No one expects the President of the United States to write his own speeches. He wants to get re-elected, so he uses the services of a ghost writer. Undoubtedly the President has some input, but the speech is still ghost written. Similarly, a student who wants to pass a class with a high grade, sometimes wants to hire the services of a tutor, one who may be short of money and is willing to be a ghost writer.
When a student asks me to write his paper for him, I think about what he really needs, not the short term goals of a grade but the long term goal of mastery: the student is in a process of learning, and what will serve the learning most is for him to practice, to receive coaching, and to feel for himself the joy of accomplishment. Next time, or twenty times later, the student will be able to write independently, with satisfaction of a skill learned.
Ideally, the student and teacher meet, at least a couple of times, to discuss the assignment, brainstorm ideas for it, get some sense of thesis, and together make a rough outline. The tutor asks a lot of questions, and they begin to get some sentences going. The tutor explains why he is suggesting a certain approach or tone or organization. Then the student writes a draft, using all that. Then together, they edit the draft, with as much teaching as rewriting. This process is not a one-shot, last minute deal, but it is part of a longer tutoring series, covering a number of assignments.
Getting a good grade is secondary to the student’s learning how to write on his or her own. Tutoring towards such independence has more integrity than the quick fix of a ghost written paper.