At my high school, teachers were required to cover plagerism, cheating, and the highly abstract concept of intellectual property. So they did, and while there were a great number of lectures about such things, those lectures had nary an effect on the actions of their students though. For the vast majority of students, it was simply another class period to be ignored, and thus it isn't taken seriously, or even recognized. Amoung students, sharing answers to exams, copy homework, steal papers and the like was any everyday thing. As for the teachers, they made it something of an honor system, since they(the teachers) did not have the resources to check up on every single paper assigned and turned in, and simply trusted the individual student to be honest about their work, obviously leaving a rather lot of leeway within the system. In class and at the assemblies the basic tennets of academic integrity were repeated endlessly, but oft times to a blank and unreceptive audience. The abstract concept of intellectual property was merely something discussed, not really ever understood, and certainly not respected. I myself saw cheating happen during quizzes, tests, and exams, those commiting it crossing all social and academic levels. This cheating on tests, turning in copied homework, or stealing papers was no cause of a moral breakdown. In fact, it could almost be guaranteed that almost half of all the math turned in was straight copywork, along with most science problems. Essay papers almost always contained stolen phrases, which were hardly ever cited, and never in quotations, sometimes to the point that papers would be composed of sentences strung together from various websites on the internet, wtith not a single word typed by the student. The fact was, that many of my former peers didn’t understand academic integrity, or how intellectual property, and what’s more didn’t care about it. Based upon my high school experience, I could reasonably assume that the concept of academic integrity is meaningless and not to be worried about. Obviously this is not the case, and I know it. Upon introduction to college, such things are taken extremely seriously, and students can quickly find themselves in an aweful lot of trouble with plagerism and the like.
More profound however, is that with a high school such as mine, because there were instances where papers were largely a hodgepodge of stolen work, many students had no originality or creativity. This means that when it comes to crunch-time, and these same students have no choice to create their own work, it is mostly terrible, containing many grammatical errors, and strings of meaningless cliché’s. Again, upon introduction to college, students of this type have great difficulty in dealing with the workload and composing decent essays. To conclude, in high school, where the rules of academic integerity are relaxed, studends are given a false sense of freedom in the concept of intellectual property, causing a lack of writing skill and ability.