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Maintaining and promoting academic integrity is of great concern in higher education. While some forms of textual borrowing are easily detectable even without text-matching software packages, assignments and manuscripts with an unacceptable level of copying do slip through at various levels of academic life. This paper looks at the markers of plagiarized texts identified by instructors at six higher education institutes in Central and Eastern Europe. It investigates what they perceive to be thedoi:10.14232/edulingua.2016.1.2 fatcat:2av6jowfhngeljxfv4w45neu34