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Moving From Cheating To Academic Honesty By Eugene Bratek

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“Moving from Cheating to Academic Honesty”, which is an article about the increased academic dishonesty in schools, written by author Eugene Bratek, there are multiple points brought up about how children adults and school systems alike are to blame. I agree with these statements up to the point of which some successful students “cheat to thrive” and that technology does not play a role in academic dishonesty. However, the main point that lying and cheating are only beneficial to a certain extent and that if caught a former cheater’s life could completely derail. College is a victim of academic dishonesty similar if not completely alike to High, Middle, and Elementary schools. An example of mass academic dishonesty in the college environment is written within the article. The author explains “This was at play in a recent cheating scandal at Harvard University, where as many as 125 …show more content…

I learned this when I was in the eighth grade when though I was not the one cheating I was being greatly affected by it. I had studied for a math test since my grades in that particular subject were not very good, and did rather well on the test. A week later the teacher announced that someone had posted the answers to that particular test on the wall of an english classroom and on the internet, therefore, it would have not been worth anything; they strengthened the consequences of cheating after that and many students experienced a slip in their grades. These students were likely the ones who found answers and cheat sheets online and used them to have good grades in their classes making them appear to be smarter and need less assistance with the subject than they really did. Therefore if a person needs to use the internet and cheating to thrive then without the dishonesty, they would not be thriving at

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We all want to get older, yet we cannot even think independently. Cheating costs us our intellect and therefore limits our independence. We will not be successful whilst reliant on others. Let’s ask ourselves, do we want to look back on a person who cheated and never gained knowledge or a person who was morally correct and gained intelligence through original work? Suddenly, academic integrity matters much more here because the work we do during school translates into our lives, careers, and success.

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Throughout my high school education, I have found myself being unable to trust my peers as I have been told to cover my answer sheets during tests, or have seen other students on their phones during quizzes that I had studied hours for the night before. In my school, cheating runs rampant as many students feel that there is no consequence as it has been deemed socially acceptable, many teachers don’t discuss repercussions for cheating at the beginning of the year, and it is not very difficult to difficult to cheat. In fact, as outlined in Source F, two thirds of students surveyed at the collegiate level admit to acts of academic dishonesty. The same source found that “the highest levels of cheating are usually found at colleges that have not engaged their students in active dialogue on the issue of academic dishonesty,” (Source F). Although many would believe that implementing an honor code would stir further distrust among students as they are told to suspect and report each other, I believe that an honor code in my school would set an important precedent for academic honesty, as there is currently little to no social pressures around cheating.

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We’ve all sat in a class room and been lectured about cheating and plagiarism and how it is wrong. We are told that there will be serious consequences upon our reputation with the school, instructors and among other peers. Susan Blum presents knowledge about plagiarism among institutions and the increasing problem, in her article “Academic Integrity and Student Plagiarism: a Question of Education, Not Ethics”. While Richard Perez- Pena discusses his view and his thought of the reason behind cheating, in the article “Studies Find More Students Cheating, With High Achievers No Exception”. As evidence above, these two authors share similar views and opinions.

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But the devaluation is not just figurative. An Iowa State degree is a valuable commodity, only if people trust that it is a mark of excellence. That trust is undermined as people become aware of the amount of cheating on campus. But more disturbing is that academic dishonesty perverts the central mission of a university . . .

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