Article Review and Analysis Part 2 Abstract
ARTICLE REVIEW AND ANALYSIS PART 2
ArticleReview and Analysis Part 2
Professionalwriting is a new area that is attracting interest of both studentsand teachers. Students as well as article writers are usually luredto give another person’s information purporting it to be their own.By doing this, they go against the rules of professional writing. Thepurpose of this paper is to identify the various stands taken bydifferent institutions about professional writing. A major issue inprofessional writing is plagiarism. Plagiarism is presenting someoneelse ideas without giving acknowledgment to them. The vice is nowwidespread because students can get information from many sources.One of the sources that are facilitating plagiarism is the internet.There is a need to inform students on how to use these resourcesresponsibly without contravening any of the rules. The paperidentifies the various forms of punishment that students aresubjected to once they are guilty of plagiarism. The paper concludesby giving learners the essence of developing original documents andtactics for avoiding plagiarism.
Whenstudents write research papers and theses, they are required toadhere to certain codes of ethics that appertain to writing. Theform, of writing that, follows a well laid down procedure referred toas professional writing (Mitchell et al., 2013, p. 2). Academicinstitutions and students observe professional writing through thehelp of their professors. Instructors guide them on how to developtheir thoughts hence, they can create original ideas. Besides, theygive acknowledgment other writers’ works.
Themost erroneous issue on the spotlight is plagiarism that affects manystudents in academic institutions. Students need guidance on how todevelop their ideas by basing their initial thoughts n the availableliterature. They also need to be conducted on how to use the variousacademic resources in a professional way to adhere to professionalwriting.
Casesof plagiarism come in two categories. First, there is theunintentional failure by a student to acknowledge the source of theirideas or cite the sources of their work (Bruce & Mallin, 2013, p.241). The move is lighter when it comes to the consequences.Secondly, there is the deliberate move by a student to personalizeideas that are not their own and present them as their original work.The gravity of this misconduct attracts a hefty penalty from theacademic institutions. According to the article, academicinstitutions have customized their punishment mechanisms. Venialcases draw zero scores during marking. More severe cases may lead tothe student being discontinued from an educational institution (Bruce& Mallin, 2013, p. 295).
Itis the duty of the professors, for this reason, to ascertain thatstudents stick to the stipulated academic rules and forwarddisciplinary cases to the relevant bodies (p. 295).To avoid placingthe students on the receiving end, professors and tutors take theirlearners through the accepted guidelines for professional writing.When writing their assignments and dissertations, they practice therules, and the result is a set of original ideas (Eret &Gokmenoglu, 2010, p. 37).
Reactionto the article
Thematerial triggers one to think about the daily life of a student inan institution. A student always has many projects to complete andtime management essentials. The stringent time lures students to lookfor easier ways to complete their tasks, and they mostly result tocopy and paste from internet sources.
Itis difficult for a student to get away with plagiarism. There is theneed to inculcate a habit of developing high-quality papers based onoriginal ideas. The professors orient the students to the art ofprofessional writing and any punishment that the students face whenthey break these rules is right. Due to their interaction withlearners professors can be able to tell when a certain student hascheated on their projects (Bruce & Mallin, 2013, p. 295).Dishonesty is for this reason not easy to evade.
Thearticle is very imperative to the life of a student because itprovides the stand taken by various institutions on plagiarism, andthe punishments culprits are subjected to when they cheat. However,the consequences of plagiarism are not leveled for all the studentsdue to the customization of rules by different organizations (Bruce &Mallin, 2013, p. 239). The approach can be seen as unfair becausestudents will find themselves in the same job market.
Theinternet is one of the sources that are double-edged in plagiarism.It eases plagiarism for students and at the same time enablesprofessors to detect it with ease (Eret & Gokmenoglu, 2010, p.317).When the Internet well used, it can assist the student to comeup with original papers since it harbors numerous scholarlyresources. Writing of quality papers has to be practiced by students.In professional literature, it is clear that there is no shortcut.The few channels that existed are being sealed fast throughinnovation of plagiarism detectors (Mitchell et al., 2013, 2014, p.24).
Theproduction of quality papers is proof that a student will be able tobe autonomous in their work when they come out of school. It showsthat they can critically evaluate the thoughts of other people anduse them to come up with new ideas (Mitchell et al., 2013, p. 24). Anoriginal paper is a reflection of students` ability to complete theirassignments on time, work independently and strictly followinstructions.
Inconclusion, the writing of original papers remains a significantinput in the life of a student in an academic institution. Studentswill have to write essays that rely on reputable sources for them tobe safe from the vice. Professors should orient their students toprofessional writing in a comprehensive manner. When this gets intotheir minds, they will be able to write original papers throughouttheir stay in school. In addition, they need to evaluate the ideas ofother authors critically, and then deduce their ideas from theirarticles. Such papers score impressive marks and will be a gateway toinnovation.
I.Requirements of research papers
II.The role on instructors’ and academic institutions in controllingplagiarism
I. Plagiarism and academic dishonesty
II.Rules for avoiding plagiarism
IV.Methods for discouraging plagiarism
A. Plagiarism categories
I. Unintentional acknowledgement of source
II.Deliberate move by a student to personalize ideas that are not theirown and present them as their original work
I.Awarding zero scores
C.Responsibility of educators in preventing plagiarism
I.Training students to avoid plagiarism
II.Forwarding plagiarism cases to the respective departments
III.Implementing the stipulated guidelines for preventing plagiarism
I.Causes of plagiarism
II.Role of professors in preventing plagiarism
IV. Relationship between plagiarism and the internet
V. Strategies for controlling plagiarism
Bruce,P. J., & Mallin, S. (2013). Plagiarism and its treatment inhigher education. Journalof Further and Higher Education,26(4),239-319.
Eret,E., & Gokmenoglu, T. (2010). Plagiarism in higher education: acase study with prospective academicians. Procedia-Socialand Behavioral Sciences,2(2),3303-3307.
Mitchell,L., Jolley, M., & O`shea, P. (2013). Writingfor psychology 4th ed.Wadsworth: Belmont.