'Think it, Cite it, Write it: Plagiarism on Research Methodology'

This blog is a part of assignment topic ' Think it, Cite it, Write it: Plagiarism on Research Methodology' from paper no. 209 Research Methodolgy.

Personal Details:-

• Name: Unnati Baroliya

• Batch: M.A. Sem.4 (2022-2024) 

• Enrollment N/o.: 5108230002

• Roll N/o.: 26

• E-mail Address: unnatibaroliya@gmail.com 

Assignment Details:-

• Topic:- Think it, Cite it, Write it: Plagiarism on Research Methodology

• Paper: 209

• Subject code & Paper N/o.: 22416  

• Paper Name:- Research Methodology

• Submitted to: Smt. S.B. Gardi Department of English M.K.B.U. 

• Date of submission: 17th, April 2024

Abstract

In an era of easily accessible information, the distinction between originality and imitation often becomes unclear, leading to the growing concern of plagiarism in academic settings. This essay, “Think It, Cite It, Write It Right,” explores the definition, types, causes, and consequences of plagiarism, while emphasizing the importance of academic integrity. It provides practical strategies and tools to help students and educators prevent plagiarism through proper citation, effective paraphrasing, and the responsible use of technology. The essay advocates for a culture of honesty and respect in scholarship, where learners engage thoughtfully with ideas and acknowledge intellectual contributions ethically.

Keywords

Plagiarism, Academic Integrity, Citation, Paraphrasing, Documentation, Ethical Writing, Originality, Plagiarism Detection Tools, Self-Plagiarism, Academic Misconduct

Introduction

In the age of information, where content is readily available at the click of a button, the boundary between inspiration and imitation often blurs. Academic integrity, however, draws a firm line—one that requires every scholar to give credit where it is due. The act of using someone else's words, ideas, or intellectual property without appropriate acknowledgment is known as plagiarism. It is a serious academic offense that not only undermines the values of honesty and responsibility but can also have lasting consequences for students and researchers. This essay, titled “Think It, Cite It, Write It Right,” aims to demystify plagiarism, discuss its types and consequences, and provide practical tools and strategies to help students maintain academic integrity.

Understanding Plagiarism

Plagiarism is derived from the Latin word plagiarius, meaning “kidnapper.” In the academic context, it refers to the unethical practice of presenting someone else’s intellectual output—words, ideas, images, data—as one’s own. The most straightforward form of plagiarism involves copying and pasting from a source without crediting the author. However, plagiarism can take more subtle forms, including paraphrasing without citation, failing to use quotation marks, or reusing one’s previous work without permission (self-plagiarism).

What makes plagiarism particularly dangerous is that it violates the foundational principle of scholarship: the acknowledgment of prior knowledge and contribution. By plagiarizing, a writer claims an undeserved level of originality, misleads readers, and disrespects the labor of others.

Types of Plagiarism

1. Direct Plagiarism: This is the word-for-word copying of a source without quotation marks or citation. It is the most blatant and easily detectable form.
   
   

2. Paraphrasing Plagiarism: When a person rephrases a source’s ideas using their own words but does not acknowledge the original author, it is still plagiarism. Changing words does not change ownership.
   
   

3. Mosaic Plagiarism: Also called “patchwriting,” this involves mixing copied phrases with original content without proper citation.
   
   

4. Self-Plagiarism: Reusing one’s previously submitted work (for example, recycling an essay from a past course) without disclosure is considered unethical.
   
   

5. Accidental Plagiarism: Often due to negligence or lack of understanding, students may forget to cite sources or misattribute information. Even if unintentional, it is still treated seriously.
   
   

Why Students Plagiarize

Understanding the reasons behind plagiarism is key to preventing it. Some common factors include:

• Lack of awareness: Many students are unaware of what constitutes plagiarism or how to cite sources properly.
  
  

• Poor time management: Last-minute work may lead to copying or careless referencing.
  
  

• Pressure to perform: The desire for higher grades may tempt students to take unethical shortcuts.
  
  

• Language barriers: Non-native speakers may struggle to express ideas in their own words and resort to copying.
  
  

• Misunderstanding paraphrasing: Many believe that changing a few words is enough to claim the idea as their own.
  
  

Consequences of Plagiarism

The repercussions of plagiarism can be academic, professional, and even legal. Some of the major consequences include:

• Academic Penalties: These range from failing the assignment or course to suspension or expulsion from the institution.
  
  

• Reputation Damage: A record of dishonesty can affect future academic and career opportunities.
  
  

• Legal Issues: In cases of copyright infringement, the original authors may take legal action.
  
  

• Loss of Learning: Students who plagiarize miss the opportunity to engage with the content and develop their own voice.
  
  

Moreover, for researchers and professionals, plagiarism can lead to paper retraction, loss of credibility, and damage to their institution's reputation.

Citing Right: The Role of Documentation

The key to avoiding plagiarism lies in proper documentation. Citing sources is a scholarly practice that not only credits the original author but also strengthens the writer’s argument by showing they have engaged with existing research.

Several citation styles are commonly used in academic writing, such as:

• MLA (Modern Language Association) – Mostly used in humanities.
  
  

• APA (American Psychological Association) – Common in psychology, education, and social sciences.
  
  

• Chicago/Turabian – Used in history and some social sciences.
  
  

• IEEE/Harvard/AMA – Used in engineering, law, and medicine respectively.
  
  

Each style has its specific format for citing books, journal articles, websites, and other sources. In-text citations and reference lists/bibliographies are essential components of academic writing.

Tools for Avoiding Plagiarism

Modern technology offers numerous resources to help students maintain originality:

1. Plagiarism Checkers: Tools like Turnitin, Grammarly, Plagscan, and Quetext compare your writing with online sources to detect similarities.
   
   

2. Reference Managers: Software such as Zotero, EndNote, and Mendeley help collect, organize, and cite sources with ease.
   
   

3. Note-taking Strategies: Keeping clear notes on sources and quotations during research helps avoid confusion during writing.
   
   

4. Paraphrasing Skills: Learning to restate ideas in your own words while preserving meaning is essential. Practice helps in developing this skill.
   
   

5. Citation Generators: Tools like CiteThisForMe, BibMe, and EasyBib assist in generating accurate references in the required style.
   
   

Effective Paraphrasing Techniques

Paraphrasing is more than just changing a few words—it involves fully understanding the original idea and expressing it in a new form, accompanied by a citation. Here’s how to do it right:

• Read and understand the original passage.
  
  

• Step away from the text and write the idea in your own words.
  
  

• Use different sentence structures and vocabulary.
  
  

• Check your version against the original to avoid unintentional similarities.
  
  

• Always cite the source, even if you didn’t use the exact words.
  
  

Example:

Original: “Plagiarism is the act of using another person’s ideas or expressions in your writing without acknowledging the source.”
Paraphrased: Failing to credit the source of borrowed ideas or language in one’s writing is considered plagiarism (Modern Language Association, 2016).

Understanding Academic Integrity

At its core, academic integrity is about trust. It upholds the value that learning is a process built on curiosity, originality, and intellectual honesty. Most institutions have integrity policies that emphasize:

• Honest effort in assignments and exams.
  
  

• Proper citation of all sources and collaborative work.
  
  

• Respect for others’ work and acknowledgment of contributions.
  
  

Promoting academic integrity not only benefits the individual student but also upholds the quality of the institution and the academic community as a whole.

Strategies for Instructors and Institutions

Educators play a crucial role in preventing plagiarism through:

• Awareness Programs: Conducting workshops and orientations to educate students on plagiarism and proper citation.
  
  

• Clear Guidelines: Providing detailed instructions for assignments and citation expectations.
  
  

• Assignment Design: Creating unique, reflective tasks that are hard to copy from online sources.
  
  

• Encouraging Drafts and Feedback: Emphasizing the writing process over the final product.
  
  

• Using Technology: Leveraging plagiarism detection tools as teaching aids rather than just punishers.
  
  

Institutions can support this by creating honor codes, ethical guidelines, and fostering a culture of originality and integrity.

Conclusion: 

Plagiarism, in any form, is a disservice to the individual’s intellectual growth and to the academic community at large. In an era overwhelmed by information, the true skill lies not in copying, but in thinking critically, writing originally, and crediting responsibly. As the title “Think It, Cite It, Write It Right” suggests, the pathway to academic excellence lies in thoughtful engagement with ideas, proper acknowledgment of sources, and ethical writing practices.

Every student, writer, and researcher holds the power to contribute meaningfully to knowledge—so long as they do it with honesty and care. By understanding what plagiarism is, why it matters, and how to avoid it, we ensure that our words are not only ours, but also true to the spirit of scholarship.

References:- 

• Dilip Barad. “Plagiarism: How to Know and Avoid it?” Sep 19, 2015. https://www.slideshare.net/slideshow/plagiarism-how-to-know-and-avoid-it/52961566.

• MLA Handbook for Writers of Research Papers. 7th Edition, THE MODERN LANGUAGE ASSOCIATION OF AMERICA, 2009.

'Cross-Cultural Reception and the Comparative Method in Indian Literary Studies'

This blog is a part of assignment which deals with a topic ' Cross-Cultural Reception and the Comparative Method in Indian Literary Studies' from the paper no. 208 Comparative Literature & Translation Studies.

Personal Details:-

• Name: Unnati Baroliya

• Batch: M.A. Sem.4 (2022-2024) 

• Enrollment N/o.: 5108230002

• Roll N/o.: 26

• E-mail Address: unnatibaroliya@gmail.com 

Assignment Details:-

• Topic:- Cross-Cultural Reception and the Comparative Method in Indian Literary Studies.

• Paper: 208

• Subject code & Paper N/o.:22415  

• Paper Name:- Comparative Literature & Translation Studies

• Submitted to: Smt. S.B. Gardi Department of English M.K.B.U. 

• Date of submission: 17th, April 2024

Abstract

This essay traces the evolution of Comparative Literature in India, highlighting its historical trajectory, intellectual foundations, and shifting paradigms. Beginning with early cross-cultural literary practices and Rabindranath Tagore’s vision of visvasahitya (world literature), the development of Comparative Literature as an academic discipline in India is explored through key institutions, scholars, and theoretical frameworks. The essay discusses how multilingualism, colonial legacies, and the urge for decolonization have shaped Indian comparative literary practices. It further examines how Indian literatures, both classical and marginalized, have been brought into dialogue with global literatures, leading to newer modes of reception, translation, and cultural exchange. The contemporary phase reflects interdisciplinary engagement, inclusivity, and a move toward non-hierarchical, co-constructive approaches in literary studies.

Keywords

Comparative Literature in India, Visvasahitya, Rabindranath Tagore, multilingualism, translation studies, reception, cultural studies, decolonization, folk traditions, literary historiography, interdisciplinary approaches, non-hierarchical connectivity

Introduction

Comparative Literature in India has developed through a rich and complex history, influenced by its colonial past, multilingual society, and the need to engage with both indigenous and global literary traditions. In her essay “Comparative Literature in India: An Overview of its History,” Subha Chakraborty Dasgupta presents a detailed narrative of how this discipline emerged and evolved across different regions and institutions. From early literary interactions involving Persian, Arabic, and English texts to Tagore’s visionary concept of visvasahitya, the Indian approach to Comparative Literature has always embraced plurality and relationality.

The institutionalization of Comparative Literature at Jadavpur University in 1956 marked a significant milestone, shaped by creative and decolonizing impulses. Over the decades, the discipline expanded geographically and thematically, encompassing regional literatures, marginalized voices, translation studies, and cultural studies. The essay explores how reception, transformation, and inter-literary dialogue have redefined comparative practices in India. Today, Comparative Literature in India strives to create inclusive, interdisciplinary, and co-constructive models of literary analysis that respond to contemporary cultural, political, and ecological realities.

Comparative Literature in India has evolved through a unique and diverse trajectory, shaped by its colonial past, multilingual landscape, and a drive to decolonize and expand the horizons of literary studies. Subha Chakraborty Dasgupta’s essay, "Comparative Literature in India: An Overview of its History," offers a comprehensive and insightful account of the development of this academic discipline in India. This essay explores the key milestones, theoretical frameworks, institutional contributions, and cultural dynamics that have influenced the growth of Comparative Literature in India.

Roots and Resonances: Intellectual Origins of Comparative Literature in India

Long before the formal institutionalization of Comparative Literature in India, literary practices reflected comparative approaches. Early literary engagement often involved the interaction between Indian literature and foreign texts, especially Persian, Arabic, and English. The multilingual nature of Indian society allowed for a seamless movement across languages, fostering an innate comparative sensibility. Translation activities became prominent in the late 19th century, especially in Bengal, where poets like Satyendranath Dutta emphasized the need for building “relationships of joy” through translation.

Rabindranath Tagore's 1907 lecture on "Visvasahitya" (World Literature) is seen as a conceptual precursor to the development of Comparative Literature in India. Tagore envisioned world literature as a collaborative effort among artists and intellectuals, emphasizing the humanistic and relational nature of literature. His ideas laid the intellectual groundwork for future comparative studies.

The formal establishment of Comparative Literature as a discipline occurred at Jadavpur University in 1956, influenced by Tagore's vision and led by modern poets such as Buddhadeva Bose. The early years of the department emphasized creativity, aesthetic plurality, and a decolonizing impulse, although British academic structures still shaped the curriculum. Sanskrit and Bengali literature were taught alongside Greek and Latin texts, and comparisons were made between works like the Iliad and the Ramayana, or between Greek and Sanskrit drama using Aristotle's Poetics and Bharata's Natyasastra.

Reimagining Indian Textuality: Comparative Perspectives Across Literatures

In the 1970s, a paradigm shift occurred, bringing Indian literature to the forefront of comparative literary studies. This transition was not driven by nationalist motives but by the recognition that comparative literature must include the relational dynamics of Indian texts. The University of Delhi's Department of Modern Indian Languages played a pivotal role in this transition, especially through its "Comparative Indian Literature" course introduced in 1974. This initiative expanded the scope of comparison by integrating various Indian literatures.

Sisir Kumar Das's three-volume history of Indian literature marked a significant contribution by studying Indian literatures not as isolated entities but as interrelated narratives. Comparative literature in this context examined overlapping histories, performative traditions, multilingualism, and the dialectic of unity and difference. As Aijaz Ahmad pointed out, the goal was to trace connections through class, gender, community, and oral traditions. This approach led to an inclusive literary historiography that challenged the dominance of canonical Sanskrit texts and highlighted marginal voices.

Expanding Horizons: Regional Footprints and Institutional Flourishing

During the 1970s and 1980s, Comparative Literature gained traction in Southern India, including institutions like Madurai Kamaraj University, Bharathidasan University, and others. K. Ayappa Paniker's contributions to narrative theory and comparative poetics were particularly influential. The establishment of departments at Punjabi University, Patiala; Dibrugarh University; Dr. Babasaheb Ambedkar Marathwada University; and SNDT Women’s University further expanded the discipline across India.

The Veer Narmad South Gujarat University and Dravidian University in Kuppam emphasized Indian literatures in their regional contexts. The Visvanatha Kaviraja Institute of Comparative Literature and Aesthetics in Orissa became a hub for research in comparative poetics. National associations like the Indian Comparative Literature Association and the Comparative Indian Literature Association eventually merged in 1992 to form the Comparative Literature Association of India.

Shifting Terrains: Redefining the Comparative Landscape

The 1980s saw further expansion and reconfiguration of comparative areas. The inclusion of Latin American, African, Canadian, and Bangladeshi literatures in the curriculum at Jadavpur signified a shift towards South-South literary relations and a focus on resistance, solidarity, and decoloniality. The traditional concept of "influence" was questioned, especially in postcolonial contexts, leading to a focus on "reception" and "transformation."

Reception studies emphasized how Indian readers and writers interpreted and transformed foreign literary elements. Romanticism, for instance, entered Bengali literature selectively—Wordsworth and Burns were favored for their serenity, while Shelley and Byron received mixed responses. Similarly, the reception of Shakespeare varied across time and forms—from classroom imposition to rich adaptations in Parsi and political theatre. These insights highlighted the agency of local cultures in appropriating foreign texts.

New Research Directions and Pedagogical Shifts

In the 1990s and early 2000s, Comparative Literature research expanded significantly with funding from the University Grants Commission. Various universities pursued themes such as the Indian Renaissance, early travelogues, folk traditions, and translation studies. The Jadavpur department received Special Assistance Programme grants to develop research in East-West literary relations, Indian literature, Third World literature, and translation studies.

Workshops on inter-literary translation without the mediation of English were conducted, promoting direct interaction among Indian languages. Publications on literary genres, themes, historiography, and periodization revealed how Indian literary categories like Romanticism needed reinterpretation in local contexts. For example, Hemanta Kumar Sarma's periodization of Assamese literature used terms like "post-Swaraj" to contextualize modernity within Indian realities.

Comparative Literature as a Knowledge System

The designation of Jadavpur as a Centre of Advanced Studies in 2005 marked a new phase. Comparative Literature was now seen as a "knowledge system" with its own methodologies. The department collaborated with philosophy, history, science, and social sciences to explore ways of knowing and creativity. Oral traditions, folk cultures, and performative texts were emphasized as alternative knowledge systems. One notable project, "Vanishing Seeds of Culture," examined folk cultural forms tied to rice varieties in Bankura, linking agriculture, ecology, and oral traditions.

Dalit literature also gained attention in some courses, prompting questions about its relationship with mainstream literature. Comparative approaches could examine how Dalit texts challenge and influence dominant literary discourses while preserving their unique identity rooted in performativity and ethical witnessing.

Bridging Asia

The second focus area of the Centre of Advanced Studies was on India’s literary connections with neighboring Asian countries. Initial research showed rich historical interactions among Asian cultures. Projects included annotated bibliographies of travelogues from Bengal, studies on the image of Burma in Indian literature, and the Bhakti-Sufi interface. Seminars and collaborations explored India-China cultural connections and Japanese and South Korean literature.

Comparative Literature's close relationship with Translation Studies was reaffirmed in the 21st century. Departments across India included courses on translation history, theory, and practice. Translation was seen as rewriting and a key to understanding cultural and literary systems. The Jadavpur department established a Centre for the Translation of Indian Literatures to support these efforts.

Intersecting Cultures and Dialogues

Cultural Studies emerged as another critical interface. Comparative Literature departments began offering courses on comparative cultural studies, focusing on marginalities, identity politics, nationalism, and globalization. Themes like urban vs. rural representation, ecological narratives, and performative traditions were explored through interdisciplinary lenses.

Courses examined how concepts like city and village were represented in literature and how performativity could be used to analyze social behaviors and rituals. Diaspora studies also became an area of interest in newer Comparative Literature centers, reflecting changing global and local realities.

Conclusion: Towards Non-Hierarchical Connectivity

Comparative Literature in India today reflects a wide array of scholarly concerns, from decolonization and inclusivity to interdisciplinary methods and planetary consciousness. The discipline strives to discover non-hierarchical connections across regions, languages, and cultures. As Kumkum Sangari notes, the aim is "co-construction" through complex histories of translation, circulation, and cultural exchange.

Although challenges remain, especially in mapping literary histories and intercultural relations, the foundational goal of nurturing creativity and critical engagement continues to guide Comparative Literature in India. From Tagore's vision of "visvasahitya" to contemporary explorations of marginal voices and oral traditions, the journey of Comparative Literature in India is one of expansion, transformation, and renewal.

References:-

Ahmad, Aizaz. “Indian Literature.” Theory: Classes, Nations, Literatures. 

            London:       Verso. 1992. 243-285. Print.

Chakraborty Subha Dasgupta. “Comparative Literature & World Literature.” Comparative Literature & World Literature, 2016/7/4. https://drive.google.com/file/d/1ZxTtuj2_lUh8JKaHQr8Tan-Ri66N6KTG/view.

Datta, Satyendranath. “Samapti.” Satyendranath Kabyagrantha. Ed. Aloke 

             Ray.     Kolkata: Sahitya Samsad. 1984. Print.

R. Radhakrishnan. “Why compare?” New Literary History 40.3, 

             Summer (2009):   453-71. Print.

Sangari, Kumkum. “Aesthetics of Circulation: Thinking Between Regions.” 

               Jadavpur    Journal of Comparative Literature XLVX (2013-14):9-38. Print.

Tagore, Rabindranath. “Visvasahitya.” Rabindra-Rachanabali Vol. 10. 

               Kolkata:     WBSG 1987. 324-333. Print.

https://youtu.be/q9dnpJCYoJE?si=M-D5y-f2Dy7X0FzX