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Arguments in Plagiarism Lines Blur
Trip Gabriel provides a discussion of plagiarism in the article “Plagiarism Lines Blur for Students in the Digital Age”. In the article, the author argues that students in schools do not understand the graveness of using other people’s words and works without acknowledging the author or owner. According to the author, the availability of digital technology has made it easy for students to transfer other people’s words into their own through copying. The issue that stands out, as discussed by Gabriel is the idea that the internet provides students with access to information that does not contain authorship information. In this case, acknowledging the source becomes a problem. The issue of plagiarism as a crime is not very strong for students in the digital era- according to Gabriel.
Too Hard Not to Cheat
In pointing out the significance of originality, Elizabeth Minkel discusses the seriousness of plagiarism in academia in the article titled, “Too Hard Not to Cheat in the Internet Age.” According to Minkel, plagiarism is inexcusable regardless of the reason behind its practice. The author if people excuse plagiarism, students will use this opportunity to defend themselves if caught committing the offense. Minkel explains that students do understand the need for originality and the digital age should not be an excuse for their doing otherwise. The article highlights the seriousness of plagiarism whether the internet is involved or not, and reiterates that excusing this practice is equal to teaching students to lie and escape any punishment.
In supporting the idea of plagiarism as a serious academic offense, Robert Sternberg writes about the significance of the vice in “Slip-Sliding Away, Down the Ethical Slope.” According to the author, cheating is increasing in colleges with students either not being concerned or finding it as an issue. The author points out that the issue has become a societal problem due to the arising misperceptions. As a solution, Sternberg offers an eight-step process that can help students avoid plagiarism by viewing their work via an ethical lens.
The Arguments of Gabriel on Plagiarism
Reading the article by Gabriel gives the impression that the author is giving an explanation as to why students commit plagiarism but does not reiterate the gravity of the matter. For instance, the author writes that professors focus on understanding the reason for students committing plagiarism (Gabriel). This example does not highlight the need for punishing the commitment of plagiarism among students. The arguments of Gabriel are in contrast to those of Minkel in this issue. According to Minkel, the article by Gabriel is excusing the commitment of plagiarism by students.
In disagreeing with Gabriel, Minkel argues that the type of students who give excuses for plagiarism are either crafty students or they are those who have no clue about the offense. The author insists that students have to be aware of sources of plagiarism and how to avoid it (Minkel). For the author, plagiarism is not for students but for politicians (Minkel). Students need to learn how to avoid plagiarism to respect the works of other authors (Minkel; Sternberg).
An important argument on the issue of plagiarism is the problem of the digital age. According to Gabriel, students now have “information that just seems to be hanging out there” on the internet without credentials. This indicates that this information has no owner and a student can use it as his own without acknowledgment. However, Minkel counters this argument and reiterates that even in the presence of the internet, there are countless opportunities for students to produce original work. The author adds that avoiding plagiarism is not about the digital era but about “teaching students how to produce original work” (Minkel).
The Assertions of Sternberg: Ending Crime Among Students
According to Minkel, students have the responsibility of accepting their mistake in committing plagiarism and making an effort to change this practice. This is in agreement with the assertions of Sternberg on correcting the debate on plagiarism. The author states that avoiding cheating should be the ethical responsibility of students (Sternberg). Sternberg goes on to give an eight-step process of behaving ethically. The author advises students to first realize the need for changing the situation. Second and third steps involve the definition of the ethics part of the situation and making a decision on the significance of this component. Fourth and fifth steps is personifying the ethical component and finding out the ethical rule applicable, the final three steps involve determining how to apply the rule, getting ready for any consequences, and finally acting. In doing so, students will be able to avoid situations that raise concern about their ethical conduct.
The three authors argue on the significance of plagiarism in affecting the originality of a student’s work. While they all acknowledge the issue as persistent and widespread in the current generation of students, Minkel and Sternberg call for action to end the crime among students. Reading these articles presents a clear understanding of why students commit plagiarism and how they can learn how to change towards being original in their writing. This information is important in future work when exploring the issue of causes and solutions to plagiarism among students. The article by Gabriel provides good explanations and excuses that students can use to support their plagiarism offenses while the one by Minkel gives a counterargument on why these excuses are not valid. On the other hand, Sternberg provides a solution to plagiarism by discussing steps that students can use to avoid plagiarism. These sources are vital in the upcoming argument essay on the prevention of plagiarism among students in college.
