Abstract
Plagiarism in the classroom has changed since the period of 1997 to 2002, during which the author saw predominately word-for-word plagiarism in papers in his classes. Some came from single sources, but more often they came from two or more. With that kind of plagiarism, it was fairly easy, although time-consuming, to detect copying. Most students engaging in such behaviors believed their professors knew little about the World Wide Web, and many believed that few, if any, professors spent the time needed to check for plagiarism. The development of widely available plagiarism-detection tools also helped raise awareness and make it easier to check papers against online sources.
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