our academic writing services

our academic writing services

The Ethical Implications of Academic Writing Services

1. Introduction to Academic Writing Services

The expanding growth of the custom-writing industry is a sign of the great weaknesses within the academic system, which put students through a significant deal of stress and emotional struggle. In their learning environments, students have an abundance of essays and research papers to write, and there is nothing new about the fact that writing is always a big part of the academic experience. What is new is the fact that the students have to put equal effort into progressing along their academic path. According to those within the industry, buying papers is a necessary reaction to serious underlying issues in the educational system.

All college and university professors will tell you the same thing: there is one notably challenging aspect they cannot abide. Those practicing such acts feel forced to rely on unorthodox methods to deal with the challenges that are set by overwhelming demands, and because as professors, they feel like failing. The pressure is enormous, directly imposing upon their overall emotional health. Because of this, students are arguing that the matter is more complex than meeting the deadlines by purchasing an essay through custom-writing services. With regard to struggling within the education world, speaking from personal experience, our education system recognizes this and strives to prepare students by requiring them to improve this skill through writing assignments. A student who hopes to graduate from one of these universities usually needs to rely on “unorthodox” methods to deal with all challenges that are imposed by the professors.

2. Ethical Concerns in Using Academic Writing Services

Academic writing services are professional services used by students to produce academic documents of varying complexity for purposes of satisfying course requirements. The work is pre-written and is distinctive for a custom piece for the client. Although there is no evidence of lessened plagiarism due to the use of these services, for many, using such services is incongruent with their own ethical standards, which manifest in many ways. First and foremost, given that surrogacy in favor of personal growth is unethical for many, using academic writing services can be seen as personally unethical. Applicants enroll at universities with realistic expectations of performance, not to mention being evaluated for these duties.

In the studies cited earlier, over 40% of students reported using these academic writing services as a solution to personal barriers they encountered during the learning process. As such, students enroll at universities with realistic expectations of performance and their true ability became known through class participation, oral presentations, class discussions, etc. Academic writing services underpin the values of many university populations. Data on students’ publications are used as a measure of university quality, academic performance, annual trends, scholarly quality of the faculty, academic environment, and many other aggregate statistics. If academic writing services erode class, program, or overall student achievement or the perception of rigor and expertise on the part of the clients, this can have an impact on university performance statistics and rankings.

3. Impact of Academic Writing Services on Education and Integrity

The majority of academic writing services target students and professionals in the academic field with offers of customized essays, theses, and dissertations, all strategically targeting the vulnerabilities of students with exceptionally busy schedules. These services frequently come with guarantees of security, offering customers inclusive benefits and a “professional” touch. However, the overall message behind these forums is a disheartening one: we give up our right to think, and in doing so significantly compromise our ability to learn. Many of these “professionals” are current university students working for this very purpose or retired individuals re-entering the workforce to supplement their income, with secluded writings and disintegrated creativity.

It cannot be gainsaid that traditional academic training requires the flexing of one’s intellectual muscle; an endeavor of profound, enriching, and vulnerable authenticity. Academic exploration commands the thinker inside every student, relentless in pursuit of creating the illusion of limitless growth. However, it appears that this illusion is too irresistible to wait for, buy, and wear as a trophy. The direct benefit of engaging the thinker inside each student is undermining the modest wisdom of the education that occurs through the process of earning a grade; by working through others to come up with answers only produces a deviant form of academic ability; this is mediated and merely duplicated. Although not broadly publicly acknowledged, this raises a fundamental question: Why isn’t education structured like this from the outset? Why are students encouraged to think and pursue at one end, but faced with the harsh realities of life are disallowed from doing so at others? As individuals who desire to think and make meaningful contributions in a variety of domains throughout their lives, who is being hurt and who is this helping?

4. Strategies for Addressing the Issue of Academic Writing Services

There is no simple fix to eliminating academic cheating and the need for academic cheating sites. The writing resource page provided to all students at the beginning of this paper is not sufficient to guide students to writing centers and tutoring services alone. Instructors and institutions must provide workshops about how to effectively use writing centers and how to best use these centers to develop their writing. More resources and workshops can even be provided through existing efforts on campuses. The Writing in the Disciplines (WID) initiative can help support student tertiary writing across disciplines. Personally, I facilitated a workshop in a Health Ethics partially online graduate program to support the need for professional writing skills among students.

Students may indeed have resources to address the challenges to writing that they face, but it is unfair to assume that they have been effectively introduced to these services or even know about these services. Institutions have support systems in place for student guidance on writing, but students may not be aware of these resources, may think that contacting the writing center will take too long, may not seek help from the center, may not receive appropriate feedback at the writing center, etc. There are multiple recent contemporary writings that can encourage institutions to better support and instruct students about academic writing with the variety of written and material content resources in the array of accountable accommodations available appropriate to the array of learners in need of these resources.