Nobody Like a Copycat Assignment

Nobody Like a Copycat Assignment Words: 1714

Conveniently, while students are completing their research, many subjects have topics that represent their Houghton so perfectly that they can not put it in their own words. And instead of taking the effort to word the information differently or citing references correctly they are in violation of copyright laws, the act known as plagiarism. Professors and faculty members are faced with the need to Stop this unethical behavior by first coming to the realization that plagiarism is a problem in today’s academic society and the reasons behind the student’s behavior and then deciding on the best way to stop plagiarism from getting out of control.

The negative impact with the growing trend of plagiarism not only affects he faculty members in today’s academic society but the students as well. According to a study conducted by Duke University’s Center for Academic Integrity (Vincent, Overlord, and Adams, 2006), internet plagiarism has quadrupled in the past six years. The growing amount of information available for students to gain knowledge online is making it harder for professors to check references and possible plagiarism. In a 1999 survey, 10% of students admitted to popularizing off the Internet, that number rose to 41 % in 2001 (Toots, 2004).

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One could assume that the alarming rate of increase could possibly be due to the student’s lack of guilt in admitting to plagiarism instead of the overall increase in the amount of plagiarism itself. Whether this assumption is valid or not, the situation at hand is still a growing dilemma and is not committed primarily by the lower-achieving students but the high-achieving students that have the most to gain (Toots, 2004). The deterioration of ethics in the academic world cannot wholly be blamed on the students; fore the administration is responsible for taking actions against these methods.

Collegiate studies showed that nearly 88% of faculty embers admitted they observed some form of cheating and that only 32% of those members did anything about the situation (Morale’s, 2000). Many professors rather have a favorable evaluation from students than to deal with the hassles of trying to prove that a student has committed plagiarism. These hassles include lack of support from the administration and fears of being sued by student who are acquitted of any charges (Morale’s, 2000). What good is to teach that plagiarism is ethically wrong when the professors who teach this fundamental value will not take the steps to correct the problem?

These students who commit plagiarism whether it is from laziness or from not being taught correctly on proper citation are the leaders of the future. A very disturbing thought if one thinks about it. The World Wide Web with its vast and seemingly unlimited resources of knowledge harbor sites that make money for creating ideas and writing research and term papers for students. A student can easily purchase an “original” essay from Graveside. Com or have experts in India complete computer-programming homework from Orientated. Com (Vincent et al. 2006).

With the wide spread use of the Internet throughout the campuses ND the pressures of deadlines on students, especially during then end of term, this booming business of buying and selling of popularized work is being used more often. Students only have to look to search engines such as Google to find sites like Appeasers. Com or Essayists. Com that offer thousands of subjects to relieve some of the pressures of college (Toots, 2004). For one day delivery, for the low price of 324. 95, a student can purchase an “original” essay including free bibliography and footnotes from schoolbooks. Mom (Mackerel, 2006). This price drops to $14. 95 if one would like three day delivery for their essay. Imagine, student’s price shopping for their “original” essays on the internet. “I was going to go with Orientated. Com but schoolbooks. Com was offering free footnotes this month. You can’t beat an offer like that. ” What has become of ethics in today’s academic society? University of Central England found (McLeod, 2006) that the average student was posting four to seven assignments online to be completed by someone else.

The study also discovered that companies, acting as middlemen, were bidding on assignments so that it is harder for students to be found out by faculty members. When your in the black-market or popularized assignments, one cannot be to careful. Sean Currie, a junior from the University of Marquette, Wisconsin was interviewed (Toots, 2004). He states that the reason he uses the products offered online is because Of the pressure to succeed. He goes on to say that, “If you get a 4. 0 or a 3. 5, you’re going to die old and lonely in a gutter. And in his wisdom he adds that the smartest cheaters do not copy or cut-and-paste but they steal others ideas. With that being said, would it not be scary to find out that he became your stock broker or your lawyer? He represents the voice of today’s academic society and tomorrow’s ethical business man. While students have used the Internet to find various sites to have their assignments cultured for them; professors have an assortment of sites to submit assignments to check for plagiarism. Turning. Com is by far the most widely known web based plagiarism checker available for university faculty to use.

The company was created by paradigms in the late 1 ass’s and represents clients from over 50 countries (Toots, 2004). Turning. Com has billions Of published papers and prior essays written by students to compare against the submitted material (McLeod, 2006). The database will then spot any suspicious information and present the professor with a side-by-side copy of both the submitted paper and the original work found. The professor can then determine if the student copied the information or if the information is just written fairly alike.

This side-by-side copy of information is needed when presenting a case of plagiarism to the university administration. Another site available is authenticate. Com, created by John Barrier founder of and CEO of paradigms. authenticate is an offshoot of the Turning. Com technology that the company created and is used by 2,500 universities and gig schools nationwide (Berger, 2004). Clients of authenticate can be expected to pay a base fee of $1 ,OHO plus additional fees for every 500 words submitted. Mudroom. Com is also a plagiarism detection seems that was made available in the fall of 2003.

Annual fees for this service range from $5,000 to $1 5,000 (Berger, 2004). Turn-around time for results through Mudroom is 12 to 24 hours. While many universities and newspaper companies use these anti-plagiarism sites there are those people in society that feel that the use of these sites are themselves using unethical behavior. Peter Levin, of the London School of Economics states (McLeod, 2006), “Ironically, Turning is taking millions Of previously submitted papers, in each of which the copyright resides with the student author, and C without the freely given consent of the author C] using them to make money. Although the sites are not violating any copyright laws, the thought of a legitimate business making money off of the writings of others without consent could be questionable. Without these sites, teachers would be facing an unbearable amount of research to verify every student’s written papers. Whether or not sing the plagiarism sites is thought of by some as unethical the alternative of not using them would be to ultimately let those already popularizing and many more to get away with it unchecked.

With the rise of plagiarism in the academic society the university faculty and administrative body need to come up with ideas to keep plagiarism at bay. Some universities require all [plagiarism] cases to be reported to special committees while other universities tend to let the teacher deal with the offending student (Toots, 2004). Universities have to lay down rules and punishments for any academic conducts and be willing to follow through with their policies. Students and faculty members should be presented with a Code of Ethics that goes into detail of what is considered plagiarism and the punishments if one is caught.

The teacher should not have to be the ones to carry out the investigations or hand out the punishments. Professors should also not be criticized or dismissed when they come to the school administration with a case of plagiarism. The school administration should conduct a formal investigation on the said student showing proof of innocence or guilt before coming to the punishment of the offense. Plagiarism should be considered a severe offense and thus have severe punishments according to the offense made.

Minor offenses could be that the student did not site information obtained correctly or bits and pieces of information has been cut and pasted into the paper. The extreme offenses of plagiarism would include those students who cheat for their grade by coping papers written by others or buying their assignments through the Web. Various punishments for these said offences could mean: formal counseling from the administration; documentation of the offence to be placed in the students file; loss of credit for the assignment r the entire class; suspension; and/or expulsion.

Professors should try to create a learning environment that prevents plagiarism from becoming a problem. The students should be taught thoroughly on citing information and referencing material during writing so that simple mistakes of citing are not an issue. Assignments could be designed to have the students “reflect on their own progress, or draw on personal experience. ” (McLeod, 2006) Doing so would make plagiarism harder because every student has different experiences that he or she can relate to for any given idea.

Another idea to press plagiarism is to have the student discuss the material in class, like an oral exam (McLeod, 2006). If the student has to verbally explain the assignment and how one came to that conclusion then the student will have to have an understanding of the information being discussed. Other ideas are to have the students complete the assignment in stages (Puke, 2005). An example would be for the professor to have the outline, rough draft, and the final copy presented for credit. This proves a work in progress that would eliminate the possibility that the student purchased his or her assignment through a paper mill.

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