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How AI Writing Tools Are Helping Students Fake Their Homework

Creativity could be on the way out

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  • The increasing use of AI writing tools could help students cheat.
  • Teachers say software that helps generate text can be used to fake homework assignments. 
  • One teacher says content from programs that rewrite or paraphrase content sticks out like a "sore thumb" at the middle school level.

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Getting good grades in school may soon be about artificial intelligence (AI) as much as hard work. 

Online software tools that help students write essays using AI have become so effective that some teachers worry the new technology is replacing creativity during homework assignments. Students are increasingly turning to these programs that can write entire paragraphs or essays with just a few prompts, often leaving teachers none the wiser. 

"As far as I can tell, it is currently not that easy to detect AI writing," Vincent Conitzer , a professor of computer science at Carnegie Mellon University , told Lifewire in an email interview. "These systems do not straightforwardly plagiarize existing text that can then be found. I am also not aware of any features of the writing that obviously signal that it came from AI."

Homework Helpers

The use of AI writing tools by students is on the rise, anecdotes suggest. Conitzer said he’s heard one philosophy professor say he would shift away from the use of essays in his classes due to concern over AI-generated reports.

Tools based on Large Language Models (LLMs), such as GPT-3/X, have seen tremendous improvement over the last few years, Robert Weißgraeber , the managing director of AX Semantics , an AI-powered, natural language generation (NLG) software company, said in an email interview. Users enter a short phrase or paragraph, and the tool extends that phrase or section into a lengthy article.

These systems do not straightforwardly plagiarize existing text that can then be found.

Don't expect LLMs to replace real authors anytime soon, though, Weissgraeber said. GPT-3X tools are just "stochastic parrots" that produce perfect-sounding text, "however when looked at in detail, they produce defects called 'hallucinations,'—which means they are outputting things that cannot be deduced from the arguments built into the input, data, or the text itself. The perfect syntax and word choices can dazzle the reader, but when looked at closely, they actually produce semantic and pragmatic gibberish."

Catching AI Cheaters

AI-assisted writing programs are now so effective that it's hard to catch cheaters, experts say. Other than making students write in a supervised setting, perhaps the best way for teachers to avoid the use of AI writing is to come up with unusual topics that require common sense to write about, Conitzer said.

"For example, I just had GPT-3 write the beginning of two essays," he added. "The first was about whether free speech should sometimes be restricted to keep people safe, a generic essay topic about which you can find all kinds of writing online, and GPT-3 produced sensible text listing the pros and cons.

"The second was about what a teenager who was accidentally transported to the year 1000 but still has her phone in her pocket should do with her phone. GPT-3 recommended using it to call her friends and family and do research about the year 1000."

The perfect syntax and word choices can dazzle the reader...

Erin Beers , a middle school language arts teacher in the Cincinnati area, told Lifewire in an email interview that content from programs that rewrite or paraphrase content sticks out like a "sore thumb" at the middle school level. 

"I can usually spot fraudulent activity due to a student's use of complex sentence structure and an abundance of adjectives," Beers said. "Most 7th-grade writers simply don't write at that level."

Beers said she's against students using most AI writing programs, saying, "Anything that attempts to replicate creativity is likely limiting a writer's growth."

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Weißgraeber recommends teachers not be fooled by smooth-looking prose that may have been generated by AI. "Look at the argumentation chains," he added. "Are all statements grounded in correlating facts and data that are also listed?"

However, despairing teachers take note. There's at least one upside to students using AI tools, Conitzer contends. 

"In principle, students could learn quite a few things from AI writing," he said. "It often produces clear and well-structured prose that could serve as a good example, though the style is usually generic. Students could also learn more about AI from it, including how it sometimes still fails miserably at commonsense reasoning and how it reflects the human writing it was trained on."

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Students cheat for good grades. Why not make the classroom about learning and not testing?

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We have been hearing stories about academic cheating: from students caught cheating on homework assignments as well as college entrance exams to teachers being caught in cheating scandals, such as the ones in Atlanta , Georgia, and Columbus , Ohio.

Today, between 75% and 98% of college students surveyed each year report having cheated in high school. So, if cheating is happening at that large a scale, is it just inevitable? And can we even blame our students?

In order to figure out how to answer these questions, it’s important to consider why students cheat in the first place. Although the obvious reason seems to be the desire of students to get ahead (eg, to get a good grade, or to avoid a punishment), the real reason is actually a bit more complicated.

Academic goals matter

When students do their schoolwork (which includes everything from daily homework assignments to major examinations), they usually have certain goals in mind. These goals vary from one academic task to another.

In other words, if you were to ask a student, “What is your goal in taking next week’s chemistry test?”, the student should be able to tell you what she wants to get out of the experience.

My colleagues and I have been studying the psychology behind academic cheating for the past two decades, and we have found that students’ goals in their academic tasks are related in very predictable ways to their likelihood of cheating. Research also indicates that teachers and parents can influence those goals, and thus potentially deter cheating.

If the sole reason for engaging in an academic task is to get a good grade, then it’s probably easy for a student to justify the act of cheating.

As my colleagues and I found , some students might have short-term reasons. For instance, for some students, it might be as simple a motivation as the desire to go to a friend’s party on Saturday night. If they think that their parents will not let them go if they fail the test, they might take the easier option to cheat, to be able to go to the party.

For some others, it might be a longer-term reason: They might want a good salary and other luxuries in their adult life and believe that the only path to those things would be a good college. And they might be willing to cheat on their tests to be able to get ahead in their future.

Students have different goals

Whereas these reasons may seem selfish and shortsighted to some adults, to many adolescents, who are still unable to consider the consequences of their actions, these goals may seem perfectly reasonable.

We refer to these goals as “extrinsic” goals. Research indicates that students who experience classrooms in which extrinsic goals are common are more likely to cheat.

Clearly, not all students have these goals. Some students are motivated by their desire to learn.

fake homework assignments

So, for some students, the goal might be to truly understand and master the material that is being studied. In other words, whereas some students might have a goal of getting a good grade on a chemistry test in order to get something (eg, to go to a party), others might have the goal of truly learning chemistry: “I want to understand chemistry because I want to develop drugs to help fight cancer; I know that understanding chemistry is essential for me to be successful in this career.”

We refer to these goals as “mastery” goals. Research indicates that students who experience classrooms in which mastery goals are valued and encouraged are less likely to cheat .

If one thinks about this, it starts to make sense. When students are learning in classrooms where the teacher truly values mastery of the academic content (as opposed to getting a good grade on an assessment), then “cheating” really doesn’t offer any benefits to the students.

Teachers can help

The ways in which assessments of student learning are administered are particularly relevant in discussions of academic cheating. If results of assessments ultimately come down to a grade on a test or an assignment (eg, an “A” or an “F”), then students often will come to value the grade more than what they are actually learning.

However, if, in contrast, the assessment truly focuses on a demonstration of mastery of content, then students will focus on mastering that content and not just on getting an “A.”

When students have to demonstrate mastery of material, cheating doesn’t serve much of a purpose – if you truly have to show the teacher that you understand and can apply the information that you learned, then cheating won’t buy you any shortcuts.

Fortunately, there are strategies that educators can use to facilitate students’ adoption of mastery goals instead of extrinsic goals.

Here are a few suggestions, based on our research :

Make sure that assignments and exams require students to demonstrate mastery of content, as opposed to just requiring the regurgitation of memorized facts.

When students do not demonstrate mastery on an assignment or a test, allow them to redo the assignment. Educators sometimes don’t think that this recommendation is fair – after all, if one student gets all of the answers right the first time, why should someone else get a second chance? But, if the goal is really to learn or “master” the content, then does it really matter if the student gets a second chance?

Avoid high-stakes, one-time assessments.

Always provide students’ grades privately – don’t share results publicly or display distributions of scores; students often will cheat in order to avoid looking “dumb.”

Ultimately, some students will inevitably cheat. But, by considering why students are doing various academic tasks in the first place and helping them set their “mastery” goals, educators can make a significant dent in the epidemic of academic cheating.

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EdTech Goes Undercover: An Insider’s View of What Students Post on Contract Cheating Sites

Amelia Pang

Amelia Pang is a journalist and an editor at EdTech: Focus on Higher Education. Her work has appeared in the New Republic, Mother Jones, and  The New York Times Sunday Review, among other publications.

Editor’s Note: This is part 1 of a 2-part investigation. Part 2 covers how IT departments can detect and prevent contract cheating in higher education.

“Please complete my assignment,” a student posts on a microtutoring website that universities say  facilitates contract cheating . The assignment is on the history of public health. APA format. Three sources. At least 750 words. In less than 15 minutes,  EdTech  sees a university ghostwriter accepting the assignment for $20.

There are hundreds of “homework help” websites that have seen an  exponential increase in customers  since the start of the pandemic. The services offered on sites like these typically run the gamut of legitimate tutoring to selling exam documents and answers. Some flat out offer to take an entire online course or exam for students.

The shadow industry of contract cheating falls into a legal gray area. When students and tutors make an account on a homework help site, they must sign a terms-of-service agreement and honor code that forbids academic cheating. But an undercover  EdTech  investigation found this agreement appears to be rarely enforced.

“I have definitely seen an increase in customers since the pandemic began,” Alex, an academic ghostwriter who currently works for a homework help site, tells  EdTech.  “Specifically, there has been an increase in the number of students posting that they want full online classes done for them. Most of the time, students have no problem finding a contractor.”

higher ed insider

What Is Contract Cheating, and How Does It Work?

To avoid legal liability, some homework help sites are using automation tools to edit the language of posts. Whenever students submit a post, the first line always says something like “I need help understanding the assignment,” or “Help me learn.”

But  EdTech  saw this as mostly a cursory statement. Many students will also directly say, “Please complete my assignment.” Some even go so far as to request that the “tutor” be available at a certain date and time to take an online exam for them.

“I would say that 30 percent of the requests are for ‘help’ versus completing assignments,”  a tutor for one of these sites told BRIGHT Magazine in 2016.  “It is largely a place for students to cheat.”

When  EdTech  created a tutor account at a homework help site earlier this year, we found that not much has changed since the BRIGHT Magazine article came out five years ago.

An insider's view of what students post on contract cheating sites.

An insider's view of what students post on contract cheating sites.

An insider's view of what students post on contract cheating sites.

Although students are blatantly asking for “tutors” to complete assignments and exams for them,  EdTech  saw academic ghostwriters making bids and accepting the work — often within minutes.

Students Hire Academic Ghostwriters to Take Online Courses for Them

Former and current academic ghostwriters also say that taking an entire online course for students is a common practice in the industry — a practice that has existed since the inception of online education. “That was always standard operating procedure,” says Dave Tomar, a former academic ghostwriter who started his decade-long career in contract cheating in 2000. He is currently the managing editor of  Academic Influence , where he  shares his insights  on how educators can counter the surge of contract cheating during the pandemic.

“When I started doing this, I would frequently get these full online modules at the beginning of a rolling semester," Tomar says. “I got the full syllabus, and everything that I was expected to do over the next couple of months. Now, with countless students forced into remote learning, you have a whole new customer pool that is growing.”

As for how much students are willing to pay, the contractors charge “anywhere from $300 to $700 for a full class depending on the student, the subject and the difficulty,” says Alex, who currently works for a homework help site.

INSIDER EXCLUSIVE:   Read Part 2 – What can universities do about contract cheating?

Fake Tutors Entice Unknowing Students to Engage in Contract Cheating

Academic cheating sites also strongly encourage students to sell their coursework— an act that may be illegal in 17 states.

“Distributing any post-secondary assignment for a profit with reasonable knowledge that it will be submitted by another person for academic credit is a crime in many US states,” Citron Research, an investment research firm that investigates overvalued fraudulent companies, stated in  a report.

It’s a big problem for many institutions. According to Douglas Harrison, vice president and dean of the school of cybersecurity and information technology at the  University of Maryland Global Campus , some of these contract cheating websites are “facilitating massive transfers of institutional proprietary material into their file-sharing systems.”

Harrison says many students may not even realize they are cheating when they download a university’s copyrighted classroom assessment materials because these websites reframe downloading answers to tests as a form of studying or tutoring. “They reframe file-sharing as educational, even though these are behaviors that conventional norms of academic integrity would consider misconduct,” he says.

Dave Tomar, former academic ghostwriter.

Dave Tomar former academic ghostwriter.

To make matters worse, these websites have mastered sophisticated techniques to lure unsuspecting students. Several of these prominent homework tutoring sites will offer to give students a discount if they let their academic ghostwriter have access to the online course. This often results in the contract cheater stealing other students’ personal information.

“So the contract cheater then reaches out to other students and says, ‘I’m a tutor in your course. And I’ve helped another student in your class with their assignments. Would you like a little help?’” Harrison says, describing how the contract cheater pitches cheating “services” to other students.

This can be especially confusing for students, who may not know how to tell the difference between a contract cheater and a legitimate tutor who is affiliated with the university.

“Most of the students who we find in academic misconduct settings after inappropriately using materials on these sites, they did not set out to be malicious cheaters. Now that doesn’t mean we don’t hold them accountable, but we have to hold them accountable in proportion to the root cause of the situation,” Harrison says.

Who Is Using Academic Ghostwriters?

According to the ghostwriters who are contracted to help students cheat, their customers are usually underserved students who need access to remedial courses, and nontraditional students who struggle to balance coursework with full-time employment.

“I would argue that what is facilitating the surge of contract cheating is the fact that students are increasingly desperate and lacking support,” says Tomar.

During Tomar’s time as an academic ghostwriter, he caught glimpses into their personal circumstances. “Some would tell you they are a parent working full time. And they just can’t deal with this challenge right now. Some say, ‘I’ve invested X number of dollars into this education, and I cannot afford to fail this class. But I don’t know how to do this assignment.’”

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Alex mentions that many are also English language learners. “As I noted, some students are asking for whole classes to be done, and a lot of those are English or writing-intensive courses,” he says. “That does not mean that they are ESL, but [my sense is] most of them are.”

To fundamentally address the cheating pandemic, universities and colleges may need to invest in more resources for vulnerable student populations.

“It begins with figuring out who’s struggling, why they’re struggling and what we can do to help them before they end up as contract cheating customers,” Tomar says.

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Fake homework

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Welcome to our comprehensive guide on fake homework. In this article, we will delve into the world of counterfeit assignments and explore the impact they have on students and the education system as a whole. So what exactly is fake homework? Let’s start by defining it.

Definition of Fake Homework

Fake homework refers to assignments that are not completed by students themselves but rather obtained from external sources or copied from their peers. These assignments are often submitted as original work, deceiving teachers and compromising the integrity of the educational process.

Prevalence and Impact of Fake Homework

The prevalence of fake homework has increased significantly in recent years due to various factors such as technological advancements and academic pressures. This phenomenon not only undermines the learning experience but also has far-reaching consequences for both students and the education system.

To combat fake homework effectively, it is crucial to be able to identify its existence. By recognizing common signs and employing specific strategies, teachers can detect instances of counterfeit assignments.

Common Signs of Fake Homework Assignments

  • Inconsistencies in writing style : When comparing a student’s previous work with a suspicious assignment, noticeable differences in writing style may indicate that someone else completed the task.
  • Unusual language proficiency : If a student suddenly demonstrates an advanced level of vocabulary or grammar beyond their usual capabilities, it could be an indication that they did not complete the assignment themselves.
  • Lack of personalization : Generic answers or responses that do not reflect the student’s individual thoughts or understanding may suggest the use of fake homework.
  • Inconsistent knowledge display : If a student struggles to explain concepts related to an assignment they supposedly completed, it raises doubts about their actual involvement in the work.

Strategies to Detect Fake Homework

  • Face-to-face discussions : Engaging students in conversations about their assignments can help identify inconsistencies and gauge their understanding of the topic.
  • Plagiarism detection tools : Utilizing plagiarism detection software can help identify copied content from online sources or other students’ work.
  • Varying assessment methods : Employing diverse assessment methods, such as oral presentations or practical demonstrations, can reveal discrepancies between a student’s claimed knowledge and their actual abilities.

Understanding the motivations behind students resorting to fake homework is essential for addressing this issue effectively. Several factors contribute to the creation and submission of counterfeit assignments.

Motivations for Students to Create Fake Homework

  • Academic pressure : The intense competition among students often leads them to seek shortcuts and resort to fake homework as a means of achieving higher grades without investing genuine effort.
  • Time constraints : Overloaded schedules and numerous academic commitments may push students towards using fake homework as a way to manage their workload more efficiently.
  • Fear of failure : Students who lack confidence in their abilities may turn to counterfeit assignments out of fear of receiving poor grades or disappointing expectations.

Influence of Societal Pressures on Fake Homework Creation

  • Parental expectations : High expectations from parents regarding academic performance can inadvertently drive students towards using fake homework as a way to meet these expectations.
  • Cultural emphasis on grades : In societies where academic achievements are highly valued, students may feel compelled to resort to fake homework in order to maintain a favorable image among peers and family members.

The consequences of fake homework extend beyond individual students and have a detrimental impact on the education system as a whole. Let’s explore the various repercussions associated with counterfeit assignments.

Academic Repercussions for Students Involved in Fake Homework

  • Stunted learning : By relying on fake homework, students miss out on valuable opportunities to develop critical thinking skills and deepen their understanding of subjects.
  • Loss of credibility : Submitting counterfeit assignments erodes trust between students and teachers, tarnishing their academic reputation and potentially affecting future opportunities.
  • Unpreparedness for higher education or professional life : Students who rely on fake homework may struggle when faced with real-world challenges that require genuine knowledge and skills.

Negative Effects on the Education System

  • Diminished educational standards : The prevalence of fake homework undermines the integrity of assessments, devaluing the educational experience for all students.
  • Inequitable evaluation : Genuine efforts by hardworking students are overshadowed by those who resort to counterfeit assignments, creating an unfair evaluation system.
  • Decreased teacher morale : Constantly dealing with fake homework can demoralize teachers, making it challenging to maintain enthusiasm and provide quality education.

Addressing the issue of fake homework requires a collective effort from teachers, parents, and educational institutions. By implementing effective measures and fostering an environment that discourages counterfeit assignments, we can combat this problem effectively.

Role of Teachers and Parents in Preventing Fake Homework Incidents

  • Clear communication : Teachers should clearly communicate expectations regarding original work to students while encouraging open dialogue about challenges they may face.
  • Educating about plagiarism : Educating both students and parents about plagiarism, its consequences, and how to avoid it can help create awareness and discourage the use of fake homework.
  • Individualized assessments : Tailoring assessments to each student’s strengths and interests can reduce the temptation to resort to fake homework.

Implementing Effective Measures to Discourage Fake Homework

  • Technology-based solutions : Utilizing advanced plagiarism detection tools and online monitoring systems can help identify instances of fake homework more efficiently.
  • Collaborative learning environments : Encouraging collaborative assignments and group discussions fosters a sense of accountability among students, reducing the likelihood of counterfeit work.
  • Promoting academic integrity : Establishing a culture that values honesty and integrity in education through awareness campaigns and honor codes can deter students from engaging in fake homework.

In conclusion, the prevalence of fake homework poses significant challenges to both students and the education system. By identifying signs, understanding motivations, and implementing effective measures, we can combat this issue effectively. It is crucial for teachers, parents, and educational institutions to work together to create an environment that promotes academic integrity and encourages genuine learning experiences. Let us strive towards a future where every student’s achievements are based on their own efforts rather than counterfeit assignments.

Remember, by addressing the issue of fake homework head-on, we pave the way for a more equitable and authentic educational journey for all students.

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How to Get Out of Doing Homework

Last Updated: February 13, 2024 Fact Checked

wikiHow is a “wiki,” similar to Wikipedia, which means that many of our articles are co-written by multiple authors. To create this article, 111 people, some anonymous, worked to edit and improve it over time. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 281,153 times. Learn more...

Sometimes you just can't get it together and finish your homework. Maybe you had a concert or a game after school and you were too tired to think when you got home. Maybe you ran out of time, or you fell asleep early. Maybe you just had something way better to do! This article will give you ideas for how to get your parents off your back about doing homework and convince your teachers you have a perfectly good reason why you didn't do the assignment. Plus, learn techniques on how to make it look like you made an attempt at your assignment, but life, fate, or technology got in the way. Just don't make a habit of it, or your grades may suffer.

Making Excuses to Your Teacher

Step 1 Get to know your teacher first.

  • Notice how your teacher reacts when other students forget their homework to gauge how much you can get away with.
  • Notice if your teacher collects homework or usually just walks around and glances at your worksheet to make sure you did it.
  • Try to get an idea of what your teacher likes. If they have pictures of their cat everywhere, you may be able to use that to your advantage later by telling them your cat is very sick or had to be put down and you were too devastated to finish the assignment.
  • Remember that your teacher probably got into teaching because they are passionate about their subject. Participate in class as much as possible: if they believe you love history, too, they're probably more likely to be sympathetic later.
  • Find out how much homework counts toward your final grade. If homework only accounts for 20% of your grade and you ace all your tests, projects, and class participation, you might be able to get by without doing homework and still get a decent grade.

Step 2 Blame technology.

  • If your teacher expects you to email them your assignment, ask them the next day if they got your email. When they say they didn't, act confused and explain that you definitely emailed them and that you can't believe it didn't go through. They probably can't check to see if you are lying and will probably give you an extension.

Step 3 Blame a family crisis.

  • Claim the death of a family member. Make it someone close enough that it would affect you, but not so close that the teacher will find out about it. A great aunt or uncle works as they tend to be older. There is also no limit on the amount of great aunts and uncles you have, whereas with grandparents there is a limited number of times you can use that excuse. Plus, you don't want to tempt karma by saying your grandma died unexpectedly.
  • Say that you are having a private family issue and you don't feel comfortable talking about it, but you can't do the homework.
  • Tell your teacher your pet died. But be aware that if your teacher happens to be having a conversation with your parents and says something like "Sorry about the dog!" they may find out you were lying.

Step 4 Blame your memory.

  • Tell the teacher you were in the bathroom when they assigned the work and you completely missed that you had homework. However, if your teacher has a good memory or writes homework on the board or on a school website, there is a high chance this will not work.

Step 5 Fake sick...

  • This works best if you are somebody who rarely gets sick(maybe once or twice a year) then you will be more trustworthy if you appear sick.

Step 6 Go see a guidance counselor during the class period.

  • If you do this too often your teacher will stop being sympathetic, so make sure it only happens once or twice.

Making It Look Like You Did Your Homework

Step 1 Make it look like you did the work if your teacher only glances at your homework.

  • If your teacher walks around the class checking for homework, but doesn't take it in, write your homework page and task at the top of some random notes you have for that class. If they're not attentive, they won't notice.
  • If they are attentive, try to distract them by asking a question related to the subject or show them a word in the textbook you don't understand.

Step 2 Look up the answers online or in the back of the book.

  • Say you must have left it on your desk/in the car/on the bus and ask if you can turn it in at the end of the day. Then you can quickly do the assignment during lunch.
  • Be smart when pretending to be upset that you lost your homework. If you usually slack off and don't do your homework, it may seem odd to the teacher when you suddenly worry about not having your homework.

Step 4 Get help from friends.

  • If you cheat on writing based homework, paraphrase it so your teacher can't tell that you cheated. Also, think about how you usually perform in class. If you don't usually do well in class on homework and tests, your teacher could get suspicious if you get all the answers right. So to be smart, get some answers wrong on purpose.
  • Try asking one friend for answers to questions #1 and #2, then another friend for the answers to questions #3 and #4, and so on until the assignment is complete.
  • Assemble a study group and let them work out all the answers.
  • If you have a friend who owes you a favor, tell them this is how they can repay their debt.

Step 5 Destroy the assignment if it's on a CD or flash drive.

  • Bring in a blank flash drive and swear to your teacher you saved it to the drive and you don't know what happened.

Step 6 Purposely corrupt the file.

  • Go into File Explorer and find the file you want to make corrupt. Right click over the file and select 'Open With...', then select Notepad. Once the file opens in Notepad you should see a really bizarre document with gibberish. Click anywhere within the document and type something random in it, disturbing the flow. After this just save and submit. When your teacher opens it, it will show up an error.
  • Do not select "use application as default" when selecting Notepad after File Explorer step or else all word documents (.docx) will automatically in Notepad showing gibberish.
  • Create a blank image in Paint and save it in .bmp format. After that, forcefully change its format into .doc (right-click and hit Properties), and change the title to the name of your homework assignment. Now, when you try to open the file in any text viewing program, it will show up as a broken file. Send it to the teacher, and if they ask you the next day, just say sorry about this inconvenience and promise to send it this evening. Now, you have an extra day to complete your homework.

Convincing Your Parents

Step 1 Say that you need to work on the computer.

  • So your parents check your history? Easy. If you have the Google Chrome browser, you can use Incognito mode. This will not track your history at all. Press ctrl+shift+N at the same time to open an Incognito tab. Remember to close all Incognito tabs before you go back to doing your homework.
  • Remember ctrl + w closes a window with one tab without prompt, so it is the perfect way without downloading Firefox and certain add-ons to use the computer without parent's knowing anything of your exploits.

Step 2 Tell your parents you did all your homework at school already during lunch or during your study hall.

Community Q&A

Community Answer

Tips from our Readers

  • Try to sound very stressed about not finishing your homework. Try to only skip homework when you really need to. It might be obvious that you're not trying if you never do it.
  • Try to be honest when you get caught. If you lie and get caught, you might be in bigger trouble.
  • Remember: in most cases, it is unlikely your teacher will excuse you from doing the homework altogether, even if these tactics work. Go into it thinking they will give you an extension and you will have time to catch up on your work without it impacting your grade. Thanks Helpful 0 Not Helpful 0
  • Homework is there to help you. In the long run, not doing homework will impact not just your report card but your future. Thanks Helpful 0 Not Helpful 0
  • Avoid lame and common excuses. These excuses have no effect, so don't even try to use them. Avoid "I forgot" and "My dog ate my homework" kind of excuses. Using long, boring excuses may make the teacher just dismiss it and tell you to turn it in tomorrow. Thanks Helpful 0 Not Helpful 0

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Make Up a Good Excuse for Your Homework Not Being Finished

  • ↑ https://edinazephyrus.com/how-to-fake-sick-successfully/
  • ↑ https://corrupt-a-file.net/

About This Article

If you weren't able to finish your homework, there are a few good excuses you can use to keep your teacher off your back. You can blame technology and say your computer or printer broke. If you needed the internet for your homework, say your internet went off for a few hours. Pretending you forgot your homework isn't the best excuse, but it sounds better than admitting you didn't do it. Search through your bag and pretend to look for it, then tell your teacher you must have left it at home. To make it more convincing, see your teacher at the beginning of class and say you had a busy week and forgot to do the homework. You can even tell them you had a family issue. Teachers are unlikely to call you out for being sick, so try going to the nurse before class and telling them you feel sick and you can’t go to class. For more tips, including how to get out of your parents making you do homework, read on! Did this summary help you? Yes No

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Outsmart ChatGPT: 8 Tips for Creating Assignments It Can’t Do

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Since the latest version of ChatGPT emerged late last year, educators have been puzzling over how to reconcile traditional writing instruction with tech that can churn out everything from essays to haikus with uncanny sophistication.

Some educators contend ChatGPT can be a learning tool, while others say it’s more likely to be used as a cheating tool. In fact, more than a quarter of teachers say they’ve caught students using ChatGPT to cheat, according to a survey from Study.com, an online learning platform .

That raises the question: Can educators remove students’ temptation to use ChatGPT and other so-called “large language models” to plagiarize by coming up with assignments that the ChatGPT won’t be able to handle? If yes, what might those assignments look like?

We asked educators and experts on all sides of the broader debates about ChatGPT to give us some strategies for AI-proofing assignments. Here’s what they told us:

1. Ask students to write about something deeply personal

Consider having students delve into their scariest moment, the biggest challenge they ever overcame, or even answer a quirky personal question: Would you rather be the bucket or the sand?

It’s difficult at this point for AI to fake highly personal writing, said Joshua Rosenberg, an assistant professor of STEM education at the University of Tennessee in Knoxville. (For the record, Rosenberg thinks it’s valuable for teachers to incorporate AI writing tools into some assignments.)

To be sure, even with these personal essays, students “could make it up,” acknowledged Kristin Daley Conti, a 7th grade science teacher at Tantasqua Junior High School in Massachusetts. But most of her middle schoolers are too eager to share their stories to outsource the job to AI, she explained. “They like to center things around themselves,” she said.

One wrinkle: Writing only about personal heroes or big life challenges isn’t as effective as other types of assignments for teaching students the reasoning and critical thinking skills that good writers must master, said Michelle Brown, the founder and CEO of CommonLit, an online reading program.

“I cringe a little bit at the idea that we will overcorrect and make a lot of writing personal,” she said. “What makes writing instruction good is that you’re synthesizing complex information from a complex text or complex sources. So, if we’re trying to make our assignments ChatGPT-proof that could be one way, but I worry about the consequences on student learning.”

2. Center a writing assignment around an issue specific to the local community

ChatGPT doesn’t have a strong background in hyperlocal issues, though that is likely to change as the tool becomes more sophisticated, experts say. But for now, educators may be able to minimize how much help ChatGPT can be on a particular assignment by grounding it in the school community—maybe even by asking students to write about a new school rule or the student council election.

Teachers could also ask their students to connect information about the water quality in a nearby pond the class studied to global patterns in environmental conservation. “There probably just isn’t a lot of data” available online about such a small body of water, Rosenberg said.

Did We Miss Anything?

Got a tip for making assignments ChatGPT-proof not mentioned here?

📧 Email [email protected] with your ideas.

3. Direct students to write about a very recent news event

At this point, ChatGPT can’t capture much information about things that happened just days earlier, Rosenberg said. Teachers could ask students to compare a very recent news event to a historical one, say the balloon that was reportedly sent by the Chinese government to spy on the United States with the Cuban missile crisis.

While ChatGPT may be able to spit out some sort of answer, it is likely to be muddled, Rosenberg said. “The model might generate just factually wrong things about time-sensitive events,” he said. “That can be a good cue to teachers that something’s fishy.”

4. Have students show or explain their work

In math class, students usually show how they arrived at a particular answer to get credit for solving a problem. That concept could apply to writing, Rosenberg said. For instance, teachers could prompt students to detail their brainstorming process, explaining why they choose to write about a particular topic.

Teachers could also ask questions such as: “How did you decide to structure your paper this way? Did you just start writing or did you think ‘my first paragraph is going to be on this and then my second paragraph on this?’” Rosenberg said. “That could just hold students a little bit more accountable for their process of writing.”

On a similar note, two literacy focused technology nonprofits, CommonLit and Quill, would love to see developers come up with new technology that analyzes keystrokes or various versions of a draft to decide whether a particular piece of writing was produced by a human or a robot, a more sophisticated process-based approach to discouraging cheating.

5. Ask students to give an oral presentation, along with the written work

One way to make this work: Ask students to record themselves on a video platform such as FlipGrid, talking about their essay, story, report, or other assignment, Daley Conti, the middle school science teacher, suggested.

That could deter cheaters. And it would provide students who did get help from AI in completing their assignment with an incentive to at least learn the content. “Even if they did get it from ChatGPT, they would have had to read it, digest it, and then talk about it,” Daley Conti said.

6. Return to a pre-digital age and ask students to handwrite their essays in class

This low-tech solution seems obvious. And it might be the most surefire way to make certain that students aren’t getting help from AI or even their parents or other students in the class.

Sal Khan, founder of one of the most prominent education technology tools, Khan Academy, sees value in having students do their writing the old-fashioned way , even as he thinks K-12 schools should help students learn to write using ChatGPT as well.

“One mitigation, which isn’t a bad idea, is to have students do more writing in class periods, in front of you,” Khan said in an interview. “I think it’s a good idea to do more of your actual writing and workshopping in class. The best writing classes are the ones where it’s like a real writers’ workshop, and kids are writing all the time. And the teacher and peers are giving each other feedback.”

7. Put project-based learning to work

Teachers could lean towards big, multi-disciplinary projects that an AI essay “isn’t going to be an appropriate measure of,” said Joseph South, the chief learning officer for the International Society for Technology in Education, a nonprofit.

For instance, he said, several school districts explored water quality in different parts of the country for a social studies course, looking at different policies in different states and cities. They tested the water in their own communities, looking for contaminates. Then they created graphs and charts showing the impact of local policies on local water supplies, and presented their findings.

“ChatGPT was never going to do that project for them,” South said. “It’d be impossible to cheat on that project with it. And the kids didn’t want to cheat because they were doing something really cool and interesting and relevant to their lives.”

If students are “taking pride in their work, they don’t want a robot to write it,” he said.

8. Run the assignment through ChatGPT before giving it to students

Maybe asking students for their take on a local issue—the school board election, perhaps—is one way to get around the power of ChatGPT. One hiccup: If users point ChatGPT to specific sources, it will use them in crafting a response to a prompt. So, if students put in links to a few articles in the local newspaper about the election, the tech may produce a surprisingly sophisticated take.

Teachers hoping to come up with assignments the tool can’t handle should keep that in mind, said Peter Gault, the founder and executive director of Quill, a literacy-focused technology nonprofit. “The trick is if you could say read this article, and then give a link and then do it and then see how it performs,” he said.

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Dealing with online homework help websites: how to avoid fraud.

It may be hard to believe just how many fraudulent homework helping websites are online. But just because there are plenty, doesn’t mean it’s impossible to find a trustworthy site. In fact, there are many of those too. It’s possible to find a quality company that will help you with your school assignments at a very reasonable fee.

So how can you tell a scam website from a trustworthy one? The scams of course, just want to get your money. They offer very little in return. You either get low quality assistance or none at all. You need to know some tips on how to spot those so you can avoid them.

How to identify a fake homework helping site

  • The deals they promise are too good to be true

If everything is being offered at free or dirt cheap prices, you should watch out. It could be they are trying to hook you into a bigger purchase or they will deliver something that isn’t worth your time. Either way would be a rip-off.

  • You can’t find 3rd party feedback

Since you can’t really trust reviews that are posted on the website, you must look for these in other places. For example, social media sites. Or forums where students gather to chat. Read the reviews and see if other customers have enjoyed the service at https://www.ezassignmenthelp.com . If not, stay away.

  • The website has an outdated look

They should be able to keep their site looking fresh. This includes perfect grammar and English as well. When the content looks like it’s been spun or written by someone who didn’t have English as their native language, it should be a red flag not to hire that company.

  • The company is unknown

If no one has ever heard of them before, or you can’t get any answer from customer service, these are signs you can’t trust their authenticity.

You can look on campus for assistance with your assignments and school projects. Often there are study groups or tutoring groups you can go to. If this doesn’t work out for you, then search online for a company you can trust. The advantage to doing it online is that you can get assistance any time of the day or not. It is available 24/7 for your convenience. You can usually request the same helper for future assignments.

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Trauma-informed practices in schools, teacher well-being, cultivating diversity, equity, & inclusion, integrating technology in the classroom, social-emotional development, covid-19 resources, invest in resilience: summer toolkit, civics & resilience, all toolkits, degree programs, trauma-informed professional development, teacher licensure & certification, how to become - career information, classroom management, instructional design, lifestyle & self-care, online higher ed teaching, current events, homework in middle school: building a foundation for study skills.

Homework in Middle School: Building a Foundation for Study Skills

In the middle school years, students begin to experience the benefits of homework, though it is difficult to determine how much good it does, particularly at a given age. And there is some debate on how much homework students need to receive that benefit.

Duke University’s Harris Cooper, one of the leading researchers on homework, says students enjoy genuine academic benefits from homework, including better comprehension and retention of subject matter. However, while the benefit is clear for high school students and beyond, the degree to which homework helps middle school students is a matter of some contention.

Homework starts to prove its value for middle school students.

  • It’s difficult to tell if homework helps high achievers do well, or if they do their homework because they are high achievers.
  • It’s challenging to determine how much homework students actually do. Most homework studies rely on self-reported data, which means students can easily misstate the quantity of time they spend on homework.
  • Many studies use test scores to measure academic success, which, as many researchers point out, is an inherently problematic form of measurement.

Teachers should assign an appropriate amount of homework

While there is still much discussion on the effectiveness of homework, research asserts that the 10-minute rule per grade level holds true for middle school students. This means that students might receive anywhere from 60 to 90 minutes of homework each evening.

In middle school, students’ higher academic achievement starts to correlate with completing homework. However, this correlation fades if homework lasts longer than that.  Indeed, giving more than 90 minutes of homework has been shown to have detrimental effects on students.

Students need time away from their studies to relax and engage in social, extracurricular and family activities. When given too much homework, students lose this time and suffer the effects of stress and sleep deprivation, which has proved to reduce academic performance.

Purposeful assignments

Teachers who give homework must consider the purpose and value of the assignments. While elementary school homework can build confidence and engage students in the subject matter, middle school homework needs a more specific purpose.

Certain subjects require practice homework, such as vocabulary, which often requires drills. Other homework requires reading or more complicated skill work. Still, there is a growing belief among researchers that even when homework serves a clear and distinct purpose, less is more.

Homework should be clearly connected to learning outcomes and shouldn’t overwhelm students so much they are unable to actively participate in their lives beyond the walls of the classroom. Teachers should carefully consider how much practice students need and design homework to effectively meet those goals within the shortest duration possible.

Ultimately, even if the benefit margin is small for middle school students, there are other advantages of completing homework. Some researchers argue that at least anecdotally, students develop important study skills that will benefit them in high school and college, and they learn the value of time management and responsibility.

Caitrin Blake has a BA in English and Sociology from the University of Vermont and a master’s degree in English literature from the University of Colorado Denver. She teaches composition at Arapahoe Community College.

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Tagged as: Middle School (Grades: 6-8) ,  Professional Development

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5(12x+7)=2(10x-20)

-5(2p+6)=p-3

-3(1-3x)=24

4(3x-2)=2+x+1

3(2k-4)=4k-4k

-4(5-2x)+3=7

-2(-x+7)=3(-x+2)

2(x-1)+3x=3

5m+2-3m=7+m-1

9(-7+2x)=2(2-5x)

3c+7=5(c-1)+2

-5(5-2x)=-2(-5+5x)

7(x-5)=6(-2x+10)

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    Jerri Ledford The increasing use of AI writing tools could help students cheat. Teachers say software that helps generate text can be used to fake homework assignments. One teacher says content from programs that rewrite or paraphrase content sticks out like a "sore thumb" at the middle school level. Cavan Images / Getty Images

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    3. Save and name the document. Once the filler text is in place, bring up the "Save As" dialog box with the shortcut ⌘ Command + S for Mac or Ctrl + S for Windows. Name the document as your professor requested. Save the file to your desktop. Click Save. 4. Corrupt the file with a free online service (Mac and Windows).

  7. 3 Ways to Excuse Yourself from Unfinished Homework

    3. Ask a parent to write an excuse for you. A dangerous move, you can forge a note from a parent explaining why you couldn't do your homework. If you decide to forge one, be warned that your teacher might know it's a fake. If you are caught, you face punishment from both your parents and teacher. Method 3.

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  13. 3 Ways to Get Out of Doing Homework

    2. Look up the answers online or in the back of the book. Many textbooks have all or half of the answers listed in the back of the book (especially math books). Your teacher may have found the worksheets or questions online, too, so search for the answers online. 3. Act like you did the homework, but forgot it at home.

  14. Outsmart ChatGPT: 8 Tips for Creating Assignments It Can't Do

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  17. Middle School Homework: Creating a Foundation for Learning

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  19. Drama unfolds as my lecturer uploads fake solutions, and busts ...

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  20. 750 Fake Homework Queens ideas

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