Revolution Lullabye

February 15, 2009

Randall, Pragmatic Plagiarism

Randall, Marilyn. Pragmatic Plagiarism: Authorship, Profit, and Power. Toronto: U of Toronto Press, 2001.

Plagiarism is not a textual feature; rather, plagiarism is identified, named, and made an accusation by the reader, who must interpret the author’s intentions based on the text itself, which may not give clues to the author’s motivations. Plagiarism is also pragmatic because it is a source of power: profit (economic), imperial (conquest and colonialism), and guerilla (subversive, political, and revolutionary.) Randall focuses exclusively on historical and contemporary cases of literary plagiarism suspicion and accusation, investigating (through her study of the role of the reader and the power motivations for plagiarism) why some authors are accused of the crime of plagiarism and others are praised as artists and genius authors. She points out that textual ownership (manifest through copyright law) is a far more recent phenomenon  than textual authorship (which forms the ethical foundation of plagiarism, imitation, and appropriation, and was written about in ancient times.)

Quotable Quotes

Plagiarism “is not an immenent feature of texts, but rather the result of judgments involving, first of all, the presence of some kind of textual repetition, but also, and perhaps more important, a conjunction of social, political, aesthetic, and cultural norms and presuppositions that motivate accusations or disculpations, elevating some potential plagiarisms to the level of great works of art, while censuring others and condemning the perpetrators to ignominy” (5).

Plagiarism and copyright are two different histories, invoking “two different realms – the deontic and the judicial” (76).

“Plagiarism is a judgment imposed upon texts” (xi) – she looks at the judgments, not the texts.

Notable Notes

Book Outline
Part 1: relationship between plagiarism and authorship; ancient and medieval notions of authority, authenticity, and originality; plagiarism is about identity; development of authors as originators and then owners of discourse.
Part 2: the importance of the reader in “naming, compiling, and criticizing either plagiarism or its critics” (xii)
Part 3: profit, imperial, and guerilla plagiarism – plagiarism as power
Conclusion: the digital age is questioning ideas of authorship and ownership, but the death of authorship would mean the death of plagiarism, and accusations against plagiarism aren’t going to cease

Plagiarism is unethical for two reasons: form of stealing (property) and form of fraud (authorship)

Plagiarism is a crime against authors; copyright infringement is a crime against owners (268)

Uses Bourdieu, Montainge


February 8, 2009

Julier, Community Service Pedagogy

Julier, Laura. “Community Service Pedagogy.” 132-148.

Community service pedagogy (or service learning) became a cross-disciplinary higher education reform movement in the 1980s and was embraced by some compositionists because it answered many of the needs instructors found in their first-year composition classrooms: it gave students a real audience to write for; it increased students’ motivation; it allowed students to work with a variety of discourses, genres, and rhetorics; it encouraged context-driven writing; it had close connections with critical pedagogy and cultural studies; and it brought writing back to its civil, public rhetorical roots. Service learning in composition can take several forms: writing about the community, writing for the community, and writing with the community. Writing courses that incorporate service learning should have students think, discuss, and write critically about the power dynamics inherent in service projects.

Quotable Quotes

A problem with service learning: “The rhetoric of sending stduents ‘out’ into ‘the’ community may, in some settings and course designs, confirm for students an insider-outsider understanding of academic purposes, and replicate condescending models of charity and missionary work that do more to undermine than to advance the goals of multicultural education and social transformation” (142).

Notable Notes

service learning is not located in any one discipline; it is seen as a reform movement in higher ed that seeks to transform the cultures and mission of higher education.

service learning in composition has just recently been more theorized; much of the earlier scholarship told narratives of other peoples’ success stories with it.

service learning has a legitimacy problem. Scholars who devote time to service projects sometimes get docked on tenure and promotion; often it is not seen as an area of research because it is so multidisciplinary and cross-cultural in its appraoach.

Zlotkowski; Adler-Kassner; Crooks; Watters; Stotsky, Connecting Civic Education and Language Education; Jacoby et al; Waterman; de Acosta; Greco; Anson; Cooper; Rosemary Area; Linda Flower (Carnegie Mellon)

negotiate the educational project of service learning with the needs and wishes of the community organization.

importance of having students reflect on their service experience.

February 17, 2008

McLeod, Susan. “Some Thoughts about Feelings: The Affective Domain and the Writing Process.”

McLeod, Susan. “Some Thoughts about Feelings: The Affective Domain and the Writing Process.” CCC 38:4 (Dec 1987): 426-435.

McLeod writes that composition studies would benefit from more research on the emotional or affective aspect of writing as it relates to writing anxiety, motivation, and cultural and personal beliefs about writing. She proposes a theory of affect based on George Mandler from which to study these three areas. She claims that it is impossible to write without triggering some emotions, and instructors should help their students channel their emotions so that they enable them during the writing process instead of impede them.

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