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order an essay online

The Impact of Ordering Essays Online on Academic Integrity and Learning Outcomes

1. Introduction to the Practice of Ordering Essays Online

Our work responds to important and interconnected challenges related to student engagement, plagiarism, and broader concerns of declining student preparation and program quality. Discussion is based on theoretical considerations that underlie the use of buying essays long-recognized components of academic writing centers and conversational exchanges in classrooms, computer labs, and other interactive applications. They have been reported in the literature, are complex, possess multiple dimensions, and require input from authors and participants as they perceive their proper roles and responsibilities. Important issues address, not all students benefit equally, and careful thought should be given to the appropriateness of integrating these highly variable dimensions with a particular task to be achieved. Assumptions are rarely simplistic. Indeed, frequent attacks against various aspects are more heated, passionate, and personal. They are fraught with layers of context and varying degrees of alignment that challenge authority in the academy. Thus, being aggregated in a systematic fashion can help promote tolerance and respect and position challenges in a rational, informed, and cooperative framework for our students.

The practice of ordering essays online offers the possibility of achieving original content, makes it easy to deal with hidden obstacles one may encounter with an assignment, and helps in the process of learning while providing an opportunity to prioritize important areas of study. There also are claims, however, connected with changing the nature of that learning process so that students are their deepest researchers. We consider implications of this practice relative to utility in learning outcomes and academic integrity.

2. Ethical and Academic Integrity Considerations

There are several reasons for possible breaches of academic integrity linked with the use of commercial essay services. Through a discussion of who is responsible in these situations, this chapter highlights what universities, students, commissioning services, and regulators can do to further academic integrity in an institution. Anyone with a connection to a university may be a potential provider of an academic writing service, but here the focus of commercial essay services in providing essays on a commercial basis is explored, particularly in relation to potential breaches of academic integrity. The role of the university in credentialing to the quality of the degrees obtained, with discourses only present in the contract between the university and the three people involved, is interrogated. It starts with an exploration of what academic integrity actually means, through the nature of demand for essays online for credit, going on to explore commercial services that offer to provide essays online.

This section provides an overview of ethical and academic integrity issues that pertain to commercial essay services and is divided into six subsections: the role of the university, student duties of academic integrity, identification of breaches, safeguard intensification, when things go wrong, and guidance. It brings into sharp relief the principal dilemmas faced by universities in tackling the challenge that essay writing services present. These are summarized in the conclusions, and an important overarching question is raised by positing whether there are distinct categories of essay writing that confer separate responsibilities on scholars and regulators.

3. Effects on Learning Outcomes and Skill Development

Counterfeits can connote something more – “A counterfeit bill contains exactly the same information that a real bill has, but the meaning of the information on a counterfeit bill and a real bill is different… Although counterfeit money is visually indistinguishable from real money, it has no mechanism for validating value,” (Paesani, 1997). The concern is not that if a document were written that it would be weak, or that were some support (including fulfillment of the most difficult criteria to satisfy) that the document would not provide illustrative support of learning outcomes or of skills or that the document would not reward a grade commensurate with the narrative or ability of the student author. Nor is the concern that non-authors might offer substantive and constructive feedback that might assist the student author in learning and the document in recognizing the grade it deserves.

The fact that the main outcome of education is learning is frequently missing from the focus of questions about how students cheat, in general or in particular cases. If a student is not learning, the other evidence of learning – papers, exams, participation, and the like – will not contain evidence of learning either. This is very much a form-follows-function comment, in that students will produce outputs that reward memorization, document referencing, and regurgitation. The rich opportunities of a classroom are not only underutilized, but would not be recognized either, by these students. More specifically, the issue comes down to whether the only thing that matters about an assignment is the grade the assignment produces.

4. Strategies for Promoting Academic Integrity in the Digital Age

There are some steps that institutions can take in order to limit the spread of ordered essays. The first is for instructors to assign narrowly tailored assignments, including writing prompts that are based on recent research, or those that ask students to relate a particular topic to a specific case study or particular course readings. To do this, instructors can: a) Require students to visit the library to consult with faculty or professional librarians and request relevant literature on the topic. b) Encourage small group work throughout the term rather than waiting until the day of the assignment. In the case of online students, c) Provide students with a list of case studies to explore along with prompts to critique, support, or connect them with course readings.

As Azer and Adams point out, it is possible for instructors to ascertain if an essay was ordered, as it may be difficult for a student to incorporate its material into a broader discussion of the course and can appear incongruent with the rest of the student’s work. However, detecting an ordered essay can be difficult because freelance writer services may claim that the customer is the legal purchaser of the essay and has the right to present it as their own. Moreover, essays written for customers are barely detectable by anti-plagiarism software, which is programmed to compare fully available texts found on the internet. When ordering a new essay, the customer may receive an essay that was written only a few days prior, which will not be traceable on the internet, and thus the most recent version of the essay would not be previously detected by the anti-plagiarism software. Additionally, because some instructors assign essays that are not based on specific readings and are more open-ended in nature, ordering an essay may become more tempting for students.

5. Conclusion and Recommendations

Several practical implications derive from this study. Decisions and policies regarding the use of essay mill services ought to be made at the national, regional, policy, and institutional levels to reduce opportunities to use them. However, those measures are likely only complementary to the pedagogic measures. The academic community might need more pointed professional development to be well equipped to help students complete their academic tasks while appreciating the ethical and professional aspects of their upcoming occupations. The power of creating and disseminating a value-based culture is still in our hands. Furthermore, essays that are ghostwritten with deceit damage the reputation of educational institutions and challenge their very legitimacy. Leadership in tackling academic integrity-related dilemmas falls on the shoulders of academics. Educational institutions can implement a range of minimal standard technical and administrative measures to prevent or detect essay mill use, especially at times of requirement essays capture given there are now advanced software systems to detect such commercial activity.

To summarize, the analysis provided in this paper demonstrates the substantial influence of acquiring papers from essay mills on the knowledge, attitudes, and ethics of students – the future managers, decision-makers, and leaders of society. This substantial influence unambiguously undermines one of the primary missions of higher education – to transmit moral values and a sense of social responsibility to future graduates. This comprehensive examination demonstrates that a more intense discussion within the academic community regarding the availability of essay mills is justified. In this spirit, the paper includes suggestions regarding both preventive and curative measures. However, several limitations of our study design and data have to be acknowledged. For example, the selection bias of the survey is inevitable due to the self-reported nature of the data. Moreover, as the impact of exposure operates at different levels, more research is needed to investigate the effects of essay mill use at the institutional level.