Surveys changes and conflicts in Western theories of authorship and presents an account of how and why plagiarism became important to academic culture.
Preface
Epigraphs
Introduction: Toward a Pedagogy of (Re)Formative Composition
I. Agiarists: What A Mess!
The Problems of Plagiarism
The Anxieties of Authorship and Pedagogy
Autonomous Collaboration
II. Authors: How Did We Get Into This Mess?
Historical Models
Modern Authors
III. Collaborators: How Can We Get Out Of This Mess?
Contemporary Alternatives
Pedagogy for (Re)Formative Composition
Reforming Plagiarism Policies
Afterword
Reference
Author Index
Subject Index
REBECCA MOORE HOWARD chairs and directs the Writing Program at Syracuse University. She is co-author of Standing in the Shadow of Giants (1999), The Bedford Guide to Teaching Writing in the Disciplines (1995), and co-editor of Coming of Age: The Advanced Writing Curriculum (2000 forthcoming).
"Comprehensive and thoughtful, her book reviews the history of
rhetoric to discover how the direct incorporation of an author's
words without explicit acknowledgement, what we call plagerism, has
slipped from its place as a recognized and valuable mode of
classical and medievil scholarly discourse to that which is
"immortal, transgressive-a threat to culture, the academy, and
writing"926). Her final recommendations for pedagogy and policy
will challenge many readers to radically re-think their definitions
of plagiarism and their process for teaching students to master
academic writing....This book gives us much to think about, and
anyone pursuing a coherent understanding of plagerism in her
university or classroom, or even her own scholarship, would be
well-advised to consider the historical, theoretical, pedagogical,
and professional discussions offered here....[t]his book demands
that we direct our attention to plagerism with the integrity,
complexity, and wisdom that our students deserve."-Composition
Studies
?Comprehensive and thoughtful, her book reviews the history of
rhetoric to discover how the direct incorporation of an author's
words without explicit acknowledgement, what we call plagerism, has
slipped from its place as a recognized and valuable mode of
classical and medievil scholarly discourse to that which is
"immortal, transgressive-a threat to culture, the academy, and
writing"926). Her final recommendations for pedagogy and policy
will challenge many readers to radically re-think their definitions
of plagiarism and their process for teaching students to master
academic writing....This book gives us much to think about, and
anyone pursuing a coherent understanding of plagerism in her
university or classroom, or even her own scholarship, would be
well-advised to consider the historical, theoretical, pedagogical,
and professional discussions offered here....[t]his book demands
that we direct our attention to plagerism with the integrity,
complexity, and wisdom that our students deserve.?-Composition
Studies
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