研究生读说写第一册第十单元Unit10ItTakesaVillage

Unit 10 It Takes a Village

Background Information

1. About the author & the text

Donald L. McCabe is the leading researcher on academic integrity in the

United States. He is a professor of Organization Management at Rutgers University,

and helped found the Center for Academic Integrity at Duke. During the past ten

years he has surveyed over 14,000 students at 60 colleges and universities. His

work appears frequently in business, education, and sociology journals. The text is

an extract from his essay

It Takes a Village: Academic Dishonesty & Educational

Opportunity,

which was published in

Liberal Education

in 2005.

2. Academic dishonesty

Academic integrity is a fundamental value of teaching, learning and

scholarship. Yet there is growing evidence of students' dishonesty during their

academic career. Two major forms of academic dishonesty are cheating and

plagiarizing. Cheating means getting unauthorized help on an assignment, a quiz,

or an examination. Plagiarism means submitting someone else's work as one's own.

For example, copying material from a book or other source without

acknowledging that the words or ideas are someone else's is plagiarism. Factors

identified to influence academic dishonesty include competition and pressures for

good grades, instructional situations that are perceived as unfair or excessively

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demanding, faculty who are perceived as uncaring or indifferent to their own

teaching or to their students' learning, lax attitudes on the part of faculty toward

academic dishonesty, peer pressure to support a friend, and a diminishing sense of

academic integrity and ethical values among students.

3. Honor code

An honor code or honor system is a set of rules or principles governing a

community based on a set of rules or ideals that define what constitutes honorable

behavior within that community. The use of an honor code depends on the idea

that people (at least within the community) can be trusted to act honorably. Those

who are in violation of the honor code can be subject to various sanctions,

including expulsion from the institution.

In America, the first student-policed honor system was instituted in 1779 at

the College of William and Mary at the behest of Virginia's then-Governor Thomas

Jefferson. In 1842, Henry St. George Tucker, then a professor at the University of

Virginia, revised the university's honor code. The idea was to have students

"vouch" for one another and agree to report misbehavior. In this spirit, Tucker

revised the honor code to include the following pledge: "I do hereby certify on

honor that I have derived no assistance during the time of this examination from

any source whatever, whether oral, written or in print." This pledge has, in one

form or another, since been adopted into the honor systems of other American

universities.

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Enforcement of honor codes differs from campus to campus as well. Here are

some sample honor codes:

"I hereby certify on my honor that I have neither given nor received any

assistance during this examination."

{University of Virginia)

"We will not lie, steal or cheat, nor tolerate among us anyone who does."

[U.S.

Air Force Academy Honor Code)

"I affirm that I have adhered to the honor code in this examination."

(Oberlin

College Honor Code)

"I have neither given or received nor have I tolerated others' use of

unauthorized aid."

[Valparaiso University Honor Code)

"No member of the Caltech community shall take unfair advantage of any

other member of the Caltech community."

[California Institute of Technology

Honor Code)

Notes

1．liberal education:

(Para. 1)

The Association of American Colleges and

Universities defines liberal education as "a philosophy of education that empowers

individuals with broad knowledge and transferable skills, and a stronger sense of

values, ethics, and civic engagement". Characterized by challenging encounters

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with important issues, and more a way of studying than a specific course or field of

study, a liberal education can be achieved at all tyes of colleges and universities.

Liberal education has its origins in the medieval concept of education proper to a

free man, as opposed to a slave, who could only be educated with a professional,

vocational, or technical curriculum. In the medieval Western university, seven

liberal arts were identified: grammar, rhetoric, and logic (the

trivium)

and

geometry, arithmetic, music, and astronomy (the

quadrivium).

自由教育，通才教育，

人文教育，博雅教育

2. Among other things, it is a challenge to develop students who accept

responsibility for the ethical consequences of their ideas and actions.

(Para. 1):

It is a demanding job to shape students into the ones who have the sense of taking

responsibility for the moral outcome of what they think and what they do

3．…, our goal should be to find innovative and creative ways to use

academic integrity as a building block in our efforts to develop more

responsible students and, ultimately, more responsible citizens.

(Para. I):

to

employ academic honesty as a means to teach our students to be responsible for

their behaviors so that in the end they will be cultivated into responsible citizens.

4. In particular, to help students appropriately orient themselves and

develop an appropriate mental framework.

(Para. 2):

to help student have a

proper understanding of their own positions, and help them form a set of values

and principles as a basis for one's judgment and decisions.

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5. Without such guidance, cheating makes sense for many students as they

fall back on strategies they used in high school to negotiate heavy work loads

and to achieve good grades.

(Para. 2):

Without such guidance, many students

would feel it understandable to play the tricks which they used in high school so

that they can find a way through heavy work loads successfully and get good

marks.

6. ... I have become convinced that a primary reliance on deterrence is

unreasonable:

(Para. 4):

I have come to believe that it is not sensible to rely solely

on threatening students away from cheating by strong sanctions.

7. Having decided that sanctions do little more than to permanently mar a

student':

(Para. 5):

Punishment can only give a student bad record, it is

not of much help to him.

8. These strategies seem often to be win-win situations.

(Para. 5):

Both

students and teachers benefit from these measures.

9. As long as the student acknowledges the cheating and accepts the

faculty member's proposed remedy, the faculty member simply sends a

notation to a designated party and never gets involved with what many

consider the unnecessary bureaucracy and legalisms of campus judicial

systems:

(Para. 5)

If the student admits that cheating and agrees to accept the

punishment given by the teacher, the teacher only needs to notify an administrator

who is appointed to be in charge of these matters. He doesn't need to go through

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the complicated process of campus judicial systems.

10．... can then devote more of their time and resources to proactive

strategies.

(Para. 6): ...

time and money can be spent on programs promoting

integrity on campus.

11. The stakes are high for most college

(Para. 7):

There is

much that the students can gain

12. While they are willing to look the other way when ... on major tests or

assignments.

(Para. 8):

They will not blame someone who cheats in some less

serious forms while struggling to survive the hard work, but they will blame those

more serious offenders who cheat on major tests or assignments.

Key to Exercises

I. Reading Comprehension

1. It refers to the whole campus community of students, faculty, and

administrators.

2. In the author's opinion, our goal should be more than reducing cheating.

We should cultivate more responsible students and, ultimately, more responsible

citizens.

3. The entire campus community.

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4. They should help students appropriately orient themselves and develop an

appropriate mental framework.

5. They should take a more comprehensive look at their academic integrity

policies.

6. While strong sanctions are appropriate for more serious forms of cheating,

they are not suitable for all offending students.

7. It deters students who would otherwise cheat when the opportunity arises,

yet also works to build a community of trust among students and between

students and faculty, a campus community that values ethical behavior and where

academic integrity is the norm.

8. Because most college students today think their entire future depends on a

few key grades. It is, therefore, unrealistic to think that none will succumb to the

temptation to cheat.

II. The Structure of the Text

1. Introduction

(Para.l).

It takes the whole campus community-students, faculty, and administrator-to

effectively educate a student.

2. Body: The roles of faculty and administrators

(Paras. 2-7)

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1) The role of faculty

(Para. 2)

To guide the students in academic matters, help them orient themselves and

develop an appropriate mental framework

2) The role of the university administrators

(Paras. 3-7)

To take a more comprehensive look at their academic integrity policies; to

abandon the exclusive reliance on deterrence and punishment; to look at the issue

of academic dishonesty as an educational opportunity.

A. Stong sanctions don't have much educational value.

(Para. 4)

B. Advantages of more educational approach to academic dishonesty

(Paras. 5-6)

They help offending students understand the ethical consequences of their

behavior.

They encourage faculty to report suspected cheating, to address it themselves.

They allow administrators to devote more time and resources to proactive

strategies.

C. Some balance of punishment and proactive strategies will be optimal

on each campus.

(Para. 7)

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3. Conclusion

(Para. 8)

The difficult task for every school is to find the appropriate balance between

punishment and proactive strategies that deters students while also works to build

a campus community of trust that values ethical behavior and where academic

integrity is the norm.

VIII．Translation

A.

1. We shall always look to the past experience for guidance, so that we would

not repeat the same mistakes.

2. Some educators believe that compared with strong sanctions, proactive

strategies serve as a better way to prevent students from cheating in exams.

3. The manager decided to subscribe to the management software to improve

the efficiency of the office.

4. I tried to make sense of these English words in the test paper, but in vain, so

I took a peep at my e-dictionary.

5. If these new methods don’t work, we’ll have to fall back on our old

system.

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6. The administration carried a comprehensive investigation after the report

and caught five students who cheated with wirless earphones.

7. He didn’t break the rule on purpose. He made the wrong decision out of

ignorance.

8. The school authority promised to implement a new system to fight against

campus cheating.

9. In a last-minute effort to meet the deadline she downloaded a paper from

internet and handed it in.

10. With the development of technology, Computer has a more and more

important role to play in our study. Nowadays, even some tests are

computer-based.

B.

1. 如果主要目的只是减少作弊，就可以考虑采取各种各样的措施：更严格的监考，鼓

励教师采用多种版本的试题，不要循环使用旧考题，更积极地使用剽窃检测软件，以及对

作弊者进行更严厉的惩罚。

2. 尽管这些措施很可能减少作弊，但很难想象人们会愿意在这样的环境中学习。

3. 作为教育者，我们为学生提供的东西应该比这些更多。

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4. 今天的学生不太在意学校或教师认为适宜的行为，他们更关心同伴的观点和行为。

5. 尽管学校有关于学术诚信的政策，如果学生目睹别人作弊而未被教师发现，或教师

干脆置之不理，他们可能就会认为，为了维护竞争力，有必要采取欺骗行为。

Key to Exercises: A C D A D

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