On the other hand, I found Malesic to be a little too hard on students in general. I understand his frustration, but does he really expect all students to be perfect for him? He states, "There shouldn't be room in my classroom for that kind of student. Indeed, that person is not really a student at all" (Malefic). I found this statement to be insensitive and a little extreme. Malesic then goes on to offer,"But maybe we can agree at least that we can try to broaden students' perspectives and raise their standards, so that they can be better critics -- and better self-critics" (Malesic). This approach could likely help a little more, but until there are more universal rules, this argument is questionable.
Monday, April 24, 2017
Response to Jonathan Malesic’s “How Dumb Do They Think We Are?” and Susan Blum’s “Academic Integrity and Student Plagiarism: a Question of Education, not Ethics.”
After reading, Jonathan Malesic’s “How Dumb Do They Think We Are?” and Susan Blum’s “Academic Integrity and Student Plagiarism: a Question of Education, not Ethics" I have some new formed opinions about plagiarism. Blum writes,"There are big differences among imperfectly mastering citation norms, incorporating a sentence, omitting quotation marks, and turning in someone else's paper"(Blum). I found this statement to be very accurate. If a student doesn't properly cite and puts quotes in the wrong place, why should he or she get penalized so severely. The problem I have with plagiarism policies is that there is not one strict guideline. Every teacher explains rules differently and expects different things, so in my opinion students are pulled back and forth with these different styles. This results almost always in a paper being flawed in some way. However, Blum notes the difference between an improper citation and turning in someone else's paper. I think that if a student just blatantly cheats and copies a paper, then a penalty is suitable. I believe this is ultimately a better method, "That means teaching students what academic integrity involves, why professors value it, and how exactly to carry it out" (Blum).
On the other hand, I found Malesic to be a little too hard on students in general. I understand his frustration, but does he really expect all students to be perfect for him? He states, "There shouldn't be room in my classroom for that kind of student. Indeed, that person is not really a student at all" (Malefic). I found this statement to be insensitive and a little extreme. Malesic then goes on to offer,"But maybe we can agree at least that we can try to broaden students' perspectives and raise their standards, so that they can be better critics -- and better self-critics" (Malesic). This approach could likely help a little more, but until there are more universal rules, this argument is questionable.
On the other hand, I found Malesic to be a little too hard on students in general. I understand his frustration, but does he really expect all students to be perfect for him? He states, "There shouldn't be room in my classroom for that kind of student. Indeed, that person is not really a student at all" (Malefic). I found this statement to be insensitive and a little extreme. Malesic then goes on to offer,"But maybe we can agree at least that we can try to broaden students' perspectives and raise their standards, so that they can be better critics -- and better self-critics" (Malesic). This approach could likely help a little more, but until there are more universal rules, this argument is questionable.
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