Read Lawrence Hinman's essay "How to Fight College Cheating" (attached)Answer the below 3 questions with 25+ words per question response (please number your responses)5. In paragraphs 8 and 9, Hinman
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This essay appeared in the Washington Post on September 3, 2004.
LA WRENCE M. HINMAN
HOW T O FIGHT COLLEGE CHEA TING
Recent studies have shown that a steadily growing number of students cheat or plagiarize in college—
and the data from high schools suggest that this number will continue to rise. A study by Don McCabe
of Rutgers University showed that 74 percent of high school students admitted to one or more instances
of serious cheating on tests. Even more disturbing is the way that many students define cheating and
plagiarism. For example, they believe that cutting and pasting a few sentences from various W eb
sources without attribution is not plagiarism. 1
Before the Web, students certainly plagiarized—but they had to plan ahead to do so. Fraternities
and sororities often had files of term papers, and some high-tech term-paper firms could fax papers to
students. Overall, however , plagiarism required forethought. 2
Online term-paper sites changed all that. Overnight, students could order a term paper , print it out,
and have it ready for class in the morning—and still get a good night’s sleep. All they needed was a
charge card and an Internet connection. 3
One response to the increase in cheating has been to fight technology with more technology .
Plagiarism-checking sites provide a service to screen student papers. They offer a color-coded report on
papers and the original sources from which the students might have copied. Colleges qualify for
volume discounts, which encourages professors to submit whole classes’ worth of papers—the
academic equivalent of mandatory urine testing for athletes. 4
The technological battle between term-paper mills and anti-plagiarism services will undoubtedly
continue to escalate, with each side constructing more elaborate countermeasures to outwit the other .
The cost of both plagiarism and its detection will also undoubtedly continue to spiral. 5
“The cost of both plagiarism and its detection will also undoubtedly continue to spiral.”
But there is another way. Our first and most important line of defense against academic dishonesty
is simply good teaching. Cheating and plagiarism often arise in a vacuum created by routine, lack of
interest, and overwork. Professors who give the same assignment every semester , fail to guide students
in the development of their projects, and have little interest in what the students have to say contribute
to the academic environment in which much cheating and plagiarism occurs. 6
Consider, by way of contrast, professors who know their students and who give assignments that
require regular , continuing interaction with them about their projects—and who require students to
produce work that is a 1/23/2019 Chegg: Practical Argument
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meaningful development of their own interests. These professors create an environment in which
cheating and plagiarism are far less likely to occur. In this context, any plagiarism would usually be
immediately evident to the professor, who would see it as inconsistent with the rest of the student’ s
work. A strong, meaningful curriculum taught by committed professors is the first and most important
defense against academic dishonesty. 7
The second remedy is to encourage the development of integrity in our students. A sense of
responsibility about one’s intellectual development would preclude cheating and plagiarizing as
inconsistent with one’s identity. It is precisely this sense of individual integrity that schools with honor
codes seek to promote. 8
Third, we must encourage our students to perceive the dishonesty of their classmates as something
that causes harm to the many students who play by the rules. The ar gument that cheaters hurt only
themselves is false. Cheaters do hurt other people, and they do so to help themselves. Students cheat
because it works. They get better grades and more advantages with less ef fort. Honest students lose
grades, scholarships, recommendations, and admission to advanced programs. Honest students must
create enough peer pressure to dissuade potential cheaters. Ultimately, students must be willing to step
forward and confront those who engage in academic dishonesty. 9
Addressing these issues is not a luxury that can be postponed until a more convenient time. It is a
short step from dishonesty in schools and colleges to dishonesty in business. It is doubtful that students
who fail to develop habits of integrity and honesty while still in an academic setting are likely to do so
once they are out in the “real” world. Nor is it likely that adults will stand up against the dishonesty of
others, particularly fellow workers and superiors, if they do not develop the habit of doing so while still
in school. 10
AT ISSUE: SOURCES FOR UNDERST ANDING PLAGIARISM
1. In the first five paragraphs of this essay, Hinman provides background on how plagiarism by
students has been changed by the Internet. Summarize the plagiarism situation before and after the
development of the Internet.
2. The essay’s thesis is stated in paragraph 6. Restate this thesis in your own words.
3. Does Hinman view plagiarism-detection sites as a solution to the problem of college cheating?
What are the limitations of such sites?
4. According to Hinman, what steps can “committed professors” (para. 7) take to eliminate academic
dishonesty?
5. In paragraphs 8 and 9, Hinman suggests two additional solutions to the problem of plagiarism.
What solutions does he propose? Given what you know about college students, do you think
Hinman’s suggestions are realistic? Explain. 1/23/2019 Chegg: Practical Argument
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Hinman does not address arguments that challenge his recommendations. What opposing
arguments might he have presented? How would you refute these opposing ar guments?
7. This essay was published more than ten years ago. Do you think Hinman’s observations and
recommendations are still valid? Why or why not? 1/23/2019 Chegg: Practical Argument
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