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Abstract
En 中文
The concern in Australian universities about the
prevalence of plagiarism has led to the development of
policies about academic integrity and in turn focused
attention on the need to inform students about how to
avoid plagiarism and how to properly acknowledge.
Teaching students how to avoid plagiarism can appear to
be straightforward if based on the notion that plagiarism is
copying without proper acknowledgment. This paper
reviews the term ‘proper acknowledgment’ in the
academic context and argues that proper
acknowledgement can be a matter of context and
perception. In this paper forms of plagiarism are
reviewed, reasons for student plagiarism are considered
and different contexts for acknowledgement and how
these fit in with concepts of attribution and originality are
discussed. Comments from international students new to
Australian academic culture provide insights and reveal
that students in trying to master the rules of
acknowledgment can be perplexed and concerned about
when and why they should acknowledge.
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