At the University of Virginia, there’s a saying that students soon commit to memory: “On my honor as a student, I
have neither given nor received aid on this assignment/exam.”
Students write this on every test in every class during their college career, pledging as their predecessors have
since 1842 never to lie, cheat or steal. It’s a tradition that’s made Thomas Jefferson’s school a richer academic
environment, students say, as well as an easier place to find lost wallets.
But even here, where honor is so well defined and policed by an elite student committee, plagiarism has become a
problem.
Since last spring, 157 students have been investigated by their peers in the largest cheating scandal in memory.
Thirty-nine of those accused of violating the school’s honor code have either dropped out or been expelled—the
only penalty available for such a crime.
Some students who had already graduated lost their diplomas.
“It’s not like we’re saying we hate you, it’s just that we have standards here,” said 22-year-old Cara Coolbaugh, one
of the students on U.Va.’s Honor Committee who has spent countless hours this year determining the fate of her
peers.
The scandal began in a popular introductory physics class designed for non-majors. The course, which explores
pragmatic topics such as why the sky is blue and how light bulbs work, usually attracts 300 to 500 students per
semester—too many to watch closely. Instructor Lou Bloomfield said he started to worry about plagiarism after a
student confided that some of her friends had copied papers from a file at their sorority. To find out for sure,
Bloomfield spent an afternoon programming a computer to spot repeated phrases.
He fed in computer files of 1,500 term papers from four semesters of classes, and matches started popping up.
“I was disappointed,” Bloomfield said. “But I wasn’t so surprised—I have a large class.”
A few of his students had simply copied from earlier work. Others had lifted at least a third of their papers from
someone else.
The Honor Committee, whose 21 members were elected just before the plagiarism scandal hit, was overwhelmed.
Most professors usually have a few people they’d like to investigate. Bloomfield handed over a list of more
than 100.
Philip Altbach, a higher education scholar at Boston College, said he isn’t surprised. “Plagiarism is more common
now,” he said. “It’s just easier to do.”
The Internet provides an inexhaustible source of information, and it’s tempting to simply insert phrases directly into
reports, Altbach said.
When was the information created?
How old is too old?
Does the currency of the information matter?
Relevance
Is the information related to the prompt?
Does the information support your stance?
Who is this written for?
Authority
Who or what created the information?
Who or what is publishing the information?
What credentials, education, affiliations, or experience does the information creator have to write on this topic?
What can we tell from the domain of the website where the information has been published?
Purpose
Why was this information created?
Was the information created to inform, teach, sell, entertain, or persuade you?
Is the purpose made clear?
The purpose of this information is to inform the reader about a cheating scandal at the University of Virginia and the issue of plagiarism. The information was created to provide background and details about the scandal, as well as to discuss the prevalence of plagiarism and its ease with the use of the internet. The purpose is made clear by the description of the events and the comments from students and experts on the topic.
The information provided does not explicitly address the questions you have mentioned. It appears to be a news article about a cheating scandal at the University of Virginia. If you have any specific questions related to the content of the article, I'd be happy to help answer them.
To answer your question, "When was the information created?", we can determine the approximate time frame by examining the context provided in the passage. In this case, the passage mentions that the cheating scandal at the University of Virginia began in the spring and has been ongoing. Therefore, we can infer that the information in the passage was created or written recently, most likely within the past year.
To find out how old is too old when it comes to information, it depends on the subject matter and the specific context in which the information is being used. In some academic disciplines, such as scientific research, older information may be considered less relevant or reliable if newer studies or findings have emerged. However, in other fields like history or literature, older information can still provide valuable insights and perspectives. It is important to critically evaluate the relevance and currency of the information based on the specific context and purpose for which it is being used.
The currency of information can indeed matter depending on the context. For example, if you are researching current events or recent developments, it is important to prioritize up-to-date information to ensure accuracy and relevance. On the other hand, if you are studying historical events or looking for background information, older sources may still be valuable and provide a historical perspective.
In terms of relevance, it is essential to consider whether the information is related to the prompt or topic you are exploring. Ask yourself if the information provides relevant and meaningful insights or evidence that supports your understanding or argument.
To determine if the information supports your stance or argument, examine if it aligns with your perspective or reinforces your claims. Evaluate whether the information is credible, reliable, and well-supported by evidence and reasoning. Engage in critical thinking and consider different viewpoints to make an informed judgment.
The audience or intended readership of a piece of writing or information can influence its content, language, and tone. Consider who the information is addressing, whether it is intended for a general audience, academic community, professionals, or a specific group of people. Understanding the intended audience can help you assess the appropriateness and relevance of the information for your own purposes.
To evaluate the authority of information, consider who or what created and published it. Look for information about the author, such as their credentials, education, affiliations, or experience that indicate their expertise on the topic. Assess the reputation and credibility of the publishing source, whether it is a reputable organization, academic institution, scholarly journal, or well-known author. These factors can provide insight into the authority and reliability of the information.
The purpose of the information refers to why it was created. It can include informing, teaching, selling, entertaining, or persuading the audience. Understanding the purpose can help you assess the objectivity, bias, and potential influence of the information. Evaluate if the purpose is clearly stated or if there are any hidden agendas or biases that may affect the reliability or trustworthiness of the information.