Academic integrity has always been part of the moral principles for students. Severe punishments and constant supervision have been adopted to rule out plagiarism and cheating in exams. However, such regulations may not necessarily work as expected. In my opinion, if the school is to eliminate cheating behavior, asking teachers to assign homework that makes it difficult to cheat is probably the optimum choice.
To begin with, such assignments can effectively wipe out plagiarism. If students can no longer simply copy others’ solutions and get away with it easily, they will stop cheating for sure, since it may even take more effort to avoid being caught. For example, problems involving reasoning or subjective opinions can do the trick. Students are required to look for answers themselves and illustrate the points in their own words. As is known to all, there aren’t two individuals who view the world in exactly the same way, and therefore teachers can easily judge whether a student has copied another work, which in turn suppresses cheating on assignments or exam papers.
More importantly, students should be conveyed the significance of academic integrity. Such elaborately designed problems remind students of the fact that there will always be problems that need to be tackled only by themselves. This is exactly the case when they enter society, where they have no correct answers or solutions to copy from. If students are used to cheating on their assignments, they may continue to do so at work. Only then will they realize their incompetence and regret cheating back at school. As a result, it is of great importance to inform students of the idea that cheating cannot work under all circumstances and that dishonesty may lead to disastrous outcomes.
On the other hand, if the school simply focuses on raising punishments or keeps students under strict surveillance, students may misinterpret the message, holding the idea that it is their poor cheating skills that lead to the punishment. Those rebellious students may even work together to sharpen their cheating skills. That is to say, such regulations may in actuality give rise to more cheating, which is definitely far from desirable.
In conclusion, assigning homework that will make it more difficult for students to cheat is always the right choice, since it can effectively wipe out plagiarism and tell students the importance of behaving honestly. Simply increasing levels of penalty or monitoring will only treat the symptoms instead of the root causes.
Transition Words or Phrases used:
honestly, however, if, look, may, so, then, therefore, for example, in conclusion, such as, as a result, in my opinion, to begin with, on the other hand, that is to say
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 15.1003584229 113% => OK
Auxiliary verbs: 20.0 9.8082437276 204% => Less auxiliary verb wanted.
Conjunction : 13.0 13.8261648746 94% => OK
Relative clauses : 14.0 11.0286738351 127% => OK
Pronoun: 31.0 43.0788530466 72% => OK
Preposition: 53.0 52.1666666667 102% => OK
Nominalization: 6.0 8.0752688172 74% => OK
Performance on vocabulary words:
No of characters: 2145.0 1977.66487455 108% => OK
No of words: 409.0 407.700716846 100% => OK
Chars per words: 5.24449877751 4.8611393121 108% => OK
Fourth root words length: 4.49708221141 4.48103885553 100% => OK
Word Length SD: 2.81054083244 2.67179642975 105% => OK
Unique words: 222.0 212.727598566 104% => OK
Unique words percentage: 0.542787286064 0.524837075471 103% => OK
syllable_count: 648.0 618.680645161 105% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 9.59856630824 63% => OK
Article: 0.0 3.08781362007 0% => OK
Subordination: 8.0 3.51792114695 227% => Less adverbial clause wanted.
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 20.0 20.6003584229 97% => OK
Sentence length: 20.0 20.1344086022 99% => OK
Sentence length SD: 55.1741787433 48.9658058833 113% => OK
Chars per sentence: 107.25 100.406767564 107% => OK
Words per sentence: 20.45 20.6045352989 99% => OK
Discourse Markers: 8.4 5.45110844103 154% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 0.0 5.5376344086 0% => OK
Sentences with positive sentiment : 5.0 11.8709677419 42% => More positive sentences wanted.
Sentences with negative sentiment : 13.0 3.85842293907 337% => Less negative sentences wanted.
Sentences with neutral sentiment: 2.0 4.88709677419 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.276000549845 0.236089414692 117% => OK
Sentence topic coherence: 0.0786776755548 0.076458572812 103% => OK
Sentence topic coherence SD: 0.0530318585007 0.0737576698707 72% => OK
Paragraph topic coherence: 0.155309339286 0.150856017488 103% => OK
Paragraph topic coherence SD: 0.0275299945784 0.0645574589148 43% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 13.5 11.7677419355 115% => OK
flesch_reading_ease: 51.18 58.1214874552 88% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.1 10.1575268817 109% => OK
coleman_liau_index: 13.11 10.9000537634 120% => OK
dale_chall_readability_score: 8.8 8.01818996416 110% => OK
difficult_words: 108.0 86.8835125448 124% => OK
linsear_write_formula: 8.5 10.002688172 85% => OK
gunning_fog: 10.0 10.0537634409 99% => OK
text_standard: 9.0 10.247311828 88% => OK
What are above readability scores?
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Rates: 76.6666666667 out of 100
Scores by essay e-grader: 23.0 Out of 30
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.