Plagiarism, originality, assemblage

Johndan Johnson-Eilola, Stuart A. Selber

Research output: Contribution to journalArticle

52 Citations (Scopus)

Abstract

Although students work and live in a remix culture, composition pedagogy does not always value the discursive practices of that culture, especially when it comes to producing written work for academic contexts. The reasons for these views are historically determined and tied, at least in part, to relatively traditional notions of authorship and creativity. But "writers" in other contexts, both disciplinary and popular, have developed interesting and useful remix approaches that can aid invention, leverage intellectual and physical resources, and dramatize the social dimensions of composing in this day and age. These approaches, however, ask teachers to reconsider taken-for-granted assumptions about plagiarism and originality.

Original languageEnglish (US)
Pages (from-to)375-403
Number of pages29
JournalComputers and Composition
Volume24
Issue number4
DOIs
StatePublished - Nov 26 2007

Fingerprint

Patents and inventions
Students
Chemical analysis
invention
creativity
writer
teacher
resources
Values
student
Assemblages
Plagiarism
Remix
Originality
Authorship
Creativity
Writer
Composition Pedagogy
Composing
Physical

All Science Journal Classification (ASJC) codes

  • Computer Science(all)
  • Language and Linguistics
  • Education
  • Linguistics and Language

Cite this

Johnson-Eilola, Johndan ; Selber, Stuart A. / Plagiarism, originality, assemblage. In: Computers and Composition. 2007 ; Vol. 24, No. 4. pp. 375-403.
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Plagiarism, originality, assemblage. / Johnson-Eilola, Johndan; Selber, Stuart A.

In: Computers and Composition, Vol. 24, No. 4, 26.11.2007, p. 375-403.

Research output: Contribution to journalArticle

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