Exploring the Intersection of Academic Integrity and Writing Voice
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Exploring the Intersection of Academic Integrity and Writing Voice
Academic integrity and writing voice are two important concepts that intersect in the world of academic writing. Academic integrity refers to the ethical and honest conduct expected of scholars and students in academic work. Writing voice, on the other hand, is the unique style and tone that an author employs in their writing.
In academic writing, it is important to maintain academic integrity by avoiding plagiarism and other forms of academic misconduct. Plagiarism is the act of using someone else’s work without proper attribution, and it can take many forms, such as copying and pasting text from a source, paraphrasing without citation, or even self-plagiarism (reusing one’s own work without proper citation).
Maintaining academic integrity is crucial for the credibility of academic research and scholarship, as it ensures that the work presented is original and contributes to the existing body of knowledge. However, maintaining academic integrity does not mean that one’s writing voice should be sacrificed.
Writing voice is an important aspect of academic writing, as it allows authors to express their ideas and opinions in a unique and compelling way. A strong writing voice can engage readers and make complex ideas more accessible. It can also help to establish the author’s credibility and authority on a given subject.
Therefore, it is important for authors to find a balance between maintaining academic integrity and expressing their writing voice. One way to achieve this is by properly citing sources and incorporating them into one’s writing in a way that supports one’s own ideas and arguments.
When citing sources, it is important to follow the proper citation style guidelines, such as APA, MLA, or Chicago. This not only ensures academic integrity but also helps readers to locate the sources and verify the information presented.
Incorporating sources into one’s writing can also help to strengthen one’s writing voice. For example, an author can use a quote from a source to support their argument or to provide a contrasting perspective. By incorporating sources in this way, the author can demonstrate their engagement with the existing literature on the topic and show how their ideas contribute to the ongoing conversation.
Another way to maintain academic integrity while expressing one’s writing voice is by using language that is appropriate for the academic audience. This means avoiding informal language, slang, and colloquialisms, and instead using formal language and specialized terminology that is common in the field.
However, it is important not to sacrifice one’s writing voice in the process. Using overly formal language can make the writing seem stiff and unnatural, which can detract from the author’s message. Instead, authors should strive to find a balance between using appropriate language and expressing their unique style and tone.
In conclusion, maintaining academic integrity and expressing one’s writing voice are two important aspects of academic writing that intersect in important ways. Authors can achieve a balance between the two by properly citing sources and incorporating them into their writing in a way that supports their own ideas and arguments, and by using language that is appropriate for the academic audience while still expressing their unique style and tone. By doing so, authors can contribute to the ongoing conversation in their field while also establishing their credibility and authority as scholars.
Exploring the Intersection of Academic Integrity and Writing Voice
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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