Pluralizing Plagiarism: Identities, Contexts, Pedagogies Export

@book{citeulike:2353200, abstract = {Recent cases of plagiarism by Doris Kearns Goodwin and Kaavya Viswanathan demonstrate that plagiarism is a hot-button issue. It is also pervasive, occurring in universities, four-year-colleges, community colleges, and secondary schools. In graduate programs, international classrooms, and multicultural classrooms. In writing centers and writing-across-the-curriculum programs. In scholarly publications and the popular media. How do we understand a literacy practice that is simultaneously so abhorred and so present in the lives of both beginning and advanced writers, students, and Pulitzer Prize winners? Pluralizing Plagiarism offers multiple answers to this question, answers that insist on taking into account the rhetorical situations in which plagiarism occurs. While most scholarly publications on plagiarism mirror mass media's attempts to reduce the issue to simple black-and-white statements, the contributors to Pluralizing Plagiarism recognize that plagiarism occurs not in universalized realms of good and bad, but in specific contexts in which students' cultural backgrounds often play a role. Teachers concerned about plagiarism can best address the issue in the classroom—especially the first-year composition classroom—as part of writing pedagogy and not just as a matter for punishment and prohibition. Pluralizing Plagiarism opens a productive dialogue about what is at stake in plagiarism—one that approaches the topic with students rather than for or about them. Leading the way toward curricular reform, its contributors take student work seriously and, therefore, encourage teachers to take student writing and learning seriously.}, author = {Howard, Rebecca M. and Robillard, Amy E.}, citeulike-article-id = {2353200}, citeulike-linkout-0 = {http://www.amazon.ca/exec/obidos/redirect?tag=citeulike09-20&path=ASIN/0325011079}, citeulike-linkout-1 = {http://www.amazon.de/exec/obidos/redirect?tag=citeulike01-21&path=ASIN/0325011079}, citeulike-linkout-2 = {http://www.amazon.fr/exec/obidos/redirect?tag=citeulike06-21&path=ASIN/0325011079}, citeulike-linkout-3 = {http://www.amazon.co.uk/exec/obidos/ASIN/0325011079/citeulike00-21}, citeulike-linkout-4 = {http://www.amazon.com/exec/obidos/redirect?tag=citeulike07-20&path=ASIN/0325011079}, citeulike-linkout-5 = {http://www.worldcat.org/isbn/0325011079}, citeulike-linkout-6 = {http://books.google.com/books?vid=ISBN0325011079}, citeulike-linkout-7 = {http://www.amazon.com/gp/search?keywords=0325011079&index=books&linkCode=qs}, citeulike-linkout-8 = {http://www.librarything.com/isbn/0325011079}, day = {01}, howpublished = {Paperback}, isbn = {0325011079}, keywords = {pedagogy, plagiarism}, month = {March}, posted-at = {2008-02-08 12:27:56}, priority = {0}, publisher = {Boynton/Cook}, title = {Pluralizing Plagiarism: Identities, Contexts, Pedagogies}, url = {http://www.amazon.com/exec/obidos/redirect?tag=citeulike07-20&path=ASIN/0325011079}, year = {2008} }

TY - BOOK ID - citeulike:2353200 L3 - citeulike-article-id:2353200 N2 - Recent cases of plagiarism by Doris Kearns Goodwin and Kaavya Viswanathan demonstrate that plagiarism is a hot-button issue. It is also pervasive, occurring in universities, four-year-colleges, community colleges, and secondary schools. In graduate programs, international classrooms, and multicultural classrooms. In writing centers and writing-across-the-curriculum programs. In scholarly publications and the popular media. How do we understand a literacy practice that is simultaneously so abhorred and so present in the lives of both beginning and advanced writers, students, and Pulitzer Prize winners? Pluralizing Plagiarism offers multiple answers to this question, answers that insist on taking into account the rhetorical situations in which plagiarism occurs. While most scholarly publications on plagiarism mirror mass media’s attempts to reduce the issue to simple black-and-white statements, the contributors to Pluralizing Plagiarism recognize that plagiarism occurs not in universalized realms of good and bad, but in specific contexts in which students' cultural backgrounds often play a role. Teachers concerned about plagiarism can best address the issue in the classroom—especially the first-year composition classroom—as part of writing pedagogy and not just as a matter for punishment and prohibition. Pluralizing Plagiarism opens a productive dialogue about what is at stake in plagiarism—one that approaches the topic with students rather than for or about them. Leading the way toward curricular reform, its contributors take student work seriously and, therefore, encourage teachers to take student writing and learning seriously. SN - 0325011079 TI - Pluralizing Plagiarism: Identities, Contexts, Pedagogies PB - Boynton/Cook KW - pedagogy KW - plagiarism AU - Howard, Rebecca AU - Robillard, Amy PY - 2008/03/01/ UR - http://www.amazon.ca/exec/obidos/redirect?tag=citeulike09-20&path=ASIN/0325011079 ER -