英国大学老师是怎么定义论文剽窃的

英国什么样的论文算抄袭

英国什么样的论文算抄袭
在英国留学，大家一定要重视论文的写作，初次摄入英国，肯定对抄袭的概念不是很广泛，什么样的论文才算抄袭呢?下面就来说说英国什么样的论文算抄袭。

以下方面可以算作论文抄袭：
一、与别人的研究选题一样，但研究内容雷同或极为相似
二、直接引用别人论文中的原话或图表而不在脚注中标明
三、对别人论文中的思想进行改造，但没有在文后参考文献中列出别人的文章篇名
四、直接将别人文章改头换面，署上自己的名字
按照规定，写的文章有25%的内容是论文抄袭检测别人的构成抄袭。

论文的内容如果50%以上是论文抄袭检测其他文章中的内容(且未注明引用)则算抄袭，现在的论文检测就是论文抄袭检测以此为标准的。

如果您写的内容70%是论文抄袭检测自己的，并在所用使用别人文章的地方进行引用说明就没问题。

借鉴他人的论文框架不算抄袭，但如果观点结构、以及论据大面积相似就很可怕了。

现在在论文评审过程中对论文把关不严，应该说能写出来就能通过。

但各高校已经引进了论文抽查制度，如果在
将来一不小心抽到了你的论文发现是论文抄袭检测抄袭，按规定将取消你的学位资格，所以论文还是论文抄袭检测有必要好好写的。

揭示了反抄袭检测系统的算法，如何判定论文是论文抄袭检测抄袭，以及如何修改来通过的秘籍。

英国论文怎么写才能造成抄袭呢?相信各位同学对此有个全新的了解，在知道抄袭的概念后，在写作的过程中，一定要对写作误区绕道而行。

学术不端认定标准

学术不端认定标准
学术不端的认定标准主要涉及以下几种行为：
1. 剽窃、抄袭、侵占他人学术成果。

2. 篡改他人研究成果。

3. 伪造科研数据、资料、文献、注释，或者捏造事实、编造虚假研究成果。

4. 未参加研究或创作而在研究成果、学术论文上署名，未经他人许可而不当使用他人署名，虚构合作者共同署名，或者多人共同完成研究而成果中未注明他人工作、贡献。

5. 在申报课题、成果、奖励和职务评审评定、申请学位等活动中提供虚假学术信息。

6. 买卖论文、由他人代写或者为他人代写论文。

7. 其他根据高等学校或者有关学术组织、相关科研管理机构制定的规则，属于学术不端的行为。

如果被举报人在科学研究及相关活动中涉及以上行为，经过调查和确认，就会被认定为构成学术不端行为。

对学术不端行为责任人的处理措施包括通报批评、终止或撤销相关的科研项目、撤销学术奖励或荣誉称号、辞退或解聘等。

抄袭的定义(英文权威)

Defining and Avoiding Plagiarism: The WPA Statement on Best PracticesDownload a PDF version of this document.Plagiarism has always concerned teachers and administrators, who want students’ work to repre sent their own efforts and to reflect the outcomes of their learning. However, with the advent of the Internet and easy access to almost limitless written material on every conceivable topic, suspicion of student plagiarism has begun to affect teachers at all levels, at times diverting them from the work of developing students’ writing, reading, and critical thinking abilities. This statement responds to the growing educational concerns about plagiarism in four ways: by defining plagiarism; by suggesting some of the causes of plagiarism; by proposing a set of responsibilities (for students, teachers, and administrators) to address the problem of plagiarism; and by recommending a set of practices for teaching and learning that can significantly reduce the likelihood of plagiarism. The statement is intended to provide helpful suggestions and clarifications so that instructors, administrators, and students can work together more effectively in support of excellence in teaching and learning. What Is Plagiarism?In instructional settings, plagiarism is a multifaceted and ethically complex problem. However, if any definition of plagiarism is to be helpful to administrators, faculty, and students, it needs to be as simple and direct as possible within the context for which it is intended.Definition: In an instructional setting, plagiarism occurs when a writer deliberately uses someone else’s language,ideas, or other original (not common-knowledge) material without acknowledging its source.This definition applies to texts published in print or on-line, to manuscripts, and to the work of other student writers.Most current discussions of plagiarism fail to distinguish between:1.submitting someone else’s text as one’s own or attempting toblur the line between one’s own ideas or words and thoseborrowed from another source, and2.carelessly or inadequately citing ideas and words borrowedfrom another source.Such discussions conflate plagiarism with the misuse of sources.Ethical writers make every effort to acknowledge sources fully and appropriately in accordance with the contexts and genres of their writing. A student who attempts (even if clumsily) to identify and credit his or her source, but who misuses a specific citation format or incorrectly uses quotation marks or other forms of identifying material taken from other sources, has not plagiarized. Instead, such a student should be considered to have failed to cite and document sources appropriately.What are the Causes of Plagiarism and the Failure to Use and Document Sources Appropriately?Students who are fully aware that their actions constitute plagiarism—for example, copying published information into a paper without source attribution for the purpose of claiming the information as their own, or turning in material written by another student—are guilty of academic misconduct. Although no excuse will lessen the breach of ethical conduct that such behavior represents, understanding why students plagiarize can help teachers to consider how to reduce the opportunities for plagiarism in their classrooms.∙Students may fear failure or fear taking risks in their own work.∙Students may have poor time-management skills or they may plan poorly for the time and effort required for research-based writing, and believe they have no choice but to plagiarize.∙Students may view the course, the assignment, the conventions of academic documentation, or the consequences of cheating as unimportant.∙Teachers may present students with assignments so generic or unparticularized that students may believe they are justified in looking for canned responses.∙Instructors and institutions may fail to report cheating when it does occur, or may not enforce appropriate penalties.Students are not guilty of plagiarism when they try in good faith to acknowledge others’ work but fail to do so accurately or fully. These failures are largely the result of failures in prior teaching and learning:students lack the knowledge of and ability to use the conventions of authorial attribution. The following conditions and practices may result in texts that falsely appear to represent plagiarism as we have defined it:∙Students may not know how to integrate the ideas of others and document the sources of those ideas appropriately in theirtexts.∙Students will make mistakes as they learn how to integrate others’ words or ideas into their own work because error is anatural part of learning.∙Students may not know how to take careful and fully documented notes during their research.∙Academicians and scholars may define plagiarism differently or more stringently than have instructors or administrators instudents’ ear lier education or in other writing situations.∙College instructors may assume that students have already learned appropriate academic conventions of research anddocumentation.∙College instructors may not support students as they attempt to learn how to research and document sources; instead,instructors may assign writing that requires research andexpect its appropriate documentation, yet fail to appreciate the difficulty of novice academic writers to execute these taskssuccessfully.∙Students from other cultures may not be familiar with the conventions governing attribution and plagiarism in Americancolleges and universities.∙In some settings, using other people’s words or ideas as their own is an acceptable practice for writers of certain kinds of texts (for example, organizational documents), making the concepts of plagiarism and documentation less clear cut than academics often acknowledge and thereby confusing students who havenot learned that the conventions of source attribution vary indifferent contexts.What are our Shared Responsibilities?When assignments are highly generic and not classroom-specific, when there is no instruction on plagiarism and appropriate source attribution, and when students are not led through the iterative processes of writing and revising, teachers often find themselves playing an adversarial role as “plagiarism police” instead of a coaching role as educators. Just as students must live up to their responsibility to behave ethically and honestly as learners, teachers must recognizethat they can encourage or discourage plagiarism not just by policy and admonition, but also in the way they structure assignments and in the processes they use to help students define and gain interest in topics developed for papers and projects.Students should understand research assignments as opportunities for genuine and rigorous inquiry and learning. Such an understanding involves:∙Assembling and analyzing a set of sources that they have themselves determined are relevant to the issues they areinvestigating;∙Acknowledging clearly when and how they are drawing on the ideas or phrasings of others;∙Learning the conventions for citing documents andacknowledging sources appropriate to the field they arestudying;∙Consulting their instructors when they are unsure about how to acknowledge the contributions of others to their thought andwriting.Faculty need to design contexts and assignments for learning that encourage students not simply to recycle information but to investigate and analyze its sources. This includes:∙Building support for researched writing (such as the analysis of models, individual/group conferences, or peer review) intocourse designs;∙Stating in writing their policies and expectations for documenting sources and avoiding plagiarism;∙Teaching students the conventions for citing documents and acknowledging sources in their field, and allowing students topractice these skills;∙Avoiding the use of recycled or formulaic assignments that may invite stock or plagiarized responses;∙Engaging students in the process of writing, which produces materials such as notes, drafts, and revisions that are difficult to plagiarize;∙Discussing problems students may encounter in documenting and analyzing sources, and offering strategies for avoiding orsolving those problems;∙Discussing papers suspected of plagiarism with the students who have turned them in, to determine if the papers are theresult of a deliberate intent to deceive;∙Reporting possible cases of plagiarism to appropriate administrators or review boards.Administrators need to foster a program- or campus-wide climate that values academic honesty. This involves:∙Publicizing policies and expectations for conducting ethical research, as well as procedures for investigating possible cases of academic dishonesty and its penalties;∙Providing support services (for example, writing centers or Web pages) for students who have questions about how to citesources;∙Supporting faculty and student discussions of issues concerning academic honesty, research ethics, and plagiarism;∙Recognizing and improving upon working conditions, such as high teacher-student ratios, that reduce opportunities for more individualized instruction and increase the need to handlepapers and assignments too quickly and mechanically;∙Providing faculty development opportunities for instructors to reflect on and, if appropriate, change the ways they work with writing in their courses.Best PracticesCollege writing is a process of goal setting, writing, giving and using feedback, revising, and editing. Effective assignments construct specific writing situations and build in ample room for response and revision. There is no guarantee that, if adopted, the strategies listed below will eliminate plagiarism; but in supporting students throughout their research process, these strategies make plagiarism both difficult and unnecessary.1. Explain Plagiarism and Develop Clear Policies∙Talk about the underlying implications of plagiarism.Remind students that the goal of research is to engage, through writing, in a purposeful, scholarly discussion of issues that are sometimes passed over in daily life. Understanding,augmenting, engaging in dialogue with, and challenging thework of others are part of becoming an effective citizen in acomplex society. Plagiarism does not simply devalue theinstitution and the degree it offers; it hurts the inquirer, whohas avoided thinking independently and has lost theopportunity to participate in broader social conversations.∙Include in your syllabus a policy for using sources, and discuss it in your course. Define a policy that clearly explains the consequences of both plagiarism (such as turning in a paper known to be written by someone else) and the misuse orinaccurate citation of sources.∙If your university does not already have one, establish an honor code to which all students subscribe; a judicial board to hear plagiarism cases; or a departmentalombudsperson to hear cases brought between students and instructors.2. Improve the Design and Sequence of Assignments∙Design assignments that require students to explore a subject in depth. Research questions and assignment topics should be based on principles of inquiry and on the genuineneed to discover something about the topic, and should present that topic to an audience in the form of an exploration or anargument.∙Start building possible topics early. Good writing reflects a thorough understanding of the topic being addressed orresearched. Giving students time to explore their topics slowly and helping them to narrow their focus from broad ideas tospecific research questions will personalize their research andprovide evidence of their ongoing investigations∙Consider establishing a course theme, and then allow students to define specific questions about that theme so that they become engaged in learning new ideas andbegin to own their research. A course theme (like “literacy”or “popular culture”) allows students and in structor to develop expertise and to support each other as they read, write, andengage in their research. Grounding the theme in a localcontext (such as the campus, or the neighborhood or city where the campus is located) can provide greater relevance tostudents’ lives. Once stu dents have defined a topic within thecourse theme, ask them to reflect frequently on their choice of topic: about what they already know about the topic when they begin their research; about what new ideas they are learningalong the way; and about what new subjects for research they are discovering.∙Develop schedules for students that both allow them time to explore and support them as they work towarddefined topics. As researchers learn more about their subjects, they typically discover new, unforeseen questions and interests to explore. However, student researchers do not have unlimited time for their work—at some point, they must choose a focus for their papers. Conferences with students (sometimes held in the library or computer resource center) are invaluable for enabling them to refine their focus and begin their inquiry.∙Support each step of the research process. Students often have little experience planning and conducting research. Using planning guides, in-class activities, and portfolios, instructorsshould “stage” students’ work and provide support at eachstage—from invention to drafting, through revision andpolishing. Collecting interim materials (such as annotatedphotocopies) helps break the research assignment down intoelements of the research process while providing instructorswith evidence of students’ original work. Building “low-st akes”writing into the research process, such as reflective progressreports, allows instructors to coach students more effectivelywhile monitoring their progress.∙Make the research process, and technology used for it, visible. Ask your students to consider how varioustechnologies—computers, fax machines, photocopiers,e-mail—affect the way information is gathered and synthesized, and what effect these technologies may have on plagiarism.∙Attend to conventions of different genres of writing. As people who read and write academic work regularly, instructors are sensitive to differences in conventions across differentdisciplines and, sometimes, within disciplines. However,students might not be as aware of these differences. Planactivities—like close examinations of academic readings—thatask students to analyze and reflect on the conventions indifferent disciplines.3. Attend to Sources and the Use of Reading∙Ask students to draw on and document a variety of sources. Build into your assignments additional sources, such as systematic observation, interviews, simple surveys, or other datagathering methods. Incorporating a variety of sources can help students develop ways of gathering, assessing, reading,and using different kinds of information, and can make for alivelier, more unique paper.∙Consider conventions. Appropriate use of citations depends on students’ familiarity with the conventions of the genre(s)they are using for writing. Design activities that help students to become familiar with these conventions and make informedchoices about when and where to employ them.∙Show students how to evaluate their sources. Provide opportunities for students to discuss the quality of the content and context of their sources, through class discussions,electronic course management programs or Internet chatspaces, or reflective assignments. Discuss with students howtheir sources will enable them to support their argument ordocument their research.∙Focus on reading. Successful reading is as important to thoughtful research essays as is successful writing. Developreading-related heuristics and activities that will help students to read carefully and to think about how or whether to use that reading in their research projects.4. Work on Plagiarism Responsibly∙Distinguish between misuse of sources and plagiarism. If students have misused sources, they probably do notunderstand how to use them correctly. If this is the case, work with students so that they understand how to incorporate and cite sources correctly. Ask them to rewrite the sections where sources have been misused.∙Ask students for documentation. If a student’s work raises suspicions, talk with him or her about your concerns. Askstudents to show you their in-process work (such as sources,summaries, and drafts) and walk you through their researchprocess, describing how it led to the production of their draft. If they are unable to do this, discuss with them the consequences of plagiarism described in your syllabus (and, perhaps, by your institution). If you have talked with a student and want topursue your own investigation of his or her work, turn tosources that the student is likely to have used and look forevidence of replication.∙Use plagiarism detection services cautiously. Although such services may be tempting, they are not always reliable.Furthermore, their availability should never be used to justifythe avoidance of responsible teaching methods such as thosedescribed in this document.5. Take Appropriate Disciplinary Actions∙Pay attention to institutional guidelines. Many institutions have clearly defined procedures for pursuing claims of academic dishonesty. Be sure you have read and understood these before you take any action.∙Consider your goal. If a student has plagiarized, consider what the student should take away from the experience. Insome cases, a failing grade on the paper, a failure in the course, academic probation, or even expulsion might achieve thosegoals. In other cases, recreating the entire research process,from start to finish, might be equally effective.Council of Writing Program Administrators, January, 2003。

关于大学中论文剽窃这一现象的思考

关于大学中学术剽窃现象的分析与思考王晓茹导语“大学是培养高级专门人才的殿堂; 是传授知识和创造新知识、继承和创造人类文明的摇篮; 是为社会服务又引领社会前进的中坚力量。

”从高中迈入大学，我们依然保持着学生的身份，主要任务依然是学习，但大学的学习环境和治学态度却与高中截然不同。

其中最重要的一点便是大学自由的学术氛围。

大学是教育机构，也是研究机构。

在这里大学生自主地获取知识，与教授学者平等交流，从而形成独特的自我意识。

这是大学办学的宗旨，也是大学以毕业论文的形式考核毕业生的初衷。

然而，学术自由决不代表可以随心所欲、不加限制地使用一切学术资源。

大学中浩瀚的学术资源虽是共享的，却具有其专利性，因此受到法律的保护。

他人在使用这些印有“商标”的资源时也会受到法律的制约和限制。

这主要表现为论文写作中可以注明出处地引用他人的学术成果，但决不可以照搬做自己的理论。

若果真如大学的办学宗旨，这些法规本是多余的。

然而近些年，大学中由于“剽窃”他人学术成果而受到处分或引起法律纠纷的现象却屡见不鲜，与大学“精神殿堂”的格调极不协调。

而在这一现象的背后，引发的应是我们对于大学精神等更深层次的一系列问题的思考。

法律角度看“学术剽窃”学术上和法律上是这样界定“学术剽窃”的：按照国外学术研究最重要的规范指导书之一《美国语文学会研究论文写作指南》的定义，“剽窃”指的是一种欺骗形式，它被界定为“虚假声称拥有著作权：即取用他人思想之产品，将其作为自己的产品拿出来的错误行为。

”文化部1984年6月颁布的《图书期刊版权保护试行条例》第十九条第一项所指“将他人创作的作品当作自己的作品发表，不论是全部发表还是部分发表，也不论是原样发表还是删节、修改后发表”的行为，应该认为是剽窃与抄袭行为。

我国司法实践中认定剽窃（抄袭）一般来说应当遵循两个标准：第一，被剽窃（抄袭）的作品是否依法受《著作权法》保护；第二，剽窃（抄袭）者使用他人作品是否超出了“适当引用”的范围。

学术不端行为中的剽窃定义

学术不端行为中的剽窃定义
学术不端行为中的剽窃定义：剽窃是指学术不端行为中的一种行为，指的是在学术论文、报告、论坛等场合，学者在不经原作者同意的情况下，擅自抄袭、拷贝他人的著作成果，并将其冒充为自己的成果。

剽窃是学术不端行为中最常见的一种形式，也是最严重的一种学术违规行为。

它不仅损害了原作者的权益，也影响了学术的公正性和公平性。

学术剽窃行为的发生，会使学术研究进程受到极大的影响，也会对学术发展造成不可估量的损失。

学术剽窃行为是不可接受的，应该受到严厉的惩罚。

学术机构应该加强对学术不端行为的监管，对发现学术剽窃行为的学者应该依法严肃处理，以此来维护学术的公正性和公平性，保护学术研究的正常进程。

学术不端论文检测标准

学术不端论文检测标准学术不端是指学术界的一些弄虚作假、行为不良或失范的风气，或指某些人在学术方面剽窃他人研究成果，店铺整理了学术不端论文检测标准，有兴趣的亲可以来阅读一下!学术不端论文检测标准前言1范围2术语和定义2.1剽窃 plagiarism2.2伪造 fabrication2.3篡改 falsification2.4不当署名 inappropriate authorship2.5一稿多投 duplicate submission/multiple submissions2.6重复发表 overlapping publications2.7拆分发表 slicing publications3剽窃3.1剽窃观点3.2剽窃数据3.3剽窃图像3.4剽窃研究(实验)方法3.5剽窃文字表述3.6整体(大量)剽窃3.7自我剽窃3.8剽窃未发表成果4伪造5篡改6不当署名7一稿多投8重复发表9拆分发表10相关研究伦理问题11其他前言为进一步提升学术期刊的质量，尊重和维护学术出版规范，更好地发挥学术期刊在规范科研行为和净化学术环境方面的作用，推动科学道德和科研诚信建设，中国知网(CNKI)特组织编制《学术期刊论文不端行为的界定标准》(以下简称“本标准”)。

本标准概括了学术期刊论文作者可能涉及的不端行为类型，通过罗列各类不端行为的主要表现形式，给出基本的界定原则和标准。

本标准以《中华人民共和国著作权法》、《中华人民共和国著作权法实施条例》等法律法规为依据，参照教育部、科技部、新闻出版总署、中国科协等部门的相关规定，借鉴重要国际组织、学术团体有关学术伦理规范，以及国内外学者的相关最新研究成果。

本标准在范围涵盖、内容陈述、行为界定等方面，尽可能地与国际学术期刊通用规范保持一致，同时兼顾国内学术期刊论文撰写和发表中的特殊情况。

本标准充分考虑科学技术类期刊和人文社科类期刊的特点，涵盖自然科学、工程技术、人文科学和社会科学。

抄袭剽窃行业认定的标准

抄袭剽窃行业认定的标准
抄袭剽窃的认定标准可以从以下几个方面考虑：
1. 著作权：如果作品被认定为原创作品，则其著作权应受到法律保护。

如果他人未经授权，复制、传播或使用该作品，就可能构成侵权行为。

2. 相似度：如果两部作品的相似度过高，则可能存在抄袭行为。

具体相似度标准需要根据实际情况判断，包括语言风格、结构、情节等方面。

3. 引文和引用：如果作品在引用他人的观点、数据、图表等时未注明出处，或者未经授权擅自引用，则可能构成抄袭行为。

4. 学术不端：在学术领域，如果论文、研究报告等学术成果存在未经授权的抄袭、剽窃、伪造数据等行为，则被视为学术不端行为，会受到学术界的谴责和惩罚。

需要注意的是，在具体认定抄袭剽窃行为时，需要考虑作品的性质、创作过程、作者意图等因素，以判断是否存在主观恶意或故意侵权。

此外，一些国家或地区对于侵权行为的法律责任也有不同的规定，因此具体认定标准和结果可能因地区而异。

外国关于剽窃的法律规定(3篇)

第1篇一、引言剽窃，即未经他人许可，擅自使用他人的作品、发明、商标等知识产权的行为。

随着全球知识产权意识的不断提高，各国纷纷制定相关法律法规来打击剽窃行为，保护知识产权。

本文将介绍一些主要国家的剽窃法律规定，以期为我国相关立法提供借鉴。

二、美国关于剽窃的法律规定1. 著作权法美国著作权法（Copyright Law）规定，未经著作权人许可，擅自复制、发行、表演、展示、播放、翻译、改编等使用作品的行为均构成剽窃。

著作权法第106条规定了著作权人的17项专有权利，其中包括复制权、发行权、表演权等。

2. 侵权责任美国著作权法规定，剽窃行为构成侵权，侵权人需承担停止侵害、赔偿损失等法律责任。

根据《美国侵权法重述》第55条，剽窃行为属于不正当竞争行为，侵权人需赔偿被侵权人的实际损失、合理费用和惩罚性赔偿。

3. 刑事责任在美国，剽窃行为可能涉及刑事责任。

根据《美国法典》第18卷第506条，侵犯著作权可能面临最高5年的监禁和25万美元的罚款。

三、英国关于剽窃的法律规定1. 著作权法英国著作权法（Copyright, Designs and Patents Act 1988）规定，未经著作权人许可，擅自复制、发行、出租、展示、表演、播放、改编等使用作品的行为均构成剽窃。

著作权法第16条规定了著作权人的17项专有权利。

2. 侵权责任英国著作权法规定，剽窃行为构成侵权，侵权人需承担停止侵害、赔偿损失等法律责任。

根据《英国侵权法》第2条，剽窃行为属于不正当竞争行为，侵权人需赔偿被侵权人的实际损失、合理费用和惩罚性赔偿。

3. 刑事责任在英国，剽窃行为可能涉及刑事责任。

根据《英国法典》第279条，侵犯著作权可能面临最高6个月的监禁和5,000英镑的罚款。

四、德国关于剽窃的法律规定1. 著作权法德国著作权法（Urheberrechtsgesetz）规定，未经著作权人许可，擅自复制、发行、出租、展示、表演、播放、改编等使用作品的行为均构成剽窃。

文学作品国际抄袭标准

文学作品国际抄袭标准在文学界，抄袭是一个常见的问题，因此有必要建立一些国际标准和指导方针来判断和打击文学作品的抄袭行为。

下面是一些相关的参考内容，用于帮助确立这些国际标准：1. 概念界定：- 抄袭是指未经授权的将他人创作成果用于自己的作品中，而不进行适当引用或注明来源。

这包括文字、思想、观点、情节、人物、结构等方面的抄袭。

- 受抄袭的作品应具有一定的原创性才能被认定为抄袭。

因此，对于那些没有普遍认可的、已经成为公共知识或传统的元素，不应视为抄袭。

2. 抄袭的类型：- 直接抄袭：在作品中直接复制了其他人的文字、段落、章节等内容，没有进行适当的引用或注明。

- 隐蔽抄袭：改写他人的文字，并未进行适当的引用或注明，但观点、结构、意图等与原作相似或一致。

- 概念抄袭：未直接复制他人的文字，但借鉴了其思想、观点、情节等，并未进行适当的引用或注明。

- 结构抄袭：在作品中借用了其他人的整体结构、情节安排等，并未进行适当的引用或注明。

3. 判断依据：- 直接抄袭的判断主要依据是文字的相似度和连贯性。

如果两个作品中的文字几乎完全相同，并且没有进行引用或注明，就可以判定为直接抄袭。

- 隐蔽抄袭的判断主要依据是思想、观点、结构等的相似度和连贯性。

如果两个作品在这些方面非常相似或一致，并且没有进行引用或注明，就可以判定为隐蔽抄袭。

- 概念抄袭的判断主要依据是思想、观点等的相似度和连贯性。

如果两个作品中存在相同或类似的思想、观点，并且没有进行引用或注明，就可以判定为概念抄袭。

- 结构抄袭的判断主要依据是整体结构、情节等的相似度和连贯性。

如果两个作品在这些方面非常相似，并且没有进行引用或注明，就可以判定为结构抄袭。

4. 法律责任：- 文学作品的抄袭侵犯了原作者的知识产权，应当受到法律的制裁和惩罚。

- 国际上已经建立了专门的知识产权保护机构和相关法律法规，对于文学作品的抄袭行为进行监管和打击。

5. 预防抄袭：- 作家应该树立正确的创作道德观念，尊重他人的创作成果。

论文抄袭的界定

论文抄袭的界定抄袭是一种严重侵犯他人著作权的行为，同时也是在著作权审判实践中较难认定的行为。

即剽窃。

指将他人的作品当作自己的作品发表的行为。

在确认抄袭行为中，往往需要与形式上相类似的行为进行区别：(1)抄袭与利用著作权作品的思想、意念和观点。

一般的说，作者自由利用另一部作品中所反映的主题、题材、观点、思想等再进行新的创作，在法律上是允许的，不能认为是抄袭。

(2)抄袭与利用他人作品的历史背景、客观事实、统计数字等。

各国著作权法对作品所表达的历史背景、客观事实统计数字等本身并不予以保护，任何人均可以自由利用。

但是完全照搬他人描述客观事实、历史背景的文字，有可能被认定为抄袭。

(3)抄袭与合理使用。

合理使用是作者利用他人作品的法律上的依据，一般由各国著作权法自行规定其范围。

凡超出合理使用范围的，一般构成侵权，但并不一定是抄袭。

(4)抄袭与巧合。

著作权保护的是独创作品，而非首创作品。

类似作品如果是作者完全独立创作的，不能认为是抄袭。

有的学者认为，判断抄袭与其它行为的区别，可以从下面5个方面去分析：(1)看被告对原作品的更改程度；(2)看原作品与被告作品的特点；(3)看作品的性质；(4)看作品中所体现的创作技巧和作品的价值；(5)看被告的意图。

对于抄袭（也称剽窃，为简略以下均称抄袭）的认定标准，国家版权局版权管理司早在一九九九年就作出了相关规定。

国家版权局版权管理司关于如何认定抄袭行为给某某市版权局的答复：权司[1999]第6号某某市版权局：收到你局关于认定抄袭行为的函。

经研究，答复如下：一、著作权法所称抄袭、剽窃，是同一概念（为简略起见，以下统称抄袭），指将他人作品或者作品的片段窃为己有。

抄袭侵权与其他侵权行为一样，需具备四个要件：第一，行为具有违法性；第二，有损害的客观事实存在；第三，和损害事实有因果关系；第四，行为人有过错。

由于抄袭物需发表才产生侵权后果，即有损害的客观事实，所以通常在认定抄袭时都指经发表的抄袭物。

高等教育中的学术盗抄与学术诚信

高等教育中的学术盗抄与学术诚信高等教育中的学术抄袭与学术诚信学术诚信是高等教育中至关重要的价值观，它代表了学术界对真理和道德的坚守。

然而，近年来，学术抄袭问题在高等教育领域愈发突出。

本文将探讨高等教育中的学术抄袭现象，分析其原因，并提出对策以促进学术诚信的实践。

一、学术抄袭的定义和表现形式学术抄袭是指未经授权，将他人创作的学术成果、观点或研究方法直接或间接以自己名义呈现并获得利益的行为。

其表现形式多样，包括但不限于以下几种：1. 文字抄袭：直接复制他人文字或改写他人观点而未给予适当引用或出处注明。

2. 图片抄袭：未经许可使用他人的图片、图表等作为自己的研究成果。

3. 数据抄袭：未经许可使用他人的数据或实验结果，冒充自己的研究成果。

4. 概念抄袭：未经许可使用他人的理论框架、研究思路等，并以自己的名义发布研究成果。

二、学术抄袭的原因分析学术抄袭问题的出现，往往是由于多种因素共同作用的结果。

以下是常见的导致学术抄袭的主要原因：1. 竞争压力：高等教育中，学者们面临着论文发表数量和质量的双重压力，为了满足学术评价指标，一些学者选择抄袭他人作品来提高自己的发表成果。

2. 缺乏学术道德教育：学术诚信教育在高等教育中的重要性被低估，学者和学生缺乏对学术道德的正确理解和培养，容易走上学术抄袭的道路。

3. 抄袭成本低：科技进步和互联网的普及降低了抄袭活动的成本，使得学术抄袭行为更加便捷和难以发现。

三、加强学术诚信的对策学术诚信是高等教育的基石，为了保护和促进学术诚信的实践，以下是加强学术诚信的对策：1. 推进学术道德教育：高校应将学术诚信教育纳入课程体系，加强学生和教师的学术道德意识培养，引导他们正确认识学术诚信及其重要性。

2. 建立学术抄袭检测机制：高校和学术期刊应建立起严格的学术抄袭检测机制，使用专业的检测软件，对论文、论著等学术成果进行系统检测。

3. 激励原创研究：加大对原创研究的支持与奖励力度，提高学者和学生从事实证研究和创新研究的积极性，减少抄袭行为的发生。

学术不端行为的定义及分类

学术不端行为的定义及分类一、学术不端行为的定义学术不端行为是指在学术研究过程中出现的违背科学共同体行为规范、弄虚作假、抄袭剽窃或其它违背公共行为准则的行为。

二、学术不端行为的分类学术不端行为分为四类：抄袭、伪造、篡改及其他。

“其他”主要包括不当署名、一稿多投、一个学术成果多篇发表等不端行为。

2.1抄袭（一）按抄袭的内容分类：（1）论点（结论、观点）抄袭他人受著作权保护的作品中的论点、观点、结论。

（2）论据论证（实验和观测结果分析）抄袭。

抄袭他人受著作权保护的作品中的论据、论证分析、科学实验（对象及方法）和观测结果及分析、科学调研、系统设计、问题的解决方法等等。

（3）表格数据抄袭。

窃取他人研究成果中的调研、实验数据据为己有，或者照搬挪用他人以独创形式表现的数据，据为己有。

（4）图像图形抄袭。

窃取他人研究成果中的独创性图像、实验图像据为己有，或者照搬挪用他人以独创形式表现的图像、图表，据为己有。

（5）概念（定义、原理、公式等）抄袭，窃取他人受著作权保护的作品中独创概念、定义、方法、原理、公式等据为己有。

（6）文章套改他人作品的表述结构（或者情节），观点表达体系，参考文献等。

（7）引言抄袭。

挪用剽窃他人作品引言(或绪论)，包括研究工作的目的、范围、相关领域的前人工作和知识空白、理论基础和分析、研究设想、研究方法和实验设计、预期结果和意义等。

（二）按抄袭文字的篇幅分类：（1）句子抄袭。

其表现形式主要有：A．整句照抄；B．整句意思不变、句式不同。

如：复合变为多个简单句；直接引用变为间接引用，“把”字句变为“被”字句，改变表达方式、修辞等。

C．整句意思不变、同义替换。

（2）段落抄袭，其表现形式主要有：A．整段照搬。

B．稍改文字叙述，增删文句，实质内容不变。

包括：段落的拆分合并，段落内句子顺序改变等等。

（3）章节抄袭。

照搬或者基本照搬他人作品的某一章或几章内容。

（4）全篇抄袭。

A．全文照搬。

B．删简（删除或简化）：指将原文内容概括简化、删除引导性语句或删减原文中其他内容等。

如何定义英文论文抄袭？

对于文字抄袭的定义，有一个定义为：连续50个单词与其他论文段落一模一样，即为抄袭（文字上的）。

但如果你给出了引述的出处，而不是据为己有，则也不算抄袭，只能算是引用。

曾经见到两个外国作者引述同一个作者的一段话，数了一下字数，共有93个连续的单词一模一样，但在引述后边给出了出处，也很正常。

也没有见到哪个作者要告另一个作者。

那些少见多怪的人往往是没有写过甚至读过SCI论文，他们是一些生手，不懂的SCI论文的要义。

如果你经常看SCI论文或文献的话，你就会发现很多作者在讨论中大量引用别人论文中的话语，看的多了都不会觉得有什么奇怪的，同样的语句不止出现在一个作者的论文中，弄到最后你都不知道一句话谁是始作俑者。

也没有见到有哪个作者要告哪个作者，千万别自己吓唬自己。

首先我们要搞明白写论文什么是最重要的。

论文中最重要的部分就是结果，也即自己的研究结果，只要自己的研究结果是自己通过辛苦劳累得来的，那研究结果就是自己的，在讨论中讨论有关自己的研究结果时引用一下别人论文中的讨论或语句很正常，没有什么可怕的。

而且对自己研究结果的现状、过去进行讨论时，别人往往对此已经做过很经典的论述了，引用别人现成的论述要比你自己现写的语句更有说服力，况且引用时你要给出索引文献，而不是据为己有，这当然很正常了，没有什么异常的，大家是可以接受的。

这种大量引用别人论文的情况，中国人还算是少的呢，因为中国人的SCI论文并不多，我常常见到很多外国人写的论文都是大量引用别人的语句，这有什么稀罕的呢？我已经发表了几十篇的SCI 论文，讨论中经常引用别人对该研究的现状和过去历史的总结，也没有哪个作者要告我说用了他的话了！担心被告的人真是没有搞清楚论文的要义，只要你的研究结果是自己的，你的论文就是真实的，就是你的，就不是抄袭！文字引用要给出索引文献，否则，真有点文字抄袭的味道！我在这里简单谈谈SCI收录论文的写作问题：SCI论文有前言、材料与方法、结果和讨论，这是论著的一般形式。

学术不端行为证明

学术不端行为证明
1. 抄袭：抄袭是指将他人的研究成果或作品原样或稍加修改后据为己有，而不注明出处或给予恰当的引用。

这包括直接抄袭文字、段落、图片、数据等。

通过对比被指控作品与原作，可以发现相似度极高的内容，从而证明抄袭行为的存在。

2. 剽窃：剽窃是指将他人的思想、观点、方法或研究思路等据为己有，并在自己的作品中不恰当地使用。

这可以通过对比被指控作品与原作的思路、方法、逻辑等方面来证明。

3. 伪造数据：伪造数据是指故意制造虚假的数据或篡改已有的数据，以支持自己的研究结论或观点。

这种行为可以通过对数据的来源、采集方法、分析过程等进行调查和验证来证明。

4. 虚假署名：虚假署名是指在学术作品中署名不实，将他人的贡献归功于自己或未给予他人应有的署名。

这可以通过调查作者的实际贡献、交流记录等来证明。

5. 一稿多投：一稿多投是指将同一篇学术论文同时或先后投向多个期刊或会议，而未告知编辑部或遵守相关的投稿规定。

这可以通过检查投稿记录、对比多篇文章的内容等来证明。

需要注意的是，对于学术不端行为的证明需要依据具体的情况进行调查和分析，通常需要专业的机构或专家进行评估和判断。

如果你怀疑某个学术作品存在不端行为，可以向相关的学术机构、学术期刊或学术道德委员会等机构举报，并提供相应的证据和材料。

以上证明仅供参考，如有需要可咨询专业机构或人士。

维护学术诚信是学术界的重要责任，我们应当秉持诚实、守信的原则，遵守学术道德规范，推动学术研究的健康发展。

毕业论抄袭认定标准

毕业论抄袭认定标准
在学术界，毕业论文抄袭的认定标准通常包括以下几个方面：
1. 文章相似度检测：毕业论文会通过专门的软件进行相似度检测，例如Turnitin等。

该软件可比对论文中的内容与已有的文章或文献进行比对，评估其相似度。

2. 参考文献使用：毕业论文需要引用先前的研究、学术文章或书籍。

如果作者没有正确引用他人的工作，并将其宣称为自己的，则属于抄袭行为。

3. 剽窃他人观点：如果毕业论文中抄袭了他人的观点、理论或创意，未经正确引述或声明，则也属于抄袭。

4. 自我抄袭：如果学生在毕业论文中使用了先前自己发表过的研究成果，未经适当引用或声明，也视为抄袭行为。

5. 整体结构和语言风格：抄袭者常常会尝试模仿原文的结构和语言风格，但过于相似的论文结构和语言风格可能暴露出抄袭的痕迹。

值得注意的是，学术机构和教育机构对于毕业论文抄袭的态度和标准有所不同。

有些机构对抄袭行为采取严厉的惩罚措施，可能会导致学生被开除或取消学位；而其他机构可能会提供更多的教育和指导，帮助学生理解和避免抄袭行为。

抄袭的定义(英文权威)

Defining and Avoiding Plagiarism: The WPA Statement on Best PracticesDownload a PDF version of this document.Plagiarism has always concerned teachers and administrators, who want students’ work to repre sent their own efforts and to reflect the outcomes of their learning. However, with the advent of the Internet and easy access to almost limitless written material on every conceivable topic, suspicion of student plagiarism has begun to affect teachers at all levels, at times diverting them from the work of developing students’ writing, reading, and critical thinking abilities. This statement responds to the growing educational concerns about plagiarism in four ways: by defining plagiarism; by suggesting some of the causes of plagiarism; by proposing a set of responsibilities (for students, teachers, and administrators) to address the problem of plagiarism; and by recommending a set of practices for teaching and learning that can significantly reduce the likelihood of plagiarism. The statement is intended to provide helpful suggestions and clarifications so that instructors, administrators, and students can work together more effectively in support of excellence in teaching and learning. What Is Plagiarism?In instructional settings, plagiarism is a multifaceted and ethically complex problem. However, if any definition of plagiarism is to be helpful to administrators, faculty, and students, it needs to be as simple and direct as possible within the context for which it is intended.Definition: In an instructional setting, plagiarism occurs when a writer deliberately uses someone else’s language,ideas, or other original (not common-knowledge) material without acknowledging its source.This definition applies to texts published in print or on-line, to manuscripts, and to the work of other student writers.Most current discussions of plagiarism fail to distinguish between:1.submitting someone else’s text as one’s own or attempting toblur the line between one’s own ideas or words and thoseborrowed from another source, and2.carelessly or inadequately citing ideas and words borrowedfrom another source.Such discussions conflate plagiarism with the misuse of sources.Ethical writers make every effort to acknowledge sources fully and appropriately in accordance with the contexts and genres of their writing. A student who attempts (even if clumsily) to identify and credit his or her source, but who misuses a specific citation format or incorrectly uses quotation marks or other forms of identifying material taken from other sources, has not plagiarized. Instead, such a student should be considered to have failed to cite and document sources appropriately.What are the Causes of Plagiarism and the Failure to Use and Document Sources Appropriately?Students who are fully aware that their actions constitute plagiarism—for example, copying published information into a paper without source attribution for the purpose of claiming the information as their own, or turning in material written by another student—are guilty of academic misconduct. Although no excuse will lessen the breach of ethical conduct that such behavior represents, understanding why students plagiarize can help teachers to consider how to reduce the opportunities for plagiarism in their classrooms.∙Students may fear failure or fear taking risks in their own work.∙Students may have poor time-management skills or they may plan poorly for the time and effort required for research-based writing, and believe they have no choice but to plagiarize.∙Students may view the course, the assignment, the conventions of academic documentation, or the consequences of cheating as unimportant.∙Teachers may present students with assignments so generic or unparticularized that students may believe they are justified in looking for canned responses.∙Instructors and institutions may fail to report cheating when it does occur, or may not enforce appropriate penalties.Students are not guilty of plagiarism when they try in good faith to acknowledge others’ work but fail to do so accurately or fully. These failures are largely the result of failures in prior teaching and learning:students lack the knowledge of and ability to use the conventions of authorial attribution. The following conditions and practices may result in texts that falsely appear to represent plagiarism as we have defined it:∙Students may not know how to integrate the ideas of others and document the sources of those ideas appropriately in theirtexts.∙Students will make mistakes as they learn how to integrate others’ words or ideas into their own work because error is anatural part of learning.∙Students may not know how to take careful and fully documented notes during their research.∙Academicians and scholars may define plagiarism differently or more stringently than have instructors or administrators instudents’ ear lier education or in other writing situations.∙College instructors may assume that students have already learned appropriate academic conventions of research anddocumentation.∙College instructors may not support students as they attempt to learn how to research and document sources; instead,instructors may assign writing that requires research andexpect its appropriate documentation, yet fail to appreciate the difficulty of novice academic writers to execute these taskssuccessfully.∙Students from other cultures may not be familiar with the conventions governing attribution and plagiarism in Americancolleges and universities.∙In some settings, using other people’s words or ideas as their own is an acceptable practice for writers of certain kinds of texts (for example, organizational documents), making the concepts of plagiarism and documentation less clear cut than academics often acknowledge and thereby confusing students who havenot learned that the conventions of source attribution vary indifferent contexts.What are our Shared Responsibilities?When assignments are highly generic and not classroom-specific, when there is no instruction on plagiarism and appropriate source attribution, and when students are not led through the iterative processes of writing and revising, teachers often find themselves playing an adversarial role as “plagiarism police” instead of a coaching role as educators. Just as students must live up to their responsibility to behave ethically and honestly as learners, teachers must recognizethat they can encourage or discourage plagiarism not just by policy and admonition, but also in the way they structure assignments and in the processes they use to help students define and gain interest in topics developed for papers and projects.Students should understand research assignments as opportunities for genuine and rigorous inquiry and learning. Such an understanding involves:∙Assembling and analyzing a set of sources that they have themselves determined are relevant to the issues they areinvestigating;∙Acknowledging clearly when and how they are drawing on the ideas or phrasings of others;∙Learning the conventions for citing documents andacknowledging sources appropriate to the field they arestudying;∙Consulting their instructors when they are unsure about how to acknowledge the contributions of others to their thought andwriting.Faculty need to design contexts and assignments for learning that encourage students not simply to recycle information but to investigate and analyze its sources. This includes:∙Building support for researched writing (such as the analysis of models, individual/group conferences, or peer review) intocourse designs;∙Stating in writing their policies and expectations for documenting sources and avoiding plagiarism;∙Teaching students the conventions for citing documents and acknowledging sources in their field, and allowing students topractice these skills;∙Avoiding the use of recycled or formulaic assignments that may invite stock or plagiarized responses;∙Engaging students in the process of writing, which produces materials such as notes, drafts, and revisions that are difficult to plagiarize;∙Discussing problems students may encounter in documenting and analyzing sources, and offering strategies for avoiding orsolving those problems;∙Discussing papers suspected of plagiarism with the students who have turned them in, to determine if the papers are theresult of a deliberate intent to deceive;∙Reporting possible cases of plagiarism to appropriate administrators or review boards.Administrators need to foster a program- or campus-wide climate that values academic honesty. This involves:∙Publicizing policies and expectations for conducting ethical research, as well as procedures for investigating possible cases of academic dishonesty and its penalties;∙Providing support services (for example, writing centers or Web pages) for students who have questions about how to citesources;∙Supporting faculty and student discussions of issues concerning academic honesty, research ethics, and plagiarism;∙Recognizing and improving upon working conditions, such as high teacher-student ratios, that reduce opportunities for more individualized instruction and increase the need to handlepapers and assignments too quickly and mechanically;∙Providing faculty development opportunities for instructors to reflect on and, if appropriate, change the ways they work with writing in their courses.Best PracticesCollege writing is a process of goal setting, writing, giving and using feedback, revising, and editing. Effective assignments construct specific writing situations and build in ample room for response and revision. There is no guarantee that, if adopted, the strategies listed below will eliminate plagiarism; but in supporting students throughout their research process, these strategies make plagiarism both difficult and unnecessary.1. Explain Plagiarism and Develop Clear Policies∙Talk about the underlying implications of plagiarism.Remind students that the goal of research is to engage, through writing, in a purposeful, scholarly discussion of issues that are sometimes passed over in daily life. Understanding,augmenting, engaging in dialogue with, and challenging thework of others are part of becoming an effective citizen in acomplex society. Plagiarism does not simply devalue theinstitution and the degree it offers; it hurts the inquirer, whohas avoided thinking independently and has lost theopportunity to participate in broader social conversations.∙Include in your syllabus a policy for using sources, and discuss it in your course. Define a policy that clearly explains the consequences of both plagiarism (such as turning in a paper known to be written by someone else) and the misuse orinaccurate citation of sources.∙If your university does not already have one, establish an honor code to which all students subscribe; a judicial board to hear plagiarism cases; or a departmentalombudsperson to hear cases brought between students and instructors.2. Improve the Design and Sequence of Assignments∙Design assignments that require students to explore a subject in depth. Research questions and assignment topics should be based on principles of inquiry and on the genuineneed to discover something about the topic, and should present that topic to an audience in the form of an exploration or anargument.∙Start building possible topics early. Good writing reflects a thorough understanding of the topic being addressed orresearched. Giving students time to explore their topics slowly and helping them to narrow their focus from broad ideas tospecific research questions will personalize their research andprovide evidence of their ongoing investigations∙Consider establishing a course theme, and then allow students to define specific questions about that theme so that they become engaged in learning new ideas andbegin to own their research. A course theme (like “literacy”or “popular culture”) allows students and in structor to develop expertise and to support each other as they read, write, andengage in their research. Grounding the theme in a localcontext (such as the campus, or the neighborhood or city where the campus is located) can provide greater relevance tostudents’ lives. Once stu dents have defined a topic within thecourse theme, ask them to reflect frequently on their choice of topic: about what they already know about the topic when they begin their research; about what new ideas they are learningalong the way; and about what new subjects for research they are discovering.∙Develop schedules for students that both allow them time to explore and support them as they work towarddefined topics. As researchers learn more about their subjects, they typically discover new, unforeseen questions and interests to explore. However, student researchers do not have unlimited time for their work—at some point, they must choose a focus for their papers. Conferences with students (sometimes held in the library or computer resource center) are invaluable for enabling them to refine their focus and begin their inquiry.∙Support each step of the research process. Students often have little experience planning and conducting research. Using planning guides, in-class activities, and portfolios, instructorsshould “stage” students’ work and provide support at eachstage—from invention to drafting, through revision andpolishing. Collecting interim materials (such as annotatedphotocopies) helps break the research assignment down intoelements of the research process while providing instructorswith evidence of students’ original work. Building “low-st akes”writing into the research process, such as reflective progressreports, allows instructors to coach students more effectivelywhile monitoring their progress.∙Make the research process, and technology used for it, visible. Ask your students to consider how varioustechnologies—computers, fax machines, photocopiers,e-mail—affect the way information is gathered and synthesized, and what effect these technologies may have on plagiarism.∙Attend to conventions of different genres of writing. As people who read and write academic work regularly, instructors are sensitive to differences in conventions across differentdisciplines and, sometimes, within disciplines. However,students might not be as aware of these differences. Planactivities—like close examinations of academic readings—thatask students to analyze and reflect on the conventions indifferent disciplines.3. Attend to Sources and the Use of Reading∙Ask students to draw on and document a variety of sources. Build into your assignments additional sources, such as systematic observation, interviews, simple surveys, or other datagathering methods. Incorporating a variety of sources can help students develop ways of gathering, assessing, reading,and using different kinds of information, and can make for alivelier, more unique paper.∙Consider conventions. Appropriate use of citations depends on students’ familiarity with the conventions of the genre(s)they are using for writing. Design activities that help students to become familiar with these conventions and make informedchoices about when and where to employ them.∙Show students how to evaluate their sources. Provide opportunities for students to discuss the quality of the content and context of their sources, through class discussions,electronic course management programs or Internet chatspaces, or reflective assignments. Discuss with students howtheir sources will enable them to support their argument ordocument their research.∙Focus on reading. Successful reading is as important to thoughtful research essays as is successful writing. Developreading-related heuristics and activities that will help students to read carefully and to think about how or whether to use that reading in their research projects.4. Work on Plagiarism Responsibly∙Distinguish between misuse of sources and plagiarism. If students have misused sources, they probably do notunderstand how to use them correctly. If this is the case, work with students so that they understand how to incorporate and cite sources correctly. Ask them to rewrite the sections where sources have been misused.∙Ask students for documentation. If a student’s work raises suspicions, talk with him or her about your concerns. Askstudents to show you their in-process work (such as sources,summaries, and drafts) and walk you through their researchprocess, describing how it led to the production of their draft. If they are unable to do this, discuss with them the consequences of plagiarism described in your syllabus (and, perhaps, by your institution). If you have talked with a student and want topursue your own investigation of his or her work, turn tosources that the student is likely to have used and look forevidence of replication.∙Use plagiarism detection services cautiously. Although such services may be tempting, they are not always reliable.Furthermore, their availability should never be used to justifythe avoidance of responsible teaching methods such as thosedescribed in this document.5. Take Appropriate Disciplinary Actions∙Pay attention to institutional guidelines. Many institutions have clearly defined procedures for pursuing claims of academic dishonesty. Be sure you have read and understood these before you take any action.∙Consider your goal. If a student has plagiarized, consider what the student should take away from the experience. Insome cases, a failing grade on the paper, a failure in the course, academic probation, or even expulsion might achieve thosegoals. In other cases, recreating the entire research process,from start to finish, might be equally effective.Council of Writing Program Administrators, January, 2003。

学术论文剽窃问题的认定标准及法律适用

学术论文剽窃问题的认定标准及法律适用[摘要]近年来,公众人物学术造假事件的曝光使得民众对学术不端行为的关注进一步提升,其行为的危害已经引起社会各界的广泛重视。

如何有效的防范、遏制抄袭等学习不端行为成为人们研究的热点, “本文讨论“剽窃”的法律概念,探究“剽窃”的认定标准,最后探讨的是抄袭的识别技术和检测工具。

以冀对于“剽窃”的阻遏提供些许借鉴。

[关键词]剽窃;技术界定;法律标准;法律适用一、论文剽窃现象触目惊心论文剽窃现象,从本科生到研究生到博士生,从学生到教授到校长,甚至到中科院的院士。

从普通的中国高等院校到中国最高学府——清华、北大,都出现涉嫌抄袭案例。

据报道,最年轻的市长周森峰,他的清华硕士毕业论文,就被网友发现抄袭率达到50%。

辽宁大学副校长抄袭案确认属实,抄袭内容占八成。

2008年4月,武汉大学信息管理学院硕士生导师沈阳副教授研制自主研发的“ROST反剽窃系统”软件,目前已在全国20多所高校院系推广和100多家期刊社使用。

近一年来,沈阳某副教授借助反剽窃系统,开展了对学术剽窃现象的专门检测:以一所部属高校的学生和教师自由命题论文为例,783篇论文中,涉嫌抄袭者过半;全文剽窃的论文有161篇,占20.4%;段落剽窃256篇,占33.2%。

其中一个院系的30篇博士学位论文中,存在学术不端行为的有4篇,绝大多数论文存在标注不规范的问题,没有一篇论文完全符合规范。

人们不禁诧异,是什么让学术精英们不顾良心与廉耻?是什么诱惑让他们选择铤而走险?是学术道德丧失、是高校学术监督机制不灵、还是法律打击不力?舆论评说、行业规范和单位纪律惩处之外, 司法程序介入学术剽窃是否会成为制止学术剽窃的有效武器——此乃理论界和实务界当下应该探索的首要问题。

然而,在近几年重大的学术剽窃事件中,司法参与的程度和力度都不理想。

本文有两个讨论热点,一是旨在澄清剽窃的法律责任的性质,为其进入司法程序提供思路,二是抄袭的识别技术和检测工具。