Revolution Lullabye

May 25, 2009

Price, Beyond “Gotcha”

Price, Margaret. “Beyond ‘Gotcha!’: Situating Plagiarism in Policy and Pedagogy.” CCC 54.1 (Sept 2002): 88-115.

Price analyzes and compares three plagiarism policies (UMass, Michigan, and Howard’s suggested policy from “Plagiarisms”) to illustrate ways in which university plagiarism policies might better reflect the field’s complex understanding of plagiarism. Since she advocates for situated, local policies, she offers no universal guidelines for universities to adopt, rather focusing on making both the writing of the policy and the teaching of plagiarism open, dynamic, ongoing and dialogue-centered processes that involve students and faculty. Policies need to express the contextual and contested nature of seemingly stable terms like “common knowledge,” “facts,” “your own work/words,” and “sources.” She shows how the policies could be read and understood as institutional genres, and their composing processes (no individual author, borrowing from other policies) contradicts the expectations they state for students.

Quotable Quotes

“We need to stop treating plagiarism like a pure moral absolute (“Thou shalt not plagiarize”) and start explaining it in a way that accounts for the shifting features of context” (90).

“A situated understanding of plagiarism will preserve, not harm academic values of honesty and integrity” (90).

“Plagiarism is a dynamic and locally mediated idea, not an unmoving, absolutely knowable rule” (101).

Notable Notes

leave spaces (literally) in the plagiarism policies for students to write in definitions, examples, questions – use this in class discussions

have students underline on a peers’ paper quotes, paraphrases, and own work in different colored pencils

university policies state expectations for both the academic community at large and novice students

Kiebowitz and Margolis, Seventeen Famous Economists Weigh in on Copyright

Kiebowitz, Stan J. and Stephen Margolis. “Seventeen Famous Economists Weigh in on Copyright: The Role of Theory, Empirics, and Network Effects.” Harvard Journal of Law and Technology 18 (Spring 2005): 435.

Kiebowitz and Margolis point out the assumptions and weaknesses in the brief 17 notable economists wrote collaboratively to support the Supreme Court case Eldred v. Ashcroft, which challenged the Sonny Bono Copyright Extension Act of 1998. The Court overturned the challenge, and the authors argue that the economists’ argument did not have any hard data to back it up and it did not offer a complete understanding of the purposes of copyright. Copyright is not merely exclusion; it is ownership, and ownership (through copyright) helps regulate production and prevents some of the negative impact of network effects. It isn’t just the copyright owner vs. the public commons good; copyright is more about protection (for the public good) than about exclusions.

Quotable Quotes

“Open access is not a universally preferrable way to manage a resource” (448).

“The copyright owner’s role is similar to the private owner of a natural resource that can be subject to crowding. In both cases, the owner tries to prevent dissipation of value through misuse of an asset. A rational owner would approve derivative projects that maximize his or her profits. Copyright policy must balance beneficial restrictions that constitute stewardship over resources against standard monopoly losses” (449) – then argues for the benefit of allowing paradoies, critiques

“copyright protects expression, not ideas” (449)

“A more complete view requires consideration of the responsiveness of creative efforts to marginal incentives and the function of onwership of intellectual property beyond the incentive to create” (449).

Notable Notes

only a small % of books, movies made from 1920s-1930s have current market value – the law doesn’t affect that many of them

the brief argued two things: 1. copyright extension doesn’t make economic sense, since the authors weren’t not creating because they didn’t have a super-long copyright protection 2. extra incentive has little real effect on the authors (*focused on the economic effect with royalties, not other effects) but imposes new and more restrictions and costs on new authors

the law – 70 years after death, 75-95 years for institutional authors, applied retroactively

Reyman, Copyright, Distance Education, and the TEACH Act

Reyman, Jessica. “Copyright, Distance Education, and the TEACH Act: Implications for Teaching Writing.” CCC 58.1 (Sept 2006): 30-45.

Reyman argues that the TEACH Act (2002) limits the pedagogical possbilities of digital distance education by restricting access to copyrighted materials in a way that mimics the needs of a face-to-face, lecture-style, module-oriented, teacher-directed classroom. Writing teachers use digital spaces differently than content-driven lecture courses and need more flexibility in how they can allow their students to share and access copyrighted material for educational purposes. Also, since the TEACH Act places the responsibility for following copyright restrictions on the institution (not the individual teacher), the writing teacher loses some of her autonomy and academic freedom. Compositionists, Reyman argues, need to advocate for the rights of distance education students to a quality education, an education, due to the technological constraints, might look differently than the traditional classroom. Instead of fearing the openness of digital technology, educational copyright restrictions need to embrace the possibilities inherent in that technology for enriching education.

Notable Notes

TEACH Act is not designed to restrict fair use, but it doesn’t open it up to the realities of the digital learning environment

distance education is online courses and courses that use digital tools like Blackboard

restrictions like taking down copyrighted material so students can’t access it later, restricting access to the site to students, making sure the teacher moderates the use of the copyrighted material, material for class activities (not individuals) only

Technolgy, Education, and Copyright Harmonization Act of 2002

Valentine, Plagiarism as Literacy Practice

Valentine, Kathryn. “Plagiarism as Literacy Practice: Recognizing and Rethinking Ethical Binaries.” CCC 58.1 (Sept 2006): 89-109.

Plagiarism needs to be understood and treated more broadly as a literacy practice rather than a black-and-white ethical binary, for the ethical lens through which we talk about plagiarism casts our students’ identities in particular ways they cannot dictate and does not validate certain kinds of student writing and work. Valentine uses an extended example of Lin, a 3rd year international PhD student who was accused of (and admitted to) plagiarism on a literature review. Valentine sees his lack of citation and original argument not as a criminal, unethical, and dishonest act, but rather as a an unawareness of American graduate education citation and literacy expectations.¬†It is important to see the bigger picture teach plagiarism, then, not just as an ethical problem – one in which all students are in danger of being dishonest – but as a negotiation of cultural and social contexts and literacy practices.

Quotable Quotes

“Plagiarism is a literacy practice…something that people do with reading and writing” (89).

“Plagiarism becomes plagiarism as a part of a practice that involves participants’ values, attitudes, and feelings as well as their social relationships to each other and to the institutions in which they work” (89-90).

“The problem with teaching citation and plagiarism as rule following is that it is not enough for students to know the textual practices of citation. Rather, students need to know citation and plagiarism as literacy practices – as complicated ways of making meaning” (105).

Notable Notes

Butler – performative identites – you have your identity by what you do (students’ identities are formed by whether or not they adhere to textual citation practices and expectations)

students live in fear of plagiarizing. They aren’t safe – even honest students can unknowingly trip up and plagiarize, then labeled as dishonest (fear of going to jail as a kid)

ethical morality (Zygmunt Bauman) – being moral because you are following a rule, not because you are acting on what you think is right…no personal individual moral responsibility or choices needed

Robillard, We Won’t Get Fooled Again

Robillard, Amy E. “We Won’t Get Fooled Again: On the Absence of Angry Responses to Plagiarism in Composition Studies.” College English 70.1 (Sept 2007): 10-31.

Robillard argues that teachers’ affective response to plagiarized student texts – justified anger – needs to be acknowledged and accepted by the discipline and used as way 1. to tap into a full understanding of plagiarism as a relationship between a writer and a reader and 2. to engage the public in conversations about writing and plagiarism. Teachers surpress their anger because they have conflicting identities as writing teachers: the caring, nuturing, student-centered, critical-pedagogy empowering teacher and the objective expert on writing and the teaching of writing. Plagiarism challenges and threatens this split identity, and the discipline has sought solutions for this problem by finding pedagogical solutions and explanations (patch-writing, summarizing.) Robillard uses teachers’ blogs to show how teachers are expressing their anger outside traditional disciplinary venues.

Quotable Quotes

“Writing teachers become dehumanized, disembodied readers of student work” (28) – what happens when their anger is denied

“We cannot have it both ways; we cannot create an identity dependent on a relationship to students that is emotionally supportive at the same time that we maintain our affectless response to plagiarism or suspected plagiarism” (27).

“To deny anger when students we care about plagiarize is to deny our humanity” (27).

“The absence of disciplinary sponsored anger in response to plagiarism thwarts our efforts to make ourselves heard in public discussions about writing in this country” (13).

“anger as social rather than individual, as political rather than neutral” (17)

“The near erasure of teachers’ anger in composition’s scholarship on plagiarism must be read as symptomatic of a disciplinary discourse that, despite much important research to the contrary, persists in suppressing the role of the reader – here, the embodied reader – in interpreting plagiarized texts” (11)

Notable Notes

the anger somewhat stems from the feeling that you were so close to missing it, to not catching plagiarism (18)

this widespread anxiety leads to an obsession to prevent plagiarism

the public doesn’t respect us (Tucker Carlson on Becky Howard’s plagiarism article) because we don’t seem angry about plagiarism, we shouldn’t keep suppressing this “collective rage” (29)

widespread denial of emotions in the academy

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