Cheating is, of course, a serious allegation and students have a lot riding on the completion of their education. So obviously, the average student will go to great lengths to deny any such allegations. Students are not afraid to get litigious if need be.
The point is, as an educator, one must be very careful about levying the accusation without hard evidence. This is true regardless of the chosen method of cheating. What differentiates ghostwriting is that, true to its name, it leaves a far less visible trail. Assuming that an instructor has cause to suspect an assignment, he or she now has the unenviable obligation to demonstrate guilt based on a well-informed and probably correct suspicion.
The process is an uphill climb. Plagiarism detection software or even a quick Google search can verify suspicion of a cut-and-paste job and yield incontrovertible proof.
Part of the discussion of detection and deterrence must logically revolve around finding ways of accumulating concrete proof based on suspicion. Taken together, these challenges render many traditional methods of combating plagiarism even flimsier when applied to ghostwriting. This means that most professors have almost certainly graded ghostwritten material without ever realizing it. There are perhaps as many others who have graded ghostwritten materials with some level of suspicion but without the means, institutional support or emotional energy to translate this into proof.
The challenges specific to ghostwriting call for an approach that is not merely reactive i. That is to say that educators and institutions can take certain preemptive steps that both discourage cheating by way of ghostwriting and place educators in a more advantageous position to spot questionable work and acquire meaningful proof of its third-party authorship.
A college student spends an entire semester goofing off. Naturally, he shows up for the final exam with all the answers written on his arm.
He finishes the exam and brings it to the front of the room. As he places it on the top of the test pile, the professor looks down at him from the lectern. He observes the cheat-sheet scrawled on the student and demands to see his arm. The student responds indignantly: The professor admits that he does not. So the student shoves his exam in the middle of the stack and quickly departs. There is a lot about the system of higher education, as it is today, that makes cheating easy. The goal of the present account is to help educators create a campus atmosphere where cheating is neither as easy nor as desirable.
This calls for a combination of reactive and proactive measures, an encompassing approach that broadens and gives nuance to the fight against cheating. There are far-reaching educational issues implicated by the viability of the ghostwriting industry.
To reiterate the challenges facing students with learning or language deficiencies, policing alone does not get to the root of the problem. The goal of this strategy, therefore, is to take on cheating both as a violation of academic integrity and as a symptom of some broader problems within our educational system.
Design refers to the way a professor constructs assignments, course materials, tests, classroom time and the semester-long curriculum. This is an area in education where quality control runs the gamut from excellence to criminal incompetence. There are plenty of professors who work tirelessly to tailor assignments, materials and examinations to remain in-step with constantly evolving subject matter, student culture and best practices.
But there are also plenty of professors who recycle old materials without scrutiny and who depend wholly on text-based content which most students could acquire without professor mediation. With those professors who take the latter approach, students may find cheating not only easier but also more susceptible to rationalization.
According to a study from Teaching Sociology , strategic design is one effective path to mitigating the risk of plagiarism. One of the most common forms of cheating involves submitting work produced by students in previous courses. Relatively subtle changes to assessment tasks can be enough to alert markers to cheating. Case studies, contexts, data sets, and actual items can be changed while assessing the same outcomes.
When I worked as a ghostwriter, lazy students helped me to make my living but it was the lazy professors that made my life easier. Even just 20 years ago, the risks of reusing the same basic assignment or exam were modest. There have always been on-campus repositories of completed assignments available for student purchase. This is not to suggest that the ghostwriter will struggle to complete an assignment that is otherwise unique and original in nature. To say it simply, a generic assignment begets a generic essay.
If this is all an instructor seeks from his or her students, said instructor makes it nearly impossible to differentiate between the work of a pupil and the work of a person who has never set a foot in the lecture hall. If, by contrast, one designs materials, assignments and exams with thought, care, and specificity, one has much better odds of spotting the work of an outsider. Class time should be used to challenge students with unique and fun writing exercises.
There are a lot of ways to integrate this strategy into an existing curriculum. Assignments can be formal and woven into the grading structure or they can simply be loosely defined writing activities designed to promote critical thinking.
The important thing is that these assignments will require students to write thoughtfully and uniquely on course-relevant subjects, providing the instructor with readily verifiable writing samples throughout a semester. No matter how convincingly a ghostwriter writes on a given subject, this approach provides a document whose authorship is not in question as a point of comparison.
For assignments of greater depth, a balance between in-class and out-of-class draft-writing offers a measure of oversight even as the student pursues an assignment independently. The caveat with this strategy is that there may be nothing stopping the student from outsourcing each and every draft of the assignment.
However, using the multi-draft process can stretch an assignment out across weeks or months. This results in a greater length of exposure for the cheating student. Instead of the once-and-done security of getting away with a single ghostwritten assignment, each student knows that his or her work will be held up to sustained and ongoing scrutiny. By inserting one-on-one conferences into this draft process, the instructor can heighten this scrutiny by requiring each student to defend the approach, argument, and decisions comprising the written work.
This is also an opportunity to challenge students to craft unique arguments based on course content. This challenge may even strain the credibility of submitted assignments to the point of making them more detectable. In other words, the assignment instructs the student to write about a life-changing experience and the customer leaves me, the ghostwriter, with the power to define this life-changing experience.
Naturally, not every subject or discipline lends itself to personalization. Most ghostwriters have no problem with a little creative writing but, again, this approach gives an educator the chance to spot a mismatch between a student and the written work. Just as experienced ghostwriters become accustomed to seeing the exact same assignments over and over, they also get accustomed to seeing the same sources and course materials again and again. Instructors can reduce the ease with which an outsider can replicate old assignments by updating course materials and creating new assignments on an annual basis.
Ghostwriters rely on materials that are readily available online and prefer the efficiency of assignments that can be summoned from memory and experience. In addition to creating unique course materials, a course should be designed to distinguish the in-class experience from the experience of reading about something on Wikipedia.
Most texts are readily available online. By contrast, a lecture, a class discussion and the experience of being a part of both should be something unique and impossible to replicate. Naturally, if they can get it on the Internet, so can any ghostwriter.
The goal is obviously not to eliminate, supersede, or overlook the standard texts. The classics are important. But differentiating what happens in a classroom and calling for written work that reflects this differentiation do create a genuine challenge for the ghostwriter.
Predictable testing methods i. Multiple-choice, machine-graded exams help the student differentiate between reporting to class on test day and outsourcing take-home writing work. Merging essay-writing and test-taking removes this impression. Instructors can create mixed format tests that include multiple-choice, essay questions, short-answer questions, etc.
This approach requires the student to demonstrate writing capacity during in-class testing. Once again, this approach results in the creation of a written document that one can be certain originated from the student in question. This forms a good basis for comparison with suspicious take-home work and—insofar as it also might give the student pause before submitting ghostwritten work—also makes an excellent segue into our discussion on deterrence.
Deterrence refers to ways of diminishing the inclination, motive, or desire to purchase a ghostwritten paper. A Research in Higher Education study, seeking to understand the motives behind student cheating, finds that cheating is often rational in nature. That is, students at least believe that they are cheating out of ease, normalcy, or necessity. The study finds that the onus falls on instructors to live up to certain student expectations regarding clarity and engagement of course content.
The study identifies this as the best route to deterring the rationalized impulse to use a ghostwriting service. In other words, deterrence should revolve around strategies that make cheating seem less rational. The NZQA suggests that one way to deter cheating is to be in a state of constant evidence-gathering. The NZQA notes that such evidence can extend from written work to a mix of formative and summative assessments as well as informal ongoing observations.
The article points out that this would serve as a beneficial way to help TAs or graders identify writing inconsistencies even without their having the opportunity to know the students personally. The NZQA points out that while strategies such as one-on-one conferencing may seem time-consuming, this approach could actually occupy less time than setting, proctoring, and grading exams.
This research is compatible with my experience to some extent. Students know when a professor is disengaged from the subject, the class, or the general profession of educating our youth. The Honor System is a useful way to ensure that students understand what is expected of their work in terms of originality. But it makes for a poor deterrent on its own.
The customers who contact ghostwriting services out of laziness or a feeling of being overburdened by their various personal and academic responsibilities are generally not moved by the ethical quandary of cheating. When they express concern to the ghostwriter about the process of purchasing and receiving a ghostwritten paper, all of this concern focuses on the fear of being caught. While many of the suggestions below revolve around student engagement as a way of deterring cheating, they work best when backed by sound detection strategies such as those outlined in the subsequent section.
Individualization of the educational experience can instill in the student a greater sense of commitment to course materials and to the knowledge and career opportunities thereby implied. Large lecture halls and online courses can create a sense of anonymity for the would-be cheater. Instructors can remove this sense of anonymity by creating opportunities where students can advance along individual research paths while sharing the same larger educational experience.
Strategies include greater research subject flexibility, more opportunities for independent study and the chance to complete work directly relevant to a chosen career path. Students will be less inclined to employ the services of a ghostwriter if they believe that what they are researching will actually lead to pertinent knowledge and skills with value beyond university halls.
One thing that large universities and online courses have in common is that, if one desires, one can go an entire semester without ever once personally meeting a professor. There is comfort in this anonymity. Removing this comfort creates a deterrent that does not otherwise exist.
With respect to online courses, videoconferencing applications are now readily available and standard for laptops, home computers, and smartphones.
By building conferencing or videoconferencing into the semester, the instructor fosters a relationship with his or her students that will function as its own deterrent. Mandatory class participation heightens the imperative for students to become familiar with course content.
Mandating contributions to class discussions gives students a strong incentive to establish a consistent voice and perspective on course subjects. Class discussion helps to create a connection between the student and certain ideas, perspectives, and ways of expressing oneself on a given subject. The more intensive and exciting the in-class discussion, the harder it will be for students to divorce themselves from the ideas stated in class.
As a ghostwriter, I have completed countless assignments on controversial social issues like gun control, abortion, affirmative action, and the War on Terror. In every case, the student is likely to have a well-defined position and some fairly personal reasons for that position.
By creating a safe educational context in which these positions can be shared, explored, defended, and held in civil contrast with one another, the instructor can deter the student from outsourcing the expression of these positions when it comes time to write. This approach forces students to own the opinions and ideas that will ultimately form their written work. As a bonus, this approach is also more than likely helping students to refine their ideas in ways that make them better prepared to handle their written assignments.
This one is really and truly up to each individual educator. In reality, this relationship weighs heavier on the conscience. Many students feel no remorse about cheating in a course from which there is a feeling of disengagement. Uninspired lectures, standard texts, and generic assignments serve as great ammunition for a student who wishes to rationalize his or her detachment. These conditions also help to reinforce the commonly held conception among students that education revolves around grading rather than learning.
We always practice and individual approach and offer pieces that are written from sketch. Special plagiarism detection software was created to prove that works are unique. You may use it as well if doubts arise. Contact our professional ghostwriting service via phone, Live Chat or e-mail and get the support you paid for.
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