Discuss how good

academic writing skills

limit the potential for
academic misconduct

30 October 2009
Writing could be described as an ‘Art’ because the writer uses words to paint

pictures in the minds of the readers. The ability to creatively captivate the

imaginations of people convincingly is a worthy skill. It is as if one’s attention

is drawn and somehow, interaction occurs between the writer and the reader

(Stuart, 2007).

However creative a writer is, academic writing is more than just captivating a

reader. Creative writing skill is as important as using the correct grammar,

punctuation and phrases; preparation; presentation; organisation; avoiding

jargon; knowing the target audience; and demonstrating evidence of robust

research and appropriate use of relevant sources (Swales & Feak, 2004).

The characteristics above are fundamental to academic writing. The

synonyms for the word ‘academic’ connote, educational, scholarly, intellectual

and theoretical – not necessarily practical or experiential. When these

adjectives are espoused to ‘academic’, it becomes weightier than just

narrating a personal testimonial (Kayne, 2007). Academic writing involves

copious study, research and planning. The writer’s knowledge and

understanding of the subject matter is fundamental. In addition, in academic

writing, it is important to acknowledge the source used within the essay. This

is known as ‘referencing’. Failure to do this is an offence. It is cheating and

classified as ‘academic misconduct’.

The practice of citing or summarising another author’s ideas or quoting their

views as part of a longer work and acknowledging their work is called

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‘Referencing’ (Swales & Feak, 2004). Referencing is an excellent writing skill

and limits the potential for misconduct. It is an important part of academic

integrity, which not only demonstrates the writer’s knowledge and

understanding on an assignment, it helps the assessor to differentiate

between the personal thoughts of the writer and that of others (University of

Hertfordshire, 2009).

There are different referencing styles such as American Psychological

Association (APA), Institute of Electrical & Electronics Engineers (IEEE),

British Standards Numeric (BSN), Modern Language Association (MLA),

Harvard, and Oxford Standards Citation of Legal Authorities (OSCOLA). The

most widely used style is the Harvard referencing style (Swales & Feak,

2004).

May Shih (1986) define “academic writing is about writing on a specific

subject that has been fully researched and authenticated”. Similarly, students

are assessed to gauge their understanding of a specific field of study.

Therefore, where the researched work of critically acclaimed and renowned

authors are at the disposal of many for learning and further research, it is

mandatory to put procedures in place to monitor abuse and misuse.

The academic environment is surrounded with competitiveness, determination

and quest for excellence. Thus, there is likelihood several students obtain

information from the same source. There is a probability students may

intentionally or unintentionally duplicate the work of other authors and pass it

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off as their own without acknowledging the source – known as ‘plagiarism’.

Plagiarism can be summed up as a ‘deliberate, intentional or conscious

copying from the work of others without acknowledging and referencing the

source material’. The University of Hertfordshire, in their ‘Faculty Guide to

Referencing and Bibliographical Citation’, defined it as the, “Representation

by an individual, whether intentionally or otherwise, or another person’s work

as their own or use of another person’s work without acknowledgement”

(University of Hertfordshire, 2009, p. 1).

Collusion is ‘where two or more people produce a similar work jointly and

claim that it was independently undertaken’. Joint working is unavoidable in

an academic environment but the reference source must be declared. So in a

case of group working, it is essential for all names of those who participated

and contributed to be listed, otherwise it is deemed as cheating (University of

Hertfordshire, 2009).

A survey carried out by the United States National Library of Medicine and the

Institute of Health (Falleur, 1990), into ‘academic dishonesty in Allied Health’,

stated that there was direct link between students who cheat and continue the

behaviour in their professional practice, thereby, endangering the health and

well-being of the patients in their care.

Rennie & Crosby (2001) emphasised the need for integrity in an academic

environment. Their survey of 428 American medical students in 1980 found

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that 58% were reported to have cheated. Whilst in Zagreb University, of the

827 medical students who participated in a survey, most of the students

admitted cheating, and half of them said they would never report any form of

cheating (Hrabak et al, 2002).

Bowman & Sokol (2009) argued that behavioural patterns like perfectionism,

determination and conscientiousness are useful qualities for undergoing a

demanding training, but could lead to “imposter syndrome”, which may turn

determination into competitiveness and conscientiousness into obsession.

Hence this type of behavioural pattern may push someone into cheating, and

because of the nature of the medical, health professions in general, which

encourages strong bonds, the resultant may encourage collusion.

Gail Craswell (2005) stated that, “Honesty is crucial in study and research”.

Cheating of any kind is not proper and very problematic. Therefore, when

embarking on academic writing it is necessary to apply rigorous standards, to

ensure other authors are acknowledged and properly referenced.

Nevertheless, steps must be taken to minimise the occurrence of academic

misconduct. There is a saying that ‘prevention is better than cure’, which

means early intervention. One important preventative measure is adopting a

consistent ‘study skill’. Doris Entwisle (1960) stipulated that some kinds of

study skills such as reasoning, reflective thinking and ability to memorise,

optimum method of reading taught at college level were helpful and

determiners of achievement. According to Gettinger & Seibert (2002), “Study

5
skills are fundamental to academic competence”.

Another preventative measure relates to culture. For example, overseas

students from countries where guidelines concerning academic misconduct

are not as stringently enforced may unintentionally collude or plagiarise.

Therefore, awareness must be raised during induction, continuously reiterated

and adequately supported throughout their course.

The health profession, unlike most, is a delicate profession because one is

placed in a position of trust. It is important to put stringent procedures for

spotting, reprimanding and limiting academic misconduct.

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References

Bowman, D. & Sokol, D. (2009). Secrets and lies: Strong bonds. Student

British Medical Journal, 9(2), 50-51. Retrieved on October 21, 2009,

from http://www.medscape.com/viewarticle/587834. London: BMJ

Publishing Group.

Bradshaw, M. J. & Lowenstein, A. J. (1990). Perspective in academic

dishonesty. Nurse educator, 15(5), 10-5. Retrieved on October 21,

2009, from

http://journals.lww.com/nurseeducatoronline/Abstract/1990/09000.

Lippincott-Raven Publishers.

Craswell, G. (2005). Writing for academic success: A postgraduate guide.

London: SAGE Publications Limited.

Entwisle, D. R. (1960). Evaluation of study-skills courses: A review. Journal of

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from http://www.jstor.org/pss/27530319. Maryland: Heldref

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Falleur, D. (1990). An investigation of academic dishonesty in allied health:

Incidence and definitions. J Allied Health, 19(4), 313-324. Retrieved on

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http://www.ncbi.nlm.nih.gov/pubmed/2272891. Texas: Texas State

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Gettinger, M. & Seibert, J. K. (2002). Contributions of study skills to academic

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http://www.3.interscience.wiley.com/journal/118778663. Croatia:

University of Zagreb.

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to medical writing. (pp. 249-265). London: Pharmaceutical Press.

Rennie, S. C. & Crosby, J. R. (2001). Are “tomorrow’s doctors” honest?

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