164
A Reection About Self-plagiarism
1
Una reexión acerca del auto plagio
Sergio Alonso Lopera Medina
2
*
Universidad de Antioquia, Colombia
Abstract
         
results of the same research project on reading in a foreign language. This
article follows the qualitative research method and an exploratory case study
was used. Results support that both inadequate paraphrasing and adequate
paraphrasing were given. Regarding inadequate paraphrasing some similar

           
being versatile to present information might lead to adequate paraphrasing.
Conclusions suggest that a dialog between editors and authors must be given in
order to clear self-plagiarism up. Finally, conclusions also suggest that editors
should consider the inclusion of some similar information in articles written by
the same author or the same research members.
Key words: dialog; reading a foreign language; self-plagiarism.
Resumen
Este artículo explora el auto plagio en tres diferentes artículos que reportaron
los resultados de un mismo proyecto en lectura en lengua extranjera. Este
artículo sigue el método cualitativo de investigación y se utilizó el estudio
de caso múltiple. Los resultados indican que se presentaron tanto parafraseo
inadecuado como parafraseo adecuado. Con relación al parafraseo inadecuado
se encontraron algunas palabras e ideas similares. En contraste y en relación
con el parafraseo adecuado, se encontró que utilizar diferentes autores en
una idea, utilizar diferentes números de palabras en un elemento común y ser
versátil para presentar la información puede ayudar al parafraseo adecuado. Las
conclusiones sugieren que debe existir un diálogo entre los autores y editores
para aclarar el auto plagio. Finalmente, las conclusiones también sugieren que
1

2
[email protected]

 pp. 
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los editores deberían considerar la inclusión de información similar en artículos
escritos por el mismo autor o los mismos miembros de investigación.
Palabras clave: auto plagio; diálogo; lectura como lengua extranjera.
Resumo
Este artigo explora o autoplágio em três diferentes artigos que reportaram
os resultados de um mesmo projeto em leitura em língua estrangeira. Este
artigo segue o método qualitativo de pesquisa e foi utilizado o estudo de caso
múltiplo. Os resultados indicam que ocorreram tanto parafraseio inadequado
como parafraseio adequado. Com relação ao parafraseio inadequado se
encontraram algumas palavras e ideias similares. Em contraste e em relação
com o parafraseio adequado, encontrou-se que utilizar diferentes autores em
uma ideia, utilizar diferentes números de palavras em um elemento comum e
ser versátil para apresentar a informação, pode ajudar ao parafraseio adequado.
As conclusões sugerem que deve existir um diálogo entre os autores e editores
para esclarecer o autoplágio. Finalmente, as conclusões também sugerem que
os editores deveriam considerar a inclusão de informação similar em artigos
escritos pelo mesmo autor ou os mesmos membros de pesquisa.
Palavras chave: autoplágio; diálogo; leitura como língua estrangeira
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Introduction
A
fter a lengthy process of reviewing, one of my articles was
going to be published in a journal in Colombia. Suddenly, I
received an e-mail from an editor stating that I self-plagiarized
a paragraph of an article and therefore she made the decision to decline
the article. She also mentioned that she would consider declining another
article I had previously submitted. I then apologized and tried to explain
that I did not do it on purpose and I proposed to correct a paragraph that
contained 72 words of verbatim plagiarism to amend self-plagiarism.
Moreover, I proposed to hold a meeting with the academic committee
to have a talk and share our insights about this issue. Fortunately, she
accepted and invited the committee to have a meeting. In that meeting

           
      
A month later, I received a letter from the editor apologizing for her
decision and she informed me that the article was going to start again
the process of reviewing. She also mentioned that the other article
would continue with the process of reviewing, too. This anecdote led

further. For this reason, I decided to analyze some information that I

article begins with the review of literature and the methodology. Then,

are given.
Plagiarism
In the academic world to give proper credit to the source is a must
and authors’ ideas need to be protected in order to avoid plagiarism. The


journals have in their policies the call to avoid plagiarism and editors
           
Education and Learning Research Journal; IKALA Revista de Lenguaje
y Cultura; PROFILE Issues in Teachers’ Professional Development;
       



fact that she took extensive verbatim appropriations of a book. Masic
        
REFLECTION ABOUT SELF-PLAGIARISM LOPERA
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articles in clinical cardiology and involved faculty colleagues but were
not or minimally included in the research project.
           
to control plagiarism and situations may vary depending on the case
          

cases of plagiarism such as unattributed sentences, unattributed proof
from published paper, privately collected data, among others. Editors

have made the right decision to decline an article.
Types of plagiarism
The Harvard Guide to Using Sources
divides plagiarism into six
categories:
1. Verbatim plagiarism: this is given when the writer copies word by
word in an academic paper.
2. Mosaic plagiarism: that occurs when the writer copies pieces
         
some words of the original one without paraphrasing or quoting
properly.
 
his/her own words to relate the information or when his/her words
are very similar to the original source.
 
words to describe another writer’s ideas, but the former does not
cite the latter.
 
marks but does not credit the author of that source.
 
student uses ideas that were given in discussions in groups and
does not cite the group or classmate in a foot note.
For the purpose of this paper, inadequate paraphrase will be
       
  
      
https://usingsources.fas.harvard.edu/what-constitutes-plagiarism.
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copying, direct plagiarism, incorrect paraphrasing, complex plagiarism
using a reference, plagiarism with loose quotation marks, self-recycling,
sources not cited, sources cited but still plagiarized, and other types of
 

to Using Resources is a good option to take into as it gives examples of
plagiarism and how to avoid it.
Self-plagiarism
       

and presenting it for publication as something new and original.” The
        
happens but not all are unethical. One of the reasons is that a research
          

articles. Another reason has to do when the results of a research project
   
journals. It can happen that these parts repeat important information
of the research project. A third reason involves the awareness of self-
plagiarism presented in the policy of journals. The instructions should
contain some explicit restrictions about self-plagiarism as well as
self-citing. Finally, self-plagiarism may occur when a person uses
information from his/her thesis and publish it in articles. However, the
writer can use an entry of a foot-note to explain this.
On the other hand, self-plagiarism is debatable as authors can

mentions some factors that support the use of previous published words:
the new contribution has to do with the previous work as it is the basis of
the topic; the new evidence or the new arguments are based on previous
work and substantial information needs to be repeated; the audiences are



but this could vary from area to area. The author also states that it is not


due to the fact that the same author is involved. Finally, the American


determine.
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Methodology
This inquiry is based on qualitative analysis, as I explored self-

           
results of the same research project. Three articles are taken as source
to verify self-plagiarism: Motivation Conditions in a Foreign Language


 

Context
 Enseñanza y Aprendizaje de Lenguas Extranjeras
   
and face-to-face instruction modalities in the reading comprehension
of graduate students at Universidad de Antioquia”. The project began



and a face-to-face course. It is worth noting that the same teacher taught
both courses and was part of the research group, and the academic
content of the foreign reading course was the same. The course was
         
development of reading skills, text organization methods, and critical


27 in the face-to-face course.
Results
The common parts of the three articles were only taken into account
in order to analyze self-plagiarism. Literature review about reading,
the methodology and instruments described, and the introduction of

part:
Literature about reading
The three articles contain the concept of reading:
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Table 1: Concept of Reading

          

one states that the process of reading interactive and it involves the
words writer and reader. In contrast, article two involves just the role of

two and was deleted regarding the original source that is presented in


       

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

Regarding the reading process in foreign languages, the three
articles provide the following information:
Table 2: the Reading Process in Foreign Language
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   
         

introduces the idea that reading involves a cognitive process and then

and then the idea that reading involves a cognitive process. Another
           
describe the cognitive process: predict, memorize, interpret, pay
attention to, and make. In contrast, article three uses nouns: prediction,
interpretation, attention, memory. Moreover, both articles one and three
have the same idea that Cassany presents at the end, but the information



some words or ideas are the same: processes are more complex in a
foreign language because; thus, very important. It is worth noting a
better paraphrasing would have been used to avoid repetition of words.

only one author is presented, and the cognitive view is not given.
Regarding the part of reading strategies, almost the same analysis
is given:
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Table 3: Reading Strategies
The number of words in articles one and three are not quite
         

        

El-Dinary, & Robbins, 1999; Hosenfeld, 1979; Janzen, 2001; Lopera,
         

plagiarism. Nonetheless, articles one and three are not well paraphrased
at the end, due to the fact that the idea as well as words are quite similar
       
leading to inadequate paraphrasing.
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Methodology
All three articles contain the same information about methodology
but paraphrasing is more accurate in all of them. Article one describes
a research design, exploratory case study, and mentions the comparison
of two modalities. It also describes that participants had to sign a
consent form. Article two begins by describing the principles of the


the guided question to analyze data. Finally, article three describes in
detail the methodology used and gives the reasons why researchers
followed this methodology: to do deepen exploration, real-life events,
and personal insights. In short, being versatile in presenting information
might lead to adequate paraphrasing, as the information was presented


is worth noting that all three articles contain the same authors. The
following table depicts the information:
Table 4: Descripon of Methodology
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On the other hand, all three articles describe the information

        

just gives information about the face-to-face course and it mentions the
place the teacher works for. The number of words in article one is 77,

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Table 5: Descripon of the Teacher
All three articles have the same information about the program of
the reading comprehension course:
Table 6: the Reading Comprehension Program
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It is important to consider that the three articles contain the same
information, due to the fact that it is an institutionalized program and it
is shown in the same way.
The instruments
         



          

Table 7: Descripon of the Instruments
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Introduction of ndings
         



two. Third, each introduction involves its scope: article one motivation,
article two diary, and article three interaction. On the other hand, articles
one and two share some common information such as the procedure
of analyzing data, but adequate paraphrasing was given, as article one
          
         
mentions how the analysis was made and how researchers obtained the
categories. In contrast, article two begins describing the combination
of data reading processes and the transcription part. After, it mentions
the individual reading of researchers and how they then shared ideas
          
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

Table 8: Introducon of Findings
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Conclusions


same research project in reading as a foreign language. Results support
that both inadequate paraphrasing and adequate paraphrasing were
given. Regarding inadequate paraphrasing some similar words and


versatile to present information might lead to adequate paraphrasing. It
is important to take into account that the results could be subjective as
the author analyzes himself.
The objective of this paper is to cause awareness of self-plagiarism


parts of the articles and I sometimes committed inadequate paraphrasing.
Due to the fact that some authors argue that you cannot self-plagiarize
       

It is worth noting that some articles emerge from the same research
project and it is inevitable to repeat some information. My proposal
for editors is to permit include the same information in the following
sections of the article: part of the theoretical framework, methodology,
and instruments. Regarding the results, I also propose to report just the
ones that are being developed under the topic of analysis.

articles a dialog between editors and authors must be given to clarify
this issue. It is not a matter of declining of just accepting an article,
but a way of constructing academic discussions in publications. In fact,

explained to editors. Even if journals do not have the policy of self-
plagiarism, authors themselves should clarify this upfront. As I did not
do this, this caused a debate with the editor.
Finally and based on my case presented here and the production
         
consider the use of the same information when other members of the
research project produce other articles. This interjection is common in

question emerges: how much similar information could be acceptable?
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Bibliography
         http://

is-self-plagiarism-ok-/

learners. The Reading Matrix, 5

     


       Second language teacher
education      
Press.
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International Journal
of Teaching and Learning in Higher Education,

E-Ciencias de la Información
   
plagiarism. Retrieved from 
ethical-editing-practices-and-the-problem-of-self-plagiarism/
The Qualitative Report,
3   
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Understanding and developing language tests. Hemel
Hempstead, England: Prentice Hall.
    Case study research. Design and methods. 

REFLECTION ABOUT SELF-PLAGIARISM LOPERA
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Author
*Sergio Lopera Medina, PhD and MA in linguistics; specialist
in teaching foreign languages. His research interests involve
teaching EFL reading comprehension and pragmatics. He is a
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
REFLECTION ABOUT SELF-PLAGIARISM
No. 16 (January - June, 2018) No. 16 (January - June, 2018)