PLAGIARISM AND ORIGINAL AUTHORSHIP IN THE AGE OF AI: PRESENT COMPLICATIONS AND FUTURE DIRECTIONS

The concept of plagiarism, or the passing off of work produced by others as one’s own without appropriate acknowledgement of the source of creation, is not a new one. It is, however, being complicated in new and interesting ways by technological innovations such as artificial intelligence (AI)-based natural-language processing (NLP). In this paper, I investigate the present complications of defining and responding to plagiarism in the age of AI and suggest the future direction of our grappling with text-generative NLP programs such as OpenAI’s ChatGPT. This paper will describe perspectives on plagiarism and potential reasons behind the use of AI to commit it, including demographic and linguistic complications. It will also develop potential actions that can be taken to avoid plagiarism altogether and/or to respond to it appropriately if and when it does still arise. Future directions include how institutions, students, and educators might come to view plagiarism and original authorship in the age of AI. I will investigate and synthesize existing literature on plagiarism and extend its conversation to include the innovation of artificial intelligence

ESL and EFL Writing Instruction: Challenges and opportunities

Udostępnienie publikacji Wydawnictwa Uniwersytetu Łódzkiego finansowane w ramach projektu „Doskonałość naukowa kluczem do doskonałości kształcenia”. Projekt realizowany jest ze środków Europejskiego Funduszu Społecznego w ramach Programu Operacyjnego Wiedza Edukacja Rozwój; nr umowy: POWER.03.05.00-00-Z092/17-00

Student-faculty Co-inquiry Into Student Reading: Recognising SoTL as Pedagogic Practice

This paper reports the evaluation of a student-faculty collaborative study investigating international students’ perceptions of the role of reading in higher education. The study examined the academic reading and source-use practices of ten undergraduate students in a range of disciplines in one UK university. In previous research on student literacy practices, students are often positioned as research “objects” rather than as active participants with an investment in enhancing the student experience through engagement in pedagogic research. In this paper we present a case study of student faculty collaboration in the scholarship of teaching and learning (SoTL). Drawing on the analysis of student and lecturer accounts of the collaborative research experience, we identify the benefits and challenges of student-faculty partnership approaches. We conclude by arguing that conceptualising SOTL as pedagogy may facilitate the engagement of students as co-researchers and expose to scrutiny a “hidden curriculum” of current approaches to SoTL

Parsing the Plagiary Scandals in History and Law

[Excerpt] “In 2002 the history of History was scandal. The narrative started when a Pulitzer Prize winning professor was caught foisting bogus Vietnam War exploits as background for classroom discussion. His fantasy lapse prefaced a more serious irregularity—the author of the Bancroft Prize book award was accused of falsifying key research documents. The award was rescinded. The year reached a crescendo with two plagiarism cases “that shook the history profession to its core.” Stephen Ambrose and Doris Kearns Goodwin were “crossover” celebrities: esteemed academics—Pulitzer winners—with careers embellished by a public intellectual reputation. The media nurtured a Greek Tragedy —two superstars entangled in the labyrinth of the worst case academic curse—accusations that they copied without attribution. Their careers dangled on the idiosyncratic slope of paraphrasing with its reefs of echoes, mirroring, recycling, borrowing, etc. As the Ambrose-Kearns Goodwin imbroglio ignited critique from the History community, a sequel engulfed Harvard Law School. Alan Dershowitz, Charles Ogletree, and Laurence Tribe were implicated in plagiarism allegations; the latter two ensnared on the paraphrase slope. The New York Times headline anticipated a new media frenzy: When Plagiarism’s Shadow Falls on Admired Scholars. Questioned after the first two incidents, the President of Harvard said: “If you had a third one then I would have said, ‘Okay, you get to say this is a special thing, a focused problem at the Law School.’” There was no follow up comment after the Tribe accusation. The occurrence of similar plagiarism packages in two disciplines within an overlapping time frame justifies an inquiry. The following case studies of six accusation narratives identify a congeries of shared issues, subsuming a crossfire of contention over definition, culpability, and sanction. While the survey connects core History-Law commonalities, each case is defined by its own distinctive cluster of signifiers. The primary source for the explication of each signifier cluster is the media of newspaper, trade journal, television, and internet. The media presence is the Article’s motif—each case study summarizes a media construct of a slice of the plagiarism debate. By author’s decree the debate is restricted to “pure” plagiarism: the appropriation of another’s text without attribution. The survey is conducted according to chronological order, beginning with History. Ward Churchill’s sui generis smutch from plagiarism continues to agitate media coverage. His argument that a dismissal by the University of Colorado for academic misconduct would constitute a cover for a First Amendment protected essay on 9/11 adds more challenge to the plagiary abyss. This Article concludes with up-to-date coverage of the Churchill narrative.

'TV Format Protection through Marketing Strategies?'

Commercially successful programme ideas are often imitated or adapted. Television formats, in particular, are routinely copied. Starting from radio formats in the 1950s to game shows and reality programme formats of today, producers have accused others of “stealing”. Although formats constitute one of the most important exports for British TV producers, there is still no certainty about the legal protection of TV formats from copycat versions. Since TV formats fail to fall neatly within the definitions of protected material under international copyright and trade mark regimes, producers have been trying to devise innovative means to protect their formats from plagiarism. The globalization of cultural and entertainment markets may itself have contributed to the rise of TV formats, interconnecting programming industries in a world of multiplying channels. This paper theorizes that global broadcasting and programme marketing strategies can also be used by TV format producers to protect their formats. Specifically, eight different strategies may be used: (a) trade show infrastructure and dynamics; (b) visual brand identity and channel fit; (c) brand extension and merchandising; (d) corporate branding; (e) national branding; (f) genre branding; (g) constant brand innovation; (h) fan communities. The paper develops a methodology for capturing the use and effectiveness of these eight strategies in preventing the copying of formats