The Problem Of Cheating And Plagiarism

Frequently throughout the article, Nathan discusses cheating as a part of college culture. She explains that certain forms of cheating have become more “accepted” in college society and that a student’s personal life and experiences must be factored into the reasoning behind cheating. Nathan (2005) uses student answers from her online posted query, in which she posed as a student, asking “When is it OK to cheat?” (p. 29). The answers of many of the students showed that many students recognize certain exceptions that would allow cheating to be seen as

Cheating has become very normal to students on tests or quizzes. Students don’t consider the consequences of cheating on a test (Source A). If you just walked into a classroom, most probably you would see students cheating on their classwork or quizzes. Measures should be taken to reduce the amount of cheating on tests or quizzes

In school, many people are dishonest and don’t show their integrity. One major way of being dishonest and not showing your integrity is by cheating. A study shows, that by high school, 75% of students have cheated on one thing such as a test, homework or a project. In many high schools, cheating is a big problem and many students do it. Studies show that most students start cheating when they were little when playing board games and cheating to win. In elementary school, kids start “bending the rules” and look at other kids papers. Another way that people don’t show their integrity, is by plagiarizing. Plagiarizing is when you copy someone else’s ideas and say that they are your own. Another common way of being dishonest is by complicity. Complicity is when you help someone else cheat, copy homework or papers, and giving others the test questions.

Over the years, cheating does not carry the same stigma it used to represent. Because of competition and expectations, students are doing whatever it takes to achieve an A average. There are students who are fighting for scholarships or for the position to be on the top. Also, parents and teachers are the root cause of this matter because they have advocated the idea that high GPAs will lead to more successful futures. As a result, grades have become the main focus for most students,

As college standards increase yearly, students feel greater pressure to succeed. As a result of the rising academic expectations, cheating has become a national issue and most students have admitted to cheating at least once in their educational career. Overloaded with school work, students see cheating as an advantage and step towards academic success. Thus, cheating results from an urgency to do well in school and being overscheduled.

In Mari Pearlman’s L.A. Times article, “ Cheating In School Reflects Basic Confusion in Society” (1999), she discusses cheating and its effect on students, both, while in school and later in life. Cheating has been around for a long time and now cheating’s grip on students is worsening. With the more often occurrence of cheating in schools, schools need to put their foot down and put a stop to cheating in order to lower the occurrence of cheating in the future. However, there are some that say cheating is not common anymore and is rarely spotted.

75% of college students cheat at one time or another in their college careers due to laziness, competitive pressures, or simply fear. In “Cheating Lessons: Part 3”, by James M. Lang, he explains that certain learning environments unknowingly give students opportunities to cheat. Lang also provides tactics to help classrooms reduce the numbers of cheating, while aiding students to achieve their academic goals with the right “tools.”

Cheating has been an ongoing procedure that has been occurring since before I was born. This has been a problem for years and continues being so as cheating is becoming more and more common. In the article by LA Times, ¨Cheating in School Reflects Basic Confusion in Society¨ (August 22, 1999) written by Mari Pearlman, she explains how adults want teachers to punish students for cheating although they are doing the same thing, only in different ways. I agree with Mari Pearlman´s analysis on what she has to say about cheating because still to this day, it is all true.

Students may accidentally cheat without knowing due to lack of teaching during high school or may purposely commit the crime because they believe they can outsmart their professors. The plagiarists who believe they outplayed their professors because they think the instructors will not see their cheating due to their enormous load of papers and a busy schedule, however, the professors check every paper carefully no matter the workload. In addition to, the professors will always check Google, and many plagiarists tend to forget that the instructor has access to the web address to double check to see if the student stole information. Students who actively plagiarize, remain lazy and seem careless about their future. They have no worries about what copying can lead to because they want to pass, not to learn. Laziness shows the sign of the leading cause for cheating due to students wishing to pay ghostwriters or who copy and paste work from a website rather than paraphrasing. Genuinely confused students who do not understand the concept of plagiarism that well make do with exceptions due to their mistakes although, students who plagiarize have no excuse of their slothfulness because they know the result of

When asking a student do they think cheating is bad most will say yes and will even admit to cheating.Cheating doesn’t affect many students on a regular day basis until they have been caught red-handed.When it comes to cheating blame automatically goes to the student but what about the adult as well.Some teachers have admitted to seeing student cheat but haven't said anything because it was on homework.Some teachers have even gone to the depth of helping a student cheat on a test.There was a survey that was taken through all of the high schools asking students if they had ever cheated on a test, the results were that there were 64 percent who cheated,58 who plagiarised, and above all 95 percent of them admitted to cheating of some sort.(Academic Integrity Under Statistics paragraph 3 )Students cheat to make it through a semester and to make their parents proud.Students cheat simply because of lack of knowledge, pressure from the adult looking for them to do their best, and last lack of time.

Students from my high school, Myojo Gakuen high school know that cheating is unacceptable. Yet, they cheated on quizzes or exams by using cell phones, bringing small pieces of paper with answers of test, or teaching answers to other students behind the teacher was back during the test. Not all students cheated on quizzes and exams; however, some students often cheated on quizzes and exams. One of my classmates, for example, used to cheat a lot. Even the teachers kept telling him to not cheat on quizzes and exams, he could not stop cheating. He always did not have a confidence that he could get a great score without cheating because he did not study a lot, and he made excuses why he cheated on the test to the teachers every time the he was caught cheating on quizzes or exams. At the end, his mother came to school and the teachers told his mother what he always did during the tests and he finally stopped cheating. Other students at Myojo Gakuen high school did not care about those students who cheated on the tests unless they made noise or interrupted to other student’s forces during the test. Additionally, the students who did not cheat on the tests thought that it was each student’s decision and responsibility that if they wanted to cheat on the tests or not. Students at LaGuardia Community College, on the other hand,

177 cases of academic cheating were reported in the 2013-2014 school at the University of Wisconsin (UWIRE 1). Academic cheating has been a huge problem in the educational setting for a long time. The effort to limit cheating is there, but has not always been the most effective or very well thought out. Academic cheating is present in every type of educational setting, whether it be the middle school, high school, or college level. It is present and it is a problem, which means that something has to be done. Academic cheating comes in many forms. These forms include using a technological device, asking other peers for the answers, and writing answers or helpful information down on objects, such as water bottles, phones, pieces of paper, or

After reading “Stuyvesant Students Describe the How and the Why of Cheating” by Vivian Yee, I can wholeheartedly agree with the opinions and facts presented in the article. Why? The cheating described, whether light or serious, is prevalent in the schools that I have attended. The goal of attending a prestigious university and obtaining a prestigious job has led to a craze over grades, to the point where students describe the feeling as “...addictive, in a bad way, in a sick way” (Yee 20). Similarly, the craze over better grades has led to various actions of cheating such as plagiarism and copying of answers. As stated in the article, cheating has become such a prevalent and normal aspect of schools today that the “lines are blurry”, and that no one really knows what

Cheating has become a major problem here in the United States. It seems teachers have not figured out a way to prevent students from cheating. Academic dishonesty is a virus that has spread around the entire campus. Cheating cannot be fixed by school officials because it is too large to eradicate, and because there is no way for teachers or anyone to stop students from having the desire to cheat.

While the problem of cheating has persisted in higher education, the perceived seriousness of cheating continues to change (McCabe & Trevino, 1996; Stephens, Young, & Calabrese, 2007). Notably, students with higher moral development levels view cheating more seriously than those with lower moral development levels (Leming, 1978; Semerci, 2006). While the process of going to college promotes students' moral development (King & Mayhew, 2002) and higher moral development levels correlate to lower incidences of cheating (Leming, 1978), determining the relationship between the two is necessary. Prior research has demonstrated a positive relationship between higher moral development levels and lower cheating incidences; however, most data is more than 30 years old (Leming, 1978).