The Correlation between Academic Integrity and Writing Success
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
The Correlation between Academic Integrity and Writing Success
Academic integrity and writing success are two concepts that are closely related in the academic world. Academic integrity refers to the ethical principles and values that are associated with academic work, while writing success refers to the ability of students to write and communicate their ideas effectively. In this article, we will explore the correlation between academic integrity and writing success, and why it is essential for students to uphold academic integrity in their writing.
One of the primary reasons why academic integrity is important for writing success is that it ensures that students produce original and authentic work. Academic integrity requires students to acknowledge and give credit to other people’s ideas and work, which is essential for building credibility and trust with the reader. When students plagiarize, they not only violate academic integrity, but they also undermine their writing success by failing to produce original work that reflects their own ideas and knowledge.
Moreover, academic integrity promotes critical thinking and analytical skills, which are crucial for writing success. When students engage in academic dishonesty, they do not develop the critical thinking and analytical skills necessary to write well. By contrast, when students approach writing with academic integrity, they are required to read and evaluate sources critically, and to integrate their findings into their own work, which helps them develop strong analytical skills.
Another way that academic integrity and writing success are correlated is through the development of academic research skills. When students conduct research for their writing assignments, they are required to navigate academic databases, evaluate sources, and synthesize information. These skills are essential for successful writing, but they also require students to approach their research with academic integrity. When students cite sources properly, they demonstrate their ability to conduct thorough and accurate research, which is an essential component of writing success.
Moreover, academic integrity promotes intellectual honesty, which is essential for successful academic writing. Intellectual honesty requires students to approach their work with an open mind, and to be willing to revise their opinions based on new evidence. This means that students must be willing to engage with diverse perspectives and to acknowledge the limitations of their own knowledge. When students engage in academic dishonesty, they undermine their intellectual honesty by failing to acknowledge the contributions of others or the limitations of their own understanding.
Finally, academic integrity is essential for building a culture of academic excellence. When students engage in academic dishonesty, they undermine the values and principles that underpin academic work, and they contribute to a culture of mediocrity and dishonesty. By contrast, when students approach their work with academic integrity, they contribute to a culture of excellence, where originality, critical thinking, and ethical conduct are valued and rewarded.
In conclusion, academic integrity and writing success are closely related, and students who uphold academic integrity are more likely to succeed in their writing assignments. By approaching their work with intellectual honesty, critical thinking, and a commitment to originality, students can develop the skills and values that are necessary for success in the academic world. Moreover, by upholding academic integrity, students contribute to a culture of excellence and ethical conduct, which benefits both themselves and the broader academic community.
The Correlation between Academic Integrity and Writing Success
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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