if homework is just about re-doing/re-producing things taught in the classroom, then I agree with the argument on the right.

but homework does have the chance to make students more intelligent(defining intelligence here as an exercised brain ignoring all contemporary prevalent ideas on how overworked/burned-out brains are the least creative/innovative thus most academically useless/disposable in the long run) .Then homework does not just need count numbers(?).it needs students to "find" the answers.*

Maybe search the internet,or ask friends.....anyway,all useful methods can be used to solve problems.in this process,students can learn much skills morn than counting,including getting smarter.

:So now 'debater with horrible/atrocious English' has decided that 'copying' is okay: Great.

*the use of skills taught in schools and then employed in homework requires students to think and grasp concepts. This should not be dismissed as merely/only xeroxing dictated ideas but students wracking their brains to solve problems. Brain-wracking requires intelligence maybe of the lowest/least-creative form but it is still intelligence.

First off; this is not how the system works if you are at a grade when you are not taught how to multiply you are expected to use addition/subtraction operators alone. If you use multiplication you will be accused of cheating or worse not understanding addition/subtraction.

Why? Because the whole point of school-to-college-level assessment, be it via homework/tests/exams; is to demonstrate that you have learned what you have been taught.

There are attempts to alter this at university. As at the highest level students are expected to create rules/theorems/ideas.

So; no you cannot use any method to solve a question; irrespective of whether its use is superior/inferior to the problem-solving-methods-within-the-scope-of-your-syllabus mainly because you are being tested on the skills you have been taught; period.

It doesn't matter if your answers are right or wrong; if the method you've used to solve a question is not within your curriculum/syllabus you will not get marks for it.

Just as if the method is something taught at your level or in your classroom and you've used taught nomenclature/notation/semantics you will get marks irrespective of whether (again) your answer is right or wrong. Counter: There is a distinction between being skilled and being intelligent. The repetitive practice of the employment of a concept/tool makes a student/apprentice/person skilled. A skill is not a bad thing; skills are much more useful in general than intelligence.

Skills are especially handy in acing tests, getting jobs/money/success and so making practical/useful differences in the world.

Intelligence is evidence of thinking outside the box (something loquaciously discussed in schools as most admirable but never actually appreciated/required) synonyms for this concept include: creativity, innovation, genius and making something out of nothing.

Now, while Gauss had a wonderful preschool teacher who brought his time-efficient/clean method of adding the numbers from 1 to 100(later taught in schools everywhere as the summation of the arithmetic progression) to the right attention; most teachers are not so perceptive/keen-on-recognizing/understanding-genius.And so most children are not so lucky as to be recognized as child-prodigies.

And all in all generally; students who persevere/keep-at-it (therefore have mastered skills) are rewarded and the intelligent odd-things who have the potential to actually ameliorate the world are loved for their brilliance by some and laughed at by others.

Some people are introverts while others are extroverts. Whether they best learn alone or with people depends on their personalities.

Geniuses/innovators build on existing concepts; for them to do so they must have mastered the skill to understand/demonstrate these base-concepts proficiently.

It is impossible to isolate a mind from the minds that surround it and in direct opposition to education as we know it; where educators/teachers/fellow students/parents/the-media/etc all in all play a vital role in educating children:

The motion suggests strangely that intelligence is 'doing homework(even if it is someone-else's) ; that children are purely innately proficient at subjects(without external influences propelling their expertise) and that only 'weak' students are cheats.

1) Doing homework is part of the learning process; honing/developing a newly learned skill. Those who actively solve their own problems or even if they get help do so; while making an effort to understand the how/what/whys of it are successful in learning something new. Those who are too scared to try and tackle questions or to get help in understanding/comprehending/absorbing them suffer.

2) 'Innate' intelligence does not equal great homework/test/exam results. Einstein was 14 when he discovered the Pythagorean theorem(long after Pythagoras discovered it himself); so he solved for the sides of right-angled triangles using his smarts/discovery and got no marks for it.

Why? Because he didn't write "Using the Pythagoras theorem for right-angled triangles; a-squared + b-squared = c-squared. " this amounted to plagiarism; taking credit for a concept/idea that isn't yours; also because of semantics students can use their own symbols and their own method of solving questions; BUT if they do not use the symbols that they have been 'taught' to use nor the methods they have been taught to use to solve a problem(even IF their own method is much more efficient); then they are not given marks. The third reason Einstein didn't get marks for using the Pythagorean theorem was because it wasn't taught to him.

The point of tests/homework is not to measure 'intelligence' but to 'impressively demonstrate that a student has mastered what s/he has been taught.

The most prominent general criticism for this is that creativity/genius/originality/cerebration/thought/innovation is stifled tremendously. The support of it is that being skilled in the celebrated ideas of other people; is practically useful.

3)People/students of every academic strata cheat/copy assignments/tests to save time/energy. This is a fact that anyone who has ever attended school is aware of.

intelligence is priceless...............it can not be gained so easily...wat we gain is knowledge and that too sometimes....it is not everyones cup of tea to do h.w. and wat the need when kids take it as a liability and go into depression....after being taught for 4-6 hrs, at school the rest time is fr enjoying nd extra study bt it is nt possible tilll h.w is nt abolished