the term paper writing service custom

the term paper writing service custom

Exploring the Ethics and Efficacy of Custom Term Paper Writing Services

1. Introduction to Custom Term Paper Writing Services

Custom term paper writing services fill the information gap left in academia and higher education. To paraphrase the Merriam-Webster dictionary, a service is something done by one person that benefits another. Custom writing services are just that: experts in academic writing offer their services to other students in need who, for innumerable reasons, simply are unable to complete an assignment on their own. Custom writing services ensure not only the satisfaction of students of all abilities, backgrounds, grades and curricula, but they also ensure the students’ healthy academic progress and success.

At first glance, custom writing seems unethical. This reaction is often the knee-jerk response of academics and students who have been taught to believe that the education process is only effective when assignments are completed by a single person, allowing the student to gain, essentially, an original thought in addition to a final paper or grade. The feminist perspective in particular has shown just how flawed and arbitrary these beliefs are. Custom writing turns these popularly held beliefs on their proverbial head, suggesting that original thought is much more worthwhile when generated communally and when students provide diverse perspectives about the same topic. It involves the use of the top talent by the very students who need that appearance most in the week-to-week grind of university or high school.

2. Ethical Considerations in Using Custom Writing Services

There is an extensive literature on topics related to the moral implications of using custom writing services, particularly in relation to the activities of students. From papers to entire chapters of dissertations, from business reports to annotated bibliographies, custom writing providers produce many thousands of documents a year for use in educational settings. From a global perspective, the sheer volume of unethical writing going on, combined with the huge expansion in the use of fake qualifications in numerous professions, necessitates continual discussions about cheating and plagiarism. In these debates, there is an assumption that cheating is always wrong, and that a cheat is therefore a bad person, who is not fit to practice in a professional context. There are occasional references to the possibility for failings to be temporarily explained, but in general, the expectation is that cheaters know that they are breaking the rules, and that it is only the prospect of punishment which puts them off breaking the rules.

Moreover, educational systems in some countries are beginning to market themselves to ‘hard working’ students, who will not have to endure the degradation of brushing up against an otherwise illiterate group. Those responsible for such enticements argue that they must do so, in order to remain financially competitive. All this could suggest simply that there is not a fundamental problem with using custom term paper services, merely a practical one, which is that some of them may not be very good. However, despite all the rhetoric against fake qualifications and cheating, the evidence suggests that it is not all that uncommon for people to engage in educational deception with remedies. Then perhaps the question is: is the market for getting unethical academic help limitless? If so, perhaps the only practical problem with using term paper writing services comes to the fore: those using such services may obtain really low grades, rather than the ones they are hoping for.

3. The Efficacy and Impact of Custom Term Paper Writing Services

Research for Part 2 of this volume began with a simple question: “What impact do custom writing services have on academic and intellectual pursuits?” In particular, we were interested in the impact of academic misconduct services on individual students from the standpoint of consequentialist and nonconsequentialist ethics. We were also curious about the potential for such a service, or services, to have an impact on sub-disciplines, scholarship, and society more broadly. What are the outcomes when, for any reason beyond personal academic misconduct, an academician, perhaps an instructor, purchases custom writing services for not unnecessarily given to students assignments? Part 2 delves into these questions and analyzes the efficacy (good or ill) of using custom writing services from a variety of sub-disciplinary perspectives. The opening chapter is an examination of the ways in which such services might assist teaching, and how the argument that it eases instructor workload extends from there.

Some writers see the availability of custom writing services as a threat to education, since the student invoices for these services result in more, and more egregious, academic dishonesty and undermine academic rigor and integrity. On the flipside, the potential for outsourcing non-coursework related writing might, some hope, encourage students to actually do their schoolwork. It could also supplement formal or informal educational opportunities: it’s okay—$500 worth of okay—to ask a custom writing service to write a novel for you, if you are committed to learning to write a novel and need a concrete template to work from. Other practical considerations include: the papers themselves; authorship; consequences; correspondence; the time-constrained nature of academic writing; and the importance of reading—both as a remedial act and as a consequence of the act of writing.

4. Best Practices for Using Custom Writing Services

Ethical custom writing services can be a welcome addition to a twenty-first-century academic program. Writers and students alike benefit from a structured space to trade knowledge and expertise, without the stress, exclusion, or economic precarity of other education and publishing models. Because these programs offer so many benefits to the academic community, I argue for founding our exchanges on the principles of mutuality, respect, and responsibility.

In this section, I present four key practices emerging from those principles that guide interactions between writers, custodians, and students who want to use their services.

First, custodians would like students to ask more and better questions about how they work. Second, custodians prefer individual adjustment and critical thinking skills within the scope of custom writing services policies and strategies. Third, custodians stand behind custom writing services work, even after they complete their service, and believe in its potential to further students’ education. Every term, however, students attend our institutions by reason of their desire for critical thinking and learning, so custodians feel hypocritical sending them away.

Generally, we encourage everyone to engage in these exercises using a customized approach. Whatever ethical custom writing services strategies we employ, the approach must respond to the need for our students. Having opportunities to reflect and learn time and again is key to a transformative higher learning experience. Regular or end-of-term audits of student learning cannot replace the process that learning catalyzes, nor bring out half of its potential to reach, motivate, and empower learners.

5. Conclusion and Future Implications

Conclusion

This chapter has synthesized our review of ethical considerations made in Chapter Four and efficacy in Chapter Three. We have integrated our findings into an inclusive iteration of Table 1 and explored all the themes discussed in the literature with this new model. From this, we can highlight the following issues. Firstly, we have discussed a whole array of ethical questions raised with custom term paper writing services and demonstrated that the ethics of these raise significant concern for higher education institutions, and appear to outweigh discussion of efficiency in society’s impacts. The economic impacts of these services are, of course, also omitted. Additionally, institutions are responding to these threat perceptions through technology and human collaboration. From this, inferences can be made to the position of this as an evolving research frontier. Informative studies could assess more traditionally academic solutions, such as increased academic support or redrafting of assignment questions. In addition, this research might also become outdated (hopefully) as institutions able to tackle at scale these problems catch up with the well-facilitated operations of attackers.

Future Implications

It is possible that our literature search has constrained us to publications discussing contracts written by others; as such, a fruitful future avenue might be established with more focus on student and contract-writer reflections as an alternative source of data. Another area where our research will be limited is ethical advice and implications will become outdated if there is a comprehensive shift in normative ethics/the ethics of cheating in academic institutions and Western universities in general. It may be that, contrary to most predictions or analysis, universities find themselves able to effectively control the spread and impact of these services. Further studies could mine responses to enterprise agreement offers to engage these services for indicators of abandonment of these services as restrictions and controls limit their capacity.