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In my opinion, I deserve 4. I attented almost all the classes (missed only 3), although I didn’t have much punctuality (and that’s why I don’t deserve a 5). I had an active participation in class discussions and debates, participating in almost all the classes, and did almost all the activities proposed. I tried to improve my own skills during all the course, had a lot of work doing the best summary and the best essay that I could and spend a lot of days preparing my portfolio. That’s why I think I deserve this grade.

Self-assessment sheet. 

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Portfolio Cover Sheet - Part 1: Learning Log.

I certainly learnt a lot about academic writing in the last months. I studied a lot. Read so many texts and watched so many videos – always trying to learn not just how to write, but to write with the appropriate vocabulary, in an organized, coherent and cohesive way. And this was a huge challenge. But I can say that I finish this course knowing much more than I knew before.

   To start, my writing skills improved during the course. I learnt how to write summaries and this was especially difficult to me, because I like to put lots and lots of details in my texts. And I didn’t know exactly how to quote and paraphrase, but learnt it during the classes and my writing experiences at home. It was certainly worth it, because I will need to know how to write any kind of text to be successful in the academy.  And, in some specific texts, I won’t give all the importance to my own opinions and ideas, but think more about different points of view.

   In addition to writing the summary, writing the essay was also a challenging experience. I have already done some essays in my English course before, but they were all shorter – and none of them were academic. So, I had to discover how to use the right linking words and the best vocabulary. I also learnt more about the structure of the text: how to create different types of introduction, the best general statements and an appropriate thesis; how to choose the best topics for the body and how to make a memorable conclusion. It was worth it. Now I feel more confident to write any kind of text, because I know that with a lot of practice I can prepare a good work.

     Thinking about the university, my plans are specifically focused on Portuguese grammar and my research project, but I would like to keep improving my academic writing with more English experiences. I plan to write researches, articles and other types of texts, always gaining more knowledge and learning how to give better English classes to my students. Moreover, I think the actual English courses have a lot to improve, at least about writing. They need to do more classes thinking only about this subject, and I, as a teacher, will try my best to teach my students about the rules, vocabulary, coherence and cohesion in a text, but in a dynamic and funny way. I want them to write because they want to improve and spread their knowledge, just as I do, and not only because they want higher grades.

     In conclusion, the course English V – Academic Writing was a good experience, and I will keep writing more to improve my writing style and discover the certain instruments to build beautiful texts. And, of course, I will try to bring what I learnt to all of my future students, although I will use my own methods.

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Portfolio Cover Sheet. Part 2: Introduction to your documents.

The following documents will be analysed in the order they were posted.

 1. Who am I?

a) A brief introduction of myself, with my hobbies and favorite subjects.

b) This was a good activity to know the other students of the class and introduce myself. I also liked to use the site Write and Improve to see my mistakes and try to improve my text.

2. Mind map about Academic Writing

a) A mind map about the specific characteristics of Academic Writing: the structure and content of this type of text.

b) In this class, we talked about academic writing before starting to talk especifically about summaries. It was an easy activity, important to know about the rules of this type of text. 

3. Text evaluation

a) In this activity, we had to write about a specific topic and then pass the text to a colleague, so that she could evaluate it. 

b) It was a good activity and helped me because sometimes, when we write, we don’t notice our own mistakes, and another person can help us.

4. Tips to write a good summary

a) These are my notes after watching Shaun Macleo’s video, before class.

b) The video was useful for me to understand more about this specific type of academic writing.

5. Mind map about the text “In Other’s Peoples Words – plagiarism by university students”

a) Mind map about Chris Parks’ text, with the main ideas of the article.

b) This was a really difficult activity (it was even more difficult than writing the summary itself). When I did my mind map, I wrote the informations with my own words already, and tried to select the most important ones (but, of course, I talked about too many things). So, when I wrote the summary, I had to cut a big part of it. Anyway, this activity really helped me to better understand the text. 

6. Analysing a summary presented by Oshima and Hogue

a) Activity in which we thought about certain characteristics of a summary.

b)  It was a good activity, because we identified certain specific elements and got more prepared to write our own summary.

7. Analysing a summary (sample)

a) In this activity, we answered some questions about a summary. 

b) Analysing it was a good activity before writing my own. It was a good model.

8. Mind map about the structure of my summary

a) First draft of the summary.

b)  I organized this mind map to know exactly what I would like to say in each part of the summary. It was easy and really helped me to organize my mind before writing the text. 

9. Summary (first version)

a) The first version of my summary, with more mistakes.

b) This was a hard activity. I write and re-write the summary a lot of times to try to make it the better I could, but it had some mistakes as long unnecessary quotations. Although, I got a good grade.

10. Summary (final version)

a) The final version of my summary, already adapted according to the recommendations.

b) I tried to correct my grammar mistakes and take off the long quotations. I also added a conclusion more similar to the one of the original text.

11. Informations about Essays

a) Mind map with main ideas given by Shaun Macleo in his video and by Oshima and Hogue in their text.

b) It helped me to better understand the general definition of essays and the mecanisms to write one.

12. Class about introductions (thesis statements, main topics, subtopics)

a) In this class, we read some thesis statements in Oshima and Hogue’s and learnt about other details, such as main topics and subtopics. 

b) This class was important to learn more about coherence and cohesion in a text.

13. Thesis statement (first draft)

a) We wrote a thesis statement about about living in a large city.

b) It was a good experience to learn about how to combine nouns with nouns, adjective + noun with adjective + noun, etc. It was easy work.

14. Concluding paragraph (first draft)

a) We wrote a concluding paragraph, in pairs, about measures to control stress.

b) It was good to learn how to use different methods: make a prediction, restate the thesis or/and summarize the main points of the text.

15. Mind map about summaries and essays

a) Mind map about the differences between summaries and essays.

b)  In this class, we analysed the differences between essays and summaries, following the criterias: purpose, structure and characteristics. It was useful to not to mix the types when writing the essay.

16. Draft about opinions of feminists women seen in the documentary “Human”, VOL 1.

a) n this class, we discussed about the role of women in the actual Brazilian society. We talked about patriarchal society, equality, other women’s opinion about the theme, citizenship, unsafety (abuse, violence, rape), family, work, prejudice and stereotypes. After the discussion, we saw a part of the documentary “Human VOL 1” about these topics, and I wrote a few sentences said by the main characters.

b) I think it was a good class, maybe the best one, because we could talk about a real theme, something that really changes our lifes, as the women we are.

17. Brainstorming about feminism

a) We discussed online about feminism, asking the following questions:

- What does it mean to be a feminist?

- Do you consider yourself a feminist? Why (not)?

- The role of women has changed significantly over the past years. However, which gender differences do you still perceive today in our society?

b) It was a good activity to organize my ideas about feminism before writing my essay about it.

18.Mind map about the structure of the essay

a) Mind map about the paragraphs and ideas that will be presented in the text.

b) It was useful to start thinking about the final essay, but it was a difficult activity.  

19. First draft of the essay

a) First drat of the essay, thinking about the structure of the introduction, body paragraphs and conclusion.

b) It was helpful to organize my mind before writing the final version of my text. In addition, it was an easy work before we discussed the topics and subtopics in the class, before doing it.

20. Brainstorming: teaching writing

a) Brainstorming about teaching writing, asking the following questions:

- Have you ever had writing lessons in English? What were they like?

- Do you think it's important to teach EFL students to write? Why (not)?

- How do you think writing should be taught? Why?

b) It was a good activity to think not only about writing academic texts but also about giving classes about these type of text, and an easy work.

21. Essay (final version)

a) Essay about feminism.

b) It was a good but difficult work. Although, I prefer to write essays because I can put my own opinions and ideas in them, without having to quote and paraphrase as much as I do when writing summaries.

22. Teaching writing: discussion

a) A discussion on moodle in which we read Cheung’s article and proposed debates about it, answering the following questions:

1) Choose one part that you particularly liked and propose a discussion about it. You may suggest a question for discussion.

2) Read and reply to at least two discussions in the forum.

b) I think it was a good activity to stop and think once more about giving classes about writing and the processes envolved in this activity.

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Teaching writing: discussion

 (08/06/17) Portfolio cover sheet (part 2): In this online activity, we answered the following questions about Cheung’s article. 

1) Choose one part that you particularly liked and propose a discussion about it. You may suggest a question for discussion.

2) Read and reply to at least two discussions in the forum.

My discussion:  Sub-processes in writing (presented in Cheung's article)by Letícia Nazareth - Thursday, 8 June 2017, 12:10 AM 

   According to Paltridge et al (2009), there are some sub-processes in writing that happen in a certain order. First, authors create and select ideas, then organize the ideas in a "neat away". After that, they put them into sentences. Then, they revise (rewrite and improve their essays). Finally, they read and re-read the text, to make sure that it is good enough. 

   Although, according to Clark and Ivanic (1991), there are 16 stages in this process: acumulating knowledge and opinions; deciding how to take responsability; analyzing the assingment; planning; establising goals and purposes; establishing the writer identity; drafting; considering constraints of time and space; formulating the writer's own ideas; experiencing panic, pain and anguish; experiencing pleasure and satisfaction; revising; considering the reader; clarifying writer commitment to his/her idea; putting knowledge of the language to use; and making the copy neat. Some of them can occur at the same time and they do not follow a particular order.

    As a writer, I prefer Clark and Ivanic's opinion, because I noticed that, when I'm writing the introduction, for example, I'm both considering the reader, putting knowledge of the language to use and establishing goals and purposes. And, against Paltridge's theory, sometimes I read my text a lot of times before rewriting it. According to your own experience, as a writer, which theory better expresses your writing process? 

Replies:  Re: Sub-processes in writing (presented in Cheung's article)by Ingrid Rodrigues - Thursday, 8 June 2017, 3:44 PM 

Hi, Letícia! As a writer, I relate myself to Paltridge's vision about writing process. I realized that I do all the sub-processes, which Paltridge presents. When I write a text, I select ideas that may be used in my text. Then, I start  to write about these ideas and, after it, I rewrite as much as possible the text or the paragraph, in order to improve it. Thus, Paltridge's vision is more familiar to me than the others. 

Re: Sub-processes in writing (presented in Cheung's article)by

Luiza Gonçalves - Thursday, 8 June 2017, 5:20 PM

Hi, Leticia and Ingrid! I believe I do both depending on the text and how engaged I am with the subject. When I enjoy the theme, I like to think in all aspects that can make my text better to read: clarifying my commitment to my idea, considering the reader and so on. However, even when my writing process is closed to the theory of Paltridge et al, there is always the presence of one characteristic of the theory of Clark and Ivanic: the experience of panic, pain and anguish!

Re: Sub-processes in writing (presented in Cheung's article)by

Letícia Nazareth - Thursday, 8 June 2017, 9:14 PM

Yes, panic, pain and anguish are always present!

Re: Sub-processes in writing (presented in Cheung's article)by

Susanna Faria - Thursday, 8 June 2017, 10:14 PM

Hello, girls! I also liked this part of the text, Letícia! Depending on the text I am writing, I fit these different processes... In most of my university written assignments, I fit Paltridge's theory, but for some assignments that interests me the most, I fit Clark and Ivanic's theory. It is when I "dive" into the subject and experience "panic, pain and anguish" - with the blank page and with some topics that I find difficult to develop, though I do want to write about them - and when I also experience "pleasure and satisfaction" when I conclude the piece of writting.

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Luiza’s discussion:  Writing processby Luiza Gonçalves - Thursday, 8 June 2017, 5:47 PM 

When I was reading this part of the text, I remembered of the school where I work correcting compositions. There, students of Ensino Médio struggle with compositions (specially essays), and one of the biggest reasons for that is the fact that they don't plan their text before writing it. Thus, most of the time, their texts have structural problems, and no coherence (external and internal). I always say to them that it is very important to think of the main points, to plan the role text and only then write, but even this is difficult to say. In ENEM, they only have 1 hour to write an essay! If we only consider the four sub-processes discussed by Paltridge et al. - and forget the Clark and Ivanic's theory -, it is already impossible to manage doing these four steps. However, the correctors of ENEM consider the organization of essays while correcting them, as organizing the ideas properly is essential for constructing good arguments. 

So, how us, as teachers, can change this students' mentality, and make them see that writing is a long process? When you were students you used to see writing as a process or not? How do you manage to write the essay of ENEM? Have you planned anything before writing it? (Sorry for asking too much)

My reply:  Re: Writing processby Letícia Nazareth - Thursday, 8 June 2017, 9:24 PM 

Hi, Luiza! As teachers, I think we can first discuss a theme with the students and even let them decide their favorite. Then, show videos, texts and even movies about it. After a better discussion between the students, we can ask them to work at home by doing a draft and an introduction, and finishing the text in class, maybe in pairs or alone - as they prefere. If we do this type of activity frequently, the students will naturally start to write faster, becoming prepared to write an essay like the one from ENEM. In just one hour.

When I was a student, although, I didn't use to see writing as a process. I have a bad habit of doing things too fast - and, when I was younger, I did them even faster. So, I guess I should have stopped and thought more about what I was going to write before really doing it. 

As I said, I usually do my tests fast, and I wrote a lot of compositions before ENEM, so I could write mine on time. But I remember that I didn't write an appropriate draft before writing the final version - I just put my main ideas on the paper and then wrote it in the appropriate structure. Now, I try to do it slowlier, thinking more before write. I guess we, as teachers, need to do the right processes in the right time, so that we can teach the students appropriately. 

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Bárbara’s discussion:  Teaching approaches by Bárbara Vitória - Thursday, 8 June 2017, 10:26 PM 

  The author presents different approaches to teaching writing, such as controlled approach, process approach, and genre approach. On page 9, he describes the Australian genre approach that is divided into three steps: modeling, joint construction of the text, and independent construction of the text. This caught my attention because I am planning to do something similar with my students. First, I ask them what they know about the topic. So, we brainstorm. Second, I explain the text type, its characteristics, and structure, showing some examples. I am also considering asking them to do an exercise about text organization. Finally, they write a draft and, after peer reviewing and editing, they give it to me for feedback.  What do you think? Do you prefer another approach presented by Cheung?

My reply:  Re: Teaching approaches by Letícia Nazareth - Thursday, 8 June 2017, 10:31 PM

 Hi, Bárbara! I agree that this approach is one of the bests because, by brainstorming, students will feel free to talk about their feelings and thoughts about the topic, and it will be easier, then, to write, after you explain about the structure of the text. I plan to do something similar with my students, too, just changing a little bit: I intend to ask them to choose a good theme, and, after that, do a voting to choose the best one. 

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Essay (final version)

  In the actual Brazilian society, it is clear that women conquered a lot of new rights, especially in the last two centuries. Some of them are in charge at work, as managers and presidents of big companies. They earn better salaries, compared to the XX century (and sometimes the same as men, to assume the same position). Moreover, the violence against women is more approached by the media and some different cases are being investigated with the guilty’s punishment. In addition to that, people are already discussing impossible beauty patterns imposed by the fashion world. They prefer to analyse the real world and the real bodies, with its scars, fat and stretch marks: because they are unique and special. Although, women still have to face these three problems: different salaries at work, several types of violence and impossible beauty standards.

    The first big problem is different salaries at work. In Brazil, men generally earn more than women, even if they occupe the same position. According to a research done by Catho, they earn, in a month, about R$2251, while women earn about R$1762. And that’s a huge difference. But why do these differences still exist in the modern society? There are some arguments, highlighted especially by men. The next one is an example: women may need to earn less because they will probably get pregnant at some time. And, according to them, this will make them work less. Although, this doesn’t make sense. Maybe the real reason is: men are in a comfortable position. It is really good to keep the control and secretly (or not) feel superior to the other genre. Moreover, to make salaries more equal, they will probably need to earn less. And this isn’t an easy way to solve the problem.

    In addition to different salaries at work, different types of violence are another problem faced by Brazilian women. Some of these types are: the physical, the psychological and the domestic ones. There are lots of aggressive boyfriends and husbands that start to use physical violence when their women don’t follow their orders – or, sometimes, just because they decided to use a more revealing clothe or makeup. The psychological type is even more frequent: it occurs, for example, when a man blackmails his partners by saying that he is really special and she is never going to find someone that loves her more than him. That’s why, according to him, the woman should act in a different and generally, more conformed way. And, of course, follow his rules. Moreover, the domestic violence may be the most serious. The women that suffer with it live in a routine of constant fear, because their husbands can become aggressive at any moment. Futhermore, in these cases, they usually have children, and the women may support this extreme situation for years and years, just to protect them. And also because they can be afraid of being judged by the police - if they denounce the abuse - as all the aggressions were their fault.

   The last problem analysed is beauty standards and how they are viciously imposed by Brazilian media. Everyday women turn on the TV and look at perfect models, wearing the most perfect clothes, without any physical imperfection. The media uses these bodies to sell their expensive beauty products. Although, are these bodies real? Or are they programmed to look as they were? It’s clear that the models on the magazines look perfect not only because of the absurd diets and exercises they do, but also because of programs as Photoshop, used to correct all the “physical imperfections”. Because of that, after reading these magazines and watching certain TV programs, some women start to believe that their body isn’t good enough and it needs certain improvement. This can lead to serious consequences: they can develop diseases as anorexia and bulimia, andspend years of their lifes to be healed.

    In conclusion, different salaries at work, different types of violence and impossible beauty standards are three of the biggest problems women still have to deal with. Although, if feminists keep thinking about them and alerting other women, in some years thee problems will stop. In acentury, feminism will make a big difference: it will prove that women deserve to be respected. Not more. Not less. Just as much as men are.

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Brainstorming: Teaching writing. (07/06/2017) I had writing lessons in English, but they were all focused in compositions and short essays, so I think that I didn't learn enough about this topic. In my course, the students had to think about some specific themes, read some texts and, then, write the compositions. But we didn't learn about the rules, the best vocabulary and the academic writing. So, I think this was a big problem to me. Yes, I do think it's important to teach EFL students to write. I had experiences giving classes in a course focused in speech and learning only the basic information to travel. I didn't like these experiences because writing, in my opinion, is really important to master a language. Moreover, I think writing should be taught in dynamic ways. The themes of the texts should be, sometimes, discussed by the class and even chosen by the students. The teacher should always give supporting information about grammar and example tests, to help students when they need to write their own work. Following these steps, students would like to write, and not to do this as it was only another obrigation.

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First draft

(26/05/17)  Portfolio cover sheet (part 2): In this activity, I did my first draft of my essay, thinking about the introduction (focusing on the thesis), body paragraphs and conclusion. It was helpful to organize my mind before writing the final version of my text. 

Thesis statement: “In the actual Brazilian society, a lot of women have to face these three problems: different salaries at work, various types of violence and impossible beauty standards.

Body paragraph #1: Topic - Different salaries.// Subtopics- Statistics, examples, reasons.

Body paragraph #2: Topic - Violence.// Subtopics - Types (physical, psychological, domestc), reasons, examples.

Body paragraph #3. Topic - Beauty standards.// Subtopics - Reasons, media (television, magazines, etc), examples.

Concluding ideas #4: Give a prediction + summarize the main ideas. 

Use historical facts, comment advances during history. 

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(25/05/17)  Portfolio cover sheet (part 2): In this class, we discussed a little bit more about feminism. Then, we thought about possible topics according to this, and ways to talk about them in the body paragraphs. It was useful to start thinking about the final essay.

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Brainstorming: feminism. (24/05/17) Feminism is about believing that women deserve the same as men - they should have the same directs, have a salarie according to their work (and not to their gender), wear the clothes they want, follow the career they like or even don’t follow a career, if they prefer to just take care of the kids and of the house. We can see that, over the past years, we are gaining lots of things, being more respected as we are and even receiving more money for the work we do. But, we can’t deny an obvious fact: the world still need to get better. Men can’t act as they were women’s owners - they should just respect them because they are as capable as anyone else. Women still suffer because sometimes they don’t feel comfortable to wear what they want - and sometimes they are judged by acts that weren’t their fault at all. If a women is raped, for example, she probably will feel too embarassed to talk about it. So, of course, I consider myself a feminist.

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Discussion about feminism

(23/05/17) Portfolio cover sheet (part 2): In this class, we discussed about the role of women in the actual Brazilian society. We talked about patriarchal society, equality, other women’s opinion about the theme, citizenship, unsafety (abuse, violence, rape), family, work, prejudice and stereotypes. After the discussion, we saw a part of the documentary “Human VOL 1” about these topics. I think it was a good class, maybe the best one, because we could talk about a real theme, something that really changes our lifes, as the women we are.

My notes about some people  and what they said:

Maria (Italy) - Men have an easy life. She prefers to be a woman.

Aida (Senegal) - Although her husband didn’t want it, she decided to work. So, to do it, she divorced.

Carolyn (England) - She divorced after many years and became a lesbian mother. She’s coming out of the isolation.

Sabira (Kazakstan) - She married against her desire.

Walooa - She uses makeup and talked about her culture (men judge her because of what she wears).When she suffers harassement because of this, people act like it was her fault.

Millia (Peru) - She feels free, now, because she is divorced. 

Brahima - A man saying that he’s too jealous to “share” his wife with others.

Kadia (Senegal) - She was raped.

Crispina - She killed her husband because, according to her, he wasn’t a good father. Although he used to practice physical violence, this wasn’t the main reason to the crime.

Donesia (Australia) - Suffered with physical violence. She thought it was her fault, during years, until she decided to left the house and improve her life.

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Portfolio cover sheet (part 2): In this class, we analysed the differences between essays and summaries, following the criterias: purpose, structure and characteristics. It was useful to not to mix the types when writing the essay.

15/05/17

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(13/05) Concluding paragraph: Finally, there are four principal measures to control stress: (1) set realistic goals; (2) take up a hobby; (3) exercise regularly; (4) maintain close relationships with family and friends. After following these steps, people start to feel healthier and happier.

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(11/05) Thesis statement: Living in a large city has three disadvantages: expensive establishments, physical violence and stressful work.

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(11/05) Portfolio cover sheet (part 2): In this class, we read some thesis statements in Oshima and Hogue's and learnt about other details, such as main topics and subtopics.  Some words that introduce subtopics: not only, but also, by the way, such as, and, both. Transition words and Phrases: first, first of all, second, third, etc; next, last, finally; also, in addition, moreover, furthermore.

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(09/05) Portfolio cover sheet (part 2): Here, I organized all the important information presented in Shaun Macleo’s video and Oshima and Hogue’s text about essays. It helped me to better understand the general definition of essays and the mecanisms to write one.

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Summary (final version)

A Summary of “In Other (People’s) Words: plagiarism by university students – literature and lessons”, by Letícia L. Nazareth

  The article “In Other (People’s) Words: plagiarism by university students – literature and lessons”, by Chris Park, included in “Assessment And Evalution in Higher Education”, reviews plagiarism in the academic scenario. It can be described as a ‘writer’s worst sin’ (Miller, 1993) or as a ‘thought thief’ (Whiteneck, 2002).    According to the writer, students can plagiarise by stealing words or ideas without giving the appropriate sources. But why do they plagiarise? Sometimes, to show a lack of respect for authority. Some of them want the teacher’s and colleague’s attention, others just don’t have enough time to conclude all the academic activities. They can also commit cryptomnesia. That happens, according to Macrae, when someone believes that produced a new idea, but just used an old memory, created by another person.      After analyzing these reasons, Park synthetizes the patterns of variation in cheating between disciplines; countries; undergraduate and graduate students and through time. He concludes that students in business studies cheat more (Meade, 1992) and undergraduate and graduate plagiarise in a similar frequency (Brown, 1995). The ones who most cheat are the insecure, young and imatture. Male students, with lower grades and “an active social life” also cheat more frequently.      Nowadays, it is easier to copy because Internet and Term Paper Mills are available and easy to access. Therefore, plagiarism has increased and some universities in North America decided to adopt formal honor codes, in the 90s. These, according to Park, may be a solution to the problem, since the students in these universities cheat less than the ones from other institutions (McCabe et al, 1999).       In conclusion, Park says that plagiarism has became a major problem and it holds important lessons for the UK universities. Because of that, teachers need to find the best way to deal with it, by using robust detection and penalty systems – both applied in a clear and consistent form.

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Summary (first version)

A Summary of “In Other (People’s) Words: plagiarism by university students – literature and lessons”, by Letícia L. Nazareth

  The article “In Other (People’s) Words: plagiarism by university students – literature and lessons”, included in “Assessment And Evalution in Higher Education”, by Chris Park, reviews plagiarism. It can be described as a ‘writer’s worst sin’ (Miller, 1993) or as a ‘thought thief’ (Whiteneck, 2002). The instruments, reasons, forms and authors of the crime will be analyzed in the next paragraphs.   According to the writer, “plagiarism envolves literary theft, stealing (by copying) the words or ideas of someone else and passing them off as one’s own without crediting the source.” But why do students plagiarise? Sometimes, they want to show a lack of respect for authority or they accidentally commit cryptomnesia, that happens when ‘ipeople mistankly believe that they have producen a new idea when in fact they have simply unwrittingly retrieved an old (…) memory.’ (Macrae at al, 1999).    After analyzing the causes, Park synthetizes the patterns of variation in cheating between disciplines; countries; undergraduate and graduate students and through time. He concludes that students in business studies cheat more (Meade, 1992) and undergraduate and graduate plagiarise in a similar frequency (Brown, 1995). The ones who most cheat are the insecures, young and imatture. Male students, with lower grades and “an active social life” also cheat more frequently, because they want to call teachers’s and colleagues’s attention.     Nowadays, it is easier to copy because Digital Detection, Internet and Term Paper Mills are available and easy to access. Therefore, the plagiarism has increased and some universities in North America decided to adopt formal honor codes, in the 1990s. These, according to Park, may be a solution to the problem, since the students in these universities cheat less than the ones from other institutions (McCabe et al, 1999).