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Did the Teacher Do The Right Thing?
In a recent ethical case a mother was mad that the teacher made the college students submit their term papers into Turnitin.com. The teacher had never done that prior. The mother was outraged and feels the teacher didn't tell the students enough information. The mother thought that the teacher was being unfair and that the students should have had time to clean their essays up. Ethically, the students should always turn in a paper that is their own work no matter where the essay would be turned in.
I understand why one would think the teacher was being unfair. Some may argue that what the teacher did was entrapment. By not telling the students where the essay would be turned in was leading them to think that
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The teacher doesn't owe the students anything,because on the first day of school the teacher laid out all his expectations.He probably warned everyone on how students should not plagiarize. If he has told the students once that he expects all the students not to plagiarize then he doesn't need to tell the students every paper. And just because he doesn't tell the students every paper doesn't suddenly make it right to plagiarize. The teacher laid out all the expectations and the students should respect that. The teacher is there to guide the students and is expected to tell the students what he expects for the paper (rubric). He didn't have to tell them where it is being turned in to because that isn't important for the essay. What was important was that the students wrote each of their essays in there own words. The job of the teacher was to give the students the valuable information to succeed on their papers, and by telling them where they will submit their paper does not help them out. No matter where the students turn the paper,in the paper should always be the students or else its plagiarizing. Under no circumstance would plagiarizing be suitable, because plagiarizing an essay is the equivalent of stealing. It's never appropriate to just go take someone's purse and steal all their money, and that should be known to everyone.When you're five years old and the teacher tells you not to run on the cement, because you can fall and trip, the five year old won't understand. If you are in college you would understand the concept. College students brains are more developed then a five years old, and they can understand more.College students should be able to grasp the concept that plagarizing is never right and wont get students anywhere. If students want to just take the easy road and just forge everything then why don't they forge their degree. If students are not
... to support the claim of plagiarism. But the woman who wrote of her experience with Anorexia was confronted with no evidence at all, just a suspicion. Professors are not taught how to approach these situations. If sales associates in retail stores are not allowed to confront suspected shoplifters without consulting loss prevention staff and real evidence, professors should not be able to do the same with suspected plagiarizing students. Students are likely always going to find some way to cheat because there is too much importance put on grades from a very young age, and not enough on the importance of actual learning.
In the first place, writing at any level is a challenge. It is a process that requires active thinking as well as creativity. Equally important, is the drive to understand what is necessary to inform the reader when using someone else’s work. In his findings, Gabriel begins with examples of students that committed plagiarism in colleges both unknowingly and intentionally. After exploring the opinions of writing tutors and officials in these situations, he suggests that many students fail to realize that plagiarism is a crime (Gabriel). He relies on the expert opinions of educators who deal with these situations on a daily basis. One such opinion mentioned, is that of Teresa Fishman, the director for the Center of Academic Integrity at Clemson University (Gabriel). She stated, “It’s possible to believe this information is just out there for anyone to take” (qtd. in Plagiarism Lines). This is said in reference to how easy technology has made “copying” and “pasting” of information according to Gabriel. He visits both sides of the fence, so to speak, concerning the views...
The article Cybercheats clearly shows the cause/use of plagiarism. Students of all ethnic backgrounds use plagiarism. However it also shows how most schools are trying to crack down. Two employees from National Institutes of Health actually have a program that can decode essays that may have some sort of plagiarism. It is clearly obvious that the students who do indeed use this from of cheating have no real values. As Michael Miller, a teacher at Georgetown University, says, "It's really up to the individual reader to do with the information what they will, good or evil. I belong to a school that says teach people to do the right thing and then turn'em loose." It seems that if you are adult enough to actually attend collage then you are adult enough to handle the pressures and responsibilities that come along with it. For most cases the use of plagiarism is clearly used by students who don't know the value/capabilities of there own. They also aren't usually aware of the consequences.
The first thing observers will notice is the “readability issue” when they read George Brown College’s student code of conduct and discipline, in particular, the part of the definition of plagiarism. It is full of long and wordy sentences, which can make readers confused and disoriented. Seneca College’s academic honesty, on the contrary, has a highly ordered structure so that readers can see the flow of the rules. It is arranged in order that why the academic honesty policy has been written and what types of things might be regarded as academic honesty
Rose writes of other students he tried to help as they sat in front of him with eyes that were both sad and confused. From young, jocks, to a twenty-eight year old mother, and an insecure girl that was so afraid to use her own ideas, she turned to plagiarism. Rose explains this situation in great detail. “Students were coming to college with limited exposure to certain kinds of writing and reading and with conceptions and beliefs that were dissonant with those in the lower-division curriculum they encountered. Rose places great blame on the professors who assume that these students are culturally prepared to address, and analyze, ideas and concepts that they have never even heard of before.
Over the past ten years teachers have witnessed a drop in student preparation and a rise in apathy and cheating. Students who cheat do so from a variety of motives. Making this situation even more difficult is that faculty members do not even define plagiarism the same or punish it consistently (Howard, “Sexuality” 473). Some surveys even show that teachers simply ignore the problem or do not report plagiarism because: “they do not want to be bothered, because they think only the student who cheated is actually harmed, or because of the unpleasant bureaucracy and documentation ramifications” (Moeck 484). Alschuler and Blimling add to this list the fear of litigation, student reprisals, administrative reprimands and lack of support (124). With such diversity and outright dissention among teachers, finding solutions to these problems will require not only a common purpose but also an understanding of what may be at the heart of these issues. One potential answer lies in educating ourselves about the history and nature of plagiarism. Another potential answer lies in analyzing how so many students arrive at college ill-prepared and apathetic. Freire’s theories on banking education may explain some of these problems concerning student preparation and academic integrity.
With the advent of the internet, more written material is being published than ever before, including essays written to fulfill college assignments. Is it any wonder that many students, ill-prepared by a culture of quick-fix solutions, choose to buy essays available online and submit them dishonestly as their own work? No. It's predictable.
...y. "Plagiarism." Michigan State University Board of Trustees. Web. 11 Feb 2014.) Is it really worth plagiarizing? Plagiarizing has serious consequences that aren't worth the risk. The consequences of plagiarizing, depending on the policy, could range from getting an F on the assignment, an F in the course, or even as serious as getting kicked out of the college and never being able to come back. So to answer the question, "is it worth plagiarizing?" The answer is no. Why would you want to take the risk of getting kicked out of college? You're paying for your education and you're going to let it all go because you didn't want to do the work on your own? That's pure laziness and it shows that you don't care.
...me I have to write an essay, I get mad because teachers expect different ways to write the essay. If all the schools and teachers prepared us and taught us the right way, it wouldn’t be so complicated. Plus, it would make writing easier. The article explains what college professors looks at, and if I don’t do what they expect I’ll probably fail the class. Like it said in the “College Writing” article, “Writing a five paragraph essay is like riding a bicycle with training wheels; it’s a device that helps you learn. That doesn’t mean you should use it forever.” If I had known that from the beginning, I would of pushed myself or found a way to learn the college expectation way. In the end, every day I learn something new, and hopefully I will learn how to write more than a four page essay before leaving college. I want to feel accomplished and successful in my life.
The impact of plagiarism can be a self-destructive for a student. On the other hand, plagiarism may cause an instructor to feel betrayed and disrespected by a student.
Firstly, several students, either in high school or college, are completely oblivious on the consequences of plagiarism or cheating. For students it is easy to go to the internet and “simply insert phrases directly into reports” (Source D). Might seem convenient at the moment, but it would not be when they get expelled or suspended because of their actions. Just by making a student sign “a pledge of honor for each piece of paper submitted” (Source B) does not guarantee the student will stay true to that pledge. By signing this “honor pledge” does not mean the student is informed about the consequences of breaking the pledge. Students also believe that this
This form of cheating occurs more often than it should because students may not feel confident in their own work; they are constantly being reminded by society that they must do their best and receive the highest academic achievements. So why has society shamed students for taking such actions when society is partly to blame for the situation. But society is not to blame alone; students themselves are also held at fault, because it is their self-doubt and lack of time management that result in them plagiarizing. If students had the experience of submitting actual personal work, they would understand that being praised by their peers is more appreciable and could add to their overall self-worth. Students would also be proud of the grade they receive because it is one they truly deserve for their hard work and not for the work what someone else has already done. Students do not see how easy they could commit plagiarism without knowing they are plagiarizing. It is as simple as using a quote and not giving credit to those who deserves it. Students also do not seem to know that there are different forms of plagiarism, that there is not just one, but five types of
Teacher Ethics “Ethics are defined as a set of principles of right conduct; the rules or standards governing the conduct of a person or the members of a profession” (Dictionary of the Human Language, 2000). Teachers are often put in situations that require more than just knowing the basic school rules. It is within these situations, that the ethical dilemmas occur. There is not always a right way to deal with the many daily problems that face educators, but there are ways to handle situations that are better than others. Teachers should follow and refer to a code of ethics to help teach in the most appropriate and ethical way as well as a guide to help deal with dilemmas.
Plagiarism is a very serious subject to talk about. It doesn’t sound like it is that big of a deal but very serious things can come out of it. Students could lose scholarships and get kicked out of school for something as simple as copying someone else’s work. Students should learn the rules and regulations of the school ,that they are attending, about plagiarism.[1] That’s basically what plagiarism is; copying someone else’s work.
Plagiarism is a serious offense and a growing trend in our society today. Some may associate plagiarism with the idea of taking someone else’s writing and making it their own. In fact plagiarism involves anything that is copied or taken and said to be of your own work. Dictionary.com defines plagiarism as “the unauthorized use or close imitation of the language and thoughts of another author and the representation of them as one's own original work, as by not crediting the author”. In fact this definition covers all types of cheating and misrepresentation of ones own work. There are many numbers and statistics that can be found on the amount of individuals that have admitted to cheating. Perhaps the most astounding number is one that was reported by Moeck in 2002 aloft of 40% of higher education students commit academic dishonesty. This number I’m sure has grown since this report and will continue to grow with the development of the Internet. There are a number of ideas and strategies that can be employed in order to stop this ever-growing phenomenon. As teachers and adults, we are responsible for stopping this trend and educating students about the consequences and dangers of plagiarism. I believe there are a variety of reasons individuals plagiarize. First, students are insecure with their own ability; they don’t believe they can do the work therefore they take others. Second, students believe they can get away with the act because they know others who have plagiarized, and there were not any consequences. Lastly, students are uneducated on what plagiarism is and do not know the consequences of their actions if they commit an act. These ideas will be the focus of the position taken on plagiarism in today’s academic society.