Emily Dickinson + Because I Could Not Stop for Death + Write Your Own Damn Essay
“I’ve had instances where 20% of the term papers have resulted in failures for the semester because they were plagiarized—and those were just the cases I could PROVE,” reports Kevin Prufer at Critical Mass. Prufer is a university professor on the board of the National Book Critics Circle, and he speculates why plagiarism is so rampant in undergraduate classrooms:
State universities have become increasingly pre-professional and students enrolled in, say, nursing or construction safety or criminal justice majors often question the purpose of having to take a literature class. They sometimes tell me they feel justified copying, since the course shouldn’t be required, anyway. Moreover, any Google search on a classic poem or poet will yield hundreds of paper mill sites. (A search for “Emily Dickinson” + “Because I could not stop for death” + “essay” returns hundred of sites offering research papers for pretty modest prices—even for free. Frats can buy a few of these, then file them for any student to use). This is clearly a big temptation for even a good student who hasn’t started a term paper the day before it’s due. And, finally, university administrators are so fearful of lawsuits, they’re afraid to punish plagiarism with anything more than a slap on the wrist. Every professor I know has stories (at least second hand) about students threatening lawsuits about this kind of thing.
I’ve had similar experiences, both as a student and as an instructor. My sophomore year in college, I took a course on the history of Christianity taught by a professor about to retire. The enrollment included what seemed to me an inordinate number of fraternity and sorority members—aren’t discussions of Hume, Pascal, and Martin Luther normally dominated by more nerdy types? Turns out that the Greek system had 20 years of this professor’s tests on file. He knew this perfectly well, of course. On the day of the final, he bid us farewell with a few angry words about cheating (20 years too late, one might argue) and a brand new, impossibly difficult test. I saw one girl crying afterward and muttering the word “vindictive.”
In graduate school, I taught a required course in reading, writing, and speaking. Students naturally complained about the course, so I asked them what they thought about the liberal arts. They looked puzzled. I told them there was a College of Liberal Arts and many of them were enrolled in it. The conversation that followed lasted much of the semester: we talked about what the liberal arts are, where they came from, and why they are or are not worth a student’s time and money.
Prufer seems most concerned with how students come to think plagiarism is okay. (Presumably there is a connection between the attitude he highlights and cases like the one involving Kaavya Viswanathan.) But he makes an excellent point that the expectations of students and professors have hopelessly diverged. It’s bad enough that many liberal arts students have no idea what the liberal arts are, let alone do they have any commitment to them. Now ask those same students when they made the decision to come to university. Ask them why they came to university. You’ll likely get more blank looks.
Many professors have very traditional assumptions about what college is supposed to be and require their students to meet them halfway in the classroom. Those students, however, are either there for very different reasons or they have no idea why they’re there in the first place.
Plagiarism, punishment, and lawsuits, I fear, are the least of our problems.





