Student Reviews
Peter Idoko, Undergraduate Student, University of British Columbia
Chapter 2 was quite insightful into the do’s and don’t’s of writing in an academic context. I truly appreciated the amount of detail put into helping the reader understand the nuances associated with academic integrity. The scenarios introduced at the start of the chapter captivated me as they personified the writer and made them appear more understanding of the confusion that may be related to the topic. While the introduction did a good job of personifying the writer, the next section Helping or Cheating may have taken that back by a few steps. The section intends to shed light on the similarities between academic dishonesty and what professionals use to publish works. However, the conclusion of the section and certain phrases used could come off to the user as the writer saying, “That’s just how it is and so what?” From a student’s perspective, I believe this section made understanding why certain things are permitted in a professional setting and not in an academic setting more confusing. Placing a bit more emphasis on helping readers understand that the academic setting is intended for users to build the foundational knowledge to be able to then know how and when to use these extra resources would in my opinion make this easier to follow.
Kiki Mobolaji, Undergraduate Student, University of British Columbia
Chapter 2 of Discipline Based Approaches to Academic Integrity (2024), provides comprehensive explanations of what constitutes cheating and helping with regard to seeking help while writing academically. The chapter discusses the importance of understanding the boundaries between collaboration and plagiarism in academic writing by exploring the categories of “The Green Zone,” “The Friend Zone,” “The Grey Area,” and “The No-Go Zone” (Hartse, 2024). It emphasizes the need for students to establish their own ideas while also acknowledging the value of seeking guidance and support from others to a reasonably defined degree. This knowledge is invaluable in undergraduate studies because it helps students navigate the complex realm of academic integrity. By understanding the distinctions between cheating and appropriate assistance, students can develop critical thinking skills and effectively utilize resources without compromising their own intellectual growth.
This awareness also fosters a culture of honesty and accountability, ensuring that academic achievements are based on genuine effort and understanding rather than unethical practices. Hartse conveys the information in a way that is informative and relatable, making it easier for students to grasp the importance of academic integrity. He provides real-life examples and scenarios that students can relate to, which helps them understand the potential consequences of cheating. Most interestingly, he draws a parallel between literacy brokering and contract cheating, highlighting their similarities and slight differences in nature and the expectation to play by the rules.
