Research Digest
Plagiarism: Local Solutions for a
Universal Problem
Deborah Bollinger
Aoyama Gakuin University
Joseph V. Dias
Aoyama Gakuin University
Partially due to an increased reliance on the Internet, it has been perceived that theincidence of plagiarism by Japanese university students is increasing. Finding effective ways
to address this issue is a widespread concern among educators. This paper describes the waysthat plagiarism is being dealt with at one particular institution, and how that approachis being revisited through a process of investigating student motivations for committing
plagiarism and the strategies that instructors employ to deal with it. An attempt is made toview plagiarism from the points of view of students, teachers, and program administratorsin the interest of developing and implementing guidelines that will serve to educate andmotivate students to avoid plagiarizing.
それだけが原因とは断定できませんが、インターネットへの依存が高まってきたと同時に、盗作が日本の大学生の間で問題となってきており、この問題
をいかに効果的に対処する事ができるかということが、多くの教育者の間で懸念されています。この論文ではある大学での盗作に対する取り組みと、学生達が盗作をする動機を調査した結果を踏まえて検討された対処方法や、講師が実際にどのようにその対処方法を実践しているかについて書かれています。学生達が学習意欲を高め盗作をしないように導く為のガイドラインを作成するために、盗作という問題を学生だけではなく講師やプログラム開発者の視点からも考察しています。

The topic of plagiarism is approached through various disciplines, such as
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education and psychology, and within specific academic areas (Yeo, 2007), in
addition to applied linguistics. Although traditionally characterized as a moraltransgression, more recently, it has been argued that the term “plagiarism” isoverly vague and not helpful pedagogically (Chandrasoma, Thompson, &Pennycook, 2004; Petrić, 2004). For that reason, second language (L2) writing
researchers have proposed an alternative nomenclature. According to Petrić
and Pecorari (2014) the terms most often used in the L2 writing literature are“textual borrowing” and “transgressive/nontransgressive intertextuality.” Other
attempts at non-judgmental phraseology, include the expressions “mediatedauthorship” (Prior, 1998), “textual appropriation” (Shi, 2010), and “language
reuse” (Flowerdew & Li, 2007). The rationale behind such a reconceptualizationof plagiarism and pedagogical consequences of the change in orientation awayfrom moral transgression will be explored.

Ways that plagiarism has been dealt with in the
educational context
Plagiarism is a complex issue as it can involve educational, legal, professional,
financial, moral, and emotional challenges. It is a frequent topic among facultyaround the world, and strategies for dealing with it are featured at faculty
development symposiums and academic conferences. Deciding whether astudent’s work has been plagiarized, and whether it is intentional, can be
perplexing, especially when the decision is based on an “educated guess” orcircumstantial evidence without ironclad proof.
Although it is generally acknowledged that a combined carrot and stick
approach to plagiarism is preferable, it is often the stick that is emphasized inplagiarism statements and policies at universities. Before embarking on writing
their master’s theses, students in the Graduate School of Economics at Waseda
University must sign a document noting that they understand the definition ofplagiarism, as stated in their “Study Guide for Students,” and that they are awareof the dire penalties associated with plagiarism, which include a suspension fromthe university for an indefinite period, the loss of credit for their MA thesis,
and the invalidation of the most recent semester’s credit (Graduate School of118

Plagiarism: Local Solutions, OnCUE Journal, 8(2), pages 117-134

Economics, Waseda University).
While this type of policy may be suitable for graduate students, such policies
and warnings may be less effective for undergraduate students if the causes for thetransgressions are not clearly understood and if avoidance through education andmotivation has not been fostered. Perhaps, as den Ouden and van Wijk (2011)
suggest, the discussion concerning plagiarism should change from “catch-andpunish to teach-and-prevent” (p. 197).
Eisner and Vicinus (2008) note that many instances of plagiarism are due to ateacher’s failure to properly articulate the parameters of an assignment. If writing
tasks are left too open-ended or if only general reflections are solicited, without
the inclusion of personal observations or experiences, plagiarism is facilitated.
By asking students to use higher order thinking skills (e.g., analysis, synthesis,
evaluation), plagiarism is not made impossible, but it becomes more difficult.
Therefore, challenging students to produce well-thought-out, reflective, andcritical work may do much to avoid plagiarism.

Approaches to “textual borrowing” in the L2
writing literature
Research on plagiarism in L2 writing, which goes back to the middle of the 1980s,
attempts to understand plagiarism not merely as a transgressive act, but more asa stage in language development. Emphasis is placed on the writer’s relationshipto, and use of, a source text and the connections between the cited text and thetext that cites it. According to Howard (1999), “patchwriting”—copying from asource and then substituting synonyms for vocabulary items, altering the syntax,
and deleting “unnecessary” text—in particular, is seen as potentially contributing
to the ability of novice writers to manipulate the target language towards theirown ends and grasp the subtleties of the academic register, as they graduallyacquire their own authorial identity. Pecorari (2008) differentiates between
patchwriting, considered unintentional plagiarism, and what she terms as themore nefarious “textual plagiarism,” the appropriation of ideas or words from asource without proper attribution.

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Varying attitudes toward plagiarism
Second language learners may face greater challenges when paraphrasing andattempting to synthesize multiple sources to create an original work of their own,
but the widespread use of costly plagiarism detection systems—such as Turnitin,
iThenticate (iParadigms, 2013a, 2013b) and Ephorus (Ephorus International,
N.D.) —suggests that the problem is, at least, as serious with those writing in theirfirst languages. Learners in Western countries may be more likely to be informed,
in junior high and high school, of expectations that work submitted in school
should be “in one’s own words” and that the ideas and contributions of others
should be properly acknowledged through established conventions. However,in both L1 and L2 writing contexts, students and teachers do not always have aunified understanding of what “in one’s own words” entails and where justified“textual borrowing” ends and plagiarism begins.
Despite some instruction on how to cite sources, regulations concerning
plagiarism tend to be less strict in Japan and other Asian nations than they are in
the West. Tsintzoglou (2011), in a study involving Japanese postgraduate students
in Australia, showed that they were able to adapt to more severe regulations anda greater emphasis on written work without major problems.
At our particular setting, Aoyama Gakuin University, we have a rather large
number of Japanese or bi/multi-cultural students who have spent some or mostof their childhood and/or adolescence abroad, where they may have encountered
more hardline approaches to plagiarism. Upon returning to Japan, it is uncertain
whether these students retain attitudes toward plagiarism that they developed
abroad or readily discard them if they encounter what they may perceive as
greater permissiveness. However, cases of plagiarism seem no less likely to occur
among the so-called “returnee” students.

Reasons for plagiarizing
Students commit plagiarism for a plethora of reasons and through numerous
methods. Sometimes it is due to ignorance of what constitutes plagiarism. ManyJapanese high school students may not have been expected to cite sources oruse quotations or paraphrasing for essays written in either Japanese or English.
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Thus, many first-year university students might not have previously encountered
the concept of plagiarism. Moreover, some students mistakenly believe that
information from Japanese sources can simply be translated and inserted into an
essay without the use of quotations or paraphrasing because the data is not in its
original form. In extreme cases, some may have the notion that any information
found on the Internet is fair game for unfettered use (Bollinger, 2013b).
Some cases of plagiarism can also be traced to “shortcuts” motivated by timepressure or over commitments. Traditionally, Japanese high school students haveshown considerable diligence in studying to pass university entrance exams,
with the expectation that socializing, part-time jobs and club activities would
figure predominantly in their college experience. Initially, many students findjobs, join teams or clubs and participate in various activities that leave relatively
little time for academic endeavors. Given recent changes in Japanese corporate
structure and hiring practices over the past decade, some students are beginning
to realize the importance of developing skills, acquiring knowledge, and gaining
experience that may prove more beneficial in a highly competitive job market.
For students who continue to work at one or more part-time job(s) and/or
participate in time-consuming club activities, however, the use of plagiarism mayseem an expedient way to juggle various time commitments. Addressing the issueof time management can provide an opportunity for students to reevaluate theirpriorities and reduce extracurricular activities in order to devote more time andattention to academic endeavors, which can, in turn, serve to reduce plagiarism(Bollinger, 2013b).
Another tendency that students might have is to self-plagiarize by
repurposing work that they previously submitted for a different course, making
only cosmetic changes to it. Contextual factors can be involved when students
come to view “patchwriting,” interspersed with some original commentary, as thenorm. In addition, den Ouden & van Wijk (2011) refer to a practice involving“the exchange of text fragments between students.” In such cases of plagiarism,by “reusing” written work, in whole or in part, previously submitted by a peer,a student may, intentionally or inadvertently, also be “recycling” information
copied from another source or acquired from an Internet “paper mill.” (For an
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extensive listing of sites that are considered to be paper mills, see Coastal Carolina
University, 2009.)
At times, plagiarism may simply be the result of careless note taking, when
what was paraphrased and what remain direct quotes are confused. Insecurity
and a lack of confidence in one’s own writing may lead some students to viewplagiarism as a “safer” option. Finally, there are students who have an affinity forbreaking rules as a kind of thrill seeking.

Current plagiarism policy
In the 2007 academic year at Aoyama Gakuin University, in response to an increaseof reported plagiarism on book reports, some explicit penalties were introduced,
which are communicated to teachers through the Integrated English (IE) Program
teachers’ manual entitled, Integrated English Core Scope and Sequence (Strong,2013). Instructors were advised to inform their students about how easy it is forthem (i.e., teachers) to detect plagiarism through Google searches and throughtheir expert awareness of inappropriate or inconsistent word choice and authorial
voice. Plagiarism, of any assignment in any IE course—including Academic
Writing and Academic Skills—results in failure on that assignment, without theoption to rewrite. If a student plagiarizes on a second assignment, they will failthe entire course. “Plagiarism” here refers to the “textual plagiarism” (taking ofideas or words from a source without proper attribution) described by Pecorari(2008), not the patchwriting or other unintentional plagiarism that stems froman inexpert grasp of the conventions of citing sources or misunderstandings
about what constitutes “common knowledge.” The latter calls for a pedagogical,
rather than punitive, response.
Furthermore, the importance of citing sources appropriately was addressed
earlier in the program, rather than the previous emphasis in higher level courses.
Moreover, it was noted that some students had inserted unrevised machinetranslated text into their written work. To advocate a more intelligent use of
the technology, supplemental lessons on the pitfalls of machine translation wereintroduced to illustrate how this can also be considered a form of plagiarism.
We required students to inform teachers of the book they select for their122

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book report weeks in advance. Teachers were asked to have the students bring thebook to class, and teachers were encouraged to be especially vigilant regarding
plagiarism if a submitted paper reports on a book other than the one previously
indicated. In order to reduce reliance on Internet sources and ascertain whether
students had actually read their books, they were asked to respond to questions
involving personal reflection, which required expressing their opinion or personal
reaction to certain aspects of the novel, in addition to analyzing the novel withrespect to literary concepts such as theme, irony, conflict, climax, symbols, etc.

A collaborative approach to dealing withplagiarism
The collaboration on this issue by the authors, a coordinator and a teacher in the
IE Program at Aoyama Gakuin University, has evolved through the examinationof various cases of plagiarism involving academic essays, book reports, and student
journals, consideration of appropriate ways to address the issue with individual
students, and numerous discussions on effective ways to reduce the incidence ofplagiarism in IE courses. A presentation given by one of the authors (Bollinger,
2013a) at a faculty development symposium for IE teachers in 2013 sparked
a wider dialog and collaboration among teachers in the program, which also
contributed to the process of redefining our approach in dealing with plagiarism.
We have come to believe that plagiarism can best be addressed when factors
involving motivation for willful plagiarism and inadvertent “text borrowing” aretaken into consideration, along with issues such as how writing tasks are set andhow teachers respond to student writing.
In autumn of 2014, a more formal plagiarism statement and policy was
introduced (Appendix A). Developing a plagiarism statement and policy has
been a joint effort, and invaluable feedback was gained through two surveys onplagiarism that we designed, which were administered to most of the students
and teachers in the IE Program between December 2013 and February 2014.
Our findings were fully consistent with the observation of Petrić and Pecorari(2014) that the “sheer volume of studies reporting that students are concerned to
avoid plagiarism but lack the experience or perspective which would allow them123

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actually to do so makes it virtually impossible to avoid the conclusion that not all
plagiarism is intended to deceive” (pp. 275-276). Accordingly, we have come tobelieve that plagiarism becomes less likely when teachers do the following (Theindividuals quoted are senior teachers in the IE Program.):Show genuine interest in the ideas expressed by students.
“The most effective way to counter [plagiarism] has been to stress to thestudents that I am interested in THEIR response to the book, THEIR ideas andI want to read THEIR own words.” (T. Browning, personal communication,
April 15, 2013 [her emphasis])
Know their students’ writing so well that the detection of plagiarism
is simple, even without resorting to the use of Internet search engines or
sophisticated online plagiarism detection systems.
The false positives and negatives that these systems produce (den Ouden &van Wijk, 2011; Hayes & Introna, 2007; Weber-Wulff, 2008) show that, for theforeseeable future, teacher judgment will be a necessary element in the detection
process.
Set writing assignments that do not just require the regurgitating of facts
and figures, ensuring that a student’s personal experiences and reflections area key part of them.
“Summaries of news articles [to be used in the ‘Media Discussions’ in Core]
must be very concise [while] evaluations of that info must be at least three times
longer than the summary.” (H. Armstrong, personal communication, September
20, 2013)
Make their expectations known at the outset.
“From day 1 in the IE Core and Writing classes, I make a big deal of plagiarism
being The Cardinal University Sin. I also let them know that if they do it, I WILL
KNOW! I think I almost always do; the differences in voice and style just jumpout at my eye.” (H. Armstrong, personal communication, September 20, 2013[his emphasis])
Praise creative and critical thinking.
“I remind them how much I enjoy reading their response to a book, seeing
what the story meant to them.” (T. Browning, personal communication, April
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15, 2013)
Set very specific instructions for writing assignments that make it nearly
impossible for students to use generic, Web content or papers from Internet“paper mills.”“I [have] a wide variety of strategies for making [the] critical evaluation
section of the book report better...projections of what might happen next after
the book ends, a life experience that the story brings to mind, why the writerwrote THIS story with THIS particular theme (also based on student researchon the influences on this writer that shaped his/her worldview).” (H. Armstrong,
personal communication, September 20, 2013 [his emphasis])
Teach, as early as possible, the meaning of plagiarism and what must be
done to avoid it: proper paraphrasing, quoting, including citations using oneof the conventional styles (e.g., MLA, APA).
Make plagiarism contracts with students.
At George Washington University, for example, students are asked tosign a “pledge of honesty” when they submit assignments to attest that thework is original (http://www. law.gwu.edu/Students/Documents/Forms%20
downloads/Pledge_Honesty.pdf ).
Reinforce plagiarism avoidance strategies by introducing students to
openly available tutorials that teach students media literacy and how to use
and acknowledge sources properly (Appendix B).
Provide students with exercises, quizzes, and simulations that give them
practical, hands-on experience with the complexities of acknowledging
sources properly (Appendix C).

Conclusion
We would like to continue our collaborative approach and involve other teachers
and administrators in efforts to confront the various challenges posed byplagiarism. As the incidence of plagiarism continues to escalate, it has become
even clearer to us that this struggle cannot be resolved simply by devising the“perfect” plagiarism policy or pedagogy. We must constantly be vigilant andadjust to changes over time such as developments in technology that may
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inadvertently facilitate plagiarism, and be more aware of and sensitive to how theenvironment in which our students function can influence their motivation toplagiarize. Primarily, we wish to create an environment in which plagiarism is notdone inadvertently and ceases to be viewed as a viable option.
In L2 writing contexts, specific strategies for avoiding plagiarism will varydepending on a student’s academic discipline, proficiency level, and the typesof writing tasks required. However, we believe that a pedagogical rather thanpunitive approach will be more conducive to a learning environment wherestudents can acquire the complex set of skills that must be mastered in order toavoid plagiarism.

References
Bollinger, D. (2013a). Student plagiarism in IE core and writing courses. IE
Orientation and 20th Annual Faculty Development Symposium. Aoyama
Gakuin University, Tokyo.
Bollinger, D. (2013b). Ways to reduce plagiarism in IE core and writing courses.
Thought Currents in English Literature, 86, 1-10.
Chandrasoma, R., Thompson, C., & Pennycook, A. (2004). Beyond plagiarism:
Transgressive and nontransgressive intertexuality. Journal of Language,
Identity & Education, 3(3), 171-193.
Coastal Carolina University. (2009). Cheating 101: Internet Paper Mills.
Kimbel Library: Presentations. Retrieved from http://www.coastal.edu/
library/presentations/mills2.html
den Ouden, H., & van Wijk, C. (2011). Plagiarism: Punish or prevent? Someexperiences with academic copycatting in the Netherlands. BusinessCommunication Quarterly, 74(2), 196-200.
Eisner, C., & Vicinus, M. (Eds.). (2008). Originality, imitation, and plagiarism:
Teaching writing in the digital age. Ann Arbor, MI: University of Michigan
Press.
Ephorus Home Page. (n.d.). Ephorus International. Retrieved from https://www.ephorus.com/
Flowerdew, J., & Li, Y. (2007). Language re-use among Chinese apprentice126

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scientists writing for publication. Applied Linguistics, 28(3), 440-465.
Graduate School of Economics, Waseda University. (n.d.). Note of Recognitionof the Definition of Plagiarism. Retrieved from http://www.waseda-pse.jp/
gse/en/common/pdf/20121101_hyosetsuteigisyo_eng.pdf
Hayes, N., & Introna, L. (2007). International students and plagiarism
detection systems: Detecting plagiarism, copying or learning? In T. Roberts(Ed.), Student plagiarism in an online world: Problems and solutions (pp.
108-123). London, England: Idea Group Reference (Cengage Learning).
Howard, R. M. (1999). Standing in the shadow of giants. Stamford, CT: Ablex.
iParadigms. (2013a). iThenticate. Retrieved from http://www.ithenticate.com
iParadigms. (2013b). Turnitin Home Page. Retrieved from http://turnitin.
com/
Pecorari, D. (2008). Academic writing and plagiarism: A linguistic analysis.
London, England: Continuum.
Petrić, B. (2004). A pedagogical perspective on plagiarism. NovELTy, 11(1),4-18.
Petrić, B., & Pecorari, D. (2014). Plagiarism in second-language writing.
Language Learning, 47(3), 269-302.
Prior, P. A. (1998). Writing/disciplinarity: A sociohistoric account of literate
activity in the academy. Mahwah, NJ: Erlbaum.
Shi, L. (2010). Textual appropriation and citing behaviours of university
undergraduates. Applied Linguistics, 31(1), 1-24.
Strong, G. (2013). Integrated English Core Scope and Sequence. Tokyo, Japan:
Aoyama Gakuin University. Retrieved from http://www.cl.aoyama.
ac.jp/~dias/docs/2013-NEW-REV--Scope_AND_Sequence.doc
Tsintzoglou, G. (2011). Japanese postgraduate students’ perceptions of andattitudes towards plagiarism. Melbourne, Australia: The University of
Melbourne.
Weber-Wulff, D. (2008). On the Utility of Plagiarism Detection Software.
Retrieved from http://plagiat.htw-berlin.de/softwareutility/
Yeo, S. (2007). First-year university science and engineering students’
understanding of plagiarism. Higher Education Research and Development,127

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26(2), 199-216.

Author bios
Deborah Bollinger completed her graduate studies (M.A.T. in TESOL and French)at the School for International Training in Vermont. She taught EFL in France, wasa Peace Corps volunteer in Morocco, and then an ESL teacher in the U.S. Currently,
she teaches at Aoyama Gakuin, Nihon, Meiji Gakuin, and Hosei Universities. deb.
bollinger@gmail.com
Joseph V. Dias co-coordinates the Integrated English Program in the English
Department of Aoyama Gakuin University. His research interests include computerassisted language learning and autonomy in language learning. He is currently areviewer for the JALTCALL Journal and the program chair of the LLL-SIG of
JALT. jodias@cl.aoyama.ac.jp
Received: May 5, 2014
Accepted: November 9, 2014

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Appendix A
2014 IE Plagiarism Policy Statement (excerpt)[See the statement in its entirety at http://www.aogaku-daku.org/wp-content/
uploads/2014/07/PlagiarismPolicy.pdf ]What is plagiarism?
Plagiarism is the use of another person’s ideas or words without properly
acknowledging the source. Generally, work done for your courses – essays,
examinations, oral presentations, homework assignments, journal entries – isexpected to be your independent effort. If you use information from other sources(such as books, academic journals, podcasts, or Web pages, etc.), it is necessary tocite these sources properly. In the IE Program, your teachers will teach you how to
do this, but it is your responsibility to carefully follow their instructions.
When is it necessary to cite sources?
In some cases, for example, in journal writing or when expressing personal
opinions, your writing may be based on your own experiences and make use ofyour personal background and/or common knowledge. In such cases, it is notnecessary to cite sources because YOU are the source of the information or
opinions. However, most academic writing requires the use of material from othersources, including dictionaries, encyclopedias, books, magazines, video streamingsites, etc. When you use information from such sources, it is necessary to clearlyshow what information came from which source. Submitting an assignment witheven one part that has been copied from another source is a violation of the rules
involving plagiarism unless you follow the guidelines for quotations and cite thesource properly. You may quote directly from a source with proper citation, but
it is usually better to paraphrase or summarize information in your own words.
Even when you paraphrase, summarize, or translate information (e.g., from aJapanese book or Web page), it is still necessary to cite the original source. If you
see the statement, “Free use is allowed,” on a Web page, be careful! Use of material
from any Web page without citing the source is considered plagiarism.
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What is the IE Program Plagiarism Policy?
Plagiarism of any assignment in any IE course – including Academic Writing andAcademic Skills – will lead to failure on that assignment, without the option to
rewrite. If a student plagiarizes on a second assignment, s/he will fail the entire
course. Teachers in the IE Program are very experienced at identifying plagiarism,
and all cases must be reported to the IE Program Coordinators. A database of
written work submitted in IE courses is being created to discourage the re-useof reports, essays, and other assignments that have been previously submitted byother students.

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Appendix B
Sites Related to Web Literacy and Ways to Avoid Plagiarism
Name of Site or Page

Creator / Host

URL

Online Tutorial for
Avoiding Plagiarism

University ofLeicester

http://www2.le.ac.uk/offices/
ld/resources/study/plagiarismtutorial

Internet Detective

Intute and the
LearnHigher
Project

http://www.vtstutorials.ac.uk/
detective/about.html

Understanding
Plagiarism

University ofIndiana’s Schoolof Education

https://www.indiana.
edu/~tedfrick/plagiarism/

Teach Information
Literacy & CriticalThinking

https://sites.google.com/site/teachinfolit/find-evaluate-webUCLA College
sites-blogs-wikis-more/hoaxLibrary Librarians
scholarly-research-personalopinion-you-decide

Evaluation Wizard

21st Century
Information
Fluency

Avoiding Plagiarism

Purduehttps://owl.english.purdue.
University’s OWL edu/owl/resource/589/02/

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http://21cif.com/tools/
evaluate/

Bollinger & Dias

Appendix C
Plagiarism Quiz (part of Student Plagiarism Survey referred toherein)In the examples below, the original source material is given along with a sample ofstudent work. Decide if they are cases of plagiarism.
CASE 1:
Original Source Material

Sample of Student Written Work

Japanese cuisine has evolved over Japanese cuisine usually refers to foodcenturies of social and political that was around before 1868.
changes. Washoku ( Japanese cuisine)
usually refers to food that was aroundbefore 1868, the end of Japan’s
isolationist policies.
Bibliography:(Quoted from: Japanese Food. Japanese Food. (2013). Retrieved(2013). Retrieved from http://www. from http://www.facts-about-japan.
com/food.html
facts-about-japan.com/food.html )Is this plagiarism?
1) No.
2) Yes, because it quotes another person’s actual words, without using quotation
marks and without proper acknowledgement.
[Correct Answer: 2—Quote is not acknowledged as such and there is no in-text
citation.]132

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CASE 2:
Original Source Material

Sample of Student Written WorkA few aspects that set Japanesecuisine apart from other cuisines
are its emphasis on using quality
ingredients, particular seasonality,
and impeccable presentation.

Japanese cuisine is said to differ fromthe cuisines of other countries due
to “its emphasis on using quality
ingredients, particular seasonality,
andimpeccable
presentation”(“Japanese Food,” 2013).

(Quoted from: Japanese Food.
(2013). Retrieved from http://www.
Bibliography:
facts-about-japan.com/food.html )Japanese Food. (2013). Retrieved
from http://www.facts-about-japan.
com/food.html
Is this plagiarism?
1) No.
2) Yes, because it quotes another person’s actual words without proper
acknowledgement.
[Correct Answer: 1--No problem. This is a properly acknowledged quotation.]133

Bollinger & Dias

CASE 3:
Original Source Material

Sample of Student Written Work

There is a huge variety in the waysthat tempura is served and cooked
and even in what ingredients areused, although it is widely-acceptedthat dishes should utilize seasonal
ingredients that are as fresh as
possible.

According to the article “JapaneseFood” (2013), it is widely-acceptedthat dishes should utilize seasonal
ingredients that are as fresh as
possible.

Bibliography:(Quoted from: Japanese Food. Japanese Food. (2013). Retrieved(2013). Retrieved from http://www. from http://www.facts-about-japan.
com/food.html
facts-about-japan.com/food.html )Is this plagiarism?
1) No.
2) Yes, because it quotes another person’s actual words without using quotation
marks to indicate that the exact same words are used.
[Correct Answer: 2--Although an in-text citation is used, there are no quotation
marks around a direct quote.]

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