Plagiarism as Literacy Practice: Recognizing and Rethinking Ethical Binaries
By K. Valentine. College Composition & Communication, 2006
103 citations recorded by the source corpus.
In this article, I assert that plagiarism is a literacy practice that involves social relationships, attitudes, and values as much as it involves rules of citation and students’ texts. In addition, I show how plagiarism is complicated by a discourse about academic dishonesty, and I consider the implications that recognizing such complexity has for teaching.
Subfields: Safety Research
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Citations in the corpus
- Plagiarism in second-language writing (2014, background): “…paper to inexpert paraphrase, are lumped together under the plagiarism label has also been criticised as not only causing definitional confusion but also resulting in treating a stage of writing development as dishonest and ethically questionable behaviour (Chandrasoma et al. 2004; Valentine 2006).”
- Student beliefs and attitudes about authorial identity in academic writing (2009, background): “These included: ● enjoyment/satisfaction/confidence/self-efficacy in writing in one’s own words (Lavelle 1993); ● difficulties/problems perceived by students in expressing academic concepts in their own words (Ashworth, Bannister, and Thorne 1997; Richardson 2004); ● knowledge about the roles and re”
- Chinese University Students’ Perceptions of Plagiarism (2015, background): “These terms share unmistakable overtones of a moral binary (i.e., moral vs. immoral), suggesting that plagiarism has a clear-cut boundary (Ouellette, 2008; Valentine, 2006).”