code of honor essay topics

Code of Honor Essay Questions

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What is the primary theme in Code of Honor by Alan Gratz? Terrorism is emerging as the primary theme in the novel Code of Honor. When Darius joined the US Army as a ranger, his family did not know that he would become the most wanted terrorist by the American authorities in later years. After finishing his military training in the United States of America, Darius is posted to work in Afghanistan. While living in Afghanistan, Darius makes friends with Muslim radicals, who influence him to believe in extremist beliefs. Therefore, Darius slowly starts helping the Al-Qaida group by giving them intelligence information and strategizing how to bomb the American Embassy in Turkey. Immediately after the bombing, Darius claims responsibility on his social media accounts. The information spreads quickly. Darius' innocent family is arrested by the police and taken into custody for questioning. Therefore, terrorism is a major theme discussed by the author in the novel.

Why is Kamran in denial that Darius is a terrorist operative?

Kamran and his entire family receive the news about their brother being involved in a terrorist attack with shock. In particular, Kamran tells the police that his brother cannot be a terrorist because they grew up together, and he never showed any signs of violence. Kamran also gives an account of the video games they played that were meant for entertainment only but not to kill people in reality. Therefore, Kamran does not agree with the police that his brother became a radical because they grew up responsibly and, more importantly, valued human life.

Is the Department of Homeland Security (DHS) justified in arresting Kamran’s family and putting them into custody? The DHS has the right to interrogate the family members to get critical information about their background and the circumstances that might have led Darius to get involved in Al-Qaida. Despite Kamran being angry about the arrest, he needs to cooperate, clear his name, and prove his brother's innocence. However, putting Kamran’s family in custody is wrong because they are not the culprits who bombed the US embassy.

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Code of Honor Questions and Answers

The Question and Answer section for Code of Honor is a great resource to ask questions, find answers, and discuss the novel.

Study Guide for Code of Honor

Code of Honor study guide contains a biography of Alan Gratz, literature essays, quiz questions, major themes, characters, and a full summary and analysis.

• About Code of Honor
• Code of Honor Summary
• Character List

What is an honor code and why is it important to academic integrity?

Honor codes reduce instances of academic misconduct. Research has shown that honor codes must be enacted in a supportive manner. When students have a sense of belonging, feel motivated, and have knowledge of academic integrity, they are less likely to engage in academic misconduct. Honor codes are part of this culture of integrity. So, how does this translate to online learning environments? What are some guiding principles to update honor codes and policies in online learning environments?

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An honor code, like the one above, is a promise that all work is the student’s own, a concrete commitment to academic integrity. Students resort to academic dishonesty for various reasons, and the solution is both complex and simple: we need to make academic integrity a core value in our classrooms and/or institutions , beginning with a promise.

I’ve sometimes added an honor statement at the top of student assignments or exams as a visible reminder of the honor code. But what exactly does it mean, and how is this statement reflective of the adopted institutional values? A true honor code is more than a signature dashed off at the top of an assignment or a poster hanging in the classroom. Intended as an ever present reminder of academic integrity to students, does this statement, often present and often unexplored, really make an impact on students ?

Too often during my tenure as a teacher and literacy coach, I was approached with the question, What do I do when I catch someone cheating on an assignment? After the fact is essentially too late because then the solutions tend to be punitive, and the lesson learned isn’t what it could and should be.

It’s best to be proactive about establishing academic integrity within our classrooms. Without making an honor code a living, breathing part of the classroom--ideally within the whole institution--we educators and students find ourselves in a vicious cycle of policing and punishing after the fact. The honor code needs to exist in a formative space that nurtures awareness of academic integrity throughout the learning journey.

An honor code is a fundamental step to establishing a culture of academic integrity. Ideally this occurs on the institutional level, but it is a must for our individual classrooms. The complex part is making that honor code a continued collaborative effort between the students, us as educators, and the assignments themselves. The honor code allows all stakeholders to know, understand, and participate in commonly held standards of academic integrity.

How does this happen? Do your due diligence. Early and often. Purposefully. Collaboratively. Reflectively. It is only through the steady infusion of these collaborative conversations that students and educators develop a strong understanding of academic integrity that can be put into practice.

What are steps towards establishing a formative space that integrate honor statements to the learning journey within our classrooms?

• Establish a culture of integrity. Establishing a common understanding of academic integrity by drafting an honor code, and making it an integral part of the academic community, is a strong first step. Stakeholders such as students, parents, fellow educators, and administration can establish an honor code that is foundational to an educational community. It must then be implemented within individual classrooms with consistent, intentional steps such as explicit instruction and building an awareness of how and why academic integrity is important. This shared understanding between and among all levels of stakeholders helps us build a culture of academic integrity throughout the institution and/or within the classroom. What happens if your institution or other educators don’t institute an honor code? Can we still establish one in our own classrooms? Absolutely yes! When we begin with concrete steps such as creating a shared definition of academic integrity and what it looks like within our classroom, we establish clear understandings of how we can create a culture of academic integrity within our classrooms. The conversations and practices that we establish collaboratively with students are a key factor in the success of the honor code moving forward. While it is our responsibility to introduce these conversations, without student input the honor code will likely be reduced to that dusty old statement that only lives in the header of our assignment!
• Center students. Centering students is critical to centering academic integrity in classroom practice. Best practice dictates not delivering the honor code in a neat little package with all the “right” answers already filled in for students, but encouraging students to contribute their knowledge. When we seek input from students about what academic integrity is and what it does--and does not--look like, students are more likely to understand the intent and come to a common understanding of what practicing it in the classroom looks like. Using collaborative activities to establish what the classroom values are, what it looks like (and does not look like) in the classroom, and how violations will be handled will lead to better student engagement and practice. We build a commitment to academic integrity collaboratively by implementing carefully planned discussions and practices and using resources that will support our class’s commitment to maintaining that honor code.
• Model academic integrity. Modeling academic integrity must be an intrinsic part of classroom practice in ways both visible and subtle. Although many think academic integrity lives in the English classroom, academic dishonesty can manifest itself in every discipline, including examples such as code plagiarism, non-citation of sources, improper attribution, to name only a few ways that academic dishonesty typically appears in student work. Teachers should credit others in our classrooms and work to model the norm we expect in student work. More than simply an act of attribution, we can offer up fair and inclusive assessments that challenge students to demonstrate their knowledge in ways that are fair and invite students’ best efforts. By demonstrating explicitly how academic integrity lives in daily work and assignments, we model how academic integrity is not just one more requirement to be addressed for the “big” project, but simply some deliberate steps as a regular part of our classrooms.
• Commit to working together. Committing to working together within this intentional and formative space is what will determine the role of academic integrity within the classroom or institution. Commitment may look different from classroom to classroom, and that’s perfectly all right. Commitment may take the form of a signed contract, or it may simply be the continuation of discussions regarding what academic integrity does and does not look like. Regardless, renewing that commitment and keeping it in the forefront of students’ minds and work is the goal. And If it’s not working as originally drafted? Then we need to model how to revisit, reflect, and revise so that the honor code can reflect the growth and commitment to academic integrity that we share with our students.

Remember, do your due diligence. Early and often. Purposefully. Collaboratively. Reflectively.

Join us for our upcoming webinar on October 20, 2021, the International Day of Action Against Contract Cheating (IDoA) to learn more about implementing and maintaining honor codes and Turnitin’s newest tools and resources. Turnitin actively encourages positive conversations on academic integrity and is proud to support the International Day of Action. For further information on other activities taking place, visit the IDoA website and share the following hashtags on social media #IntegrityMatters #ExcelWithIntegrity #MyOwnWork

• Honor System Handbook
• Consensus Penalty Structure
• Frequently Asked Questions
• Confidential Accusations
• Academic Resources
• Avoiding a Violation
• Honor Code Orientation
• Graduate Honor Council
• Online Courses

The procedures outlined on this website are intended to aid the Honor Council in its efforts to ascertain the facts of a matter and to reach a just decision. They do not confer any contractual rights on the accused. Circumstances can differ greatly between cases, and the Chair of the Council or Student Judicial Programs may need to modify the procedures in a particular case in order to reach a timely and just decision.

Supplementary material.

• Faculty Handbook
• TA Handbook
• Case Abstracts

Sample Honor Code Language for Syllabi

This page features various components of course Honor Codes that the Council has adapted (originally from the Spring 2016 Honor System Working Group Report) to be used for syllabi in Rice undergraduate coursework. Not all components have to be in all Honor Codes, and it’s good to add extra sections as required. If you would like to adapt language from this model, please feel free to do so. Additionally, if you are adding a new section to your syllabus and would like advice on how to structure it, please contact [email protected] with your request for assistance, and we’ll be happy to help!

The Council has defined six types of collaboration in the Council’s Collaboration Guidelines, available on the Council’s website. They can be used in any syllabus, though it is advisable to reproduce the language. You are welcome to alter these as needed, but please set these edits off in some way – either with bolding, italicizing, or placing them on a new line, so that students used to the common definition are aware of these changes. Examples for collaboration are included below.

• Type 1 Collaboration: Discussion of exam/assignment itself “Discussion of any piece of the assignment falls under this level of collaboration. This includes contacting anyone (including people not taking class) about assignment parts, including general facts about the assignment, such as chapters covered, books required, or topics to study.”
• Type 2 Collaboration: Specific concepts and content of the exam/assignment “This level of collaboration involves communicating specific concepts or content on this assignment from or to anyone. This can include referring to required sections or pages, or discussing the broad topics needed to approach the problem.”
• Type 3 Collaboration: Discussion of approach/design of problem without reference to specific sources/answers/equations “This level includes conversations with anyone about approaches to problems or arguments, such as laying out analyses, discussing lab procedures, or proposing high level code design.”
• Type 4 Collaboration: Discussion of problem with reference to specific figures and equations without comparing answers or syntax; acknowledgement optional “At this level of collaboration, students can work together to set up problems before solving them individually. This includes constructing outlines together, taking data together in lab, doing research together and sharing references, laying out the steps required to solve a problem, without checking answers or intermediate steps, or conversing on algorithm or registry implementation without discussing syntax or code implementation. At this level, the Honor Council recommends that assignments acknowledge all collaborators, but this requirement can be specified in class-specific Honor Codes.”
• Type 5 Collaboration: Solving together sharing steps, intermediate solutions and final answers; acknowledgment recommended “Type 5 Collaboration means that individuals work through a problem together, frequently checking each other’s work. Students can compare their work, and are free to compare their results with the answers or writings of others, including the TAs for the course. This includes writing code together, working out derivations together, or writing reports together. At this level, the Honor Council strongly recommends that assignments acknowledge all collaborators, and indicate the areas where collaboration occurs, but this requirement can be specified in class-specific Honor Codes.”
• Type 6 Collaboration: Use of answers; citation required “Students are allowed to adapt and use the work of other students in writing their assignments. At this level, the Honor Council requires collaboration credit that indicates where adaptations occurred, and where they were sourced from, to prevent plagiarism.”

Syllabus Examples

• For all exams in this class, a violation is any action that falls under Honor Council’s Type 1 guidelines: “Discussion of any piece of the assignment falls under this level of collaboration. This includes contacting anyone (including people not taking class) about assignment parts, including general facts about the assignment, such as chapters covered, books required, or topics to study.” Anything at or beyond this level of collaboration is a violation.
• All problem sets use the Honor Council’s Type 4 guidelines: “At this level of collaboration, students can work together to set up problems before solving them individually. This includes constructing outlines together, taking data together in lab, doing research together and sharing references, laying out the steps required to solve a problem, without checking answers or intermediate steps, or conversing on algorithm or registry implementation without discussing syntax or code implementation. At this level, the Honor Council recommends that assignments acknowledge all collaborators, but this requirement can be specified in class-specific Honor Codes.” Anything beyond this level is a violation, and I require you to acknowledge who you collaborate with.
• All labs use the Honor Council’s Type 2 guidelines: “This level of collaboration involves communicating specific concepts or content on this assignment from or to anyone. This can include referring to required sections or pages, or discussing the broad topics needed to approach the problem.” Any collaboration beyond this level, such as anything covered in Types 3-6, is a violation.
• Your essays must be written by yourself. I’ve defined this as following the Honor Council’s Type 3 guideline: “This level includes conversations with anyone about approaches to problems or arguments, such as laying out analyses, discussing lab procedures, or proposing high level code design.” If you collaborate more than this, you are in violation.

The sources section should define what citation style is appropriate in the class, what sources are acceptable to use, and when these sources should be cited. A few examples are below:

• In this class, you may use the required text, posted slides and notes, and your own notes without citation. Additionally, you may refer to sources not specified in class, including online sources, but only with proper citation (MLA format). Finally, you may not contact people not in this class for information on any assignment.
• You can refer to any source, including the required text, posted notes, your own notes, texts not assigned in class, or people not in this class, as long as you properly cite any and all information used in APA format.
• To write your responses in this class, you may only refer to the assigned class texts, and you must cite all quotes correctly, using MLA citations.

Past work and assignments

This section defines how previous work and solutions may be used. It’s worth noting this section encompasses work from previous semesters of the same class, and work that the student has previously done. Examples are below:

• This is a coding class, and we recognize that you may have existing sections of code that may be useful. If you wish to use these, that is acceptable. However, you must note from where you got this code – it’s acceptable to add a comment noting the class and assignment from which you got it. However, it is a violation to refer to any previous solutions from this class.
• You may not use any previous work in your essays. All your writing must be new. You also cannot refer to any previous essays or responses, from any semester.
• For the most part, this class presents you with new material. However, if you feel a piece you previously wrote relates to an assignment, please contact me and we can discuss using it. You are welcome to use exams from previous years to study, but consulting problem sets from years prior is a violation of the Honor Code.

Solution Manuals

In this section, it’s appropriate to state what solutions manuals students may use to solve problem sets, such as numerical answers in the back of the book, solutions manuals, previously posted solutions, or online sources such as Chegg, which often provide fully worked and solved answers for every problem in a book. There are a few examples below – as always, please feel free to adapt them as needed:

• In this class, it’s a violation to refer to any solutions manual. This includes, but is not limited to, numerical answers in the back of your required text, the solutions manual for this course, any solutions available from previous semesters of this course, and any online sources. Fundamentally, if it contains the solved form of any problem relevant to this class, and is not an example problem in the book, you cannot consult it. Furthermore, distribution of these sources is also a violation – sending any of these resources, or receiving them without reporting them to me, is a violation.
• When you solve problems in this class, you may consult the numerical answers in the back of the book to check your answer. If you submit a problem with only the answer, and no work, you will receive no credit. All other solutions manuals, including online sources of solutions, are forbidden, as is their distribution. If you locate or receive one, please contact me immediately.
• You may refer to any solutions manual you like – however, you must cite it, and note that you used it.

Professor Contact

This sets the guidelines for any questions students may have. It’s good to have information here, simply because ignorance of the Honor Code is not an excuse – if students don’t understand something, they must contact you. An example is below:

• If you have any questions about the Honor Code for this class, or are wondering if a certain course of action is acceptable, please send me an email before you assume something. It is advisable for you to save this email or otherwise keep track of it, as it could be considered as evidence if an Honor Code accusation is made against you. Ignorance of the Honor Code is not an excuse, and the Honor Council will not consider it.

These guidelines are put together and updated by the Honor Council to assist in the creation of class Honor Codes. It is worth noting that these guidelines govern only collaboration on assignments, and may be modified by professors. They are arranged from most stringent to least, and different types of collaboration can be used on different assignments. For example, a test may fall under type 2 collaboration, while problem sets for a class could be under type 4. Class policies on the usage of solution manuals, online guides (such as Chegg), and other sources of aid are not defined below. Do not attempt to extrapolate these policies to other aspects of a class. If you have questions about a class Honor Code, email your professor. It is your duty to understand and clarify the class Honor Code.

On My Honor Essay Contest

This essay contest aims to educate and raise awareness of the principles and standards of the honor code while simultaneously encouraging honor and personal integrity through applying its principles..

The theme of Honor Week 2022 is On My Honor . Students are invited to participate in a personal narrative writing contest. Prizes will be given to the best personal narrative. Students must be creative in their writing to show their understanding of the theme and to connect it to their own lives. They should include their thoughts and ideas on why the principles and standards of the Honor Code are applicable at BYUH and, at the same time, maintain the honor and integrity of our students. A panel will review all submissions and award the best creative writings.

First Place: $300 Second Place: $200 Third Place: $100

• The essay must connect the theme: "On My Honor" and the principles and standards of BYU–Hawaii Honor Code.
• Be creative and include personal reflections/experiences.
• Have a creative title that reflects the purpose of the essay.
• Be authentic. Use your own words to expand on your ideas.
• Have clear writing and good grammar.
• The contest is open to all BYU-Hawaii students enrolled in the Fall 2022 Semester.
• The essay should be approximately 700 to 1000 words.
• Send your essay online on our submission page .
• Submit your writing in either a word document or a PDF file.
• Submission deadline: Saturday, September 10, 2022, by 9:00 pm
• BYU–Hawaii Honor Code website: honorcode.byuh.edu
• “ On My Honor ,” by President Spencer W. Kimball.
• “ The Power of Small and Simple Things ,” by President Steven C. Wheelwright.
• “ Your Personal Integrity ,” by Sister Monica Kauwe

Important Dates

Starting Date of Submission: Monday, August 29. Submission Deadline: Saturday, September 10 by 9:00 pm. Announcing the Winners: September 15.

Home / Essay Samples / Life / Honor / The Significance of Honor Codes

The Significance of Honor Codes

• Category: Life
• Topic: Honor

Pages: 1 (424 words)

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