The CEA Forum

Winter/Spring 2005: 34.1

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OF MONSTERS, MUGGLES, AND PINK MONKEYS:

THE CRISIS OF PLAGIARISM IN ACADEMIA

Judy Hayden

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Did Harry Potter have an unacknowledged forefather? Of what origin are Muggles? The answer, of course, depends upon whom one asks. Nancy Stouffer, an American children's fiction writer, claimed to have published a book in the 1980s entitled The Letter of Rah and the Muggles, whose main character Larry Potter was a young boy who wore glasses. 1 J. K. Rowling's Harry Potter books feature a schoolboy wizard who also wears spectacles. Could there be a connection? (McDonald 29). Stouffer thought there was and sued Rowling, but a federal district court judge ruled on the matter and not only cleared Rowling of plagiarism, but ordered Stouffer to pay fifty thousand dollars in sanctions for her fraudulent submission of evidence in the case.

Plagiarism. Clearly one of the hottest topics today—and, as the number of current lawsuits on fair use and copyright infringement demonstrate, the problem is not limited to academia. Nevertheless, the extent of plagiarism at universities worldwide is indeed critical. A study conducted by Don McCade, a University of Rutgers Professor, concluded that “nearly 40% of college students have plagiarized papers by the cut-and-paste function on their computers to lift text off the internet” (Heyboer). At the University of Toronto, more than 200 cases of plagiarism are reported each year, and the university's administration notes that this is probably only a fraction of those who actually commit academic fraud (http://www.library.ualberta.ca/guides/plagiarism). An article in London's Daily Mail claims that in the United Kingdom as many as 30 to 35 percent of student assignments “are cribbed at least in part, from essay banks and fellow students' work” (Grant). An August 2002 report by Larissa Dubecki observes that of 1000 university students surveyed from four Australian universities, 41% admitted cheating on tests, while 86% of males and 77% of females admitted to committing some form of plagiarism ( http://www.theage.com.au/ ).

Similar numbers of incidents are reported at universities and colleges across the U.S. MIT recently reported a rise in student dishonesty as the school's Committee on Discipline received seventeen cases of academic violations, double that from the previous year (Rothstein). Rothstein also reports that the think-tank at Duke's Center for Academic Integrity has “found that three out of four college students admitted to some kind of cheating.” At DePaul in the 1998-99 academic year, thirteen cases of violation of academic integrity were detailed; in the academic year 2001-2002, that number increased to 176 (Karnes).

Plagiarism is on the rise, some experts claim, because the students entering university today are those same students who grew up cutting and pasting in high school from the internet (“Online Tool”). In fact, cable networks often advertise that students can do their homework on the web, saving the time, effort, and those trips to the library to borrow books. No longer do students feel a need to access a library catalog. In fact, I have had freshmen freely admit that they have never used a library catalog, and they don't see a reason for doing so now. Why does anyone need a library, they ask frequently, when students can find virtually everything they need so easily on the World Wide Web?

Plagiarism may well be an old transgression, but it is a much easier matter now, thanks to computer technology, which, paradoxically, students are taught young and encouraged to learn. Clearly, anyone who has surfed the internet has seen the incredible multitude of information sites on an infinite number of topics. And, of course, this includes another type of site, seemingly limitless in number now—paper mills such as Essaytown and Schoolsucks. While paper mills have become the bane of academics, they are a boon for students. Has internet plagiarism become the American Way? Collegetermpapers.com seems to suggest this; their site carries an American flag on their Web page with the notation “Proud to be an AMERICAN” just above the section detailing the free term papers available in fifty categories.

While the end result is the same at any of these sites, a quick essay, paper mills operate in different ways. Some sites offer a "service." For a relatively small sum, as low as $3.95 to $14.99, students join for a specified length of time and have unlimited access to any paper in any discipline. 4termpapers advertises that for the low, one-time fee of $14.99, for example, students “will receive an instant membership to our data base of term papers, research papers and essays for 1 full year” (www.4termpapers.com ).

Other sites, such as Essay Town and Ace Your Paper, sell individual papers based on length and such factors as the number of sources listed in the bibliography. Essay Town claims to have “over 40,000 college essays, research papers, book reports, and term papers for research on all topics, subjects, authors, poems, and literature” ( www.essaytown.com ). Cheathouse advertises “thousands of free essays in over 130 categories” ( www.cheathouse.com ). At Cheathouse , students only need to register and to submit a paper in order to obtain access to the data base; then, for $3.95 per week or $14.95 per month, they may download whatever number of papers they wish from the website's bank of essays. Are these sites successful? Well, Cheathouse claims to have been “Leading the industry since 1995.” In October of 2002, Cheathouse alledged they had 27,847 members; as of April, 2003, they declared a membership of 45,800. Their membership has nearly doubled since then. As of November 2003, Cheathouse's membership on its home page statistics was listed as 85,287 members.

Some sites stress their "service" to students in ways other than simply providing essays. These sites function as essay "pawn shops" where students go when they need ready money. As one site suggests, “You can make some serious cash selling the papers you've written” ( www.myessays.com). Or, for the more discerning student who wants to keep that grade point up, sites such as Term Papers Highway ( www.papershighway.com ), specialize largely in custom-written papers. As they say:

Let our staff of professional writers, researchers and professors write a complete piece of art. We do not hire temporary freelancers, nor do we employ college students on a part-time basis. Our team of professionals hold Masters Degrees in their respective field(s) with an added advantage of extensive experience in research and writing. ( Term Papers Highway )

In fact, "custom" papers must be in demand given the number of sites now offering this service—and not inexpensively. Custom-written papers start at about fifteen dollars a page, but the price depends on how quickly the student needs delivery of the final product and whether a bibliography is required. At some sites, the number of secondary sources may also increase the final cost. Term Papers Highway offered a special in April 2003. A custom-written fifteen-page essay was selling for one hundred dollars, with free references, bibliography and proper citations. “We offer the best,” they claim, “because we care” ( Term Papers Highway ).

Essay Town goes one step further than the high school or undergraduate paper; the home page on this site provides the following service as well: "Our qualified research specialists also provide unique research for Master-level thesis papers, Ph.D.-level dissertations, and research proposals” (www.essaytown.com ).

Complete term papers are not the only available service offered by a number of such websites. While the site www.awerty.com greets students with “get your essays here, 69,000 to choose from,” this heading is a bit misleading since awerty does not have a paper database from which they sell papers; what they do offer, however, is a direct link to other websites where students can obtain essays. But awerty does offer something which academics also need to be aware—free literature summaries, so students don't have to spend their valuable time actually reading full texts such as Beowulf, Hamlet, Paradise Lost, Great Expectations, The Great Gatsby, and 1984 . Students can obtain the same service from www.Sparknotes.com, www.antistudy.com, www.bookrags.com and Classic Notes at www.gradesaver.com to name but a few. Typically these sites offer free summaries chapter by chapter (or scene by scene), commentary, plot analysis, character description, themes, study questions, and biographies of the author, poet, or playwright. These summaries are the electronic version of CliffsNotes—and have also proven excellent essay material since the majority of teachers don't know of their existence, although one of my students recently discovered, to her disadvantage, that I did know. PinkMonkey.com also offers literature summaries for downloading; however, their materials are not free, although they are inexpensive.

The tremendous increase in the number of sites in the last three to five years alone suggests that these paper mills must be well-subscribed and, thus, lucrative. A few years ago, I caught a student plagiarizing an essay, claiming the introductory notes to the Cambridge edition of Richard II as his own. When I confronted him, he responded, “Well, at least I didn't download it from the web.” His indifference about the seriousness of what he had done was a bit alarming in itself, but when he left, I typed in “student essays” on Yahoo.com and discovered a number of sites offering free student essays. I located approximately twenty-five sites from which students could download largely free essays. Within a couple of years, that number had doubled, although some sites had begun charging for subscriptions to their databases; now, the number has exploded. As of March 2003, Kimbel Library noted on their website at www.coastal.edu 250 such paper mill sites (Bates and Fain).

Don't students worry about getting caught using one of these paper mills? Perhaps, but no doubt their confidence is raised somewhat by paper mills which offer assurance that the essays they are about to download (most of which have been traded in by other students) are "original." The advertisement at www.MyEssays.com is an example of one of these:

We take every measure possible to make sure only the most qualified essays are listed on this web site [. . . ] . Before scanning the content, we screen the essays with the same processes instructors nationwide use to check for plagiarism. It [sic] against our Usage Policy to submit an essay [to them for resale] which is not your own, one that contains plagiarism, or has the potential to exist anywhere, web or otherwise [. . .] . We conduct periodic scans of the essays in our database [. . .] . By doing this, we can help make sure that essays that may have passed our screening in the past, still are eligible today.

How can academics deal with such rising numbers of these websites and incidents of plagiarism? What disciplinary action is appropriate for the guilty? Perhaps the best possible answer to this is to become proactive rather than reactive—to take a closer look at the possibility of preventing academic dishonesty rather than locating it after it occurs. Some universities have instituted an honor code in an attempt to turn the tide of cheating on campus. This is certainly a good start, but I don't think an honor code itself is sufficient.

Rather than asking how to deal with such incidents of academic dishonesty, academics might ponder why they are occurring in the first place. Yes, the development of the internet has definitely provided students an appealing alternative to long nights in the library researching the moral dilemma of the Redcrosse Knight in The Faerie Queene. But what about the student's own moral dilemma in choosing that “easy road” of the free internet paper? They probably have a few doubts themselves—at least momentarily—before they type in their credit card number. Perhaps this is where the answer lies. What they are doing is dishonest. They know that. Maybe they even feel guilty about it; but dishonesty happens all the time, doesn't it?

A student recently asked in a composition paper why adults expect teenagers to behave honestly when they themselves do not. A cop-out maybe, but the student does have a point. How can academics today expect students to behave honorably, when the media regularly presents a number of well-educated adults, often in positions of trust and authority , who are setting some rather appalling examples of dishonesty? The best way to "teach" any sort of principle, and particularly integrity, is to become the very paradigm of that value. Yet the number of plagiarism cases lately by writers, academics and independent scholars have presented students with some very poor role models.

Besides Nancy Stouffer's claim to Harry Potter with which I opened this essay, a Russian author has developed a similar story in which the plot unfolds around a heroine by the name of Tanya Grotter (Magwood; “Lawsuit in Russia”). Pulitzer Prize-winning historian Doris Kearns Goodwin was recently accused of plagiarism in her book The Fitzgeralds and the Kennedys, in which she was publicly accused of failing to properly acknowledge the work of at least one author, Lynne McTaggart. 2 The late Stephen Ambrose was accused of failing to acknowledge properly other authors' work in his books The Wild Blue: The Men and Boys Who Flew the B24s Over Germany, and Crazy Horse and Custer. 3 Last summer, the United States Naval Academy began an investigation of history professor Brian VanDeMark, who purportedly committed plagiarism in his book Pandora's Keepers: Nine Men and the Atomic Bomb (Evangelauf), and even more recently, Norman Finkelstein, a DePaul University Professor, accused Alan M. Dershowitz, a Harvard Professor of Law, of plagiarism in his book The Case for Israel (Schuker). 4

And finally, in 2003, Jayson Blair, a reporter with the New York Times, resigned after being accused of both fabrication and plagiarism. Students did indeed demonstrate an awareness of the incident and reported being shocked, dismayed and disappointed (“Journalistic Integrity”). Blair has since negotiated a “six-figure book and film deal” about his experience (Reid), which, unfortunately, appears to demonstrate that dishonesty can indeed pay off in the long run.

But the publishing industry is not exclusively the domain where problems of respect for intellectual property occur. Fair use is also a problem in the film industry. For example, in 1998 two playwrights filed a plagiarism lawsuit against Twentieth-Century Fox Film Corporation for the film The Full Monty (Lippman). The film The Hunted purportedly lifts large segments from the films The Fugitive (1996) and First Blood (1982) (Connors), and British children's author Alan Davidson has launched a lawsuit against DreamWorks for the film Chicken Run, which he alleges plagiarizes the plot of his book Escape from Cold Ditch ("Chicken Run Makers”).

Sports, music, and government are not immune to the problem. While academic dishonesty in university sports has been the subject of much controversy, including such issues as illegal recruiting, illegal gifts, or even cash payments, more recently, however, cases have taken a new turn in which coaches and coaching staff have taught "sham" classes and have written papers for players (Briggs). Napster has, of course, made its own indelible mark on the music industry. Both the United States and Britain have suffered considerable negative press over the dossier which served as the "proof" needed for Britain to engage with the United States in the war against Iraq. The list of incidents in any number of disciplines is appalling.

How can academic institutions demand of students that which leaders and role models have not been able to achieve—integrity, the most obvious proof of which may be found in our economy, which is plagued by corporate fraud, such as that by executives of Tyco International and Rite Aid Corporation, and fractured by the corruption and collapse of major corporations such as Enron and Worldcom? (“It's Judgement Day”).

The answer may well be to address specifically such situations in the forum of the classroom and to encourage students to come to the conclusion that such actions are reprehensible by having them look at the eventual, and some times horrific, repercussions. On a global scale, for example, what might result when a government official plagiarizes and thus "reconstructs" a formal document for militaristic ends? On a more personal basis, the discussion might center on the academic, independent author, or filmmaker who violates fair use by utilizing another's research or creative material; or perhaps the discussion might focus on the student athlete and those coaches and/or staff who are forced to forfeit a sports scholarship and/or a promising and lucrative career.

While on the one hand teachers can offer in the classroom an open discussion of such current events, there are also means which teachers can take to help prevent plagiarism. Gearing classrooms toward prevention rather than detection is a much more effective process. In my own efforts to find ways to prevent academic dishonesty, I have developed and/or collected a variety of ideas and suggestions from other academics, from web pages, and from other institutions. 5 Some of the most effective ideas are:

•  Make certain students understand how to cite sources. Take time to explain carefully MLA or APA guidelines, or whatever guidelines you expect them to follow. Make certain handbooks which further detail these guidelines are easily available in the library reference section (www.citadel.edu/citadel/otherserv/library/plagiarism.htm ).

•  Give the students a library research day during one class period, when librarians can show them how to use the library catalog, how to find books and reference materials on the shelves, and how to use various library databases. Don't simply assume your students know how to use the library catalog. If they can't understand why they should use the library, they probably don't know how to access materials through the catalog ( www.citadel.edu/citadel/otherserv/library/plagiarism.htm ).

•  Design your own list of topics from which students should write their papers . When the topic is free, students struggle to find a topic to write about. In the inevitable time crunch which follows, the paper mills no doubt begin to look much more appealing. Bear in mind that downloading a free essay is much easier if students have a broad choice of topics ( www.wiu.edu/users/mfbhl/wiu/plagiarism.htm ).

•  Make sure you change the list of essay topics each time you teach this course. This is indeed extra effort on the teacher's part, but it prevents the "recycling" of papers.

•  Require that students submit a bibliography at least a week before the paper is due . Require a proposal early in their research process, with a list of materials they have found to date. Later, require an outline and an annotated bibliography ( www.millikin.edu/staley/plagiarism.html ).

•  Insist that students use a variety of sources . To discourage the cut-and-paste method of research, limit their use of the internet by allowing a minimum number of sources from the Web (www.virtualsalt.com/antiplag.htm ).

•  Require students to submit annotated copies of their research material. If they use books, they should copy the pages from which they took their material, and those pages should also be annotated. They should present all this material in a folder, along with a draft of their essay (www.virtualsalt.com/antiplag.htm ).

•  Have students write an essay in class . Usually for lower-level undergraduates, I include as a part of the syllabus in-class essays. This accomplishes two things. First, it gives me an example of each student's writing style, and second, it furnishes students' confidence in their ability to write an essay “on demand” ( http://alexia.lis.uiuc.edu/~janicke/plagiary.htm ).

•  Oral presentations also help to prevent plagiarism . Students have difficulty giving a presentation on a topic for which they have not done the primary research. These students will not be able to answer questions following their presentation. (http://alexia.lis.uiuc.edu/~janicke/plagiary.htm) and (www.virtualsalt.com/antiplag.htm ).

•  Design a self-evaluation essay at the end of the course. Ask students to evaluate their research. The student should address specific questions, such as what difficulties they encountered in researching the material, what new type of source material they learned to use during their research, what surprised them most about their topic or what illuminating fact they uncovered, how they went about their research, and finally, what they learned from the research process (www.virtualsalt.com/antiplag.htm ) and ( www.wiu.edu/users/mfbhl/wiu/plagiarism.htm ).

The first step most anti-plagiarism websites suggest is for academics to explain upfront plagiarism, and its implications rather than assume students already understand the term and its impact on their academic future.

In an attempt to stem the number of plagiarism cases, some universities subscribe to various plagiarism search engines, such as www.plagiarism.org which has become www.Turnitin.com, EduTie.com which is now www.MyDropBox.com and Eve (Essay Verification Engine) at www.canexus.com, most of which offer some sort of free trial. I am currently testing Copycatch, a program developed by an academic from Birmingham, England. Although all of these programs work well, what I really want to advocate here is an active program of awareness and prevention, which is surely preferable to the time expended for detection.

In spite of our best efforts, however, and all the processes listed above (and any other measures academics may develop), there will be students who plagiarize. Nevertheless, between various preventative measures such as those I noted above, frank classroom discussions of what I call “global dishonesty, ”and the implementation of honor codes, students can become more accountable for their actions. It is our responsibility to help students develop an appreciation for intellectual property and an understanding of fair use as a part of their regular course work, particularly since these lessons carry over into the whole spectrum of personal and social relationships, community involvement, economic responsibility and leadership. And after all, isn't this what we are preparing them for?

1 Given the popularity of Rowling's Harry Potter books, the press had a field day with this story. A number of articles dealing with this issue are available. See, for example, “Court Won't Reconsider Sanctions Against Harry Potter Infringer” in Intellectual Property Litigation Reporter , 9.13 (November 26, 2002):13; ‘Harry Potter Books and Movies Do Not Infringe Rights of Children's Book Author Nancy Stouffer . . . Invalid Claims,” in Entertainment Law Reporter , 24.9 (February 2003).

2 Lynne McTaggart, Kathleen Kennedy: Her Life and Times (New York: Dial, 1983).

3 Stephen Ambrose, The Wild Blue: The Men and Boys Who Flew the B24s Over Germany (New York: Simon and Schuster, 2001); Stephen Ambrose, Crazy Horse and Custer: The Parallel Lives of Two American Warriors (New York: Doubleday, 1975); Thomas Childers, Wings of Morning: The Story of the Last American Bomber Shot Down over Germany in World War II (Reading, Mass: Addison-Wesley, 1995); Jay Monaghan , Custer: The Life of General George Armstrong Custer . (1959. Lincoln: U of Nebraska P, 1971).

4 Brian VanDeMark, Pandora's Keepers: Nine Men and the Atomic Bomb (New York: Little, Brown & Co., 2003); Finkelstein claims Dershowitz improperly used material from Joan Peters' book From Time Immemorial: The Origins of the Arab-Jews Conflict Over Palestine (New York: Harper and Row, 1984); Alan M. Dershowitz, The Case for Israel (Hoboken, N.J.: John Wiley and Sons, 2003) .

5 Two particular sites have proven invaluable in offering advice for the prevention of plagiarism in the classroom: Bruce Leland's site, “Plagiarism and the Web” at www.wiu.edu/users/mfbhl/wiu/ plagiarism.htm and Robert Harris' “VirtualSalt: Anti-Plagiarism Strategies for Research Papers” at www.virtualsalt.com/antiplag.htm .

Works Cited

Bates, Peggy and Margaret Fain. “Internet Paper Mills.” Kimbel Library . Coastal Carolina University. 12 Mar. 2003. 30 Mar. 2003. < http://www.coastal.edu/library/mills2.htm >

Briggs, Bill. “Faking the Grade. Coaches, Accomplices Hurt Academic Integrity.” Denver Post . 16 Mar. 2003. final ed. sec.C:1 Proquest . Macdonald-Kelce Library, University of Tampa, Tampa, Fl. 30 Mar. 2003.

“Chicken Run Makers Sued for Plagiarism.” The Guardian Unlimited . 27 June 2003. Film News. 1 Oct 2003. < http://film.guardian.co.uk/news/story/0,12589,986334,00.html >

Connors, Joanna. “You've Seen It All Before.” Newhouse News Service . Washington. 12 Mar. 2003. Proquest . Macdonald-Kelce Library, University of Tampa, Tampa, Fl. 30 Mar. 2003.

Evangelauf, Jean. “U.S. Naval Academy Investigates Plagiarism Charge Against Historian.” The Chronicle of Higher Education . 13 June, 2003. The Faculty:12. Lexis-Nexis . Macdonald-Kelce Library, University of Tampa, Tampa, Fl. 1 Oct. 2003.

Grant, Graham. “Net Closes in on Cheats.” Daily Mail . London. 4 Mar. 2003. sc1 edition:59. Proquest. Macdonald-Kelce Library, University of Tampa, Tampa, Fl. 30 Mar. 2003.

Harris, Robert. “ Anti-Plagiarism Strategies for Research Papers .” VirtualSalt . 7 Mar. 2002. 27 May, 2003. < http://www.virtualsalt.com/antiplag.htm >.

Heyboer, Kelley. “Nearly Half of College Students Say Internet Plagiarism Isn't Cheating.” The Star-Ledger Newark New Jersey . 23 Aug. 2003. Lexis-Nexis . Macdonald-Kelce Library, University of Tampa, Tampa, Fl. 19 Oct. 2003.

Hinchliffe, Lisa. “Cut-and-Paste Plagiarism: Preventing, Detecting and Tracking Online Plagiarism.” The Graduate School of Library and Information Science, University of Illinois at Urbana-Champaign. 25 Nov. 2003 . 16 Nov. 2003. < http://alexia.lis.uiuc.edu/~janicke/plagiary.htm >.

“It's Judgment Day for Wall Street – Courts Start to Take a Raft of Financial Scandals.” The Australian.1 Oct. 2003. Finance:40. Lexis-Nexis . Macdonald-Kelce Library, University of Tampa, Tampa, Fl. 1 Oct. 2003.

“Journalistic Integrity.” Staff Editorial. The Stanford Daily . 13 May, 2003. Lexis-Nexis . Macdonald-Kelce Library, University of Tampa, Tampa, Fl. 27 May 2003.

Karnes, Korey. “News from Area Colleges.” Chicago Tribune . 3 Mar. 2003. Red Eye Edition: 9. Proquest . Macdonald-Kelce Library, University of Tampa, Tampa, Fl. 30 Mar. 2003.

“Lawsuit in Russia May Follow Potter vs. Grotter Hearings in Amsterdam.” Daily News Bulletin . Moscow. 13 Mar. 2003. Proquest . Macdonald-Kelce Library, University of Tampa, Tampa, Fl. 30 Mar. 2003.

Leland, Bruce. Plagiarism on the Web . 29 Nov. 02. < http://www.wiu.edu/users/mfbhl/wiu/plagiarism.htm >.

Lippman, John. “Naked Truth, Please: Is “The Full Monty” Hiding Something?” Wall Street Journal 231.43. 4 Mar. 1998:B6. Lexis-Nexis . Macdonald-Kelce Library, University of Tampa, Tampa, Fl. 1 Oct. 2003.

McDonald, Toby. “Wizard Word: Harry Potter Works His Magic to Get Muggle into Pounds 34Million Dictionary.” Sunday Mail . Glasgow (UK), 23 Mar. 2003. 1 st . ed: 29. Proquest . Macdonald-Kelce Library, University of Tampa, Tampa, Fl. 30 Mar. 2003.

Magwood, Michelle. “Rowling at War.” Sunday Times , (South Africa). 27 Apr. 2003. Opinion and Editorial:12. Lexis-Nexis. . Macdonald-Kelce Library, University of Tampa, Tampa, Fl. 1 Oct. 2003.

“Online Plagiarism: How to Prevent It, How to Detect It.” Daniel Library . The Citadel. 19 Nov. 2003. 25 Nov. 2003. <http://www.citadel.edu/citadel/otherserv/library/plagiarism.htm>.

“Online Tool Helps Universities, Colleges Fight Plagiarism.” Community College Week 15.2 (20 Jan. 2003). Academic Search Premier Macdonald-Kelce Library, University of Tampa, Tampa Fl. 30 Mar 2003 .

“Preventing and Detecting Plagiarism.” Staley Library . Millikiin University. 10 Nov. 2003. 25 Nov. 2003. < http://www.millikin.edu/staley/plagiarism.html >

Reid, Tim. “Disgraced Reporter Cashes In with Book and Film Deal.” The London Times . Overseas News: 22. Lexis-Nexis . Macdonald-Kelce Library, University of Tampa, Tampa, Fl. 1 Oct. 2003.

Rothstein, Kevin. “MIT Student Discipline Panel Sees Rise in Dishonesty.” Boston Herald . Boston, Mass. 27 Mar. 2003:29. Proquest . Macdonald-Kelce Library, University of Tampa, Tampa, Fl. 30 Mar. 2003.

Schuker, Lauren A. E. “Harvard Professor Accused of Plagiarism.” Harvard Crimson . 29 Sept. 2003. Lexis-Nexis . Macdonald-Kelce Library, University of Tampa, Tampa, Fl. 1 Oct. 2003.

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Judy Hayden is assistant professor of English and Director of the Women's Studies Program at the University of Tampa. She has published several articles on British drama in the Restoration and is completing a book project on Aphra Behn. Dr. Hayden recently received a fellowship from the William Andrews Clark Memorial Library/Center for Seventeenth-Century Studies for research on a second book project on 17th-century drama.

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