Preventing plagiarism among college students through writing lessons: A systematic review
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Abstract
This systematic review aimed to explore academic writing lessons designed to prevent student plagiarism. This study fills a gap in understanding how various academic writing strategies can be used to foster integrity and improve writing skills among students. A comprehensive review was conducted using four databases: EBSCO, Wiley, ProQuest, and JSTOR. Eighteen articles were analyzed, revealing a range of academic writing interventions, including courses, tutorials, workshops, games, and training. Key topics covered in these lessons include grammar, word choice, paraphrasing, quoting, writing references, and educating students about plagiarism. Instructors frequently used tools such as Turnitin and Ithenticate for plagiarism detection and provided feedback to students. The findings suggest that the implementation of structured academic writing lessons and consistent feedback can significantly alter students' plagiarism behavior and boost their confidence in academic writing. The review highlights the importance of integrating staged writing material and constructive feedback into university curricula to effectively combat plagiarism.
Keywords: Academic integrity; academic writing; plagiarism; university; writing lesson
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