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RES501 Foundation Academic Communication Skills

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RES501 Foundation Academic Communication Skills

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Course Code: RES501
University: William Angliss Institute

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Country: Australia


Using the ACER Online Language Literacy and Numeracy indicator results, as well as knowledge and experience of the Australian Core Skills Framework to inform teaching practices, the Foundation Academic Communication Skills (FACS) subject focuses on assisting Higher Education first year and articulating students in the early development of essential ‘academic’ skills, including computer-based packages, through practical tutorial activities, computer lab activities, study groups, assessments and by drawing specifically on content from the degree. These skills include grammar, writing (structural and analytical), reading for purpose, verbal discussion, critical thinking, oral presentation, computer-based programs and basic numeracy, all of which are required for successful progression through the degree program.
Apply effective study and time management strategies
Differentiate between reliable and unreliable research sources
Analyse, evaluate and integrate relevant sources to argue a point of view
Apply basic numeracy skills for discipline specific purposes
Demonstrate appropriate vocabulary, grammar and academic writing conventions
Discussion does not support the position of the paper or contain both opposing and supporting ideas
Discussion addresses position, but loses focus and includes ideas that are contextually incorrect (i.e. plagiarism as a legal issue) or does not contain both opposing and supporting ideas
Discussion addresses position, is contextually correct, contains both opposing and supporting ideas, but is not developed
Discussion is focused, contextually correct, expanded upon and insightful and contains both opposing and supporting ideas
The paper does not contain a clear, logical argument to support the thesis statement
The overall argument within the paper is weak, based upon numerous unsubstantiated claims and presents more as opinion rather than as an academically researched argument
Communicates a descriptive summary of the major research findings.  
Demonstrates an ability to draw upon the literature to present major findings and to substantiate claims made.
Demonstrates an ability to synthesise relevant literature to build an argument that shows understanding of the complexity of the topic.
Demonstrates a sophisticated structural control in presenting, critiquing and synthesising the literature to develop a persuasive argument and in reaching a clear and concise conclusion.  


Cheating has been largely considered as morally wrong. However, still there controversies in terms of whether cheating is morally acceptable or completely wrong. Thus, the paper will conduct the discussion from both the perspectives. While some people consider cheating to be morally right, there are certain school of thought who strongly condemning cheating consider cheating as the ethical breach (Pettit, Doyle, Lount & To, 2016). After analyzing the whole discussion the easy will conclude based on the analysis of both the arguments. Upon completion of the whole discussion, the paper gives a summarization of the entire course of the discussion.
Most of the people consider cheating as morally wrong deed since a person either betrays the beliefs of another person or persons. The definition of cheating refers to the act of dishonesty or the means of unfair with an aim of gaining advantages. Another definition also states a person’s betrayal of another person’s expectation and trust is the other form of cheating. However, it is largely considered that when a person betrays another on the grounds of trust is called cheating. In this regard, as per Peer, Acquisti and Shalvi (2014), it needs to be mentioned that a person can work in several manners which may not be consistent with the socially constructed ethical standards. Hence, the question is raised why any of human behavior or action is judged and if they are considered as wrong in what context or in what way they are wrong. In respect to the questions, it needs to be stated that the concept of cheating is considered on the basis of moral sense not on the basis of pragmatic or aesthetic value. In accordance with Moore and Gino, (2015), when an action or behavior is considered as morally wrong, certain justifications are set according to what the action or behavior is treated as wrong. The justification is normally set according to the ethical principles. Thus, moral theories play a major role before considering a person to have cheated. The school of thought who condemns cheating to be ethically wrong practice compares it with the practice of stealing. According to the thought, the practice of cheating hampers one’s progress and development (Ozdemir, Lane & Michou 2016). As have observed, cheating is one of the main reasons behind human errors and the often it becomes habitual for people. Hence, cheating is considered wrong since the factor trust is undermined in the entire process.
On the other hand, there are some schools of thought who completely support cheating and consider it as the fair practice (Bell, 2017). When a person cheats on something or someone, several reasons remain there. For example, sometimes people cheat as they do not have any other way.  As per Rettinger, (2017), financial loss, family support, surviving and so on can be some of the reasons which force a person to practice cheating not by choice but by circumstances. In cases of forced situations, the motif of the person who practice the activity do not have the intention to harm others or do not have the intention of harm others, rather they just try to overcome the adverse situation and its challenges. On the other hand, Ozdemir, Lane and Michou (2016) argues that if cheating is practiced for a noble cause like saving of one’s life, then there is wrong in cheating. However, contradicting them, argument is presented that cheating and noble cause both are contrasting factors.
In accordance with Moore and Gino (2015), there are several serious issues which force people to have a negative approach towards life and often that negative approach is related with certain adverse experiences like depression, homicide, domestic violence, discrimination and so on. For instance, a person who has experienced discriminative behavior from his or her surrounding people tends to develop a negative approach to life which leads them to commit infidelity or cheating.  In such cases a sense of revenge drive the person which he or she think will give them a satisfaction by seeing some other person going through the same sufferings.
Money related misfortune, family bolster, surviving et cetera can be a portion of the reasons which drive a man to work on tricking not by the decision but rather by conditions (Peer, Acquisti & Shalvi, 2014). In instances of constrained circumstances, the theme of the individual who commits cheating does not have the goal to hurt others or do not have the aim of mischief others. Instead, they merely endeavor to conquer the unfriendly circumstance and its difficulties. Then again, few contend that if swindling is polished for an important aim like sparing of one’s life, at that point, there is not right in bamboozling. Notwithstanding, negating them, the contention is displayed that deceiving and noble purpose both are differentiating factors.
Hence, in order to conclude it is apt to assert that cheating is not always wrong since sometimes people commit under the influence of adverse situations and environment. It is justify to state until the practice of crime harms others cheating cannot be always termed as completely wrong. There are a few problematic issues which compel individuals to have a contrary methodology towards life and regularly that negative method is connected with certain antagonistic encounters like dejection, manslaughter, abusive behavior at home, separation et cetera. For example, a man who has encountered discriminative conduct from his or her encompassing individuals tends to build up a negative way to deal with life which leads them to submit unfaithfulness or conning. In such cases, a feeling of vengeance drives the individual which he or she thinks will give them a fulfillment by observing some other individual experiencing similar sufferings.
Bell, J. B. (2017). Cheating and deception. Routledge.
Moore, C., & Gino, F. (2015). Approach, ability, aftermath: A psychological process framework of unethical behavior at work. The Academy of Management Annals, 9(1), 235-289.
Ozdemir Oz, A., Lane, J. F., & Michou, A. (2016). Autonomous and controlling reasons underlying achievement goals during task engagement: their relation to intrinsic motivation and cheating. Educational Psychology, 36(7), 1160-1172.
Peer, E., Acquisti, A., & Shalvi, S. (2014). “I cheated, but only a little”: Partial confessions to unethical behavior. Journal of Personality and Social Psychology, 106(2), 202.
Pettit, N. C., Doyle, S. P., Lount Jr, R. B., & To, C. (2016). Cheating to get ahead or to avoid falling behind? The effect of potential negative versus positive status change on unethical behavior. Organizational Behavior and Human Decision Processes, 137, 172-183.
Rettinger, D. A. (2017). The role of emotions and attitudes in causing and preventing cheating. Theory Into Practice, 56(2), 103-110.

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