The Harmful Implications of Cheating in Academics

This article discusses the harmful implications of cheating in academics. It argues that cheating is unacceptable, as it affects an individual's moral values, academic credibility, academic integrity, knowledge development, and trust. The article provides evidence from various studies to support its claims.

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1. Introduction –
 GS – The dictionary describes cheating as an act of dishonest or unfair means to gain
something.
 KTA –. Some may believe there is nothing wrong with cheating if you can get away with it.
The moral implications and the fact that is just wrong should not be much of a bother if it is
benefits one is after.
 TS – I argue against the statement “there is nothing wrong with cheating.” I believe cheating
is unacceptable if even I am to ignore the moral implications, the act is does more harm than
good.
2.
P1:
o TS- The person suffers from the moral implication of the decision. As humans, we are raised
with moral values and ethics. That instils in us the basic idea of what is right and wrong
o DSR –. The individual is effected psychologically. Initial thrill, justification for doing it can
quickly turns into guilt, shame, embarrassment and fear of being discovered.
o SLS- The self-loathing and anxiety experienced by the person when they contemplate their
actions makes them evaluate their action and questions the need for cheating in the
first place (Geven et al, 2018).
P2:
o TS – The academic standard is reduced when a person is involved in cheating.
o DSR – Academic credibility is reduced when a student practices cheating. Justification to
cheat is often attributed to get a higher score. However, when a student is discovered
it creates not only bad impression on the teachers but also is unproductive for the
student in the end (Mitchell et al, 2018).
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o SLS- The emotional duress is not just for the student, the teacher too is feels their teaching
skills are lacking.
P3:
o TS – Cheating affects academic integrity.
o DSR – When a student takes credit or claims someone else’s work as their own it is discredits
their performance. Every student has a different perspective, ideas and ability.
Cheating does not allow that to be seen, a copied work will not have the uniqueness
that would have been brought by the student (Mitchell et al, 2018).
o SLS- Academic integrity should be upheld by every student, otherwise academics has no
meaning it becomes only a way to attain marks not knowledge.
P4:
o TS – Cheating invalidates learning, skill and knowledge.
o DSR – Cheating does not allow an individual to learn anything, their knowledge development
remains stunted. Therefore, when time comes for application of their skills they are
bound to fail (Cronan, Mullins & Douglas, 2018)..
o SLS- The result is that the person is disrepute for their malpractices at work and does not
possess any real skills to hold the position.
P5:
o TS – Cheating breaks trust, and reduces credibility.
o DSR – Every work has challenges and sometimes makes us want to seek a shortcut but it is
important remain true to ethical standards. When trust breaks and reputation is lost it
is very difficult to get it back (Jang, Lasry, Miller & Mazur, 2017).
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o SLS- Cheating is against ethical conduct of any workplace, education institution or
relationships. The action hurts the individual’s close ones and brings emotional
distress to everyone involved
3. Conclusion –
o RT –cheating may seem lucrative and even help to attain some advantage. However, it has
severe implications to it.
o SMP – The indivual suffers a long -term disadvantage over an individual who does not cheat.
Their work and character is decrepitates and negates their future work and
relationship.
o ES- In conclusion, even though cheating enables a person to attain something it causes severe
damage to the person and the people around them. Therefore, even though we may be
tempted to cheat, it is better to refrain from it.
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REFERENCE LIST
Cronan, T. P., Mullins, J. K., & Douglas, D. E. (2018). Further understanding factors that explain
freshman business students’ academic integrity intention and behavior: Plagiarism and
sharing homework. Journal of Business Ethics, 147(1), 197-220.
Geven, L. M., klein Selle, N., Ben-Shakhar, G., Kindt, M., & Verschuere, B. (2018). Self-initiated
versus instructed cheating in the physiological Concealed Information Test. Biological
psychology, 138, 146-155.
Jang, H., Lasry, N., Miller, K., & Mazur, E. (2017). Collaborative exams: cheating? Or
learning?. American Journal of Physics, 85(3), 223-227.
Mitchell, M. S., Baer, M. D., Ambrose, M. L., Folger, R., & Palmer, N. F. (2018). Cheating under
pressure: A self-protection model of workplace cheating behavior. Journal of Applied
Psychology, 103(1), 54.
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