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April Star Jeweler | Cheating essay plagiarism

Before a faculty member charges a student with cheating or plagiarism, the faculty member should have reasonable evidence with respect thereto. Reasonable evidence includes documentary or other physical evidence, personal observation, or testimony. Prior cheating or plagiarism is not reasonable evidence. In order to establish facts of the student's knowledge or skill, the faculty member may ask the student to provide such additional demonstration of competency as the faculty member deems necessary to evaluate scholarship and academic performance. The faculty member must advise the student that a decision to provide an opportunity for such an additional demonstration of competency is entirely at the faculty member's option and that the student may comply with the request of the faculty member at the student's option. Neither compliance nor non-compliance shall be considered an admission of cheating or plagiarism.

Free Essays; Cheating and Plagiarism - The Plague of ..

To tackle this issue, many high schools are trying out software that can easily spot plagiarized work. The Turnitin programme is used by universities across the world. Teachers can highlight a block of text they believe was copied and the software searches the Internet to see if it is already online. William Murray, a Turnitin spokesman, said the Internet made it easy for students to cheat. He pointed to the hundreds of sites that offer sample essays and essay-writing services. He added that students often do not know they are cheating when they copy-and-paste from the Web. This view is supported by teacher Diana Barker, who said: "I think the majority of students who engage in plagiarism do it more out of ignorance than the desire to cheat.” Dr Bousted noted that: “Pupils are the real losers because they lack the skills they appear to have.”

Essay on plagiarism and cheating

Plagiarism cheating and Essay on

It is the policy of the faculty and administration to deal effectively with the student who practices cheating or plagiarism. These acts are fundamentally destructive of the process of education and the confident evaluation of a student's mastery over a subject. A University maintains respect and functions successfully within the larger community when its reputation is built on honesty. By the same token, each student benefits in helping to maintain the integrity of the University. This policy, therefore, provides for a variety of faculty actions including those which may lead to the assignment of a failing grade for a course and for administrative actions which may lead to dismissal from the University. This document is written with the intent to support the traditional values that students are on their honor to perform their academic duties in an ethical manner.

The following definitions of cheating and plagiarism shall apply to all work submitted by a student. Any change or refinement in the following definitions or applications of the definitions, necessitated by the nature of the work involved, shall be made by the faculty member or departments desiring the change. Any change shall be announced, in writing, in the relevant classes before the work is assigned and a copy of the changes will be filed in the department office and in the Office of Student Conduct and Ethical Development.

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Essay on cheating and plagiarism Custom paper Help


Teachers want their students to practice search skills on the Internet but are finding it difficult to cope with the increasing level of plagiarism. To encourage originality in expression of ideas and prevent students from taking credit for the writing of other people, school districts are turning to a service that can quickly identify academic work that is plagiarized. This service detects whenever more than 8 words are used in a paper without identifying the original source and can serve as evidence to confront misbehaving students and parents. This prevention resource, already applied by public schools in many states and the authors of this presentation with their college students can be found at On a typical day, 30,000 papers are submitted to the service for checking. More than 30% of these documents include cheating. Bruce Leland (2002), a Professor from Western Illinois University, provides suggestions for teachers about how to deal with plagiarism and what to tell students regarding ethical expectations of them. See

Adolescents are rarely asked to evaluate the merit of assignments their teachers give them. Another way to assess student reaction is from conversations in which they describe aspects of their school experience. For example, Jamal is a sophomore from Montgomery, Alabama. He believes that it is misleading to focus only on the inappropriate motives of students. Jamal suggests, "Maybe a bigger problem is that teachers require students to memorize instead of teaching them how to think. You can cheat if all you are going to be tested on are facts but it is much harder to cheat when you are asked to attack or to defend a particular position and actually write an essay."

Jamal's outlook may not reflect the consensus of classmates. Nevertheless, his view that teachers could minimize cheating by developing more challenging tasks, which are less vulnerable to cheating, is gaining support. Assignments that motivate students to learn by doing, encourage reciprocal learning in cooperative groups, support self-directedness, and foster original thinking are essential shifts in teaching that will allow students to become actively involved in construction of their own knowledge. Traditionally, teachers have devoted most of their effort to preparing for the direct instruction to be presented in class and spent little effort on developing assignments that permit students to learn on their own.

Individual and team projects are another problematic context for cheating. These suggestions can help teachers reduce the likelihood of dishonest behavior.

1. The purpose of every project should be clear, identify anticipated benefits, and invite dialogue regarding methods, resources, and the types of products that are acceptable for submission.
2. Relevance for the students should be established. The connection between curriculum and real life is confirmed when students can get credit for interaction with informants of other generations or cultures whose experience goes beyond the perspective that is offered by the teacher and text (Strom & Strom, 2002).
3. Encourage students to express their feelings and describe the processes they use to reach their conclusions. These presentations are more interesting to write and more satisfying to read (Johnson, 2004).
4. Emphasize higher order thinking and creative behavior. Instead of reporting only knowledge, student participation should involve practice with higher-level abilities identified in the Taxonomy of Educational Objectives (Krathwohl, 2002).
5. Go beyond the customary scope for problem solving. Students are frequently presented questions the teacher already knows answers for or could readily find. Yet, generating alternative solutions and then making choices is often the key to overcoming challenges in life (DeBono, 1999).
6. Encourage varied types of information gathering. Submissions might include a hard copy of located web data accompanied by the same information summarized and interpreted in a student's own words, results drawn from polls or interviews, and descriptions of steps in an experiment.
7. Identify the criteria that will be used for evaluating the quality of performance. When students know ahead of time criteria to be applied in judging their work, they can concentrate instead of being anxious and reporting at the end "I wasn't sure if this is what you wanted."
8. Allow students to reflect, revise, and improve their final product. Having access to suggestions from classmates who have read their work and being expected to revise a product supports perseverance and learning how to accept constructive criticism.
9. Consider the use of oral critique. This method allows students to make their views known verbally, permits classmates to practice offering helpful criticism, enables teachers to call for clarification when points are unclear, and eliminates the use of technology tools for deception.

Cheating is defined as the act of obtaining or attempting to obtain or aiding another to obtain academic credit for work by the use of any dishonest, deceptive or fraudulent means. Examples of cheating during an examination would include, but not be limited to the following: copying, either in part or in whole, from another test or examination; discussion of answers or ideas relating to the answers on an examination or test unless such discussion is specifically authorized by the instructor; giving or receiving copies of an exam without the permission of the instructor; using or displaying notes; "cheat sheets," or other information or devices inappropriate to the prescribed test conditions, as when the test of competence includes a test of unassisted recall of information, skill, or procedure; allowing someone other than the officially enrolled student to represent the same. Also included are plagiarism as defined and altering or interfering with the grading procedures. It is often appropriate for students to study together or to work in teams on projects. However, such students should be careful to avoid use of unauthorized assistance, and to avoid any implication of cheating, by such means as sitting apart from one another in examinations, presenting the work in a manner which clearly indicates the effort of each individual, or such other method as is appropriate to the particular course.

Cheating essay plagiarism
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Turnitin - Technology to Improve Student Writing

To tackle this issue, many high schools are trying out software that can easily spot plagiarized work. The Turnitin programme is used by universities across the world. Teachers can highlight a block of text they believe was copied and the software searches the Internet to see if it is already online. William Murray, a Turnitin spokesman, said the Internet made it easy for students to cheat. He pointed to the hundreds of sites that offer sample essays and essay-writing services. He added that students often do not know they are cheating when they copy-and-paste from the Web. This view is supported by teacher Diana Barker, who said: "I think the majority of students who engage in plagiarism do it more out of ignorance than the desire to cheat.” Dr Bousted noted that: “Pupils are the real losers because they lack the skills they appear to have.”

What Can We Do to Curb Student Cheating

5. LETTER: Write a letter to the head teacher of a school. Ask her/him three questions about plagiarism in her/his school. Give her/him three suggestions on what (s)he should do to stop students from cheating. Read your letter to your partner(s) in your next lesson. Your partner(s) will answer your questions.

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