-of another by representing another person's ideas, writing, or other intellectual property as one's own. 

Fabrication and Falsification 

Falsification and fabrication are actions taken, or attempted, to mislead or deceive others by altering or inventing information relevant to one's academic work. Any form of this behavior is prohibited, verbally or in writing. 

Improper Research Practices 

Violations of ethical research practices in one’s field or failure to adhere to the Institutional Review Board (IRB) policies and procedures (when applicable) is a violation of the Academic Honor Code. 

Dissemination of Information without Permission

Information or experimental data collected, written, or developed by more than one collaborator (e.g., a student and faculty member, team of students) must not be submitted for publication or otherwise disseminated without the permission of all collaborators. Failure to receive such permission is a violation of this policy.

Breach of Confidentiality

Unauthorized possession, use, alteration, taking, or releasing of information originally provided under the assurance of confidentiality is considered a confidentiality breach and is prohibited. 

Obstruction of Another’s Academic Activities

Interfering with the academic activities of another is prohibited. 

You can read the full University of Mary's Academic Honor Code and Honor System for more information. 

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Academic Integrity at NU

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National University is a proud member of the International Center for Academic Integrity

According to the International Center for Academic Integrity (2021), six fundamental values define academic integrity:

► Give credit to the owner of the work.

►Provide factual evidence.

►Be objective.

► Encourage understanding by preparing work that is  honest,  thoughtful, and  genuine.

► Acknowledging borrowed work appropriately.

►Respecting and upholding academic integrity policies.

► Members of academic communities demonstrate respect by acknowledging the contributions of others through proper identification.

► Hold yourself responsible for your actions.

► You can demonstrate courage related to Academic Integrity by holding yourself and others accountable for maintaining a culture that fosters integrity.

International Center for Academic Integrity. (2021).  The fundamental values of academic integrity (3rd Ed). https://academicintegrity.org/images/pdfs/20019_ICAI-Fundamental-Values_R12.pdf . CC BY-NC-SA 4.0. 

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