Plagiarism: Right Or Wrong?

For my argument, I chose to make the claim with distributing a grade of a zero for the student who has chosen to ignore our classes rules and guidelines on plagiarism. I will stay firm on my decision because the student chose to break the rules and see no wrong in taking work without proper due credit. The grounds of this situation are that the student made the clear mistake of plagiarizing on their paper instead of using their own original ideas. The visual support of the improper quotation is there. Weeks before the paper was due, there were clear instructions on ways not to plagiarize and pursue the proper techniques to writing an authentic paper. The warrant could be that the student does not have a bibliography in her paper that supports …show more content…
An example of a rebuttal could be that this may be the students first time of making this offense and they were unaware of the consequences and that they deserve a second chance, but I don’t see it necessary in this situation when they were given the tools to right a good and true paper. As for the verifier, when referring to our Albany state handout and Gordon State Academic catalog, it has been written clearly on ways to perform proper citations and the consequences involved of academic dishonesty. Our professors and student affairs office have justified what is considered right from wrong in this situation. Lastly the modal qualifier could be stated as, the student certainly plagiarized a portion of their paper. And the act of this case will more than likely result in the form of a failing grade or a …show more content…
To make things easier to see, I started with my grounds at the top leading to my claim at the bottom. Beside the grounds are the verifiers that help reinforce my supporting data. I included lines connecting each section to help see which lead to one another, and the line from grounds to claim represent the warrant. My warrant points towards the grounds and explains why they are ultimately legit. Beneath my warrant is another section for the backing which shows the theory and beliefs that underline my evidence. They each lead up to my claim that the student should receive a zero at the bottom of the page. Now beside my claim, I included a curved line pointing from my qualifier. The reason for the curve is to visualize the understanding that the qualifier stands for reasons seen through different strengths with words such as certainly, probably, possibly, and that they are not always ‘written in stone’.
I also included a different line form between my claim and last box, the possible rebuttal. Other portions of the Toulmin model are all connected in a positive way. I see the rebuttal as one of the more helpful because it allows you a chance to take notice to weaknesses of your argument and is a possible area the arguer may bring up. So, it is connected to your claim, but it helps in a different way compared to the