Today I gave an online presentation for Publication Integrity Week 2024 hosted by the Committee on Publication Ethics (COPE) entitled, “Redefining Plagiarism”
Plagiarism, a concept rooted in Western academic traditions, has long been defined as presenting someone else’s work without proper acknowledgement. Major technological shifts—from the printing press to the internet, and now to Generative Artificial Intelligence (GenAI)—have continually reshaped how we understand and detect intellectual borrowing.
The data sets used to train Large Language Models (LLMs) like ChatGPT are often opaque, making it increasingly difficult to ascertain the originality of AI-generated content. As the lines between human and AI-assisted writing blur, we must ask: are we entering a post-plagiarism era?
Post-plagiarism represents a paradigm shift where AI is deeply integrated into our creative and academic processes. This emerging landscape challenges traditional notions of originality and intellectual ownership. Existing AI text detection tools remain controversial—prone to errors and easily manipulated—suggesting we need a more nuanced approach that focuses on work quality rather than mere originality detection.
Human-AI hybrid writing is becoming as commonplace as spell-checking, fundamentally transforming how we create and attribute intellectual work. Yet, this technological evolution does not diminish human accountability. We cannot abdicate responsibility for work presented under our name, even when AI plays a significant generative role.
As we navigate this complex terrain, our definitions of plagiarism and originality must evolve. While no definitive consensus exists, the ongoing dialogue is crucial for understanding the ethical implications of AI in writing and academic production.
The slides are freely available to download:
How to cite the presentation:
Eaton, S. E. (2024, November 18). Redefining Plagiarism [online] Publication Integrity Week, Committee on Publication Ethics (COPE). https://drive.google.com/file/d/1scNHqKgwXncLlOaflACDPr73usB-wtF6/view?usp=sharing
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About the author: Sarah Elaine Eaton, PhD, is a Professor in the Werklund School of Education, University of Calgary.
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