Critical Conversations About Plagiarism

Michael Donnelly, Rebecca Ingalls

Description

Critical Conversations About Plagiarism is an edited collection of essays that addresses traditional, overly simplistic treatments of plagiarism by providing approaches to the topic that are complex, critical, and challenging, as well as accessible to both students and teachers.

Informations

• Publié par: Parlor Press, LLC
• Date de parution: 10 novembre 2012
• Nombre de lectures: 0
• EAN13: 9781602353510
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

Lenses on Composition Studies
Series Editors, Sheryl I. Fontaine and Steve Westbrook
Lenses on Composition Studies offers authors the unique opportunity to write for advanced undergraduate and beginning graduate students who are new to the discipline of Composition Studies. While the series aims to maintain the rigor and depth of contemporary composition scholarship, it seeks to offer this particular group of students an introduction to key disciplinary issues in accessible prose that does not assume prior advanced knowledge of scholars and theoretical debates. The series provides instructors of advanced undergraduate or beginning graduate students texts that are both appropriate and inviting for this fresh but professionally directed audience.
Other Books in the Series
Bibliographic Research in Composition Studies, by Vicki Byard (2009)


Critical Conversations Abo ut Plagiarism
Edited by
Michael Donnelly, Rebecca Ingalls, Tracy Ann Morse, Joanna Castner Post, and Anne Meade Stockdell-Giesler
Parlor Press
Anderson, South Carolina
www.parlorpress.com


Parlor Press LLC, Anderson, South Carolina, USA
© 2013 by Parlor Press
All rights reserved.
Printed in the United States of America
S A N: 2 5 4 - 8 8 7 9
Library of Congress Cataloging-in-Publication Data
Critical conversations about plagiarism / edited by Michael Donnelly... [et al.].
p. cm. -- (Lenses on composition studies)
Includes bibliographical references and index.
ISBN 978-1-60235-348-0 (pbk. : alk. paper) -- ISBN 978-1-60235-349-7 (hardcover : alk. paper) -- ISBN 978-1-60235-350-3 (adobe ebook) -- ISBN 978-1-60235-351-0 (epub)
1. Plagiarism. 2. Imitation in literature. 3. Authorship--Study and teaching. I. Donnelly, Michael, 1968-
PN167.C75 2012
808.02’5--dc23
2012030779
1 2 3 4 5
Cover design by David Blakesley.
Printed on acid-free paper.
Parlor Press, LLC is an independent publisher of scholarly and trade titles in print and multimedia formats. This book is available in paper, cloth and eBook formats from Parlor Press on the World Wide Web at http://www.parlorpress.com or through online and brick-and-mortar bookstores. For submission information or to find out about Parlor Press publications, write to Parlor Press, 3015 Brackenberry Drive, Anderson, South Carolina, 29621, or email [e-mail].


Contents
Preface
Works Cited
Introduction
Part I. Definitions of Plagiarism: Distinctions, Laws, and Rules
Part II. Texts, Technologies, and Surveillance
Part III. Authorship and Ownership: Cultural and Cross-Cultural Perspectives
Works Cited
Distinctions, Laws, and Rules
Works Cited
1 Examining Teachers’ and Students’ Attitudes towards Plagiarism
Phillip Marzluf
The Questionnaire
Intentionality and Appropriation
Ideas and Expressions
Status of the Source
Study Results and Discussion
Scenarios Showing Most Agreement
Scenarios Showing Most Disparity
Scenarios Showing Most Variance
Conclusion: The Uses of the Questionnaire
Notes
Works Cited
Questions for Discussion
2 Plagiarism vs. Copyright Law: Is All Copying Theft?
Jessica Reyman
Scenario 1
Scenario 2
Scenario 3
Plagiarism vs. Copyright Infringement
Copying Ideas vs. Expression
Institutional vs. Legal Offenses
Attribution of Sources
Misconceptions about Copyright Infringement and Plagiarism
Is All Copying Theft?
Does the Internet Contribute to Plagiarism?
Conclusion: Toward an Understanding of Allowable Copying
Works Cited
Questions for Discussion
3 Art and the Question of Borrowing: Approaches to Plagiarism in Literature Courses
Esra Mirze Santesso
Works Cited
Questions for Discussion
4 From Rules to Judgment: Exploring the Plagiarism Threshold in Academic Writing
Paul Parker
Mystery and Contradiction
Citation Systems and Text Matching Tools
Producing an Academic Audit Trail
Producing “Novel” Academic Text
The Balancing Act of Authorial Judgment
Following an Academic Audit Trail to Develop Authorial Judgment
A Matter of Research and Discussion
Notes
Works Cited
Questions for Discussion
In Practice
Part II
Texts, Technologies, and Surveillance
5 Sampling Is Theft? Creativity and Citation after Hip Hop
Richard Schur
Works Cited
Questions for Discussion
6 Teaching Plagiarism: Remix as Composing
Martine Courant Rife and Dànielle Nicole DeVoss
Introduction
Composing in a Remix Context
Plagiarism(?): A Situating Example
Plagiarism: In Our Institutions
Attribution, Authorship, and Affordances
Remixing as Composing
Conclusion
Notes
Works Cited
Questions for Discussion
7 Instructors as Surveyors, Students as Criminals: Turnitin and the Culture of Suspicion
Deborah Harris-Moore
Systemization and Teaching
Hierarchical Observation and Plagiarism Detection
Examination of the Plagiarized Material, Examination of the Individual
An Educational Approach to Plagiarism Prevention
Works Cited
Questions for Discussion
8 A Marked Resemblance: Students, Teachers, and the Dynamics of Plagiarism
Sean Zwagerman
Notes
Works Cited
Questions for Discussion
In Practice
Works Cited
9 Who Cares about Plagiarism? Cheating and Consequences in the Pop Culture Classroom
Bridget M. Marshall
Plagiarism and Performance: The Squid and the Whale
Plagiarism in the Classroom: Cartman versus Wendy on South Park
Plagiarist Heroes and Villains: Harry Potter and Plagiarism
Notes
Works Cited
Questions for Discussion
10 Finding the Source: The Roots and Problems of Plagiarism
Rachel Knaizer
Works Cited
Questions for Discussion
11 Plagiarism and Cross-Cultural Mythology
Lise Buranen
Notes
Works Cited
Questions for Discussion
12 Thinking Globally about Plagiarism: International Academic Writers’ Perspectives
Anne-Marie Pedersen
Cultural Beliefs and Plagiarism
Beyond Cultural Difference
Political and Linguistic Dominance and Plagiarism
Material Conditions as a Cause of Plagiarism
Poor Teaching and Plagiarism
Conclusion: Culture’s Complex Role in Cases of Plagiarism
Works Cited
Questions for Discussion
In Practice
About the Editors and Contributors
Index


Preface
As a field, composition studies acknowledges that writing is a complicated process; indeed, one might say its existence as a field of study is predicated upon that fundamental belief. Yet, discussions about plagiarism for students tend to remain flat and simplistic and often reinscribe a traditional, antagonistic divide between students and teachers. In Guiding Students from Cheating and Plagiarism to Honesty and Integrity: Strategies for Change , for example, a book intended to help teachers and students discuss issues of academic integrity and create more honest school climates, David Callahan describes academic culture as a “culture of cheating” that must be dismantled (xvi). This view, in which students are assumed to be criminals and their teachers are the police, is, we feel, counterproductive to the goals of higher education in general and of writing instruction in particular. In contrast, we believe that as teachers and scholars we must do more than simplistically define plagiarism and exhort students to “do honest work.” We must engage them in an intellectual and critical discussion of a multivalent issue.
There has been groundbreaking work on plagiarism by a variety of scholars, from a variety of quarters (LaFollette; Robin; Woodmansee and Jaszi). The majority of critical scholarship has, unsurprisingly, emanated from English Studies. Some of this work appropriately falls under the category of literary history (Kewes; Macfarlane; Mazzeo; Randall), but the most significant body of work has been in or attached to composition studies (Buranen and Roy; Haviland and Mullin; Howard, “New”; Howard, Standing ; Howard and Robillard; Vicinus and Eisner). Despite this growing body of work, the general approach to discussing plagiarism with students continues to focus on avoiding plagiarism rather than engaging in critical discussion of the issues (Fox, Johns and Keller; Francis; Gaines; Harris, Plagiarism ; Harris, Using ; Lathrop and Foss, Guiding ; Lathrop and Foss, Student ; Lipson; Menager-Beeley and Paulos; Rozycki and Clabaugh; Stern). As Lise Buranen and Alice M. Roy explain in their scholarly collection:
[. . .] in textbooks and in university publications about academic integrity, plagiarism is often treated as a monolithic, uncomplicated concept or event, whose meaning is simply taken for granted. The assumption seems to be that we all know what we mean when we talk about it: it just is. In academia, in the sciences, and in writing handbooks and classroom instruction, the main emphasis is on prevention and punishment. (xvii)
Critical discussion of the issues surrounding plagiarism is increasingly important in a world of rapidly developing technologies and changing attitudes toward language and literacy. Yet the significant scholarly work in this area, like Buranen and Roy’s, tends to assume an audience of other academics, scholars, and teachers and is not intended for nor accessible to those who ar