Name: University: Course: Tutor: Date: Internet plagiarism among college students Introduction Plagiarism is using words, ideas and work of another author and representing the work as one’s own (Sadler 361). Sadler Brook provides ten arguments why plagiarism is wrong…
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In this argument, the author asserts that students break this trust and prevent any possibility of being educated. The professor feedback will not allow the student to reflect on the assignment and identity new ways of improvement since the student does not own the work (Sadler 361). Fourth, Sadler asserts that plagiarism disadvantages other students especially in research papers. In this argument, the author asserts that the professor develops negative perceptions of the other students’ ability to deliver high quality work especially if the plagiarized work is of higher quality than the others. In addition, the professor may change the grading scale and will not be able to evaluate the effectiveness of his teaching strategies and instructions. Plagiarism is an injustice to the other students (Sadler 361). Fifth, the students who plagiarize do not benefit from the plagiarized materials or work since they have no opportunity of learning or engaging with the ideas. Much of the student learning consists of preparing the assignments, thus students do not acquire any skills from presenting plagiarized work. In the sixth argument, plagiarism induces the student to laziness and low-self esteem that leading to habits of dishonesty and cowardice. The seventh argument why plagiarism is wrong is that it will make the student to believe that dishonesty is good in their later live (Sadler 262). This belief will curtail the ability to seek internal good through competition with others in order to secure self-interests. This behaviour will advance the notion that institutions such as universities do not promote social goods, but provide an avenue to attain private ends. In the eighth argument, plagiarism diminishes the purpose of university education since students do not acquire skills and knowledge that is essential in corporate world or public service (Sadler 362). In addition, this leads the public to suspect the value of higher education if graduates cannot demonstrate skills and knowledge acquired after their higher education. The author asserts that plagiarism denies the student the opportunity to take a pride in his work through creativity and self-expression of knowledge acquired in class. It violates the academic integrity thus limiting the ability to engage in long-term scholarly commitment. Own academic work inspires humility and creates interest in further intellectual development. On the last argument, the author assert that students learn from interpersonal engagements thus this opportunity is limited if the students only provides the professors with pre-packaged goods (Sadler 362). The student will experience a limitation in self-expression and navigating concepts. One of the strengths of this article is that it provides the impact of plagiarism on both the student and professors. The article clearly outlines the purpose of university education and the negative impact of plagiarism on the life of the student (Sadler 362). However, Hunt Russell argues that the internet revolution provides reasons why students should be happy with internet plagiarism. In the first argument, Hunt notes that institutional rhetorical writing environment does not support internet plagiarism. Literary essays, research papers and term papers cannot be used to assess the skills and knowl
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