Plagiarisms, Authorships, and the Academic Death Penalty

摘要: n composition studies, most published discussions of student plagiarism proceed from the assumption that occurs as a result one two possible motivations: an absence ethics or ignorance citation conventions. Some students don't appreciate academic textual values and therefore deliberately submit work is not their own; others understand conventions plagiarize inadvertently. Both these are negative interpretations, postulating absence-of either knowledge-in plagiarist. A few recent though, identify positive motivations for patchwriting, strategy has traditionally been classified plagiarism. Patchwriting involves "copying source text then deleting some words, altering grammatical structures, plugging in one-for-one synonym-substitutes" (Howard 233). Describing strategies Tanya, who traditional pedagogy might be labeled "remedial," Glynda Hull Mike Rose celebrate her patchwriting valuable stage toward becoming authoritative writer: "we depend upon membership community our language, voices, very arguments. We forget we, like continually appropriate each other's language to establish group membership, grow, define ourselves new ways, such appropriation fundamental part use, even appearance texts belies it" (152). These other studies describe pedagogical opportunity, juridical problem. They recommend teachers treat it important transitional student's progress discourse community. To negatively, "problem" "cured" punished, would