Running Head: NEW DEVELOPMENTS IN ACADEMICS AND ETHICS 1 NEW DEVELOPMENTS IN ACADEMICS AND ETHICS 4 New Developments in Academics and Ethics Christopher Walters Argosy University New Developments in Academics and Ethics What new developments has the world’s literature continuous evolution brought? For instance, it is evident that new systems of education come with new developments in language and generally new ways of doing things. First, there is improvement of study materials such as the development of plagiarism checker. Plagiarism checker has boosted standards of education by ensuring that students deliver original work and free from grammatical errors. Secondly, there is creation of clear writing instructions and consistent conduct important in the education field. In addition, a ‘profession’s ethics’ are continuously unfolding conclusions of a more or less conscious discussion. It explains how members of a given profession should work together to achieve the common and preferred goal. According to (Davis, 2002), it is the product of a social contract which various parties share a common profession. Proper Research Techniques Proper research involves adhering to the set ethical norms set by scholars. This is because norms promote and develop the research aims, knowledge, truth and evidence. In research, there can be a wide range of ethical issues. These issues range from plagiarism to confidentiality. One of the most discussed factors is plagiarism. It is a complex ethical problem that has affected the performance of students learning institutions. The availability of plagiarism detection software has made it possible to monitor student assignments, exams and research papers (Hayen & Laverty, 2015). It discourages the culture where students are tempted to copy other author’s work. The creation of plagiarism checkers also improved student’s learning and research skills by promoting creativity. For example, students are required to submit original work, which reflects their creativity. Ethical research conduct is also required since it provides guidelines set forth by the IRB on how research papers should be handled. It guide learners in writing based on their own composed formats. However, ethical conduct in research is a choice, and students should choose to research by ensuring they abide by ethical conducts stipulated. Although students are encouraged to think broadly, using the correct citation and giving credit to sources is the right thing to do. Additionally, the ethical way of researching and writing about a certain topic while using multiple sources gives credit to any information borrowed from any of those sources. In line with (Davis, 2002), for every writing format chosen by a learner, he or she needs to observe all the guidelines as provided. Some of the popular writing formats include the American Psychological Association (APA), ...

1. Running Head: NEW DEVELOPMENTS IN ACADEMICS AND
ETHICS 1
NEW DEVELOPMENTS IN ACADEMICS AND ETHICS
4
New Developments in Academics and Ethics
Christopher Walters
Argosy University
New Developments in Academics and Ethics
What new
developments has the world’s literature continuous evolution
brought? For instance, it is evident that new systems of
education come with new developments in language and
generally new ways of doing things. First, there is improvement
of study materials such as the development of plagiarism
checker. Plagiarism checker has boosted standards of education
by ensuring that students deliver original work and free from
grammatical errors. Secondly, there is creation of clear writing
instructions
and consistent conduct important in the education field. In
addition, a ‘profession’s ethics’ are continuously unfolding
conclusions of a more or less conscious discussion. It explains
how members of a given profession should work together to
achieve the common and preferred goal. According to (Davis,
2002), it is the product of a social contract which various
parties share a common profession.
Proper Research Techniques
Proper research involves adhering to the set ethical norms set
by scholars. This is because norms promote and develop the
research aims, knowledge, truth and evidence. In research, there
can be a wide range of ethical issues. These issues range from

2. plagiarism to confidentiality. One of the most discussed factors
is plagiarism. It is a complex ethical problem that has affected
the performance of students learning institutions. The
availability of plagiarism detection software has made it
possible to monitor student assignments, exams and research
papers (Hayen & Laverty, 2015). It discourages the culture
where students are tempted to copy other author’s work.
The creation of plagiarism checkers also improved student’s
learning and research skills by promoting creativity. For
example, students are required to submit original work, which
reflects their creativity. Ethical research conduct is also
required since it provides guidelines set forth by the IRB on
how research papers should be handled. It guide learners in
writing based on their own composed formats. However, ethical
conduct in research is a choice, and students should choose to
research by ensuring they abide by ethical conducts stipulated.
Although students are encouraged to think broadly, using the
correct citation and giving credit to sources is the right thing to
do. Additionally, the ethical way of researching and writing
about a certain topic while using multiple sources gives credit
to any information borrowed from any of those sources. In line
with (Davis, 2002), for every writing format chosen by a
learner, he or she needs to observe all the guidelines as
provided. Some of the popular writing formats include the
American Psychological Association (APA), the Modern
Language Association (MLA) and Chicago or Turabian styles.
Here, each format has been designed for particular research
studies. For example, APA is specifically used by education,
psychology and sciences while MLA is meant for humanities.
Finally, by considering the above new developments;
improvement of study materials, creation of clear writing
instructions and consistent conduct and profession’s ethics, it is
evident that the evolution of the world’s literature has resulted
in valuable reforms in student learning programs. For example,
plagiarism checkers has become an effective and reliable tool

3. since it allows a student to check grammatical errors as well as
proper citation in their paper. Also, abiding by the ethical
conducts in all research projects; students would be able avoid
breaking rules and using other author’s work without citing
their work. It is an ethical and professional practice for
researchers to give credit for using other authors’ work in their
findings. Therefore, professional writing and research work
should apply the three new developments guided by the ethical
conducts.
References
Davis, M. (2002). Professional Ethics: Ethics and the University
(1). Florence, US: Routledge, ProQuest ebrary.
Hayen, R. L., & Laverty, J. P. (2015). APPLYING COMPUTER
SOFTWARE IN RESEARCH
MISCONDUCT ANALYTICS. ASBBS Journal, 11(1),
22-30.
Unsatisfactory
(1)
Emerging
(2)
Proficient
(3)
Exemplary
(4)
Student Score
Writing Criteria

4. Organization
Writing is unclear and vague with little to no coherence.
Writing has limited or missing transitions. Writing frequently
tangents and/or repeats ideas unnecessarily.
Writing lacks coherence between paragraphs and ideas. Writing
has inconsistent or inappropriate transitions.
Writing is clear and coherent. Transitions are appropriate and
consistently used between paragraphs and help move from one
idea to the next.
Writing is clear, coherent, and, fluid. Writing also is recursive
in that it links ideas back to previously mentioned ideas.
Writing also contains appropriate, consistent transitions
between paragraphs and ideas help reader see the relationship
between ideas.
1 2 3 4
X 2
___4_/8pts
Paragraph development is flawed: no clear topic sentences.
Paragraphs frequently have multiple topics. The writing has a
limited or missing introduction and/or conclusion or summary

5. of argument.
Paragraph development is ineffective or inappropriate for the
assignment: topic sentences are present but not well connected
to the rest of the writing. The introduction paragraph is
incomplete or underdeveloped. Conclusion argument does not
go beyond a brief repetition of points.
Paragraph development is appropriate for the topic and
assignment: topic sentences introduce or summarize the content
of the paragraph. The introduction paragraph is appropriate and
complete for the topic and assignment. Concluding argument
appropriately synthesizes key points.
Paragraphs are well developed and appropriate: there are strong
topic sentences, clear ideas that naturally lead reader through
the writing. The written piece is structured in a logical fashion
that supports the presentation of complex content, including in
the introduction and conclusion.
Comments:
Writing Style: focus, concision, consistency
Writing style is unfocused, wordy, inconsistent, and does not
support the purpose of the writing.
Writing style is inconsistent and/or wordy. It weakly supports
the purpose of the writing.
Writing is focused, concise, and has a consistent style that
supports the topic and purpose of the writing.
Writing style is concise, engaging, insightful, and focused. It
has clarity, depth, coherence, which strongly support the

6. purpose of the writing.
1 2 3 4
X 1
__2__/4 pts
Grammar and Mechanics
Writing contains numerous errors in spelling, grammar, and/or
sentence structure that severely interferes with readability and
comprehension.
Writing contains errors in spelling and grammar that somewhat
interfere with readability and/or comprehension.
Writing follows conventions of spelling and grammar
throughout. Errors do not interfere with readability or
comprehension.
Writing is basically error free in terms of mechanics. Grammar
and mechanics help establish a sound scholarly argument and
aid the reader in following the writer’s logic.
1 2 3 4
X3
__9__/12pts

7. Unsatisfactory
(1)
Emerging
(2)
Proficient
(3)
Exemplary
(4)
Student Score
Analysis & Conclusion Criteria
Analysis
There is no analysis in the paper. Only summary of material is
presented.
Analysis is superficial and presents evidence without clearly
demonstrating how evidence supports argument.
Analysis is logical, clear, and uses supporting evidence to
clearly support argument.
Analysis is logical, clear, and uses a variety of supporting
evidence to clearly support argument.

8. 1 2 3 4
x2
__4__/8pts
Conclusions drawn
Different perspectives are taken at face value, showing no
reflection on or evaluation of sources.
Inappropriate or inaccurate conclusions are drawn from
analysis.
Appropriate, but simple conclusions are drawn. Conclusions are
based on single perspective; counter argument never addressed.
Conclusions clearly & accurately reflect & evaluate multiple
perspectives of an issue, while taking a clear stance.
Conclusions use counter argument(s) to present a thorough
evaluation of the issue.
1 2 3 4
X 1
__2__/4pts
Tone & Rhetoric
Tone is inappropriate and inconsistent. Rhetoric is not
developed with consideration of the audience.
Tone is too informal for academic writing. Rhetoric attempts to
consider audience but is inconsistent or unclear.
Tone is almost always formal. Rhetoric reflects a good sense of
the audience but does notdirectly appeal to audience by using
appropriate terminology and background knowledge of the
audience.

9. Tone is consistently formal. Rhetoric reflects a clear
understanding of and directly appeals to audience by using
appropriate terminology and background knowledge of the
audience.
1 2 3 4
X 1
__4__/4 pts
Total Score:25 Points
IMPORTANT: Students must demonstrate proficiency (Level 3)
in all writing criteria (Organization, Writing Style, and
Grammar and Mechanics) to immediately receive a grade for
this assignment in the gradebook. To meet proficiency in a
writing criterion: within each writing criterion, the student’s
work must demonstrate proficiency in both aspects (i.e.
paragraphs) to earn overall proficiency for that criterion.
Students who do not demonstrate proficiency in both aspects
will be marked at an earlier level (Unsatisfactory or Emerging)
for that criterion.
Comments
Areas for improvement:
General Comments
For organization- use headings to break apart different topics.
Each paragraph within a heading should only focus on that
heading. As you develop your paragraphs, synthesize what the
literature says- and support your statements with direct and

10. supporting quotes from the literature.
Grammar and mechanics- All paragraphs should be around 5
sentences and each paragraph needs supporting statements. Only
those statements that go with the heading should be under a
heading.
Analysis & Conclusions- need strong supporting evidence from
the literature to support what you are saying, show opposing
viewpoints, then bring it back to what you are saying. This not
only shows both points of view- but also shows that your
argument (point of view you support) has strong basis in the
literature. This also blends into tone and rhetoric. Need a
heading for conclusion- then write your conclusion
For format- be sure all citations are in APA, rather than MLA
format. Remove extra space between paragraphs.
These are marked in the rubric that is part of your paper, and
need to be addressed to move you into the 3-4 columns.
Let me know if you have any questions about what that may
look like in terms of academic writing.
�Start off with an introduction above this
�Don’t start off with a question
�How is this a new development? This paragraph should only
focus on new developments
�This section should only discuss proper research techniques-
nothing else
Task Description (Module 1 Assignment 2)

11. Writing Assessment: Discussion of Academic Ethics (Writing
Assessment)
Consider the following prompt and compose your response in a
4 – 6 paragraph essay with supporting examples. Ensure your
response meets APA formatting guidelines (such as double-
spaced, proper paragraph indentation, 1” margins, Times New
Roman 12pts, title) and academic writing standards (such as 3rd
person, use of supporting examples, no contractions or
abbreviations).
Prompt: Suppose there were no rules for conduct of ethical
research and no software to detect plagiarism. Would it matter?
Why or why not? Discuss.
Criteria Explanation:
Writing Criteria: Assesses level of student’s writing skills to
identify students who require assistance with basic writing
skills and need to complete MyWritingLab.
Organization = How have the ideas been structured so that the
reader can understand them?
Writing Style = How clear and focused is the paper?
Grammar and Mechanics = How well has the paper been
presented?
Analysis Criteria: Assesses quality of student’s thinking.
Analysis = How well has the writer considered the
material/assignment and discussed/address it?
Assignment 2 Grading Criteria
Maximum Points

12. Writing Criteria
Organization
8
Writing Style: focus, concision, consistency
4
Grammar and Mechanics
12
Analysis & Conclusion Criteria
Analysis
8
Conclusions drawn
4
Tone & Rhetoric
4
Total:
40
Unsatisfactory
(1)
Emerging
(2)
Proficient
(3)
Exemplary
(4)
Student Score
Writing Criteria

13. Organization
Writing is unclear and vague with little to no coherence.
Writing has limited or missing transitions. Writing frequently
tangents and/or repeats ideas unnecessarily.
Writing lacks coherence between paragraphs and ideas. Writing
has inconsistent or inappropriate transitions.
Writing is clear and coherent. Transitions are appropriate and
consistently used between paragraphs and help move from one
idea to the next.
Writing is clear, coherent, and, fluid. Writing also is recursive
in that it links ideas back to previously mentioned ideas.
Writing also contains appropriate, consistent transitions
between paragraphs and ideas help reader see the relationship
between ideas.
1 2 3 4
X 2
___8_/8pts
Paragraph development is flawed: no clear topic sentences.
Paragraphs frequently have multiple topics. The writing has a
limited or missing introduction and/or conclusion or summary
of argument.

14. Paragraph development is ineffective or inappropriate for the
assignment: topic sentences are present but not well connected
to the rest of the writing. The introduction paragraph is
incomplete or underdeveloped. Conclusion argument does not
go beyond a brief repetition of points.
Paragraph development is appropriate for the topic and
assignment: topic sentences introduce or summarize the content
of the paragraph. The introduction paragraph is appropriate and
complete for the topic and assignment. Concluding argument
appropriately synthesizes key points.
Paragraphs are well developed and appropriate: there are strong
topic sentences, clear ideas that naturally lead reader through
the writing. The written piece is structured in a logical fashion
that supports the presentation of complex content, including in
the introduction and conclusion.
Comments:
Writing Style: focus, concision, consistency
Writing style is unfocused, wordy, inconsistent, and does not
support the purpose of the writing.
Writing style is inconsistent and/or wordy. It weakly supports
the purpose of the writing.
Writing is focused, concise, and has a consistent style that
supports the topic and purpose of the writing.
Writing style is concise, engaging, insightful, and focused. It
has clarity, depth, coherence, which strongly support the

15. purpose of the writing.
1 2 3 4
X 1
__4__/4 pts
Grammar and Mechanics
Writing contains numerous errors in spelling, grammar, and/or
sentence structure that severely interferes with readability and
comprehension.
Writing contains errors in spelling and grammar that somewhat
interfere with readability and/or comprehension.
Writing follows conventions of spelling and grammar
throughout. Errors do not interfere with readability or
comprehension.
Writing is basically error free in terms of mechanics. Grammar
and mechanics help establish a sound scholarly argument and
aid the reader in following the writer’s logic.
1 2 3 4
X3
__12__/12pts

16. Unsatisfactory
(1)
Emerging
(2)
Proficient
(3)
Exemplary
(4)
Student Score
Analysis & Conclusion Criteria
Analysis
There is no analysis in the paper. Only summary of material is
presented.
Analysis is superficial and presents evidence without clearly
demonstrating how evidence supports argument.
Analysis is logical, clear, and uses supporting evidence to
clearly support argument.
Analysis is logical, clear, and uses a variety of supporting
evidence to clearly support argument.

17. 1 2 3 4
x2
__8__/8pts
Conclusions drawn
Different perspectives are taken at face value, showing no
reflection on or evaluation of sources.
Inappropriate or inaccurate conclusions are drawn from
analysis.
Appropriate, but simple conclusions are drawn. Conclusions are
based on single perspective; counter argument never addressed.
Conclusions clearly & accurately reflect & evaluate multiple
perspectives of an issue, while taking a clear stance.
Conclusions use counter argument(s) to present a thorough
evaluation of the issue.
1 2 3 4
X 1
__4__/4pts
Tone & Rhetoric
Tone is inappropriate and inconsistent. Rhetoric is not
developed with consideration of the audience.
Tone is too informal for academic writing. Rhetoric attempts to
consider audience but is inconsistent or unclear.
Tone is almost always formal. Rhetoric reflects a good sense of
the audience but does notdirectly appeal to audience by using
appropriate terminology and background knowledge of the
audience.

18. Tone is consistently formal. Rhetoric reflects a clear
understanding of and directly appeals to audience by using
appropriate terminology and background knowledge of the
audience.
1 2 3 4
X 1
__4__/4 pts
Total Score: 40 Points
IMPORTANT: Students must demonstrate proficiency (Level 3)
in all writing criteria (Organization, Writing Style, and
Grammar and Mechanics) to immediately receive a grade for
this assignment in the gradebook. To meet proficiency in a
writing criterion: within each writing criterion, the student’s
work must demonstrate proficiency in both aspects (i.e.
paragraphs) to earn overall proficiency for that criterion.
Students who do not demonstrate proficiency in both aspects
will be marked at an earlier level (Unsatisfactory or Emerging)
for that criterion.
Comments
Areas for improvement:
General Comments
Running Head: DISCUSSION OF ACADEMIC ETHICS

19. 1
DISCUSSION OF ACADEMIC ETHICS
4
DISCUSSION OF ACADEMIC ETHICS
Christopher Walters
Argosy University
Discussion of Academic Ethics
For many years, the world of literature has been evolving. As
new systems of education come about, they come with new
developments in language and generally new ways to do things.
The improvement of study materials for example development
of plagiarism checkers has also improved as well as boosted the
standards of education by ensuring that students deliver original
work, that is free of mistakes. Creation of proper clear writing
instructions and consistent conduct are also among many more
developments important in the education field. “A profession’s
ethics are the continuously unfolding conclusions of a more or
less conscious discussion of how “we” (the members of the
profession) should work together to achieve the good we jointly
aim at. It is the product of a “social contract” of sorts, the
parties to which are all those sharing a common profession.”
(Davis, M. 2002)
Proper Research Techniques
Proper research involves adhering to the set ethical norms set
by scholars. This is because norms promote and develop the
research aims, knowledge, truth and evidence. In research, there
can be a wide range of ethical issues, these issues ranging from
plagiarism to confidentiality. One of the most discussed factors
is plagiarism. It is a complex ethical problem that has affected
the performance of students learning institutions. The
availability of plagiarism detection software has made it
possible to monitor student assignments, exams and research

20. papers. It has also led to development of student’s learning and
research skills, since they are required to submit original work.
Ethical research conduct is also required as prescribed by since
it provides guidelines set forth by the IRB on how research
papers should be handled. It regulates learners from writing in
their own composed formats.
Ethical conduct in research however is a choice, and students
should choose to research ethically. Although students are
encouraged to think broadly, using the correct citation and
giving credit to sources is the right thing to do as well as the
ethical way of researching and writing about a certain topic
while using multiple sources.
In conclusion, the existence of ethical research and plagiarism
checkers is a good tool to allow the student to check how well
they have cited their sources in their paper. “Similarity
checking and duplicate content detection software has evolved
to provide a measurement of content duplication or plagiarism
in research papers. Examples of this software include
Grammerly, iThenticate, Turinitin, PlagiarismA, and SafeAssign
(acomponent of the Blackboard course management
software).”(Hayen, R.L. 2015) Students who break the rules
and use another author’s work without citing the work are
penalized and rightfully so, as any author should get credit for a
student using their work in that student’s paper. Even if the
plagiarism is not intended, the plagiarism checker is a great tool
for students to use to see how they are doing with citing their
sources correctly.
References
Davis, Michael. Professional Ethics: Ethics and the University
(1). Florence, US: Routledge, 2002. ProQuest ebrary.
Hayen, R. L., & Laverty, J. P. (2015). APPLYING COMPUTER
SOFTWARE IN RESEARCH

21. MISCONDUCT ANALYTICS. ASBBS Ejournal,
11(1), 22-30.
Unsatisfactory
(1)
Emerging
(2)
Proficient
(3)
Exemplary
(4)
Student Score
Writing Criteria
Organization
Writing is unclear and vague with little to no coherence.
Writing has limited or missing transitions. Writing frequently
tangents and/or repeats ideas unnecessarily.
Writing lacks coherence between paragraphs and ideas. Writing
has inconsistent or inappropriate transitions.
Writing is clear and coherent. Transitions are appropriate and
consistently used between paragraphs and help move from one
idea to the next.

22. Writing is clear, coherent, and, fluid. Writing also is recursive
in that it links ideas back to previously mentioned ideas.
Writing also contains appropriate, consistent transitions
between paragraphs and ideas help reader see the relationship
between ideas.
1 2 3 4
X 2
___4_/8pts
Paragraph development is flawed: no clear topic sentences.
Paragraphs frequently have multiple topics. The writing has a
limited or missing introduction and/or conclusion or summary
of argument.
Paragraph development is ineffective or inappropriate for the
assignment: topic sentences are present but not well connected
to the rest of the writing. The introduction paragraph is
incomplete or underdeveloped. Conclusion argument does not
go beyond a brief repetition of points.
Paragraph development is appropriate for the topic and
assignment: topic sentences introduce or summarize the content
of the paragraph. The introduction paragraph is appropriate and
complete for the topic and assignment. Concluding argument
appropriately synthesizes key points.
Paragraphs are well developed and appropriate: there are strong

23. topic sentences, clear ideas that naturally lead reader through
the writing. The written piece is structured in a logical fashion
that supports the presentation of complex content, including in
the introduction and conclusion.
Comments:
Writing Style: focus, concision, consistency
Writing style is unfocused, wordy, inconsistent, and does not
support the purpose of the writing.
Writing style is inconsistent and/or wordy. It weakly supports
the purpose of the writing.
Writing is focused, concise, and has a consistent style that
supports the topic and purpose of the writing.
Writing style is concise, engaging, insightful, and focused. It
has clarity, depth, coherence, which strongly support the
purpose of the writing.
1 2 3 4
X 1
__2__/4 pts
Grammar and Mechanics
Writing contains numerous errors in spelling, grammar, and/or
sentence structure that severely interferes with readability and
comprehension.
Writing contains errors in spelling and grammar that somewhat

24. interfere with readability and/or comprehension.
Writing follows conventions of spelling and grammar
throughout. Errors do not interfere with readability or
comprehension.
Writing is basically error free in terms of mechanics. Grammar
and mechanics help establish a sound scholarly argument and
aid the reader in following the writer’s logic.
1 2 3 4
X3
__9__/12pts
Unsatisfactory
(1)
Emerging
(2)
Proficient
(3)
Exemplary
(4)
Student Score
Analysis & Conclusion Criteria

25. Analysis
There is no analysis in the paper. Only summary of material is
presented.
Analysis is superficial and presents evidence without clearly
demonstrating how evidence supports argument.
Analysis is logical, clear, and uses supporting evidence to
clearly support argument.
Analysis is logical, clear, and uses a variety of supporting
evidence to clearly support argument.
1 2 3 4
x2
__4__/8pts
Conclusions drawn
Different perspectives are taken at face value, showing no
reflection on or evaluation of sources.
Inappropriate or inaccurate conclusions are drawn from
analysis.
Appropriate, but simple conclusions are drawn. Conclusions are
based on single perspective; counter argument never addressed.
Conclusions clearly & accurately reflect & evaluate multiple

26. perspectives of an issue, while taking a clear stance.
Conclusions use counter argument(s) to present a thorough
evaluation of the issue.
1 2 3 4
X 1
__2__/4pts
Tone & Rhetoric
Tone is inappropriate and inconsistent. Rhetoric is not
developed with consideration of the audience.
Tone is too informal for academic writing. Rhetoric attempts to
consider audience but is inconsistent or unclear.
Tone is almost always formal. Rhetoric reflects a good sense of
the audience but does notdirectly appeal to audience by using
appropriate terminology and background knowledge of the
audience.
Tone is consistently formal. Rhetoric reflects a clear
understanding of and directly appeals to audience by using
appropriate terminology and background knowledge of the
audience.
1 2 3 4
X 1
__4__/4 pts
Total Score:25 Points
IMPORTANT: Students must demonstrate proficiency (Level 3)
in all writing criteria (Organization, Writing Style, and

27. Grammar and Mechanics) to immediately receive a grade for
this assignment in the gradebook. To meet proficiency in a
writing criterion: within each writing criterion, the student’s
work must demonstrate proficiency in both aspects (i.e.
paragraphs) to earn overall proficiency for that criterion.
Students who do not demonstrate proficiency in both aspects
will be marked at an earlier level (Unsatisfactory or Emerging)
for that criterion.
Comments
Areas for improvement:
Need literary support for statements See specifics above
General Comments
You are off to a good start. Let me know what questions you
may have.