Beyond Plagiarism: Transgressive and Nontransgressive Intertextuality

Chandrasoma, Ranamukalage; Thompson, Celia; Pennycook, Alastair

doi:10.1207/s15327701jlie0303_1

Cited by 168 publications

(106 citation statements)

References 27 publications

Supporting

Mentioning

102

Contrasting

Unclassified

Order By: Relevance

“…This understanding is so firmly entrenched that scholars who have wished to approach it as a feature of a writer's L2 development have adopted alternative formulations which, if not euphemistic, at least avoid the dysphemistic sense of the original, e.g., TEXTUAL BORROWING (Barks & Watts 2001) and NONTRANSGRESSIVE INTERTEXTUALITY (Chandrasoma, Thompson & Pennycook 2004;Borg 2009). …”

Section: Plagiarism As Transgressionmentioning

confidence: 99%

“…The current thinking, influenced by the Bakhtinian notion of the dialogic nature of language, is that writing is essentially intertextual: it always contains traces of other texts, either explicitly (such as through citation) or implicitly (through following a particular textual configuration), a distinction that Fairclough (1992) termed MANIFEST and CONSTITUTIVE INTERTEXTUALITY. Chandrasoma, Thompson & Pennycook (2004) criticise the notion of plagiarism precisely because it oversimplifies textual relations. They consider intertextuality, which they define 'not as a mere manifestation of texts within a text but rather as multiple strands of knowledges within texts designed to produce desired meanings' (p. 175), to be essential in student writing.…”

Section: Criticism Of the Traditional Notion Of Plagiarismmentioning

confidence: 99%

See 1 more Smart Citation

Plagiarism in second-language writing

2014

View full text Add to dashboard Cite

Plagiarism is a broad and multidisciplinary field of study, and within second-language (L2) writing, research on the topic goes back to the mid-1980s. In this review article we first discuss the received view of plagiarism as a transgressive act and alternative understandings which have been presented in the L1 and L2 writing literature. We then survey and identify salient themes in the growing body of work relating to plagiarism, primarily fro an L2 writing/applied linguistic perspective. These themes include terminological distinctions; views of the role of textual plagiarism in language learning and a writer's development; a concern with students' and teachers' sometimes differing understanding of plagiarism; and disciplinary differences in perceptions of plagiarism. We review research into the role of the electronic media in changing orientations toward plagiarism, the potential role of culture as a cause of plagiarism in the work of L2 writers, and pedagogical approaches to guiding students away from plagiarism. Methodological issues in researching plagiarism are sureveyed, and the article concludes by suggesting directions for future research.

show abstract

Section: Plagiarism As Transgressionmentioning

confidence: 99%

Section: Criticism Of the Traditional Notion Of Plagiarismmentioning

confidence: 99%

Plagiarism in second-language writing

2014

View full text Add to dashboard Cite

show abstract

“…This was not borne out by the present study. In practice, existing conceptions of plagiarism can actually be quite problematic to apply out of context given the number of factors that govern the use of source texts by graduate students (Chandrasoma et al 2004;Crocker & Shaw 2002;Pecorari 2003;Pecorari 2001;Shi 2010). The value of this study is in highlighting the difficulties inherent in making a determination of plagiarism based upon a simple text match between documents.…”

Section: Resultsmentioning

confidence: 94%

“…Due to the numerous factors that influence student textual copying besides academic dishonesty, Chandrasoma, Thompson, and Pennycook (2004) have recommended replacing the traditional academic notion of textual plagiarism with the concepts of transgressive or non-transgressive appropriation. Whether a particular instance of copying is right or wrong, they suggest, cannot depend solely upon whether a string of text was copied, but must also come out of the context of the writing.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Such a definition was not useful in this context as it was impossible to ascertain the authors' intentions. Also, individuals, even within the same discipline, might disagree about whether a particular instance of copied text would count as plagiarism, and if so, whether it was a serious or relatively minor offense (Chandrasoma et al 2004;Crocker & Shaw 2002;Flint, Clegg, & Macdonald 2006;Shi 2006).…”

Section: Search String No Of Words Hitsmentioning

confidence: 99%

See 1 more Smart Citation

Textual Appropriation in Engineering Master’s Theses: A Preliminary Study

Eckel

2010

Sci Eng Ethics

View full text Add to dashboard Cite

In the thesis literature review, an engineering graduate student is expected to place original research in the context of previous work by other researchers. However, for some students, particularly those for whom English is a second language, the literature review may be a mixture of original writing and verbatim source text appropriated without quotations. Such problematic use of source material leaves students vulnerable to an accusation of plagiarism, which carries severe consequences. Is such textual appropriation common in engineering master's writing? Furthermore, what, if anything, can be concluded when two texts have been found to have textual material in common? Do existing definitions of plagiarism provide a sufficient framework for determining if an instance of copying is transgressive or not? In a preliminary attempt to answer these questions, text strings from a random sample of 100 engineering master's theses from the ProQuest Dissertations and Theses database were searched for appropriated verbatim source text using the Google search engine. The results suggest that textual borrowing may indeed be a common feature of the master's engineering literature review, raising questions about the ability of graduate students to synthesize the literature. The study also illustrates the difficulties of making a determination of plagiarism based on simple textual similarity. A context-specific approach is recommended when dealing with any instance of apparent copying.

show abstract

Critical Perspectives on ESP

Starfield

2012

The Handbook of English for Specific Purposes

View full text Add to dashboard Cite

Beyond Plagiarism: Transgressive and Nontransgressive Intertextuality

Cited by 168 publications

References 27 publications

Plagiarism in second-language writing

Plagiarism in second-language writing

Textual Appropriation in Engineering Master’s Theses: A Preliminary Study

Critical Perspectives on ESP

Contact Info

Product

Resources

About