In his article, “Write from Wrong,” Barry Gilmore discusses the issue of plagiarism amongst secondary and post-secondary school students. In the article, he reports different areas that should be addressed by the schools facing plagiarism from students., whose definition of plagiarism may diverge from their teachers. Gilmore begins by investigating various reasons why plagiarism is still an issue in academic settings. His claim is that with the newly widespread access to the internet, the availability of numerous free essay websites is tempting for students, who are facing pressures from parents or teachers to meet deadlines and maintain their grades. Moreover, a significant percentage of students do not believe internet plagiarism
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He proceeds to say that with a general belief that everyone is doing it, students may not be as hesitant to plagiarize. He couples this with his following section, explaining how students perceive plagiarism differently than educators. While a teacher expects a student’s work to be one’s own completely, a student may not view copying a few sentences without citing, copying a peer’s work, or turning in the same paper to different teachers as plagiarizing in the same way a teacher does. He further brings up the point that teacher’s and other administrators need to address plagiarism more thoroughly with students and other faculty as a way of opening the conversation to begin dealing with inauthentic student work.
As Gilmore comes to an end, he concludes with the consensus that teachers need to talk about plagiarism. As incidences decrease when there are open conversations concerning plagiarism. Along with that, another course of action he proposes is that teachers need to set an example for students. As educators, themselves, may be plagiarizing. He points out that when a teacher borrows images or uses questions directly from a textbook, these are not the teacher's own words thus giving students a confusing message. Students may end up wondering why they need to cite sources if their teacher is not.
Barry Gilmore writes a decisive article about the issue of plagiarism, concluding that while most students believe plagiarism is wrong, many students have an intricately different idea to what plagiarism actually
He proceeds to say that with a general belief that everyone is doing it, students may not be as hesitant to plagiarize. He couples this with his following section, explaining how students perceive plagiarism differently than educators. While a teacher expects a student’s work to be one’s own completely, a student may not view copying a few sentences without citing, copying a peer’s work, or turning in the same paper to different teachers as plagiarizing in the same way a teacher does. He further brings up the point that teacher’s and other administrators need to address plagiarism more thoroughly with students and other faculty as a way of opening the conversation to begin dealing with inauthentic student work.
As Gilmore comes to an end, he concludes with the consensus that teachers need to talk about plagiarism. As incidences decrease when there are open conversations concerning plagiarism. Along with that, another course of action he proposes is that teachers need to set an example for students. As educators, themselves, may be plagiarizing. He points out that when a teacher borrows images or uses questions directly from a textbook, these are not the teacher's own words thus giving students a confusing message. Students may end up wondering why they need to cite sources if their teacher is not.
Barry Gilmore writes a decisive article about the issue of plagiarism, concluding that while most students believe plagiarism is wrong, many students have an intricately different idea to what plagiarism actually