In Your Own Words:Ideological Dilemmas in English Teachers' Talk about Plagiarism.

Plagiarism;High School Writing;Teachers"Talk;Ideological Dilemma;English Language and Literature;Humanities;English and Education

Engel, Steven JohnFishman, Barry Jay ;

University of Michigan

关键词: Plagiarism;    High School Writing;    Teachers";    Talk;    Ideological Dilemma;    English Language and Literature;    Humanities;    English and Education;   

Others  :  https://deepblue.lib.umich.edu/bitstream/handle/2027.42/107305/sjengel_1.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

This study examines high school English language arts teachers’ talk about plagiarism. Through a series of in-depth interviews with an English department in suburban high school, I investigate the ways in which teachers narrate their experiences with plagiarism as well as their responses to hypothetical situations concerning plagiarism. Most studies about teachers’ attitudes and beliefs about plagiarism use surveys or questionnaires, and the majority of these focus on college-level instructors. In contrast, this study does not try to find that imaginary line that divides plagiarism from good writing. Rather, it presents the multiple interpretations that a group of teachers have about plagiarism. By considering teachers’ attitudes and beliefs about plagiarism, this project values not only the presence of multiple interpretations but also the generative nature of these interpretations. This study reveals that when teachers talk about plagiarism, they exhibit contradictory beliefs about authorship, ownership, and community. By framing these moments of tension as ideological dilemmas, this study demonstrates that the participants draw upon a wider range of ideologies than those that would align with plagiarism policies and conventional definitions of plagiarism. It also illustrates that these dilemmas create space to engage in conversations about the changing nature of writing as classrooms become increasingly digital and argues for the need to engage with students and teachers about the various writing practices that are central to academic success. By examining plagiarism as a literacy practice, this study contributes to the fields of composition and teacher education by providing writing instructors and teacher educators an approach for addressing the complex choices that teachers are faced with as they encounter plagiarism in their classrooms.