Revolution Lullabye

May 28, 2009

Johnson-Eilola and Sebler, Plagiarism, Originality, Assemblage

Johnson-Eilola, Johndan and Stuart A. Selber. “Plagiarism, Originality, Assemblage.” Computers and Composition 24 (2007): 375-403.

Johnson-Eilola and Selber argue for a problem-solving view of writing as assemblage rather than a performance and product-oriented understanding of composing. They place the concept of assemblage in conversation with discussions of plagiarism and originality, both which would undervalue and even criminalize assemblage (remix, collage) writing. They show how practices of assemblage are common in other fields and contexts, like website design, architecture, blogging, and institutional and workplace writing. Writing as assemblage, a postmodern understanding of creativity, limits the ethical and legal panic over plagiarism and the sloppy, unnecessary paraphrasing and allows students to use all available resources (and acknowledge those sources) to make their argument and solve problems.

Quotable Quotes

“If we take away that hierarchy, we remove the impulse for students to lie about it. If a piece of the assemblage is valued primarily for its function rather than its place in a hierarcy, students are no longer pushed so hard to hide the citations for their sources” (400). – students are afraid to have too much of their text in quotes or cited because then it doesn’t look like their original thought is in there (even though they selected, assembled.)

“By untangling the academic function from the legal function [of citation and paraphrase], we open up assemblages and remixes to examination in terms of our academic and pedagogical goals” (399).

“What if we put the emphasis on problem-solving, originality be damned?” (380).

“creating assemblages requires the same rhetorical sophistication as any text” (391).

Notable Notes

Christopher Alexander pattern language – these design patterns are “an ongoing conversation between local and global” and “The possible rhetorical moves of a pattern language are a reservoir, drawn on by an architect to address problems in specific contexts, remixed into an assemblage. The assemblage works at the intersection of principle and concrete.” (395).

selection, choice, local context

change in assessment practices to question whether the assemblage solves problems (instead of the Romantic understanding of single original author)

students are taught this hierarchy – others’ work and words can only be used as support and are secondary to their own original thoughts

21st century remix culture is all around us

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May 25, 2009

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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