the pay for an essay online
Exploring the Ethics and Implications of Paying for Essays Online
Online essay writing companies offer personal tutorship and reserve some lengthy influence papers through author contact and private course planning through private-university. Improved self-taught future writing sessions are timely-designed academic writing company responses. In guiding authors to share company objectives and ethical requests of completion managing interest offers, we propose and recommend ethical and unobtrusive opportunity meeting guidelines. Our qualitative research response explores the personal ethical concern approach of unethical academic writing companies through different interviewer perspectives, including academics, students, and authors using in-depth, personalized, informed and professional interviews. This author guide to work essay completion contributes to and expand the existing essay writing literature, presents a comprehensive ethical and practical essay writing collaboration with plagiarism, and suggests future research for scholars.
Despite pressure to publish or perish, few faculty receive specific training on research ethics. We address the problem of predatory essay writing companies that help students bypass the educational system to become degree holders for profit. Our suggestion is to promote an ethical academic writing company as an extension of the ongoing comprehensive instruction in research and academic ethics. The essay writing company presents scholars with ethical concerns such as contributing to academic dishonesty, the lack of rigor and scientific process in producing essays, directly misrepresenting the company’s services and degree qualifications, and developing successful future authors in private writing sessions who wish to use the lessons learned for self-improvement. We analyze the ethical concerns through different interviewing perspectives, including academics, students, and authors, using in-depth, personalized interviews. Guides for authors who offer personal essay writing have been developed to make informed decisions for the survey and participants.
Many students believe that these paper-writing services have nothing to do with plagiarism because they purport to offer “study aids” to help students understand essay-writing techniques. While that assumption might appear to provide a loophole from the standard definition of plagiarism, the implications of using these services produce a different ethical quagmire altogether. The administrators of many universities argue that, regardless of the level of original thought in the final product, there simply is no acceptable way to “legitimately” pay for and submit written work that, at least in the eyes of its faculty, should prove the student’s academic ability. Conversely, others argue that these services simply represent commercial endeavors that do not yet encroach upon any well-defined legal or ethical codes. Simply put, as of today, there is no universal moral decision about paying for essays.
A college student spends hours, sometimes days, pouring his or her academic passion into an assigned essay and, upon passing it along via email, waits anxiously for feedback. The essay soon finds a permanent home on Turnitin.com or one of its online competitors where it will be stored and analyzed, compared, and, if necessary, used to ruin the academic careers of other students. But what about the individual who actually authored the essay? Does his intellectual property remain intact and protected, or do society and its educational institutions hold any ethical obligation to ensure its safety? This dire situation has become business-as-usual in some corners of the web. But amidst all of the bitterness and expensive online lectures, are there any ethical and moral implications that come from the paper-writing services? Does it even qualify as cheating?
In return for a fee or other consideration such as future services, these online services provide what are claimed to be fail-safe solutions to college-level students’ essay-writing dilemmas. Indeed, their appeal and success are founded on guarantees that the purchased essays will be able to pass plagiarism tests; that they will support the student earn a specific, error-free grade; and that they will be entirely customized to meet the student’s individualized or course-specific writing needs.
The consequences for students caught contravening a university’s regulations on academic integrity – even for a first-time offender like an undergraduate or junior graduate student – can be severe, including a mark of zero for the assignment (and a “failed by plagiarism” grade in some countries), and an automatic referral to the university authorities for “breach of academic integrity” sanctions. At the very least, they will be required to rewrite the essay. Therefore, very few students will leave the task solely to chance or depend on a random Internet search. Doubt-proof solutions are sought, and this increases the probability of the student choosing to purchase the essay from a particular online essay-writing service.
This will involve teachers tackling the issue of what kind of assignments they can set that someone could not cheaply or easily pay a student lurking on a cheating site to do for them. The academic and ethical challenge this offers will, we hope, create an opportunity for a confluence between educators who want to reward distinctive and innovative scholarship and those students who can deliver such high-quality work. Start, as always, by understanding the problem: find out what kinds of coursework and essay questions students can find answers to, at what prices, and what fraction of students choose to engage in this kind of cheating. Many computer science students with the necessary skills sub- or partly contract-out the development of software they are too busy to complete personally during term time to develop complete defenses.
Pach, echoing its focus on changing the system rather than stopping students from cheating, endorses contributing to the search for teaching materials and learning resources that are not easy to undermine using cheating services. Research into the use of digital tools (like Google’s “notebook”) that restrict the essays students can access and use. Despite the known “conservative” views of many of the major players in this space, there are academic bodies that share the same objectives as Pach and who would be glad to be included in this work. A simple technique to weaken CAs, as part of a toolkit of methods that might help reduce the economic viability of such services, is to re-engineer tasks to make it harder for someone to find a high-quality solution for the kind of prices that students are keen to pay.
Even academic ghostwriting goes on in the real commercial world. Such concerns are justified: there are no ethical absolutes contained within the concept of academic ghostwriting. The hiring by an academic institution or an existing student paper-selling enterprise of business people who negotiate and coordinate the hiring of freelance professionals to prepare advanced-level college or university student papers for consumers is predicated on the belief that students do not perpetrate a fraud when they submit work that is not their own. Such a fundamental contradiction at the very point where academic essays meet commercial demands for work is the reason that academic ghostwriting, along with its underlying raison d’être, commercial paper-selling, not only touches upon potential student fraud but encourages it by presenting to students a completed product which the ethics of the academy dictates they must customize and call their own. Given, then, that the business of commercial paper-selling goes on, so too does that set of students who exercise their right to buy and submit such work in the expectation that the academic ethical code will not be a bar.
In this paper, we have attempted to examine who might pay for essays online and why one might ask a colleague rather than an expert to write a report, book, or other scholarly work that is based on the author’s ideas. From an academic’s perspective, the moral difference consists in ensuring that the author of a scholarly work receives credit for his or her work. But the person taking the decision to outsource the writing of a report or article may not see the act of commissioning a report from a professional writer in this light at all. The irony is that in allowing the moral perspective that underpins this particular formulation of the concept of academic originality to seep into other aspects of life beyond the academy, we are behaving ourselves much like the individuals who choose to purchase an item of written work online.
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