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The Impact of Custom Writing Services on Education

1. Introduction to Custom Writing Services

The frantic pace of academic life has given rise to a new phenomenon – custom writing services. These companies accept essays and theses, write them to order, and then send them back to the student. Students see custom writing as a way to save time and get a good grade, but these paper mills have resulted in a decrease in students’ work capacity.

Before looking at the impact of custom writing on education, we should first consider what services are available, which suppliers exist, how the industry is organized at an international level, and the penalties simulated by custom writing services in the handling of a university system that is found out. Surfing the internet, it is easy to look for sites that offer such services: by typing the word “essay” into a search engine, for example, it is possible to view several tens of addresses that specialize in the writing of essays, term papers, and theses, not only for school but also for high school and university. These sites offer quotes up to $50 per page (about 300 words correctly spaced) and a turnaround of a few hours. The essay requests are directed to PCs which are close to the writers who deliver the work on the established deadlines, typically within seven days, both through the site and on receipt of payment (depending on the number of pages delivered).

2. Ethical and Legal Implications of Using Custom Writing Services

The fundamental idea in educational ethics is responsibility. Parents and teachers are responsible for the institutions and goals of education. They have the authority to take action for the student or child. But they do not have the right to make the decisions about the child’s future or views. Education must also develop a student’s intelligence and character. Therefore, in educational ethics, another key idea is character development. Educators want the best for the students to make their decisions, become more intellectual, and learn to use their freedom responsibly. They will contribute to a knowledgeable, wise society. Custom writing services can also help students with character development.

Through personal writing, they develop artistic talents in many students. Students need the ability to communicate well and to reason about the issues they encounter in their daily lives. Unfortunately, due to advances in technology, this generation has begun to lose this capability. They are more interested in expressing themselves in text messages or emails instead of meeting and talking with new people. Educational ethics is a unique field and can lead to innovative study practices. These practices can improve the developmental aspect of learning and social relationships in schools and classrooms. Society has the power to change ethical practices in the field of education. We must acknowledge the potential benefits and consequences of preserving our cultural heritage and creating new and innovative educational programs that spark the interest of our diverse students and promote community involvement. The preservation of ethical practices and cultures guarantees students and individuals a future in an ever-changing global society and advances the institutional domain of education to new innovative study strategies.

3. Quality and Integrity in Custom Writing Services

When students use the services of custom writing companies, they often do not get what they have asked for or may not get anything at all. It is just an echo of what they have already written, or a lousy idea, or nothing that has anything to do with the task. On top of that, the clients of some companies want to cheat the system, paying for their diplomas or certificates and submitting as their own the paper written by the professionals. So, who are the actual cheaters, and why are custom writing companies labeled otherwise?

In the film “The Ghost Writer,” Ewan McGregor has played a character who delivers other people’s ideas to save their time while not caring about liberating his schedule with the flawless masterpieces. However, in the mentioned film, his task was to complete the memoirs of the Prime Minister while the actual author was unable to do it. That illustrates what the issue is in the current question: the desire of the person who buys the custom writing services does not always pursue bad motives, and the writers working under those services cannot be labeled as amoral or having a bad qualification. We are talking about the “authors” who create essays for the students only from the professional point of view without entering the situation, and it helps them to cooperate with the custom writing services and make profits from that. Their services have very strict quality requirements for the papers and the authors, and both have to meet them without exception. In this sense, all that this writer provides is an essay (an idea) to guide students with their work but has never done anything that goes beyond the ethical framework of a legal custom writing service.

In our opinion, that issue boils down to the actual producer of the papers who lets students buy his essays only from his point of view, without any compromises and from his moral and professional guidelines. It is a writer who can take his duty professionally to make a contribution, not only to the mentor and the student but also to the education system, and without doing any harm to it. So, if we are bringing up the service that is honest and intended to remain within the boundaries of effective cooperation with the customers, there is no issue in deciding whether we should label the writers and their services as legal and good or not, because the authors of the high-quality original papers can cooperate with such writing companies to help the students to really succeed in their studies.

4. Addressing Academic Integrity Concerns in Higher Education

In an age when commercial services generate essays and term papers for a fee, the ethics of addressing individual student concerns or writing across class sessions may be clouded. As Broeckelman-Post and Myers mentioned, “anxious” students who might feel encouraged to submit drafts for review outside of scheduled writing activities, others have questioned a range of online writing tasks. However, drawing lines concerning which types of support students need is not so easy. In writing across a curriculum settings, although students are often the “best judge of what they need”, faculty who have encountered plagiarism are right to wonder about students’ judgment. What kind of assistance is legitimate and where do “responsible teaching protocols” give way to such malleability? Where the teaching and learning transactional relationship is concerned, is there really some fundamental divide between personal and online writing interaction?

Faculty members are right to worry about the claims of some of the commercials, and even some of the free or very inexpensive commercial spin-offs, that what they offer has anything to do with high-quality writing. However, rather than simply or summarily reject these concerns or propose only defensive strategies, can useful teaching tools emerge? Can writing groups become technological learning communities? Can relatively rote learning tasks be transformed into effective teaching tools? There is no evidence that any faculty member would seriously question whether teacher office hours; consultations outside of class; assigned and peer review of student drafts, and individual writing conferences with students are appropriate. We should hesitate to dismiss prewriting activities in the same way.

5. Conclusion and Future Directions

Our findings demonstrate a relative ease and low cost against which the rise of commercial entities bent on compromise can hardly be checked. Impatience and rigidity regarding the assessment methods applied in current academic practice contribute to the unfortunate situation where paper-writing organizations proliferate and become rather advanced in its reach. The present study adds to several calls to action in the ongoing debate on cheating and plagiarism: academic communities need to be properly educated about the possibilities of outsourcing assignments, students should be properly advised and motivated toward written work, fair and varied assessment methods should be developed, shared, and consistently applied. Particularly technology-restricted methods such as multiple choice or closed-ended questions should be minimized and supplemented with opportunities for writing and dialogue.

Of course, quality and fairness concerns do not appeal only to educators or educational researchers. Commercial custom-writing providers would do well to pay perfect attention to underlying competences and applied technologies that could support both their generation and the evaluation of written work. When they demonstrate that relevant student learning objectives are incorporated in a process, a dialogue might be initiated with universities and university administrators who might become interested in licensing the tool to support formative or early consideration in predicting chances of later actual writing behavior. It would also provide individual students with an instrument to assess the quality of their written work and may help raise their awareness of the journey from thought to words and nuances typically taken to improve that. Such interaction will foster a common and much warranted understanding of mutual interest and realistic expectations on objectives and quality of writing emanating from educational endeavors, hereby generating a far more acceptable, attractive, and healthy climate in renewable dreams of earning a living on business plan writing that is thriving on compounding the real deal—earning an education, financial statements, and the like, currently the most likely source of their wares.