Most students and writers know they cannot duplicate another person's work and present it as their own. Problems generally arise because of accidental plagiarism, which stems from a misunderstanding of proper attribution. For example, some people mistakenly believe that a citation is not necessary if they reword or paraphrase information from another source. Others accidentally plagiarize by placing a citation in the wrong portion of a paragraph. A thorough understanding of what constitutes plagiarism helps a writer proactively avoid it.
Although citation styles vary, all forms of writing rely on the same basic principles regarding plagiarism. A direct quote from another source, be it written or spoken, must have quotation marks around it and a citation. Ideas, images, facts and paraphrased text from a source also require citations. No reference is needed for common knowledge or personal experience. Purdue University notes that you can safely assume a piece of information is common knowledge if five credible sources use the information without documentation.
Aside from understanding plagiarism and citation requirements, it's helpful to incorporate certain practices into the research and writing process. When a writer uses labels and quotation marks in her research notes, she avoids the possibility of confusing sourced material with personal observations and original work. Following that, it's helpful to write the paper from notes and personal knowledge rather than referring to the sources while writing. A comparison of the finished paper to the sources helps the writer identify any additional sections that need a citation. If the writer has any doubt over whether something requires a citation, she should use one.
Certain practices within the classroom can encourage students to embrace the writing process and avoid plagiarism. The Council of Writing Program Administrators notes that teachers should provide lessons on citations and overcoming problems that arise in the analysis of sources. The council also discourages the use of formulaic assignments, as assignments that do not require personal insight or a synthesis of information can make it difficult for students to write original essays.