The obvious use of plagiarism in college students’ assignments has become a major problem in today’s education system. Due to this, instructors are trying to find ways to teach their students about the ethics involved in writing so that they will stop plagiarizing. However, in order to do this, instructors must first understand how students view plagiarism and understand the best ways to put an end to student plagiarism. In “Winning Hearts and Minds in War on Plagiarism,” Scott Jaschik effectively persuades his audience of college level English instructors to prevent students from plagiarizing by using rhetorical choices such as irony, an appeal to authority, and jargon. One rhetorical choice that Jaschik uses in order to enhance his purpose by shining a light into the minds of students is irony.
All across the nation plagiarism is at the pinnacle of conversations among universities. Without a doubt, plagiarism presents a problem that needs to be addressed in universities even today. In the article “Winning Hearts and Minds in War On Plagiarism”, Scott Jaschik seeks to persuade his audience that students need to be taught how to correctly write a paper to eliminate plagiarism. Jaschik addresses that teachers are adopting new methods of teaching in order to benefit the student`s knowledge on plagiarism. This article, published in Inside Higher Ed.
This article, published in Inside Higher Ed in 2009, primarily targets university writing educators. In this article, he specifically explains educators' unique approaches to solve plagiarism. He also reveals different causes that induce students to plagiarize. Moreover, through his explanation, he aims to convince the intended audience that plagiarism requires a unique approach that considers students' perspectives and focuses on curative and preventive aspects. In his article, "Winning Hearts and Minds in War on Plagiarism," Jaschik effectively employs university writing educators' opinions, students' perspectives, and an opened-ended conclusion to persuade university writing educators to find their unique ways in order to address plagiarism.
Because of appropriate explanations of her teaching experience and references, this article clearly visualized the way students should prepare for class participation. For example, she used this characters Tracy Flick, Paris Geller, and Darrin floen as references to show different categories of students behavior. Although Schuman seemed to be pretty instructive and caring throughout the article, she was very strict and demanding about students' effort. In the last paragraph, she said, "The purpose of college is to create conscientious, thinking individuals who know how to function in society. Which-unless you plan to be a boorish, uncompromising pain in the ass for the rest of your life, in which case good luck".
Jaschik addressed this problem and offered the solution of instructors being more open minded to plagiarism in his article, “Winning Hearts and Minds in War on Plagiarism”. Jaschik uses many rhetorical choices, such as illustrations, formal diction, and expert testimonies in order to argue that, “we also need to make decisions on more than just legalistic approaches”(265), while also trying to teach students more about plagiarism. Jaschik successfully persuades his intended audience of first year writing instructors of why just punishing student’s for plagiarizing is not as effective as being more open-minded and teaching students more about
Lynne V. Cheney, author of the essay, “PC: Alive and Entrenched” states that “composition courses have become particularly susceptible to ideological teaching,” (The Presence of Others, A. Lunsford and J. Ruszkeiwicz, p. 114). In Cheney’s essay, she discuss es a statement from Maxine Hairston, former chair of the Conference on College Composition and Communication. The statements show how Hairston believes that “the new model for freshman writing programs as on ‘that puts dogma before diversity, politics ... ... middle of paper ... ..., and is probably always difficult, but not more so than overcoming another teacher’s poor instruction.” (p. 130) This statement draws the two together and I cannot think of a better relationship between the student a nd teacher. I would like to sum this all up with a conclusion from Zawodniak, (p. 131)... “Students and teachers have to get personal: students have to get into the personal to write about it, and teachers have to talk about the personal to help us talk about it. Teacher and student must work and continue conversations together...”.
College courses have evolved over the course of history, adapting to the ever changing ways students learn, speak, and write. But focusing on the writing aspect of education, do teachers/professors really grade fairly? The university is diverse and students come from so many different backgrounds, and writings cannot always be done exactly how an instructor desires it to be, or in the correct voice. Correct voice means that a student uses words that professors wants to see and construct their essay the way that they like to read. A student’s voice, the tone and form his/her essay is written in, is shaped by their culture, society, and factors outside the professor’s wishes.
And a final example would be that the internet now supports essays online which can be purchased of anothers work that has already been completed. Yes, there are times that instructors are not clear on what on what is acceptable and unacceptable regarding plagiarism. An exmaple of this would be when a teacher is still teaching from an out of date academic book, and therefore relays the incorrect information to the student. As a solution, we need to find what can be done to better address students compromising ethics as they deal with performance pressure. Parents need to emphasis obedience, honor and respect for authority to their children in the home first, and it will
The student anxiety and fear management are the sections that really stood out to me in Cox’s book because I know that it relates to me especially when she had put some testimonies from other college students, this is relatable to me. From reading the fear management section and going over this book excerpt in class, I know that I am not going to avoid any formal assessment just because I am too afraid my writing will suck because I know that some peoples strong suits is in writing but some is in other areas, mine is working with
There are also instances in which the student may be confused about plagiarism. This essay discusses the fact that student plagiarism is rampant on college campuses, but the blame may not lie entirely with the students. In his essay, White claims that the amount of student plagiarism is shocking, but the teachers need to make sure that students have been taught about citing sources. Many professors automatically assume that students have been taught everything they need to know for the class beforehand. If the students were supposed to learn something in a previous class they may have a good reason not to know it.