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Scott Jaschik discusses various situations of plagiarism in college in his article, “Winning Hearts and Minds in War on Plagiarism,” in order to argue that there are more efficient solutions to prevent plagiarism. Having his article published in an online news source, Inside Higher Ed, allows for Jaschik to have an audience of first year English and college instructors interested in learning about higher education. Jaschik writes in general to an audience who is interested in academic integrity and those who want to either stop or learn more about plagiarism. Jaschik employs various situations such as an online student discussion board and an assignment to purposely plagiarize in order to highlight common issues with why students plagiarize.
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.
"Winning Hearts and Minds in War on Plagiarism" written by Scott Jaschik opens with the this statement, "It's come down to this: Writing professors are so desperate for new ways to teach undergraduates about academic integrity that they are assigning them to plagiarize "(Jaschik 92). Jaschik's essay begins with the experience of first year writing professor Kate Hagopian. In hopes of teaching the students a lesson which would have lasting results, Professor Hagopian asks her classes to deliberately plagiarize an assignment. In the essay, Jaschick discusses Hagopian's method as wells as other methods to control plagiarism. The information for the essay is gathered while Jaschik attends a meeting of the Conference of College Composition and Communication.
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.
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.
The author provides some tips for college students to read actively by taking notes and writing comments. In order to be a critical thinker, the author emphasize reading is significant and to read deeply approach to critical thinking. (Change) Translating into college, it requires enormous differences from high school because it demands college students to be independence and increased competition, temptation and expectation. Students feel stressful, and they have to struggle with tons of college standards and rules. In the “Thinking Critically, Challenging Cultural Myths” proves that college students not only understand the meaning well, but also they comprehend the implication of the reading.
Linton, Madigan, and Johnson effectively display the importance of an undergraduate multi-disciplinary english course by acknowledging opposing arguments, presenting evidence of cross-disciplinary differences, and explaining the benefits of having experience in different genres of writing. To start the essay, Linton, Madigan, and Johnson address multiple arguments opposing the need for the multi-disciplinary english course, which helps them establish an even stronger counter-argument. This provides various reasons why the course is unnecessary for their audience, so that the rest of the authors’ analysis can address and disprove each doubt in the audience’s mind. For example, one of the opposing arguments include, “Furthermore, it may be the case that even within the dis... ... middle of paper ... ... formulate their argument by first explaining the differences between the genres and acknowledging the opposing arguments. The author does this to answer any general questions the reader may have about such an english class and also provides the benefits.
When drawn into a debate or conflict, she teaches us not to be aggressive and that simply saying the opponent is wrong is not sufficient, but proving them wrong is. Unlike the other two articles by Carr and Twenge, Tannen’s article will provide a new perspective and new, useful knowledge on the concept of debate that students will all encounter in college and put what they learned into use.
This resonates with me because I encourage my students not to just read the text, but discover its hidden meanings, or actively read. Adler states, “Full ownership only comes when you have made it a part of yourself…by writing in it.” It sounds simple, but for many students this is not the case. I understand when students read, they will organically stop at a passage that stands out to them, but they don’t know what to do with the pause. I encourage them to highlight this section and answer the questions: “What stands out?” and “Why does it stand out?” I invite them to write the answers in the margin, and use the margins to ask additional questions. If a student doesn’t want to write in their books, I encourage them to use a reading journal.