B_s_ing homework: Malign or benign?

By JANET NOH

For the Mirror

If you’re reading this to pick up a few tips on breezing (a.k.a. “b_s_ing”) your way through homework, you just might have come to the right place. But maybe you’ll leave with a conscience that tells you b_s_ing inflicts more harm than help.

It’s pretty universally known that the majority of high school students aren’t exactly a homework lovin’ crew. They would much rather watch television than peruse textbooks, hang out with friends than chill with the essays, and chat vigorously on-line than engage in convoluted research. (If my generation turns out to have the highest Carpal Tunnel Syndrome rate, I say sue AOL for their Instant Messenger services.)

Many students rationalize, “I feel tired/bored right now, so let’s have some fun because homework can wait.” Then 10 p.m. draws near and they realize they better get crankin’ on their load. But after 30 minutes, the math problems and English worksheets start appearing extremely unattractive and students become insidiously tempted to “borrow” answers from a more prepared friend the next day. Heck, maybe even from a friend who copied from another friend.

In other cases, students are smart/manipulative enough to figure out ways of working around the homework system. For example, a student who knows enough of what the teacher wants in an English essay might skim the novel for main points and absorb background information from people who read. Then they might use logic to fill in gaps and creatively wander with ideas that don’t need literary evidence.

If desperate, students might scrounge an idea or two from Cliffnotes and pass them off as products of their own inspiration.

For bibliographies, when it seems like not enough materials are listed, students might put down research sources they never even used.

When the above tactics fail, the students arrive in class with empty hands and a mind that must think fast. Here, they may recite the familiar litany of excuses, perhaps not as hackneyed as the infamous “My dog ate my paper,” but certainly getting there:

“My computer crashed.” “I couldn’t get online last night.” “My printer broke!”

Alas, these are mere glimpses of the many prevaricating defenses out there, but here’s what many students don’t know: Teachers aren’t as oblivious to these b_s_ing techniques as students think. Some teachers don’t make a fuss about students copying, because, as a former teacher once told me, “‘It’s his loss if he doesn’t do the work.’”

So it is. In fact, not only are students cheating themselves of the education they’re lucky enough to have, but they’re also establishing the self-image of a “bad student.” Teachers, as much as they try to be impartial, can consider this when grading papers and tests.

Some people might say that b_s_ing is actually justifiable. After all, students are encouraged to “explore interests” and to “set personal priorities.” What if they’d rather spend two hours practicing the trombone than read a history textbook? Are they supposed to de-prioritize their passions for the sake of homework?

Sometimes, the workload is unreasonable, as if the teacher believes that students can devote all their time to that class.

Nevertheless, the student is responsible for helping the teacher understand the circumstances that prevented them from completing the assignment, and then asking for an extension if need be. Cheating one’s way through the work shouldn’t be the remedy. Such b_s_ing habits can perpetuate into college, career responsibilities or anything else that demands quality time and attention.

Many students argue they are too busy to do homework: Clubs, sports, community service, music, church, etc. Lo and behold, by the time they arrive home, it’s past 9 p.m. and they find themselves asking for some mercy.

This is a test of time-management and priorities. Either cut down on the activities or accept the grade you receive for the uncompleted homework. It was your choice to participate and place your priorities in those things, so face the consequences. Lying and cheating are not virtues you want to embody.

So after last night, when you had a soccer game for three hours, volunteered for two hours at YMCA, practiced piano for 30 minutes and tended an ill family member, you should try asking for an extension for that day’s assignment rather than abuse your b_s_ing capabilities. After all, those are legitimate excuses.

Janet Noh is a junior at Thomas Jefferson High School.

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