Another example of the fine line defining plagiarism

This is being talked about on WPA-L right now, but the thing that makes it most interesting to me is that it might fit into a discussion of plagiarism in English 516 next winter: “In the Words of My Speechwriter…” by David McGrath in the Washington Post. I think that McGrath’s purpose here is to criticize politicians– especially the most recent batch, and most especially the speech that Sarah Palin gave at the Republican convention. Here’s a passage:

All those years ago, Harvard’s lawyer referred to the implicit understanding between teachers and students. Isn’t it even more important that there be a contract of honesty between candidates for high office and voters?

(and skipping ahead a paragraph)

Can voters this year be sure they learned something about the real Sarah Palin from her GOP vice presidential nomination acceptance speech last night, considering news that it was originally written by speechwriter Matthew Scully over a week ago for an unknown male nominee? The commissioned draft was subsequently customized by Palin and a team of McCain staffers in the 48 hours leading up to its presentation.

Now, I think McGrath is interested in a kind of authenticity that I don’t think is necessarily possible, at least not through writing alone. But what is a better question to me is the flip-side of this: do politicians (or much of anyone else) absolutely have to claim each and every word in a text in order to claim some form of “authorship?” I’m reminded of this post I had about a Friday afternoon about plagiarism at U of M and Chris Anson’s example of an often repeated phrase on braking. Is that plagiarism?

I don’t know. But my point/hope is to get people to contemplate that a bit and to recognize that plagiarism is anything but clear. And that would be the point of having something like this in 516.

“The Literacy Debate,” NYTimes style

My colleague Cheryl sent me this article, “Literacy Debate: Online, R U Really Reading?” from the Sunday New York Times book section. It figures; I contemplated getting the NYT yesterday too, but decided to try and fix a broken kitchen drawer instead (with some success, I might add).

The story promises to be one part of a series “The future of reading: digital versus print.” That’s just great. What will come next? “The future of sandwiches: peanut butter versus jelly.” Or “The future of music: rock versus roll.”

It’s an interesting and very teachable article as it keeps see-sawing back and forth between the idea that yes, children (of all ages, I guess, because the group they are talking about here are teenagers, mostly) need to read books to become better readers and thus smarter/better people, versus reading stuff online really does count as reading and it is a type of literacy skill that is both different from traditional book reading and that is important to master. To me, they kind of bury on page four the key point: “Even those who are most concerned about the preservation of books acknowledge that children need a range of reading experiences. ‘Some of it is the informal reading they get in e-mails or on Web sites,’ said Gay Ivey, a professor at James Madison University who focuses on adolescent literacy. ‘I think they need it all.'”

I realize that there has to be a debate/controversy created to sell some papers here, but the idea that reading is somehow an “either-or” affair is ridiculous. And every time that someone says “the kids today don’t read books like they used to,” I always respond with two words: Harry Potter, a reading phenomenon unlike anything that existed when I was a kid.

Incidentally, the picture in the article of the kids looking at laptops and the parents looking at newspapers/magazines is sort of what it looks like around our household. Only around here, the TV is on too, and all three of us are looking at laptops typically.

Another book for my pile/for English 516: Two Bits

Via Inside Higher Ed, I came across this article, “It’s All Geek to Me,” which is a review of the book Two Bits: The Cultural Significance of Free Software by Christopher M. Kelty. Of course, the book has a web site right here. Not only is the book available free online there; Kelty has also set up a section of the site called “modulate.” Kelty describes this section like this:

As such, “Modulations” is a project, concurrent with the book, but not necessarily based on it, which is intended to explore the questions raised there, but in other works, with and by other scholars, a network of researchers and projects on free and open source software, on “recursive publics,” on publics and public sphere theory generally, and on new projects and problems confronted by Free Software and its practices…

Sounds like a blog to me.

In any event, definitely a book to include to review for English 516 and maybe one to look at myself.

“University presses start to sell via Kindle”

Speaking of things I want to link to that might come in handy for teaching English 516 next year: “University Presses Start to Sell Via Kindle,” in Inside Higher Ed. There’s been some discussion about this on the WPA-L mailing list, and my post there was basically that this just makes sense as the next logical trend for both the device and university publishing.

My friend Troy has one of these things and loves it; from what I’ve been able to tell (having not actually seen one in the wild), I don’t think these things are quite ready for prime-time. Still, if they come out with one of these things that can handle color, that can do a better job handing note-taking and such, and that is a little more affordable ($359 is a little steep for me), then I could see this being an important tool for both academic publishing and textbook publishing/reading.

Computers and Composition, the “Top 25”

Out of a discussion on Tech-Rhet the other day came this little tidbit from Bill HD: ScienceDirect (which indexes Computers and Composition) has a “Hottest 25” feature for various journals. So, for example, here’s a link to the “hottest 25” articles (in terms of people accessing them at least, I assume) in Computers and Composition from the October-December 2007 issues.

Since this site also has a handy “blog it” feature and there are some articles I can imagine teaching next year, I think I’ll go ahead and link those below as well:

Understanding”Internet plagiarism”
• Article
Computers and Composition, Volume 24, Issue 1, 1 January 2007, Pages 3-15
Howard, R.M.

Gains and losses: New forms of texts, knowledge, and learning
• Article
Computers and Composition, Volume 22, Issue 1, 1 January 2005, Pages 5-22
Kress, G.

The fair use doctrine: History, application, and implications for (new media) writing teachers
• Article
Computers and Composition, Volume 24, Issue 2, 1 March 2007, Pages 154-178
Rife, M.C.


Why Napster matters to writing: Filesharing as a new ethic of digital delivery
• Article
Computers and Composition, Volume 23, Issue 2, 1 January 2006, Pages 178-210
DeVoss, D.N.; Porter, J.E.

 
Weathering wikis: Net-based learning meets political science in a South African university
• Article
Computers and Composition, Volume 24, Issue 3, 1 June 2007, Pages 266-284
Carr, T.; Morrison, A.; Cox, G.; Deacon, A.

(I did teach this one this past year, actually.)


Plagiarism, originality, assemblage
• Article
Computers and Composition, Volume 24, Issue 4, 1 September 2007, Pages 375-403
Johnson-Eilola, J.; Selber, S.A.

 
CMS-based simulations in the writing classroom: Evoking genre through game play
• Article
Computers and Composition, Volume 24, Issue 2, 1 March 2007, Pages 179-197
Fisher, D.

What those crazy college kids are reading: 87/97/07

I haven’t had a chance to read all of this, but I wanted to post a link before I forgot, before I restart my browser and computer, and before I start grading. This is “A snapshot of student reading habits over two decades,” from a UC-Berkeley News website. Since I don’t have the time to do the reading right now (ironically enough), I just stuck with the top 10 lists, and just to make it even easier, I’ll just stick here with the top 2:

  • 1987: #1 The Color Purple (Alice Walker); #2 The Fountainhead (Ayn Rand)
  • 1997: #1 The Fountainhead (Ayn Rand) #2 A Hundred Secret Senses (Amy Tan)
  • 2007: #1 Harry Potter and the Deathly Hallows (J.K. Rowling) #2 title unspecified (J.K. Rowling)