Q1

No, I would not consider taking that path. This position arises from an understanding of the role that education plays in the society. Submitting papers that are not the outcome of my own initiative would only go towards undermining the very purpose of education is learning (Pojman, 2005, pp.150-52). Assignments are never given to students for the mere sake of grading. Rather, they are part of the broader goal of learning. It is very unlikely that a person who has not taken the initiative to personally do the assignment can learn. In addition, the rule that students can just buy papers would be self defeating if every student acted on it (Pojman, 2005, pp.150-152). Assignments would cease to have value as an assessment tool as professors will no longer trust that those presenting assignments actual wrote the papers. Kantian categorical imperative actually cautions against doing something that one would not wish to be a universal rule. Even knowing the change does not affect my earlier decision given that it was independent of whether I would be caught were I to buy a paper.

Q2

No, the statement only appears to justify the existence of that site. Inherent in that statement is the assumption that the kind of students and the professors they present papers to are always known. It is true that some professors may create more challenging papers when confronted with the situation. Not all of them will, however, respond in this way. Besides, some professors are unlikely to know that their students are presenting works by other people.  The situation has even become more difficult with the increasing number of students as a proportion to their professors. Furthermore, the argument also fails to the extent that it defines the quality of education solely on the complexity of term papers. Nothing short of a total absence of those essay mills, as those sites are sometimes called, can prevent a student who is determined to cheat. After all, assignments are often given with a deadline allowance. This gives an opportunity for dishonest students to order custom papers from the same sites thereby going around the new obstacle.

Q3

Students who obtain the services of these websites only do so because the conduct pays. Discouraging them entails creating disincentives for plagiarism. Having a policy that severely punishes students found engaging in the practice would be one of the measures to implement. There are also those students who are simply unaware of the ethical implications of plagiarism. A number of those students may actually stop engaging in that conduct on their own initiative if they are made aware of the ethical issues involved. Research indicates that higher levels of ethical consciousness are likely to reduce incidents of ethical breaches (Scott, 2009). Lastly, some students also lack a complete understanding of what amounts to plagiarism and are likely to avoid it given the necessary guidance on how to avoid it.

References

Pojman, L.P. (2005).How Should We Live: An Introduction to Ethics.Belmont, CA: Wadsworth.

Scott,R.(2009).Promoting Legal and Ethical Awareness: A Primer for the Health Professionals     and Patients.St. Louis, Missouri: Mosby Elsevier.

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