By Kirsti Sandy, English

Although this list can help alert you to academic dishonesty in student writing, the presence of the following indicators is not definite proof of plagiarism. If you suspect plagiarism, it is best to first discuss the paper with the student.

If you suspect plagiarism, look for:

Sudden shifts in writing style, from a more casual, informal tone to a formal one "Victims of domestic violence often feel that they are to blame, and this can keep them from getting help. Since perpetrators of domestic abuse exhibit patterns of both misogyny and dominance, a woman in that situation can feel like she lacks power in the relationship, which can affect her self-esteem."

Specific facts or information not followed by consistent in-text citations "One study on the benefits of medical marijuana concluded that it does ease the symptoms of specific illnesses, such as nausea from chemotherapy or the tremors symptomatic of Parkinson's disease."

Shifts in syntax and vocabulary, as when a student who usually uses a simpler sentence structure and word choices suddenly uses more complex compound sentences and more sophisticated terminology: "Our work ethic is often modeled by our parents. Parents who hold jobs and who show the importance of earning one's pay provide positive role models. This was evident in my own house, because both of my parents worked and I am known to be a hard worker. There are exceptions, though. At times, despite parents' best efforts, and despite their attempts to instill a positive work ethic in their children, these messages are lost on youth due to a number of other equally pervasive but competing influences."

Papers that do not address the assignment, such as when a student hands in a paper on a more common topic, like eating disorders or legalizing marijuana, in place of the topic you actually assigned.

Students who suddenly switch topics at the last minute, but are able to write a complete, thorough, high-quality draft nearly overnight

Papers that appear to be downloaded which can include drafts in blue or pink ink, inserts and symbols in the text that the student can't explain, and/or inconsistent/unusual line breaks.

Incorrect citation pages that the student does not fix, such as Internet sources that the student can no longer locate, print sources for which the student has lost the citation information.