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。
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英国大学老师是怎么定义论文剽窃的
英国大学论文特别重视论文写作质量，对于论文剽窃的同学，肯定会惩罚的，plagiarism的后果，不用智酷小编说，肯定也会知道后果，那么，英国大学老师是怎么定义论文剽窃的呢?
1.剽窃原著作的主要观点、整体构思、框架。
为了避免这种情况，在写论文的时候一定要注意好reference。
关于这些观点我们用自己的话表述清楚，整体构思和框架我们可以从中得到启发，结合自己论文需要进行模仿也是可以的，不能直接套用。
2.直接整段、整页地复制，同时为了隐蔽或误导，照搬原著中的引文和注释或只将极少数的文字作注。
这种是最低级的抄袭，一定会被发现的。
我们可以遇到一些观点需要论述，不要照搬照抄，一定要多看文献，把观点理解清楚再结合自己文章需要进行一个论证。
同时该做reference的一定要备注好。
3. 从同一篇文章中抄袭，这个有些同学直接download一篇文章，然后利用这篇文章进行修改，结合自己的Topic，把文章逻辑结构进行改，这也是不可取的。
4. 摘取拼凑文章的语句或段落，粘贴为一篇文章。
这种抄袭我是觉得是最愚蠢的，这样既保证不了质量，同时也不能通过turntin的。
5.与同学论文出现部分段落或者语句雷同。
这种情况即过不了turnitin，也会让导师认为是同学代写，这样两位同学都会引来麻烦的。
一般同学之间是可以沟通商讨的，但是在一些观点方向论述的角度一定要注意，不要去跟同学同时使用类似的角度、看法等。
6.中文翻译。
对于中文翻译不一定被发现，可一旦发现了这个绝对是最严厉的惩罚，所以千万不要去尝试。
因为你要清楚你们的导师是这方面是非常熟悉的，看过的文章非常多的，有些会中文看到了也很正常的，数据导师会去查来源等。
综上论述，剽窃的后果是很严重的，希望阅读完此篇文章的同学都能顺利写作，远离剽窃，英国智酷论文专业帮助同学们辅导论文。