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118 Academic Dishonesty Essay Topic Ideas & Examples

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Academic dishonesty is a growing problem in educational institutions worldwide. From cheating on exams to plagiarizing essays, students engage in various forms of dishonest behavior that undermine the integrity of the educational system. To raise awareness about this issue and promote discussions on how to combat academic dishonesty, here are 118 essay topic ideas and examples related to academic dishonesty:

The consequences of cheating on exams and assignments.
The reasons why students cheat in school.
Strategies to prevent cheating in online exams.
The impact of technology on cheating behavior.
The role of parental pressure in students resorting to cheating.
How cheating affects the moral development of students.
The relationship between cheating and student self-esteem.
The role of teachers in creating an environment that discourages cheating.
The effectiveness of honor codes and academic integrity policies in deterring cheating.
The ethical implications of cheating in academic settings.

Plagiarism:

The consequences of plagiarism in academic writing.
The reasons why students plagiarize and how to address this issue.
The role of technology in facilitating plagiarism.
The impact of cultural differences on students' understanding of plagiarism.
Strategies to educate students about the importance of originality and proper citation.
The role of teachers in detecting and preventing plagiarism.
The ethical implications of buying essays online.
The impact of plagiarism on academic institutions' reputation.
The relationship between plagiarism and intellectual property rights.
The consequences of self-plagiarism in academic publishing.

Collaboration and Group Work:

The distinction between collaboration and cheating in group projects.
The benefits and challenges of collaborative learning.
Strategies to promote effective collaboration while preventing academic dishonesty.
The role of teachers in fostering a culture of collaboration and honesty.
The impact of competition on students' inclination to cheat in group work.
The ethical implications of taking credit for others' work in collaborative projects.
The role of individual accountability in group assignments.
The impact of cultural norms on students' attitudes towards collaboration.
The consequences of free-riding in group work.
The effectiveness of peer evaluation in reducing academic dishonesty in group projects.

Technology and Academic Dishonesty:

The impact of online resources on academic integrity.
Strategies to detect and prevent online cheating in remote learning environments.
The ethical implications of using online essay writing services.
The role of artificial intelligence in combating academic dishonesty.
The impact of social media on students' willingness to cheat.
The consequences of using online sources without proper citation.
The role of educational institutions in teaching digital literacy and responsible use of technology.
The challenges of maintaining academic integrity in online assessment systems.
The relationship between online gaming and cheating behavior in academic settings.
The impact of technology on students' ability to cheat undetected.

Ethical Education and Academic Dishonesty:

The role of ethics education in preventing academic dishonesty.
The impact of moral development on students' inclination to cheat.
Strategies to integrate ethics education into the curriculum.
The relationship between academic dishonesty and ethical decision-making.
The consequences of failing to address academic dishonesty in educational institutions.
The role of character education in promoting academic integrity.
The impact of societal values on students' attitudes towards cheating.
The effectiveness of disciplinary measures in reducing academic dishonesty.
The relationship between academic dishonesty and professional ethics.
The importance of fostering a culture of honesty and integrity in educational institutions.

Academic Dishonesty and Student Mental Health:

The impact of academic pressure on students' engagement in dishonest behavior.
Strategies to support students' mental well-being and reduce academic dishonesty.
The relationship between academic dishonesty and student stress levels.
The consequences of cheating on students' mental health.
The role of teachers in creating a supportive learning environment that minimizes academic stress.
The impact of parental expectations on students' mental health and academic dishonesty.
The effectiveness of mindfulness and stress management programs in reducing academic dishonesty.
The relationship between academic dishonesty and student burnout.
The consequences of academic dishonesty on students' self-worth and self-esteem.
The importance of promoting a healthy work-life balance to prevent academic dishonesty.

Academic Dishonesty in Higher Education:

The prevalence of academic dishonesty in universities.
Strategies to promote academic integrity in higher education.
The impact of competitive admissions processes on cheating behavior.
The consequences of academic dishonesty on students' future careers.
The role of academic integrity codes in higher education institutions.
The relationship between academic dishonesty and grade inflation.
The impact of faculty attitudes towards academic dishonesty on student behavior.
The effectiveness of ethics courses in reducing academic dishonesty in higher education.
The consequences of academic dishonesty on the reputation of universities.
The importance of academic integrity in research and scientific publications.

Academic Dishonesty in Different Disciplines:

The prevalence and nature of academic dishonesty in STEM fields.
The consequences of cheating in medical education.
Strategies to promote academic integrity in humanities and social science disciplines.
The impact of academic dishonesty on the credibility of scientific research.
The relationship between academic dishonesty and business ethics.
The effectiveness of plagiarism detection software in different academic disciplines.
The consequences of cheating in engineering and technology programs.
The role of artistic integrity in creative fields and academic programs.
The impact of academic dishonesty on the credibility of historical research.
The consequences of cheating in law and legal education.

Academic Dishonesty and Cultural Factors:

The impact of cultural norms on students' attitudes towards cheating.
Strategies to address academic dishonesty in multicultural educational settings.
The role of cultural values and beliefs in shaping students' behavior.
The consequences of cultural relativism on academic integrity.
The relationship between academic dishonesty and collectivist vs. individualistic societies.
The impact of cultural stereotypes on students' likelihood to engage in cheating behavior.
The effectiveness of cross-cultural communication in preventing academic dishonesty.
The consequences of cultural diversity on academic integrity policies.
The role of cultural sensitivity in promoting academic honesty.
The importance of promoting diversity and inclusivity to prevent academic dishonesty.

Academic Dishonesty and Faculty:

The impact of faculty expectations on students' inclination to cheat.
Strategies to prevent faculty complicity in academic dishonesty.
The role of faculty training in detecting and addressing academic dishonesty.
The consequences of faculty turning a blind eye to cheating behavior.
The relationship between academic dishonesty and the quality of teaching.
The importance of faculty-student relationships in promoting academic integrity.
The role of faculty in modeling ethical behavior and integrity.
The impact of faculty workload and stress on the prevalence of academic dishonesty.
The effectiveness of faculty-student collaboration in preventing academic dishonesty.
The consequences of faculty bias on students' engagement in dishonest behavior.

Academic Dishonesty and Policy:

The impact of academic dishonesty policies on students' behavior.
Strategies to improve academic integrity policies in educational institutions.
The role of student involvement in shaping academic integrity policies.
The consequences of inconsistent enforcement of academic dishonesty policies.
The relationship between academic dishonesty policies and student retention rates.
The importance of transparency and clarity in academic integrity policies.
The impact of high-stakes testing on cheating behavior and academic integrity policies.
The consequences of lenient academic dishonesty policies on student behavior.
The role of student advocacy groups in promoting academic honesty and influencing policy.

Academic Dishonesty and Technology Solutions:

The impact of anti-plagiarism software on students' behavior.
Strategies to improve plagiarism detection software and reduce false positives.
The role of artificial intelligence in detecting and preventing academic dishonesty.
The consequences of relying solely on technology to address academic dishonesty.
The relationship between technological advancements and evolving cheating methods.
The effectiveness of online proctoring in preventing cheating during exams.
The ethical implications of using surveillance technology to combat academic dishonesty.
The role of data analytics in identifying patterns of academic dishonesty.

By exploring these essay topic ideas and examples, students and educators can delve deeper into the complex issue of academic dishonesty and work towards finding effective solutions to promote integrity in education. It is crucial to address this problem collectively to ensure a fair and ethical learning environment for all.

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Essays About Cheating: Top 5 Examples and 9 Writing Prompts

Essays about cheating show the value of honesty, see our top picks for examples and prompts you can use in writing.

In the US, 95% of high school students admitted to participating in some form of academic cheating . This includes exams and plagiarism. However, cheating doesn’t only occur in schools. It’s also prevalent in couples. Psychologists say that 50% of divorce cases in the country are because of infidelity . Other forms of cheating exist, such as cheating on a diet, a business deal, etc.

Because cheating is an intriguing subject, many want to read about it. However, to write essays about cheating appropriately, you must first pick a subtopic you’re comfortable discussing. Therefore, we have selected five simple but exemplary pieces you can read to get inspiration for writing your paper.

See below our round-up of top example essays about cheating.

1. Long Essay On Cheating In School By Prasanna

2. the reality of cheating in college essay by writer kip, 3. why cheating is wrong by bernadette mcbride, 4. what counts as cheating in a relationship by anonymous on gradesfixer, 5. emotional cheating by anonymous on papersowl, 1. types of cheating, 2. i was cheated on, 3. is cheating a mistake or choice, 4. tax evasion and cheating , 5. when i cheated, 6. cheating in american schools and universities, 7. review a famous book or film about cheating, 8. a famous cheating quote, 9. cause and effects of cheating.

“Cheating is a false representation of the child’s ability which he may not be able to give without cheating. It is unfair to everyone involved as it deprives the true one of the chance to come on the top.”

Prasanna begins the essay by defining cheating in schools and then incorporates how this unethical behavior occurs in reality. She further delves into the argument that cheating is not learning but an addiction that can result in students losing self-confidence, sanity, and integrity.

Apart from showing the common causes and harmful effects of cheating on students, Prasanna also adds parents’ and teachers’ critical roles in helping students in their studies to keep them from cheating.

“It’s human nature to want to win, and some of us will go against the rules to do so. It can be harmless, but in many cases, it is annoying, or even hurtful.”

Kip defines cheating as human nature and focuses his essay on individuals who are hell-bent on wanting to win in online games. Unfortunately, these players’ desire to be on top is all-consuming, and they’re willing to go against the rules and disregard their integrity.

He talks about his experiences of being cheated in a game called AoE. He also incorporates the effects of these instances on newbies. These cheaters will humiliate, dishearten, and traumatize beginners who only want to have fun.

Check out these essays about cooperation .

“A cheater is more than likely lying to themselves more than to the people around them. A person can only go so far before their lies catch up to them, begin to accumulate, and start to penalize you.”

Mcbride dedicates her essay to answering why cheating is wrong, no matter the circumstance. She points out that there will always be a definite punishment for cheaters, whether they get caught. Mcbride believes that students who cheat, copy, and have someone else do their work are lazy and irresponsible. These students will never gain knowledge.

However, she also acknowledges that some cheaters are desperate, while some don’t realize the repercussions of their behaviors. At the end of the essay, she admits to cheating but says she’s no longer part of that vicious cycle, promising she has already realized her mistakes and doesn’t want to cheat again.

“Keep in mind that relationships are not based on logic, but are influenced by our emotions.”

The author explains how it’s challenging to define cheating in a relationship. It’s because every person has varying views on the topic. What others consider an affair may be acceptable to some. This includes the partners’ interaction with others while also analyzing the individual’s personality, such as flirting, sleeping in the same bed, and spending time with folks.

The essay further explains experts’ opinions on why men and women cheat and how partners heal and rebuild their trust. Finally, examples of different forms of cheating are discussed in the piece to give the readers more information on the subject.

“…emotional cheating can be described as a desire to engage in another relationship without physically leaving his or her primary relationship.”

There’s an ongoing debate about whether emotional cheating should be labeled as such. The essay digs into the causes of emotional cheating to answer this issue. These reasons include lack of attention to each other, shortage of affectionate gestures, and misunderstandings or absence of proper communication.

All of these may lead to the partner comparing their relationship to others. Soon, they fall out of love and fail to maintain boundaries, leading to insensitivity and selfishness. When a person in a relationship feels any of these, it can be a reason to look for someone else who can value them and their feelings.

9 Helpful Prompts in Writing Essays About Cheating

Here are some cheating subtopics you can focus your essay on:

Essays About Cheating: Types of cheating

Some types of cheating include deception, fabrication, bribery, impersonation, sabotage, and professional misconduct. Explain their definitions and have examples to make it easier for readers to understand.

You can use this prompt even if you don’t have any personal experience of being cheated on. You can instead relay events from a close friend or relative. First, narrate what happened and why. Then add what the person did to move on from the situation and how it affected them. Finally, incorporate lessons they’ve learned.

While this topic is still discussed by many, for you, is cheating a redeemable mistake? Or is it a choice with consequences? Express your opinion on this matter. Gather reliable evidence to support your claims, such as studies and research findings, to increase your essay’s credibility.

Tax evasion is a crime with severe penalties. Explain what it is and its punishments through a famous tax evasion case your readers can immediately recognize. For example, you can use Al Capone and his 11-year imprisonment and $215,000 back taxes . Talk through why he was charged with such and add your opinion. Ensure you have adequate and reliable sources to back up your claims.

Start with a 5 paragraph essay to better organize your points.

Some say everyone will cheat at some point in their life. Talk about the time you cheated – it can be at a school exam, during work, or while on a diet. Put the perspective that made you think cheating was reasonable. Did you feel guilt? What did you do after, and did you cheat again? Answer these questions in your essay for an engaging and thrilling piece of writing.

Since academic cheating is notorious in America, use this topic for your essay. Find out which areas have high rates of academic cheating. What are their penalties? Why is cheating widespread? Include any measures the academe put in place.

Cheating is a frequent cause of conflict on small and big screens. Watch a film or read a story and write a review. Briefly summarize the plot, critique the characters, and add your realizations after finishing the piece.

Goodreads has a list of books related to cheating. Currently, Thoughtless by S.C. Stephens has the highest rating.

Use this as an opportunity to write a unique essay by explaining the quote based on your understanding. It can be quotes from famous personalities or something that resonates with you and your experiences.

Since cheating’s cause and effect is a standard prompt, center your essay on an area unrelated to academics or relationships. For instance, write about cheating on your diet or cheating yourself of the opportunities life presents you.

Create a top-notch essay with excellent grammar. See our list of the best grammar checkers.

Maria Caballero is a freelance writer who has been writing since high school. She believes that to be a writer doesn't only refer to excellent syntax and semantics but also knowing how to weave words together to communicate to any reader effectively.

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Teaching Students About Scott Parker: Inspiring the Classroom Through the Life of a Resilient Sportsman

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Research Topics about Academic Dishonesty

Academic Dishonesty and Plagiarism
Academic Dishonesty: Causes and Contributing Factors
Common Cheating Techniques and Academic Dishonesty
Internet Use and Academic Dishonesty in Higher Education
The Role of Motivation and Self-Regulation to the Understanding of the Judgment-Action Gap Associated with Academic Dishonesty
Academic Dishonesty and Language Division Student
Attitudes Toward Academic Dishonesty, Infidelity, and the Normalization of Unethical Behavior
Academic Contemptibility Online and Recommended Solutions
Academic Dishonesty and Plagiarism to a Fundamentally More Elevated Level
The Core Purpose of Education and Academic Dishonesty
Ethics and the Understudy Piece – Instruction, Scholarly Contemptibility
Academic Dishonesty and the Public Education System
Academic Dishonesty Among College and High School Students
Plagiarism: The Most Prevalent Type of Academic Dishonesty
Academic Dishonesty, Material Task, and Its Causes
The Connection Between Internet Use and Academic Fraud
Academic Dishonesty and the Honor Code
Relationship Between Narcissism and Academic Dishonesty: The Exhibitionism Aspect and the Lack of Guilt
Academic Integrity and Academic Dishonesty
Academic Dishonesty Among Teachers in Public Schools

Academic Dishonesty Essay Titles

The Effects of Academic Dishonesty on Higher Education
Technology’s Influence on Academic Dishonesty
Academic Dishonesty and the Use of Strategic Sourcing
Academic Dishonesty and the Process of Learning
Study of Academic Dishonesty and Designated Rescue Area
Sex-Role Socialization and Perceptions of Male and Female Faculty on Student Academic Dishonesty
Academic Dishonesty and Obtaining Assignment Solutions
Academic Dishonesty in Secondary School
Research on Cyber-Plagiarism and Academic Dishonesty in Higher Education
Study of Friendship and In-Class Academic Dishonesty
Internet and Utilized by Scholarly Staff to Limit the Pattern of Scholastic Deceptive nature
Academic Dishonesty as a Never-Ending Problem in Every Institution
Discussion Among University Faculties on Academic Dishonesty and Fraud
Cheating: A Form of Academic Dishonesty and Academic Misconduct
Academic Dishonesty: Using Technology to Commit Plagiarism
Relationship Between Academic Dishonesty and Strict Christian Household
Academic Dishonesty and an Effort to Gain an Academic Advantage by Engaging in Deceptive or Unfair Behavior
Academic Dishonesty and the Internet: Student Cyber-Plagiarism
Academic Writing and the Internet: University Students’ Cyber-Plagiarism
Academic Dishonesty: Reducing Classroom Cheating

Academic Dishonesty Research Questions

Is Academic Dishonesty Illegal?
How Can Professors Reduce Academic Dishonesty in Their Classes?
How Would You Persuade Others Not to Plagiarize?
What Motivates People to Commit Academic Dishonesty?
Is Academic Dishonesty Unethical?
What Impact Does Cheating Have on the College’s Image?
What Are the Moral Issues Related To Academic Dishonesty?
How Would Academic Dishonesty Benefit Students’ Development?
What Are the Types of Academic Dishonesty?
Why Is School Cheating an Ethical Issue?
What Are the Most Well-known Reasons Students Plagiarize?
Is Academic Dishonesty the Start of Corruption?
How Can We Encourage Students to Be More Honest?
What Are the Potential Impacts of Academic Dishonesty?
How Can We Prevent Various Types of Dishonesty?
Is There a Method for Encouraging Academic Honesty in Schools?
Why Are We Concerned With Academic Dishonesty?
What Effect Does Cheating Have on Everyone?
Can School Cheating Be Justified?
How Does Cheating Influence Learning?
Why Do Students Cheat on Research Projects?
What Effect Does Academic Integrity Have on Students?
What Are Three Reasons Why Students Might Feel Pressured to Be Academically Dishonest?
What Steps Can You Take to Improve Your Academic Integrity?
Can Academic Dishonesty Influence Your Career?
How Often Does Academic Dishonesty Occur?
What Do You Think Should Be Done in Regards to Cheating or Academic Honesty?
How Do You Motivate Students to Uphold Integrity?
Why Should Cheating Be Permitted?
How Many Students Commit Plagiarism Annually?

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Literature Review: Academic Dishonesty – What Causes It, How to Prevent It

by Thomas Keith | Nov 16, 2018 | Instructional design

Note: For further information on academic dishonesty and academic integrity, please see our series Combating Academic Dishonesty . Part 1 | Part 2 | Part 3

Academic dishonesty, which encompasses behaviors such as cheating, plagiarism, and falsification of data or citations, is a widespread and troubling phenomenon in higher education. (For the full spectrum of behaviors that qualify as academic dishonesty, see Berkeley City College’s What Is Academic Dishonesty? ) It may be as simple as looking over a classmate’s shoulder during a quiz or as elaborate as hiring a ghostwriter online for a course paper, but whatever the method employed, academic dishonesty harms the learning experience and gives cheaters an unfair advantage over those who abide by the rules. This post examines some of the chief factors that lead to academic dishonesty among college students, as determined by empirical research in the field, and offers suggestions to faculty and instructors on ways to reduce the likelihood of dishonest conduct among their students.

What Causes Academic Dishonesty?

There is no single explanation for the occurrence of dishonest behavior in college. Studies suggest that most students realize academic dishonesty is morally wrong, but various outside factors or pressures may serve as “neutralizers,” allowing students to suppress their feelings of guilt and justify their dishonest acts to themselves (Baird 1980; Haines et al. 1986; Hughes and McCabe 2006). In certain cases, dishonest behavior may arise not from willful disregard for the rules of academic integrity, but from ignorance of what those rules are. Some common reasons for students’ engaging in academic dishonesty are given below.

Poor time management

Particularly in their early years of college, many students have difficulties with managing their time successfully. Faced with demands on their out-of-class time from athletics, extracurricular clubs, fraternities and sororities, etc., they may put off studying or working on assignments until it is too late for them to do a satisfactory job. Cheating then appears attractive as a way to avoid failure (Haines et al. 1986).

Academic pressures

Sometimes a student must maintain a certain GPA in order to receive merit-based financial aid, to participate in athletics, or even to continue receiving financial support from his/her family. Even high-achieving students may turn to academic dishonesty as a way to achieve their target GPA. Academic pressures can be worsened in courses that are graded on a curve: with the knowledge that only a fixed number of As can be awarded, students may turn to dishonest methods of surpassing their classmates (Whitley 1998; Carnegie Mellon University ).

In very large classes, students may feel anonymous; if the bulk of their interaction is with teaching assistants, they may regard the instructor as distant and unconcerned with their performance. This can increase the temptation to cheat, as students rationalize their dishonest behavior by assuming that the instructor “doesn’t care” what they do. Not surprisingly, this can often be a danger in online courses, since course sizes can be huge and students do not normally interact with their instructors face-to-face ( Carnegie Mellon University ).

Failure to understand academic conventions

The “rules” of academic writing often appear puzzling to students, particularly those who have not had extensive practice with academic writing in high school. The Internet has arguably exacerbated this problem; the easy availability of information (accurate or otherwise) on websites has led many students to assume that all information sources are de facto public property and need not be cited, which leads to unintentional plagiarism. Faculty and instructors should not take for granted that their students simply “know” when they must cite sources and how they should do so (Perry 2008). In addition, the ready availability of websites on every topic imaginable has had a deleterious effect on students’ ability to assess sources critically. Some students simply rely upon whichever site comes up at the top of a Google search, without considering the accuracy or potential biases of the information with which they are being presented.

Cultural factors

Related to the above, international students may face particular challenges in mastering the conventions of academic writing. They do not necessarily share Western/American understandings of what constitutes “originality,” intellectual property rights, and so forth, and it often takes time and practice for them to internalize the “rules” fully, especially if English is not their first language. In addition, students who come from cultures where collaborative work is common may not realize that certain assignments require them to work entirely on their own (Currie 1998; Pecorari 2003; Hughes and McCabe 2006; Abasi and Graves 2008).

The academic pressures common to all college students can be particularly acute for international students. In some cultures (e.g. those of East Asia) excellent academic performance at the university level is vital for securing good jobs after graduation, and students may therefore believe that their futures depend upon receiving the highest possible grades. When a student’s family is making sacrifices to send him/her overseas for college, s/he may be concerned about “letting the family down” by doing poorly in school, which can make academic dishonesty all the more tempting.

Low-Stakes Assignments

While some people may think of cheating as a risk only on high-stakes assignments (course papers, final exams, and the like), it can easily occur on low-stakes assignments as well. In fact, the very lack of grade weight that such assignments bear can encourage dishonesty: students may conclude that since an assignment has little or no bearing on their course grade, it “doesn’t matter” whether or not they approach it honestly. For this reason, it is vital to stress to students the importance of honest conduct on all assignments, whether big or small. The University does not take grade weight into account when deciding whether academic dishonesty has occurred; plagiarism is plagiarism and cheating is cheating, even if the assignment in question is worth zero points.

Technology and Academic Dishonesty

The rapidly increasing sophistication of digital technology has opened up new avenues for students bent on academic dishonesty. Beyond simply cutting-and-pasting from webpages, an entire Internet economy has sprung up that offers essays for students to purchase and pass off as their own. Students may also use wireless technology such as Bluetooth to share answers during exams, take pictures of exams with their smartphones, and the like (McMurtry 2001; Jones, Reid, and Bartlett 2008; Curran, Middleton, and Doherty 2011). Research suggests that the use of technology creates a “distancing” effect that makes students’ guilt about cheating less acute ( Vanderbilt University ).

How Can Faculty and Instructors Combat Academic Dishonesty?

There is no panacea to prevent all forms of dishonest behavior. That said, at each step of the learning design process, there are steps that faculty and instructors can take to help reduce the likelihood of academic dishonesty, whether by making it more difficult or by giving students added incentive to do their work honestly.

Course Management and Syllabus Design

The sooner students are informed about the standards of conduct they should adhere to, the greater the likelihood that they will internalize those standards (Perry 2010). This is why it is worthwhile for faculty to devote a portion of their syllabus to setting standards for academic integrity. Consider setting the tone for your course by offering a clear definition of what constitutes academic dishonesty, the procedure you will follow if you suspect that dishonest behavior has occurred, and the penalties culprits may face. Include a link to UChicago’s statement on Academic Honesty and Plagiarism . If you have a Canvas course site, you can create an introductory module where students must read a page containing your academic integrity policies and “mark as done,” or take a quiz on your policies and score 100%, in order to receive credit for completing the module.

If your syllabus includes many collaborative assignments, it can also be useful to explain clearly for which assignments collaboration is permitted and which must be done individually. You can also specify what you consider acceptable vs. unacceptable forms of collaboration (e.g. sharing ideas while brainstorming is allowed, but copying one another’s exact words is not).

Finally, consider including information in your syllabus about resources available to students who are having academic difficulties, such as office hours and tutoring. Students who are facing difficulties with time management, executive function, and similar issues may benefit from the Student Counseling Service’s Academic Skills Assessment Program (ASAP) . The University’s Writing Center offers help with mastering academic writing and its conventions. Encourage your students to avail themselves of these resources as soon as they encounter difficulties. If they get help early on, they will be less likely to feel desperate later and resort to dishonest behavior to raise their grade (Whitley 1998).

In general, making your expectations clear at the outset of your course helps to build a strong relationship between you and your students. Your students will feel more comfortable coming to you for help, and they will also understand the risks they would be running if they behaved dishonestly in your course, which can be a powerful deterrent.

Assignment Design

When crafting assignments such as essays and course papers, strive for two factors: originality and specificity. The more original the topic you choose, and the more specific your instructions, the less likely it is that students will be able to find a pre-written paper on the Internet that fits all the requirements (McMurtry 2001). Changing paper topics from year to year also avoids the danger that students may pass off papers from previous years as their own work. You might consider using a rubric with a detailed breakdown of the factors you will be assessing in grading the assignment; Canvas offers built-in rubric functionality .

If an assignment makes up a large percentage of your students’ final grade (e.g. a course paper), you might consider using “scaffolding”. Have the students work up to the final submission through smaller, lower-stakes sub-assignments, such as successive drafts or mini-papers. This has the double benefit of making it harder for students to cheat (since you will have seen their writing process) and reducing their incentive to cheat (since their grade will not be solely dependent upon the final submission) ( Carnegie Mellon University ).

In the case of in-class exams, you may find it worthwhile to create multiple versions of an exam, each with a separate answer key. Even as simple an expedient as placing the questions in a different order in different versions makes it harder for students to copy off one another’s work or share answer keys ( Carnegie Mellon University ).

Technological Tools to Prevent Academic Dishonesty

Even as students have discovered more sophisticated ways to cheat, educational professionals and software developers have created new technologies to thwart would-be cheaters. Canvas, the University’s learning management system, includes several features intended to make cheating more difficult.

By default, the Files tab in Canvas is turned off when a new course is created. This prevents students from accessing your course files and viewing files they should not, such as answer keys or upcoming exam questions. If you choose to enable Files in your course, you should place all sensitive files in locked or unpublished folders to render them invisible to students. For more details, see this post .

If you are using Canvas Quizzes in your course, you can choose from a number of options that increase the variation between individual students’ Quizzes and thus decrease the chances of cheating. These including randomizing answers for multiple-choice questions; drawing randomly selected questions from question groups; and setting up variables in mathematical questions, so that different students will see different numerical values. For more details, see this post .

Several different computer programs have been developed that claim to detect plagiarism in student papers, usually by comparing student submissions against the Internet, a database of past work, or both, and then identifying words and phrases that match. Viper follows a “freemium” model, while the best-known subscription-based plagiarism checker, Turnitin , is currently licensed only by the Law School at the University of Chicago. These programs can be helpful, but bear in mind that no automatic plagiarism checker is 100% accurate; you will still need to review student work yourself to see whether an apparent match flagged by the software is genuine plagiarism or not (Jones, Reid, and Bartlett 2008). Also be aware that Turnitin and some other plagiarism checkers assert ownership rights over student work submitted to them, which can raise issues of intellectual property rights.

In addition to detecting plagiarism after the fact, there are technological tools that can help prevent it from occurring in the first place. Citation managers such as Endnote and Zotero are excellent ways to help students manage their research sources and cite them properly, especially when writing longer papers that draw on a wide range of source material. The University of Chicago Library offers a detailed guide to citation managers , along with regular workshops on how to use them .

What to Do if You Suspect Academic Dishonesty

If you suspect that academic dishonesty may have occurred in one of your courses, the University has resources to which you can turn. For undergraduates, it is best to begin by speaking to the student’s academic adviser . You can find out which adviser is assigned to a student in your course by visiting Faculty Access and looking at the “Advisor” column in the course roster. If you have questions about disciplinary procedures specific to the College, you can contact the Office of College Community Standards, headed by Assistant Dean of Students Stephen Scott . For graduate students, the appropriate area Dean of Students can provide information about the correct disciplinary procedures to follow.

The fight against academic dishonesty is a difficult one, and will continue to be so for the foreseeable future. But if faculty and instructors give careful thought to the causes of student misconduct and plan their instructional strategies accordingly, they can do much to curb dishonest behavior and ensure that integrity prevails in the classroom.

Bibliography

Journal articles.

Abasi, Ali R., and Barbara Graves. “Academic Literacy and Plagiarism: Conversations with International Graduate Students and Disciplinary Professors.” Journal of English for Academic Purposes 7.4 (Oct. 2008), 221-233.
Baird, John S., Jr. “Current Trends in College Cheating.” Psychology in the Schools 17 (1980), 515-522.
Curran, Kevin, Gary Middleton, and Ciaran Doherty. “Cheating in Exams with Technology.” International Journal of Cyber Ethics in Education 1.2 (Apr.-Jun. 2011), 54-62.
Currie, Pat. “Staying Out of Trouble: Apparent Plagiarism and Academic Survival.” Journal of Second Language Writing 7.1 (Jan. 1998), 1-18.
Haines, Valerie J., et al. “College Cheating: Immaturity, Lack of Commitment, and the Neutralizing Attitude.” Research in Higher Education 25.4 (Dec. 1986), 342-354.
Hughes, Julia M. Christensen, and Donald L. McCabe. “Understanding Academic Misconduct.” Canadian Journal of Higher Education 36.1 (2006), 49-63.
Jones, Karl O., Juliet Reid, and Rebecca Bartlett. “Cyber Cheating in an Information Technology Age.” In R. Comas and J. Sureda (coords.). “Academic Cyberplagiarism” [online dossier]. Digithum: The Humanities in the Digital Era 10 (2008), n.p. UOC. [Accessed: 26/09/18] ISSN 1575-2275.
McMurtry, Kim. “E-Cheating: Combating a 21st Century Challenge.” Technological Horizons in Education Journal 29.4 (Nov. 2001), 36-40.
Pecorari, Diane. “Good and original: Plagiarism and patchwriting in academic second-language writing.” Journal of Second Language Writing 12.4 (Dec. 2003), 317-345.
Perry, Bob. “Exploring Academic Misconduct: Some Insights into Student Behaviour.” Active Learning in Higher Education 11.2 (2010), 97-108.
Whitley, Bernard E. “Factors Associated with Cheating among College Students: A Review.” Research in Higher Education 39.3 (Jun. 1998), 235-274.

Web Resources

Berkeley City College: http://www.berkeleycitycollege.edu/wp/de/what-is-academic-dishonesty/
Carnegie Mellon University: https://www.cmu.edu/teaching/solveproblem/strat-cheating/index.html
University of Chicago: https://college.uchicago.edu/advising/academic-honesty | https://studentmanual.uchicago.edu/Policies
Colorado State University: https://tilt.colostate.edu/integrity/resourcesFaculty/whyDoStudents.cfm
Harvard University (Zachary Goldman): https://www.gse.harvard.edu/uk/blog/youth-perspective
Oakland University: https://www.oakland.edu/Assets/upload/docs/OUWC/Presentations%26Workshops/dont_fail_your_courses.pdf
Vanderbilt University (Derek Bruff): https://cft.vanderbilt.edu/2011/02/why-do-students-cheat/

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Sample Essay- "The Real Meaning of Honesty"

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(Sample Definition Essay)

I think it was my mother who taught me the meaning of honesty. Not because she actually was honest, but because she lied all the time. She felt that the easiest way out of any given situation was generally the best way out. And, for her, that generally meant telling a “little white lie.” As a young child I thought it was kind of cool. And, naturally, when I would come to her with a concern or question wondering what I should do, she generally advised me to lie.

“Mom, I told Theresa that I would go over to her house, but now I would rather go to Sue’s house to play.”

“Tell Theresa you’re sick,” she would advise. And generally I did. But I didn’t seem blessed with her lack of conscience. On many painful occasions Theresa would find out that I really went to Sue’s house without her. These occasions taught me that it is more painful to be caught in a lie than it is to tell the truth in the first place. I wondered how it was possible that my mother had never learned that lesson.

I started thinking of all the lies that I’d heard her tell. I remembered the time she told someone that her favorite restaurant had closed, because she didn’t want to see them there anymore. Or the time she told Dad that she loved the lawn-mower he gave her for her birthday. Or when she claimed that our phone lines had been down when she was trying to explain why she hadn’t been in touch with a friend of hers for weeks. And what bothered me even more were all the times she had incorporated me into her lies. Like the time she told my guidance counselor that I had to miss school for exploratory surgery, when she really needed me to babysit. And it even started to bother me when someone would call for her and she would ask me to tell them that she wasn’t there.

So, I started my own personal fight against her dishonesty. When I answered the phone and it was someone my mother didn’t want to talk to, I said, “Louise, mom is here, but she doesn’t want to talk to you.” The first time I did it, I think she grounded me, but I refused to apologize. I told her that I had decided that it was wrong to lie. And the next time it happened I did the same thing. Finally, she approached me and said, “I agree that lying is not the best thing to do, but we need to find a way to be honest without being rude.” She admitted that her methods weren’t right, and I admitted that mine were a bit too extreme.

Over the past few years, the two of us have worked together to be honest- and yet kind. Honesty should mean more than not lying. It should mean speaking the truth in kindness. Though I started by trying to teach my mom the importance of honesty, I ended up gaining a deeper understanding of the meaning of the term.

What is the term that the speaker is trying to define?
Did someone teach her the meaning of the term, or did she really learn from her own experience?
Is the term defined here presented with more complex reasoning than a dictionary definition

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Home — Essay Samples — Life — Emotions & Feelings — Honesty

Honesty Essay Titles

When it comes to writing an essay on the topic of honesty, there are countless directions you could take. The concept of honesty is deeply ingrained in our society and touches on a wide range of topics, from personal integrity to the importance of truth in journalism. In this essay, we will explore some of the most compelling and relevant honesty essay topics, and discuss why they are important in today's world.

1. The Importance of Honesty in Personal Relationships

One of the most fundamental aspects of honesty is its role in personal relationships. Whether it's with friends, family, or romantic partners, being honest with those close to us is crucial for maintaining trust and building strong connections. You could explore the impact of dishonesty on relationships, and the benefits of open and honest communication.

2. The Role of Honesty in Professional Ethics

Honesty is also essential in the professional world, where ethical behavior and integrity are highly valued. You could discuss the importance of honesty in business transactions, the impact of dishonesty in the workplace, and the role of honesty in maintaining a positive reputation.

3. The Power of Honesty in Leadership

Leadership and honesty go hand in hand, and you could write about the impact of honesty on effective leadership. Discuss the qualities of a honest leader, the consequences of dishonesty in leadership positions, and the importance of setting a good example for others.

4. The Ethics of Honesty in Journalism

In today's world of fake news and misinformation, the role of honesty in journalism is more important than ever. You could explore the ethical considerations of reporting the truth, the impact of dishonesty in the media, and the responsibility of journalists to be honest and transparent.

5. The Psychological Impact of Dishonesty

Another interesting angle to explore in an honesty essay is the psychological impact of dishonesty. You could delve into the reasons why people lie, the effects of guilt and shame, and the benefits of living an honest and authentic life.

6. Honesty in the Digital Age

With the rise of social media and online communication, the concept of honesty has taken on new dimensions. You could write about the impact of digital communication on honesty, the prevalence of online deception, and the challenges of maintaining honesty in a virtual world.

7. The Intersection of Honesty and Morality

Honesty is often closely tied to moral values, and you could explore the relationship between honesty and morality in your essay. Discuss the role of honesty in ethical decision-making, the impact of dishonesty on moral integrity, and the connection between honesty and personal values.

8. The Cultural Significance of Honesty

Different cultures and societies have varying attitudes towards honesty, and you could write about the cultural significance of honesty in different parts of the world. Explore how honesty is viewed in different cultures, and how cultural norms and values influence attitudes towards honesty.

9. Honesty and Self-Reflection

Finally, you could write about the role of honesty in self-reflection and personal growth. Discuss the benefits of being honest with ourselves, the challenges of confronting uncomfortable truths, and the importance of honesty in the process of self-improvement.

The topic of honesty is rich and multifaceted, and there are countless ways to approach it in an essay. Whether you're interested in personal relationships, professional ethics, leadership, journalism, psychology, digital communication, morality, cultural differences, or self-reflection, there are plenty of compelling honesty essay topics to explore. No matter which angle you choose, writing about honesty is an opportunity to engage with important ethical and moral questions that are highly relevant in today's world.

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Frequently asked questions

What are examples of academic dishonesty.

Academic dishonesty can be intentional or unintentional, ranging from something as simple as claiming to have read something you didn’t to copying your neighbour’s answers on an exam.

You can commit academic dishonesty with the best of intentions, such as helping a friend cheat on a paper. Severe academic dishonesty can include buying a pre-written essay or the answers to a multiple-choice test, or falsifying a medical emergency to avoid taking a final exam.

Frequently asked questions: Plagiarism

If you are reusing content or data you used in a previous assignment, make sure to cite yourself. You can cite yourself the same way you would cite any other source: simply follow the directions for the citation style you are using.

Keep in mind that reusing prior content can be considered self-plagiarism , so make sure you ask your instructor or consult your university’s handbook prior to doing so.

Most online plagiarism checkers only have access to public databases, whose software doesn’t allow you to compare two documents for plagiarism.

However, in addition to our Plagiarism Checker , Scribbr also offers an Self-Plagiarism Checker . This is an add-on tool that lets you compare your paper with unpublished or private documents. This way you can rest assured that you haven’t unintentionally plagiarised or self-plagiarised .

Compare two sources for plagiarism

Common knowledge does not need to be cited. However, you should be extra careful when deciding what counts as common knowledge.

Common knowledge encompasses information that the average educated reader would accept as true without needing the extra validation of a source or citation.

Common knowledge should be widely known, undisputed, and easily verified. When in doubt, always cite your sources.

Plagiarism means presenting someone else’s work as your own without giving proper credit to the original author. In academic writing, plagiarism involves using words, ideas, or information from a source without including a citation .

Plagiarism can have serious consequences , even when it’s done accidentally. To avoid plagiarism, it’s important to keep track of your sources and cite them correctly.

Consequences of academic dishonesty depend on the severity of the offence and your institution’s policy. They can range from a warning for a first offence to a failing grade in a course to expulsion from your university.

For those in certain fields, such as nursing, engineering, or lab sciences, not learning fundamentals properly can directly impact the health and safety of others. For those working in academia or research, academic dishonesty impacts your professional reputation, leading others to doubt your future work.

Academic dishonesty refers to deceitful or misleading behavior in an academic setting. Academic dishonesty can occur intentionally or unintentionally, and it varies in severity.

It can encompass paying for a pre-written essay, cheating on an exam, or committing plagiarism . It can also include helping others cheat, copying a friend’s homework answers, or even pretending to be sick to miss an exam.

Academic dishonesty doesn’t just occur in a classroom setting, but also in research and other academic-adjacent fields.

Academic integrity means being honest, ethical, and thorough in your academic work. To maintain academic integrity, you should avoid misleading your readers about any part of your research and refrain from offences like plagiarism and contract cheating, which are examples of academic misconduct.

Self-plagiarism means recycling work that you’ve previously published or submitted as an assignment. It’s considered academic dishonesty to present something as brand new when you’ve already gotten credit and perhaps feedback for it in the past.

If you want to refer to ideas or data from previous work, be sure to cite yourself.

Plagiarism has serious consequences and can be illegal in certain scenarios.

While most of the time plagiarism in an undergraduate setting is not illegal, plagiarism or self-plagiarism in a professional academic setting can lead to legal action, including copyright infringement and fraud. Many scholarly journals do not allow you to submit the same work to more than one journal, and if you do not credit a coauthor, you could be legally defrauding them.

Even if you aren’t breaking the law, plagiarism can seriously impact your academic career. While the exact consequences of plagiarism vary by institution and severity, common consequences include a lower grade, automatically failing a course, academic suspension or probation, and even expulsion.

Most institutions have an internal database of previously submitted student assignments. Turnitin can check for self-plagiarism by comparing your paper against this database. If you’ve reused parts of an assignment you already submitted, it will flag any similarities as potential plagiarism.

Online plagiarism checkers don’t have access to your institution’s database, so they can’t detect self-plagiarism of unpublished work. If you’re worried about accidentally self-plagiarising, you can use Scribbr’s Self-Plagiarism Checker to upload your unpublished documents and check them for similarities.

The consequences of plagiarism vary depending on the type of plagiarism and the context in which it occurs. For example, submitting a whole paper by someone else will have the most severe consequences, while accidental citation errors are considered less serious.

If you’re a student, then you might fail the course, be suspended or expelled, or be obligated to attend a workshop on plagiarism. It depends on whether it’s your first offence or you’ve done it before.

As an academic or professional, plagiarising seriously damages your reputation. You might also lose your research funding or your job, and you could even face legal consequences for copyright infringement.

Yes, reusing your own work without citation is considered self-plagiarism . This can range from resubmitting an entire assignment to reusing passages or data from something you’ve handed in previously.

Self-plagiarism often has the same consequences as other types of plagiarism . If you want to reuse content you wrote in the past, make sure to check your university’s policy or consult your professor.

Patchwork plagiarism , also called mosaic plagiarism, means copying phrases, passages, or ideas from various existing sources and combining them to create a new text. This includes slightly rephrasing some of the content, while keeping many of the same words and the same structure as the original.

While this type of plagiarism is more insidious than simply copying and pasting directly from a source, plagiarism checkers like Turnitin’s can still easily detect it.

To avoid plagiarism in any form, remember to reference your sources .

Verbatim plagiarism means copying text from a source and pasting it directly into your own document without giving proper credit.

If the structure and the majority of the words are the same as in the original source, then you are committing verbatim plagiarism. This is the case even if you delete a few words or replace them with synonyms.

If you want to use an author’s exact words, you need to quote the original source by putting the copied text in quotation marks and including an in-text citation .

Global plagiarism means taking an entire work written by someone else and passing it off as your own. This can include getting someone else to write an essay or assignment for you, or submitting a text you found online as your own work.

Global plagiarism is one of the most serious types of plagiarism because it involves deliberately and directly lying about the authorship of a work. It can have severe consequences for students and professionals alike.

Some examples of plagiarism include:

Copying and pasting a Wikipedia article into the body of an assignment
Quoting a source without including a citation
Not paraphrasing a source properly (e.g. maintaining wording too close to the original)
Forgetting to cite the source of an idea

The most surefire way to avoid plagiarism is to always cite your sources . When in doubt, cite!

Plagiarism can be detected by your professor or readers if the tone, formatting, or style of your text is different in different parts of your paper, or if they’re familiar with the plagiarised source.

Many universities also use plagiarism detection software like Turnitin’s, which compares your text to a large database of other sources, flagging any similarities that come up.

It can be easier than you think to commit plagiarism by accident. Consider using a plagiarism checker prior to submitting your essay to ensure you haven’t missed any citations.

To avoid plagiarism when summarising an article or other source, follow these two rules:

Write the summary entirely in your own words by paraphrasing the author’s ideas.
Reference the source with an in-text citation and a full reference so your reader can easily find the original text.

The accuracy depends on the plagiarism checker you use. Per our in-depth research , Scribbr is the most accurate plagiarism checker. Many free plagiarism checkers fail to detect all plagiarism or falsely flag text as plagiarism.

Plagiarism checkers work by using advanced database software to scan for matches between your text and existing texts. Their accuracy is determined by two factors: the algorithm (which recognises the plagiarism) and the size of the database (with which your document is compared).

Accidental plagiarism is one of the most common examples of plagiarism . Perhaps you forgot to cite a source, or paraphrased something a bit too closely. Maybe you can’t remember where you got an idea from, and aren’t totally sure if it’s original or not.

These all count as plagiarism, even though you didn’t do it on purpose. When in doubt, make sure you’re citing your sources . Also consider running your work through a plagiarism checker tool prior to submission, which work by using advanced database software to scan for matches between your text and existing texts.

Scribbr’s Plagiarism Checker takes less than 10 minutes and can help you turn in your paper with confidence.

Paraphrasing without crediting the original author is a form of plagiarism , because you’re presenting someone else’s ideas as if they were your own.

However, paraphrasing is not plagiarism if you correctly reference the source . This means including an in-text referencing and a full reference , formatted according to your required citation style (e.g., Harvard , Vancouver ).

As well as referencing your source, make sure that any paraphrased text is completely rewritten in your own words.

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Academic Honesty Essay

Introduction, academic honesty, dishonest conduct, preventing academic dishonesty.

Lately, academic honesty has become a major issue among the elite in the academic environments. It can no longer be simply defined as the carrying of illegal materials into the exam rooms or copying someone else’s work. Indeed, with growth in technology like smart phones and emergence of the use of internet in research work has caused administrators in universities and colleges to extend the definition of academic honesty or dishonesty.

Academic honesty involves the students submitting work that is originally theirs and inclusion of the cited sources in their work. The academic community is generally aware that it is not possible for students to come up with their own original work and therefore, allow inclusion of other people’s work in form of direct quotes of paraphrases only if the original author is appropriately acknowledged. Academic honesty takes different forms and addresses in various aspects in schools and colleges.

Academic honesty is considered important because the results obtained from schools or colleges are referred to in future. Future employers refer to these documents when assessing the abilities and gifts of the students before actual employment.

Therefore, high levels of integrity should be adhered to in order to ensure quality reports and accurate assessment of the student’s abilities and potential (Vegh, 2009). Students commit academic dishonesty when they engage in activities that are classified in four general types; namely, cheating, dishonest conduct, plagiarism and collusion.

Cheating is the most ancient form of academic dishonesty known in history. It takes different forms whereby the rules and regulations governing formal or informal examinations are violated. For instance, copying other people’s work during examination, sharing one’s answers with another during examinations, or submission of other people’s work, as one’s own original work.

During examinations, invigilators are placed strategically in the exam room to monitor the behavior of students but some students attempt to share answers (Vegh, 2009). A student is not allowed to communicate to their fellow students in an exam room without the express permission of the invigilator and a violation of these rule amounts to cheating. Taking an examination on behalf of another student also amounts to cheating. Generally, cheating offers unfair advantage to the students involved over the rest.

Unfair advantage could also be meted on students when they commit dishonest conducts like stealing examination or answer keys from the instructor. Desperate times call for desperate measures and students are capable of doing anything to rescue their dreams of scooping first class honors.

Such cases have been reported severally and they can be classified as dishonest conduct (“What is Academic Dishonesty”, 1996, p.77). Further, students who try to change official academic results without following the procedures laid by the respective academic institutions commit dishonest conducts. Obtaining answers before the actual exam or altering records after certification leads to low academic standards.

Plagiarism is the recent form of violating academic honesty and defined as intellectual theft. The crime comes in when one makes use of another person’s findings, as if his/hers, without giving the due credit to the source. Plagiarism takes the form of stealing other people’s ideas or words and the form of use of other people’s work without crediting the source properly.

The sources mentioned here include articles from electronic journals, newspaper articles, published books, and even websites (Bouchard, 2010). The internet has become a source of information for research and the easy accessibility and convenience of the same provides a temptation to the students to copy and paste other people’s work.

However, it amounts to plagiarism and is classified as a violation of academic honesty. Though plagiarism can be either intentional or unintentional on the part of the student, it still amounts to academic dishonesty either way. Students should therefore be careful to ensure that their work is free of any form of plagiarism.

Academic institutions have come up with measures to curb the spread of academic dishonesty to maintain the credibility of their programs. Academic dishonesty leads to production of half-baked graduates who lower the standards of education hence that of the university (Staats, Hupp, & Hagley, 2008, p.360).

Students who commit academic dishonesty do not think on their own hence they do not develop the art of thinking which is critical for quality education. Ensuring enough spacing between students in the exam rooms and adhering to silence during exams reduces the rate of cheating in institutions. Instructors should also participate fully in ensuring that the work presented by students meets the set standards in respective academic institutions.

Instructors should be able to call the students and ask them questions regarding their submitted work to ensure that they wrote the work themselves. Technological developments also assist in fighting these vices in institutions. Software development in the computer science field has developed software able to detect plagiarism. This software, known as anti-plagiarism software, runs scans through the internet by comparing the submitted articles with various databases in the internet.

The sentences are compared and any of them found matching in a particular percentage is classified as plagiarism. Academic institutions use this software to ensure that students do not copy directly and they appropriately acknowledge their sources (Celik, 2009, p.275). In some institutions, violation of anti-plagiarism or academic honesty rules in general amount to punishment of different forms that in worst-case result to expulsion from these academic institutions.

The forms of academic dishonesty and methods of prevention discussed above are only general descriptions. However, they can be discussed further into way that is more specific and forms that would help improve the standards of education in academic institutions through policy research by the concerned institutions. Academic honesty is crucial to the growth of a country’s economy because integrity defines the character of future graduates.

Bouchard, K. (2010). Discipline in Schools: Technology tests academic honesty. McClatchy – Tribune Business News . Web.

Celik, C. (2009). Perceptions of University Students on Academic Honesty as Related to Gender, University Type, and Major in Turkey. Journal of American Academy of Business , 14(2), 271-278.

Staats, S., Hupp, J., & Hagley, A. (2008). Honesty and Heroes: A Positive Psychology View of Heroism and Academic Honesty. The Journal of Psychology , 42(4), 357-72.

Vegh, G. S. (2009). Academic honesty for a new generation. McClatchy – Tribune Business News. Web.

“What is Academic Dishonesty” (1996). In Teaching Resources Guide 1996-1997 (pp. 77-78). Irvine, CA: Instructional Resources Center, University of California.

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IvyPanda. (2018, October 10). Academic Honesty Essay. https://ivypanda.com/essays/academic-honesty/

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Bibliography

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How Biden Adopted Trump’s Trade War With China

The president has proposed new barriers to electric vehicles, steel and other goods..

This transcript was created using speech recognition software. While it has been reviewed by human transcribers, it may contain errors. Please review the episode audio before quoting from this transcript and email [email protected] with any questions.

From “The New York Times,” I’m Sabrina Tavernise, and this is “The Daily.”

[MUSIC PLAYING]

Donald Trump upended decades of American policy when he started a trade war with China. Many thought that President Biden would reverse those policies. Instead, he’s stepping them up. Today, my colleague, Jim Tankersley, explains.

It’s Monday, May 13.

Jim, it’s very nice to have you in the studio.

It’s so great to be here, Sabrina. Thank you so much.

So we are going to talk today about something I find very interesting and I know you’ve been following. We’re in the middle of a presidential campaign. You are an economics reporter looking at these two candidates, and you’ve been trying to understand how Trump and Biden are thinking about our number one economic rival, and that is China.

As we know, Trump has been very loud and very clear about his views on China. What about Biden?

Well, no one is going to accuse President Biden of being as loud as former President Trump. But I think he’s actually been fairly clear in a way that might surprise a lot of people about how he sees economic competition with China.

We’re going after China in the wrong way. China is stealing intellectual property. China is conditioning —

And Biden has, kind of surprisingly, sounded a lot, in his own Joe Biden way, like Trump.

They’re not competing. They’re cheating. They’re cheating. And we’ve seen the damage here in America.

He has been very clear that he thinks China is cheating in trade.

The bottom line is I want fair competition with China, not conflict. And we’re in a stronger position to win the economic competition of the 21st century against China or anyone else because we’re investing in America and American workers again. Finally.

And maybe the most surprising thing from a policy perspective is just how much Biden has built on top of the anti-China moves that Trump made and really is the verge of his own sort of trade war with China.

Interesting. So remind us, Jim, what did Trump do when he actually came into office? We, of course, remember Trump really talking about China and banging that drum hard during the campaign, but remind us what he actually did when he came into office.

Yeah, it’s really instructive to start with the campaign, because Trump is talking about China in some very specific ways.

We have a $500 billion deficit, trade deficit, with China. We’re going to turn it around. And we have the cards. Don’t forget —

They’re ripping us off. They’re stealing our jobs.

They’re using our country as a piggy bank to rebuild China, and many other countries are doing the same thing. So we’re losing our good jobs, so many.

The economic context here is the United States has lost a couple of million jobs in what was called the China shock of the early 2000s. And Trump is tapping into that.

But when the Chinese come in, and they want to make great trade deals — and they make the best trade deals, and not anymore. When I’m there, we turn it around, folks. We turn it around. We have —

And what he’s promising as president is that he’s going to bring those jobs back.

I’ll be the greatest jobs president that God ever created. I’ll take them back from China, from Japan.

And not just any jobs, good-paying manufacturing jobs, all of it — clothes, shoes, steel, all of these jobs that have been lost that American workers, particularly in the industrial Midwest, used to do. Trump’s going to bring them back with policy meant to rebalance the trade relationship with China to get a better deal with China.

So he’s saying China is eating our lunch and has been for decades. That’s the reason why factory workers in rural North Carolina don’t have work. It’s those guys. And I’m going to change that.

Right. And he likes to say it’s because our leaders didn’t cut the right deal with them, so I’m going to make a better deal. And to get a better deal, you need leverage. So a year into his presidency, he starts taking steps to amass leverage with China.

And so what does that look like?

Just an hour ago, surrounded by a hand-picked group of steelworkers, President Trump revealed he was not bluffing.

It starts with tariffs. Tariffs are taxes that the government imposes on imports.

Two key global imports into America now face a major new barrier.

Today, I’m defending America’s national security by placing tariffs on foreign imports of steel and aluminum.

And in this case, it’s imports from a lot of different countries, but particularly China.

Let’s take it straight to the White House. The president of the United States announcing new trade tariffs against China. Let’s listen in.

This has been long in the making. You’ve heard —

So Trump starts, in 2018, this series of tariffs that he’s imposing on all sorts of things — washing machines, solar panels, steel, aluminum. I went to Delaware to a lighting store at that time, I remember, where basically everything they sold came from China and was subject to the Trump tariffs, because that’s where lighting was made now.

Interesting.

Hundreds of billions of dollars of Chinese goods now start falling under these Trump tariffs. The Chinese, of course, don’t take this lying down.

China says it is not afraid of a trade war with the US, and it’s fighting back against President Trump with its own tariffs on US goods.

They do their own retaliatory tariffs. Now American exports to China cost more for Chinese consumers. And boom, all of a sudden, we are in the midst of a full-blown trade war between the United States and Beijing.

Right. And that trade war was kind of a shock because for decades, politicians had avoided that kind of policy. It was the consensus of the political class in the United States that there should not be tariffs like that. It should be free trade. And Trump just came in and blew up the consensus.

Yeah. And Sabrina, I may have mentioned this once or 700 times before on this program, but I talk to a lot of economists in my job.

Yeah, it’s weird. I talk to a lot of economists. And in 2018 when this started, there were very, very, very few economists of any political persuasion who thought that imposing all these tariffs were a good idea. Republican economists in particular, this is antithetical to how they think about the world, which is low taxes, free trade. And even Democratic economists who thought they had some problems with the way free trade had been conducted did not think that Trump’s “I’m going to get a better deal” approach was going to work. And so there was a lot of criticism at the time, and a lot of politicians really didn’t like it, a lot of Democrats, many Republicans. And it all added up to just a real, whoa, I don’t think this is going to work.

So that begs the question, did it?

Well, it depends on what you mean by work. Economically, it does not appear to have achieved what Trump wanted. There’s no evidence yet in the best economic research that’s been done on this that enormous amounts of manufacturing jobs came back to the United States because of Trump’s tariffs. There was research, for example, on the tariffs on washing machines. They appear to have helped a couple thousand jobs, manufacturing jobs be created in the United States, but they also raised the price of washing machines for everybody who bought them by enough that each additional job that was created by those tariffs effectively cost consumers, like, $800,000 per job.

There’s like lots of evidence that the sectors Trump was targeting to try to help here, he didn’t. There just wasn’t a lot of employment rebound to the United States. But politically, it really worked. The tariffs were very popular. They had this effect of showing voters in those hollowed-out manufacturing areas that Trump was on their team and that he was fighting for them. Even if they didn’t see the jobs coming back, they felt like he was standing up for them.

So the research suggests this was a savvy political move by Trump. And in the process, it sort of changes the political economic landscape in both parties in the United States.

Right. So Trump made these policies that seemed, for many, many years in the American political system, fringe, isolationist, economically bad, suddenly quite palatable and even desirable to mainstream policymakers.

Yeah. Suddenly getting tough on China is something everyone wants to do across both parties. And so from a political messaging standpoint, being tough on China is now where the mainstream is. But at the same time, there is still big disagreement over whether Trump is getting tough on China in the right way, whether he’s actually being effective at changing the trade relationship with China.

Remember that Trump was imposing these tariffs as a way to get leverage for a better deal with China. Well, he gets a deal of sorts, actually, with the Chinese government, which includes some things about tariffs, and also China agreeing to buy some products from the United States. Trump spins it as this huge win, but nobody else really, including Republicans, acts like Trump has solved the problem that Trump himself has identified. This deal is not enough to make everybody go, well, everything’s great with China now. We can move on to the next thing.

China remains this huge issue. And the question of what is the most effective way to deal with them is still an animating force in politics.

Got it. So politically, huge win, but policy-wise and economically, and fundamentally, the problem of China still very much unresolved.

Absolutely.

So then Biden comes in. What does Biden do? Does he keep the tariffs on?

Biden comes to office, and there remains this real pressure from economists to roll back what they consider to be the ineffective parts of Trump’s trade policy. That includes many of the tariffs. And it’s especially true at a time when almost immediately after Biden takes office, inflation spikes. And so Americans are paying a lot of money for products, and there’s this pressure on Biden, including from inside his administration, to roll back some of the China tariffs to give Americans some relief on prices.

And Biden considers this, but he doesn’t do it. He doesn’t reverse Trump’s tariff policy. In the end, he’s actually building on it.

We’ll be right back.

So Jim, you said that Biden is actually building on Trump’s anti-China policy. What exactly does that look like?

So Biden builds on the Trump China policy in three key ways, but he does it with a really specific goal that I just want you to keep in mind as we talk about all of this, which is that Biden isn’t just trying to beat China on everything. He’s not trying to cut a better deal. Biden is trying to beat China in a specific race to own the clean-energy future.

Clean energy.

Yeah. So keep that in mind, clean energy. And the animating force behind all of the things Biden does with China is that Biden wants to beat China on what he thinks are the jobs of the future, and that’s green technology.

Got it. OK. So what does he do first?

OK. Thing number one — let’s talk about the tariffs. He does not roll them back. And actually, he builds on them. For years, for the most part, he just lets the tariffs be. His administration reviews them. And it’s only now, this week, when his administration is going to actually act on the tariffs. And what they’re going to do is raise some of them. They’re going to raise them on strategic green tech things, like electric vehicles, in order to make them more expensive.

And I think it’s important to know the backdrop here, which is since Biden has taken office, China has started flooding global markets with really low-cost green technologies. Solar panels, electric vehicles are the two really big ones. And Biden’s aides are terrified that those imports are going to wash over the United States and basically wipe out American automakers, solar panel manufacturers, that essentially, if Americans can just buy super-cheap stuff from China, they’re not going to buy it from American factories. Those factories are going to go out of business.

So Biden’s goal of manufacturing jobs in clean energy, China is really threatening that by dumping all these products on the American market.

Exactly. And so what he wants to do is protect those factories with tariffs. And that means increasing the tariffs that Trump put on electric vehicles in hopes that American consumers will find them too expensive to buy.

But doesn’t that go against Biden’s goal of clean energy and things better for the environment? Lots of mass-market electric vehicles into the United States would seem to advance that goal. And here, he’s saying, no, you can’t come in.

Right, because Biden isn’t just trying to reduce emissions at all costs. He wants to reduce emissions while boosting American manufacturing jobs. He doesn’t want China to get a monopoly in these areas. And he’s also, in particular, worried about the politics of lost American manufacturing jobs. So Biden does not want to just let you buy cheaper Chinese technologies, even if that means reducing emissions.

He wants to boost American manufacturing of those things to compete with China, which brings us to our second thing that Biden has done to build on Trump’s China policy, which is that Biden has started to act like the Chinese government in particular areas by showering American manufacturers with subsidies.

I see. So dumping government money into American businesses.

Yes, tax incentives, direct grants. This is a way that China has, in the past decades, built its manufacturing dominance, is with state support for factories. Biden is trying to do that in particular targeted industries, including electric vehicles, solar power, wind power, semiconductors. Biden has passed a bunch of legislation that showers those sectors with incentives and government support in hopes of growing up much faster American industry.

Got it. So basically, Biden is trying to beat China at its own game.

Yeah, he’s essentially using tariffs to build a fortress around American industry so that he can train the troops to fight the clean energy battle with China.

And the troops being American companies.

Yes. It’s like, we’re going to give them protection — protectionist policy — in order to get up to size, get up to strength as an army in this battle for clean energy dominance against the Chinese.

Got it. So he’s trying to build up the fortress. What’s the third thing Biden does? You mentioned three things.

Biden does not want the United States going it alone against China. He’s trying to build an international coalition, wealthy countries and some other emerging countries that are going to take on China and try to stop the Chinese from using their trade playbook to take over all these new emerging industrial markets.

But, Jim, why? What does the US get from bringing our allies into this trade war? Why does the US want that?

Some of this really is about stopping China from gaining access to new markets. It’s like, if you put the low-cost Chinese exports on a boat, and it’s going around the world, looking for a dock to stop and offload the stuff and sell it, Biden wants barriers up at every possible port. And he wants factories in those places that are competing with the Chinese.

And a crucial fact to know here is that the United States and Europe, they are behind China when it comes to clean-energy technology. The Chinese government has invested a lot more than America and Europe in building up its industrial capacity for clean energy. So America and its allies want to deny China dominance of those markets and to build up their own access to them.

And they’re behind, so they’ve got to get going. It’s like they’re in a race, and they’re trailing.

Yeah, it’s an economic race to own these industries, and it’s that global emissions race. They also want to be bringing down fossil-fuel emissions faster than they currently are, and this is their plan.

So I guess, Jim, the question in my mind is, Trump effectively broke the seal, right? He started all of these tariffs. He started this trade war with China. But he did it in this kind of jackhammer, non-targeted way, and it didn’t really work economically. Now Biden is taking it a step further. But the question is, is his effort here going to work?

The answer to whether it’s going to work really depends on what your goals are. And Biden and Trump have very different goals. If Trump wins the White House back, he has made very clear that his goal is to try to rip the United States trade relationship with China even more than he already has. He just wants less trade with China and more stuff of all types made in the United States that used to be made in China. That’s a very difficult goal, but it’s not Biden’s goal.

Biden’s goal is that he wants America to make more stuff in these targeted industries. And there is real skepticism from free-market economists that his industrial policies will work on that, but there’s a lot of enthusiasm for it from a new strain of Democratic economists, in particular, who believe that the only chance Biden has to make that work is by pulling all of these levers, by doing the big subsidies and by putting up the tariffs, that you have to have both the troops training and the wall around them. And if it’s going to work, he has to build on the Trump policies. And so I guess you’re asking, will it work? It may be dependent upon just how far he’s willing to go on the subsidies and the barriers.

There’s a chance of it.

So, Jim, at the highest level, whatever the economic outcome here, it strikes me that these moves by Biden are pretty remarkably different from the policies of the Democratic Party over the decades, really going in the opposite direction. I’m thinking of Bill Clinton and NAFTA in the 1990s. Free trade was the real central mantra of the Democratic Party, really of both parties.

Yeah, and Biden is a real break from Clinton. And Clinton was the one who actually signed the law that really opened up trade with China, and Biden’s a break from that. He’s a break from even President Obama when he was vice president. Biden is doing something different. He’s breaking from that Democratic tradition, and he’s building on what Trump did, but with some throwback elements to it from the Roosevelt administration and the Eisenhower administration. This is this grand American tradition of industrial policy that gave us the space race and the interstate highway system. It’s the idea of using the power of the federal government to build up specific industrial capacities. It was in vogue for a time. It fell out of fashion and was replaced by this idea that the government should get out of the way, and you let the free market drive innovation. And now that industrial policy idea is back in vogue, and Biden is doing it.

So it isn’t just a shift or an evolution. It’s actually a return to big government spending of the ‘30s and the ‘40s and the ‘50s of American industrialism of that era. So what goes around comes around.

Yeah, and it’s a return to that older economic theory with new elements. And it’s in part because of the almost jealousy that American policymakers have of China and the success that it’s had building up its own industrial base. But it also has this political element to it. It’s, in part, animated by the success that Trump had making China an issue with working-class American voters.

You didn’t have to lose your job to China to feel like China was a stand-in for the forces that have taken away good-paying middle-class jobs from American workers who expected those jobs to be there. And so Trump tapped into that. And Biden is trying to tap into that. And the political incentives are pushing every future American president to do more of that. So I think we are going to see even more of this going forward, and that’s why we’re in such an interesting moment right now.

So we’re going to see more fortresses.

More fortresses, more troops, more money.

Jim, thank you.

You’re welcome.

Here’s what else you should know today. Intense fighting between Hamas fighters and Israeli troops raged in parts of Northern Gaza over the weekend, an area where Israel had declared Hamas defeated earlier in the war, only to see the group reconstitute in the power vacuum that was left behind. The persistent lawlessness raised concerns about the future of Gaza among American officials. Secretary of State Antony Blinken said on “Face the Nation” on Sunday that the return of Hamas to the North left him concerned that Israeli victories there would be, quote, “not sustainable,” and said that Israel had not presented the United States with any plan for when the war ends.

And the United Nations aid agency in Gaza said early on Sunday that about 300,000 people had fled from Rafah over the past week, the city in the enclave’s southernmost tip where more than a million displaced Gazans had sought shelter from Israeli bombardments elsewhere. The UN made the announcement hours after the Israeli government issued new evacuation orders in Rafah, deepening fears that the Israeli military was preparing to invade the city despite international warnings.

Today’s episode was produced by Nina Feldman, Carlos Prieto, Sidney Harper, and Luke Vander Ploeg. It was edited by M.J. Davis Lin, Brendan Klinkenberg, and Lisa Chow. Contains original music by Diane Wong, Marion Lozano, and Dan Powell, and was engineered by Alyssa Moxley. Our theme music is by Jim Brunberg and Ben Landsverk of Wonderly.

That’s it for “The Daily.” I’m Sabrina Tavernise. See you tomorrow.

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May 14, 2024 • 35:20 Voters Want Change. In Our Poll, They See It in Trump.
May 13, 2024 • 27:46 How Biden Adopted Trump’s Trade War With China
May 10, 2024 • 27:42 Stormy Daniels Takes the Stand
May 9, 2024 • 34:42 One Strongman, One Billion Voters, and the Future of India
May 8, 2024 • 28:28 A Plan to Remake the Middle East
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May 6, 2024 • 29:23 R.F.K. Jr.’s Battle to Get on the Ballot
May 3, 2024 • 25:33 The Protesters and the President

Hosted by Sabrina Tavernise

Produced by Nina Feldman , Carlos Prieto , Sydney Harper and Luke Vander Ploeg

Edited by M.J. Davis Lin , Brendan Klinkenberg and Lisa Chow

Original music by Diane Wong , Marion Lozano and Dan Powell

Engineered by Alyssa Moxley

Listen and follow The Daily Apple Podcasts | Spotify | Amazon Music | YouTube

Donald Trump upended decades of American policy when he started a trade war with China. Many thought that President Biden would reverse those policies. Instead, he’s stepping them up.

Jim Tankersley, who covers economic policy at the White House, explains.

On today’s episode

Jim Tankersley , who covers economic policy at the White House for The New York Times.

At a large shipping yard, thousands of vehicles are stacked in groups. Red cranes are in the background.

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Mr. Biden, competing with Mr. Trump to be tough on China , called for steel tariffs last month.

The Biden administration may raise tariffs on electric vehicles from China to 100 percent .

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The Daily is made by Rachel Quester, Lynsea Garrison, Clare Toeniskoetter, Paige Cowett, Michael Simon Johnson, Brad Fisher, Chris Wood, Jessica Cheung, Stella Tan, Alexandra Leigh Young, Lisa Chow, Eric Krupke, Marc Georges, Luke Vander Ploeg, M.J. Davis Lin, Dan Powell, Sydney Harper, Mike Benoist, Liz O. Baylen, Asthaa Chaturvedi, Rachelle Bonja, Diana Nguyen, Marion Lozano, Corey Schreppel, Rob Szypko, Elisheba Ittoop, Mooj Zadie, Patricia Willens, Rowan Niemisto, Jody Becker, Rikki Novetsky, John Ketchum, Nina Feldman, Will Reid, Carlos Prieto, Ben Calhoun, Susan Lee, Lexie Diao, Mary Wilson, Alex Stern, Dan Farrell, Sophia Lanman, Shannon Lin, Diane Wong, Devon Taylor, Alyssa Moxley, Summer Thomad, Olivia Natt, Daniel Ramirez and Brendan Klinkenberg.

Our theme music is by Jim Brunberg and Ben Landsverk of Wonderly. Special thanks to Sam Dolnick, Paula Szuchman, Lisa Tobin, Larissa Anderson, Julia Simon, Sofia Milan, Mahima Chablani, Elizabeth Davis-Moorer, Jeffrey Miranda, Renan Borelli, Maddy Masiello, Isabella Anderson and Nina Lassam.

Luke Vander Ploeg is a senior producer on “The Daily” and a reporter for the National Desk covering the Midwest. More about Luke Vander Ploeg

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How Biden Adopted Trump’s Trade War With China

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