Office of College Revisions: A Zine on Writing at Queens Writing Programs, College Queens College, CUNY Revisions: Vol. 2, No. 1, Fall 2004/Spring 2005 A Zine on Writing at Queens College Citation and Plagiarism: Some Thoughts For the second issue of Revisions, we invited faculty, staff, No one writes in a void. Every time we pick up a pen, and students to reflect on the topic of citation and plagia- perhaps without even knowing it, we emulate someone rism and to share their thoughts in response to the prompt whose writing we have read; we try avoiding clichés, yet below: end up slipping into someone’s idiosyncratic witticism.

“Most writing, and certainly most academic writing, speaks into a conver- Every time we speak about or teach writing, we draw a sation that is already underway. As writers, we engage the responsibility phrase or concept out of the bag of tricks we inherit from of providing proper forms of citation and avoiding the misrepresentation our teachers, be it our grade school teacher or Plato, in an of someone else's words and ideas, while still producing new ideas within ongoing discourse refined by our individual experience of a particular discourse. Simultaneously, we must learn and practice var- ied concepts, conventions and mechanics of citation within particular language. Originality comes from one’s individual per- disciplinary contexts. For all writers, the boundaries between our own spective and particular way of experiencing the world, in a ideas and language and those of others may be more blurred than word, from one’s style, which develops gradually out of an merely mechanical articulations of citation and/or plagiarism may admit. ongoing discourse with peers, teachers, texts, and tradi- For those entering the world of academic writing, learning to negotiate the boundaries between one's own ideas and language and those of tions – one revision at a time. others is difficult, yet necessary. What is it we do when we write in ways Anna Brennan, Student that use and build on other texts? Why do we do it? How do we learn how to do it and how do we teach it? Obviously, some forms of plagia- Plagiarism is wrong. It’s unfair for others to have an ad- rism can be characterized simply as cynical acts of misrepresentation, vantage because they either stole someone’s ideas or cheating or theft. However, we are still left with larger curricular, peda- gogical, discursive and rhetorical topics such as how we understand and exact words. Since I wrote my first essay, teachers have communicate our reasons for and the values behind citation; why plagia- been saying not to copy anyone else’s work because it is rism matters so much in academic life, in journalism, in public represen- cheating. If another text or idea is needed for a paper, all tations; how academic practices and values of citation may differ signifi- you need to add are citations or footnotes and a works cantly from other nonacademic ways of interacting with sources; how curricular occasions for writing (e.g., kinds of assignments) may make cited page. However, as straightforward as it is not to plagiarism more or less likely; etc. Please comment on the related topics copy someone’s exact words, copying ideas is a lot harder of citation and plagiarism-as a writer, teacher, and/or student.” to explain and punish someone for. Isn’t it safe to say that

Anastassiya Andrianova, Comparative Literature anything we think has already been thought and probably written about before? Doesn’t that mean we all plagiarize What can we do as teachers of writing? On a recent job without even knowing it? I think it is too hard to say some- interview at a private university, my interviewer made a big one has plagiarized if only an idea is similar because there deal about the inefficacy of revision: about the enormous is no way to prove a person intentionally stole an idea. amount of time it would take to grade not one but several It is hard to say why plagiarism matters so much. In drafts, as well as the nuisance of reading the same thing life, in general, it could be just because people really feel it more than once, and more strikingly, about the difficulty of is another form of theft that should have consequences. establishing exactly whose work you were reading. For journalists and academics, plagiarism could matter so “There are these Writing Workshops,” he said sardoni- much because if we don’t force people to think on their cally, “where students can have their papers tailored.” I own they won’t and, thus, the world will live with the same cannot see revision and plagiarism in such close affinity. ideas we already have without anyone questioning any- In spite of the lingering reputation, Writing Centers are no thing and making new revaluations. longer the “grammar powerhouses” where students come to get their papers “fixed”: they are places for students to Ann Cohen, Dean, Academic Support & Development get direction and discuss their writing with their peers, who I believe strongly in assigning writing in my introductory are more experienced but perhaps less intimidating than American politics class. It should, I believe, be formal writ- their writing professors. It may be unfair to raise the grade ing that challenges students to construct an analysis using of one or two students based upon revision, yet it seems evidence they gather from a variety of sources. As a con- absolutely just to offer this opportunity to the whole class sequence, I have typically spent time in class stressing the by making at least one revision mandatory. It helps the importance of a bibliography and citations to give credit to students see writing as a meaningful process, which does those sources for the information they use. This semes- not begin and end with their individual assignments. (Continued on page 3) This Issue Plagio: A View of Plagiarism from Abroad 10 Citation & Plagiarism: Some Thoughts 1 Lessons from Leo 11 Some Observations on Quotation and Plagiarism 6 Policing Plagiarism Online 12 Annotations 7 Plagiarism, Property Rights, and Power 14 Page 2 Revisions: A Zine on Writing at Queens College

...From the Editors…

At Queens College-CUNY, faculty and professional staff began or- After the success of the Office of College ganizing for Writing Across the Curriculum in a series of conversa- Writing Programs' inaugural issue of tions and workshops, culminating in the College's Academic Senate "Revisions: A Zine on Writing at Queens adopting the current writing-intensive requirement in Fall 1997. As a College" during the Spring 2004 semes- university-wide initiative, WAC at CUNY began with the 1999 Board ter, we are pleased to be able to continue Resolution endorsing the centrality of writing to a university educa- working toward our goal of promoting on- tion. The Resolution asked each college to accept the responsibility going conversations about writing across of integrating writing instruction into the curriculum in every depart- the disciplines at Queens. ment and academic program across the University.

Our second issue focuses on the topic of The Board Resolution also called for the creation of a new program, citation and plagiarism and how both are the CUNY Writing Fellows. The Fellows are advanced graduate encountered by writers of all levels students assigned to support the WAC initiative at every campus. whether student, teacher, or professional. We approached individuals within the WAC is now established at all 17 campuses and the Law School. community at Queens College to find out The WAC team at each campus is led by a faculty coordinator, who what their opinions were on this subject supervises 6 or 7 CUNY Writing Fellows and serves on the Univer- and asked them to comment on any ex- sity WAC Committee. periences they may have encountered as writers and as readers. In addition, Writ- ing Fellows Roberto Abadie, Rhona Cohen, Mehmet Kucukozer, Angelique Harris, and Maddalena Romano provide further insight to the topic of plagiarism and citation by delving into the many fac- Revisions: A Zine on Writing at Queens College is a publication ets that the issue encompasses. Sean of the Office of College Writing Programs at Queens College, Egan also provides a visual and textual City University of New York. Material will not be reproduced in analysis of appropriate ways to cite any form without expressed written permission. sources based on already published ma- terial. Writing Fellows: Professor Hugh English, As always, we would really like to con- Angelique Harris (editor) Coordinator tinue this conversation begun in Dara Sicherman (editor) Office of College Writing "Revisions: A Zine on Writing at Queens Roberto Abadie Programs, Queens College College." As such, we welcome all read- Rhona Cohen 65-30 Kissena Boulevard, ers to visit our website and participate in Sean Egan Delany Hall Rm 220 our WEBLOG at http://qcpages.qc.edu/ Mehmet Kucukozer Flushing, NY 11367-1597 Writing/weblogs.html. Maddalena Romano (layout) Phone: 718-997-4695 Fax: 718-997-4698 We trust that you will find this zine useful Email: [email protected] to our collective stake in writing at Queens College and hope that it will pro- Writing Across the Curriculum website for Queens College: vide other opportunities to inquire about http://qcpages.qc.edu/Writing issues pertaining to writing within our im- mediate community and the world at Post comments to our weblog at: large. htttp://qcpages.qc.edu/Writing/weblogs.html

--AH and DS Send all submissions as attached files in an email to: [email protected] [email protected] Vol. 2, No. 1, Fall 2004/Spring 2005 Page 3

(Continued from page 1) culture of academic integrity across all campuses and ter, heads nodded, as usual; pens were plied across paper incorporate it into the context of student learning. This to show they all understood that this is important stuff. spirit of commitment to academic integrity is founded This, I thought, was going to be a good semester. upon and encompasses five essential values: honesty, As I plodded through the resulting papers, my opti- trust, fairness, respect and responsibility” (“The CUNY mism gave way to a sad realization. Many students write, Policy on Academic Integrity”). Let me be clear: certainly, not within a discourse but in a vacuum. The niceties of there are instances of “academic dishonesty” and great footnotes, endnotes, or text notes are mere forms without value in “academic integrity,” and a need for academic purpose. The guidelines for placing the citations appropri- consequences for the most cynical kinds of dishonesty ately are rules without substance. The light may have and cheating. But there is so much more to think about dawned for both teacher and students as I discussed the when we think about plagiarism, so much more to raise in papers I was handing back. I explained my exasperation our conversations with students about plagiarism. that footnotes were placed randomly (or not at all) with the The “so much more,” here, is the larger discursive result that I could not actually find or evaluate the source context of citation: the multi-vocal, collaborative, intertex- of the information they were providing. Puzzled looks tele- tual, citational conversation that we value so much be- graphed, “Now, why would I want to do that?” cause it lies at the heart of how we make knowledge--the Students know that they write for an audience. They cumulative gestures through which knowledge is made, even know that they may write for multiple audiences, seri- with each gesture building on the intertextual, collegial, ally or collectively. Are those audiences active at all? Are professional conversations through which we make and they following the argument the writer is assembling? Are share knowledge. When we speak as teachers, whether they questioning whether the argument makes sense or is in our classrooms or in how we imagine our curriculum based on sound information? The idea that I, as the (e.g., our thinking about the place of research in General reader, was doing more than marking grammatical errors Education), we make opportunities to think about our stu- or checking off points like a modern debate coach put the dents as participants--as knowledge makers--in the larger use of citations in a different perspective. Perhaps, I have conversation. As we know, most writing speaks into a begun to think, discourse should be the activity that I "conversation" that is already underway. Awareness of model and not just the noun that I hope for. this "conversation" is sometimes consciously held and explicitly practiced (e.g. citation) and sometimes more Robert Cowen, Mathematics subtle, perhaps below a level of conscious awareness I had an unpleasant experience over fifteen years ago with (e.g., implicit intertextual connections when we write "like student plagiarism and it kept me from assigning papers someone we have read," or when we articulate the for a number of years (in math it is not required to assign "general" terms of a written discussion that started as students papers and only a very few instructors do it). someone's articulation and have since become "general" More recently, I have been giving a course which teaches knowledge). As writers, we engage the responsibility of students how to do research in mathematics using com- providing proper citation and avoiding the misrepresenta- puters and I have been requiring a term paper. Since this tion of someone else's ideas, while still producing "new" paper is based on the students' own research, usually on ideas within a particular discourse; simultaneously, we a problem which has not previously been investigated, must also learn the differing concepts, conventions and plagiarism is not much of a problem. In addition, I work mechanics of citation within particular disciplinary con- closely with the students, in selecting the problem, con- texts. For all writers, the lines between our own ideas ducting the research, writing up the research, etc., so I and those of others are often more blurred than some know what they are contributing. I also teach them how to articulations of citation and plagiarism may admit. For cite sources and caution them about plagiarism. I have those entering the world of academic discourse (or, if you come to feel that if the instructor is involved at every level prefer, of academic writing and conversation), learning to of the paper, plagiarism becomes much less likely. It does, negotiate the boundaries between one's own ideas and however, take a lot of time. language and those of others is difficult, yet necessary.

Hugh English, QC WAC Coordinator Rather than merely articulating plagiarism in moral or legalistic terms (“it’s wrong,” “it’s dishonest”), everything What do we talk about when we talk about plagiarism? If in higher education--from individual conversations with one listens to how “the College,” or “the University,” students, through particular classes with their own disci- speaks institutionally, or to how most faculty raise their plinary forms and modes of citation, to the entire curricu- concerns about “academic dishonesty,” one might think lum--could articulate plagiarism as necessarily and in- that the issue of plagiarism could be fully addressed separably linked with citation, with why it matters so through enforcing CUNY’s “Policy on Academic Integrity” much to us, with how one does it, with how our under- and through “both [reporting] and [turning] over all aca- standings of authorship and citation have emerged his- demic cases to the Division of Student Affairs,” as an e- torically and with how new media pose new challenges to mail from QC’s Vice President for Student Affairs urges, or these understandings. What’s at stake in the conversa- by using detection software such as Turnitin.com, which tion about plagiarism and citation is not merely whether supplies an “originality report” with each submitted piece or not our students follow our rules, but rather whether or of student writing. The CUNY policy aims “to establish a not they are invited into an understanding of themselves Page 4 Revisions: A Zine on Writing at Queens College

as subjects in our discursive world, into a shared under- one should add this anecdote to the X-Files of the "I standing of the larger knowledge-making conversation and thought I heard it all" department. their important roles and obligations in that conversation. Carrie Hintz, Assistant Director of Composition

Robert Goldberg, Computer Science There is no single solution to plagiarism, especially when The following true anecdote involving a student happened to it takes the form of deliberate academic dishonesty. me years ago. It taught me to what degree a professor must There are, however, a number of ways to create a writing explain to a student the importance of attributing to others culture in the classroom (and beyond) that can reduce work that they did not do and not to claim it as their own. A incidents of plagiarism--a culture that fosters good time few years ago a student came to me the last week of class management and planning, thoughtful editing, careful with a concern she had regarding the final examination. She proofreading and a meticulous concern for citation. I was enrolled in an advanced class I was teaching and the hope that our students can begin to see themselves as student had expressed concern that she would not be able part of a community of writers. Students might also reflect to express herself properly on the final examination since on the reasons we incorporate the words of another English was not her native language. After I assured her that writer, which means thinking about the reason why we only concepts would be evaluated and that I would take into gather and read secondary sources in the first place. I full account her concern, she felt comfortable to take the work with my students on the many ways in which cita- examination. tions function rhetorically in their writing--as historical That semester, I had assigned a final project that con- background, as foils for their arguments, support for their tained both a programming and a writing component. The arguments, and so on. This work, I think, helps them see project and its report were due the last day of class and I citation not as an artificial process but as an organic one planned to complete grading this project by the time of the arising from their own rhetorical purposes. final examination - a week later. As I was reading the project With the widespread use of the internet, our experi- reports, I came across a beautifully prepared report, written ence of textuality has shifted in several ways. Text and in impeccable English style. Imagine my surprise when I image on the internet are close at hand to students in a checked the label on the manila envelope and found that the way that printed text is not, and they also somehow seem label contained the name of the same student. Before com- less material. Students need to hear more about how ing to a conclusion, I decided I would do a simple test to de- web text--and all text for that matter--is produced by ac- termine whether the work was authentically the student’s. I tual human beings, which takes work. When I conceive of picked a random line from the report and typed it verbatim the unacknowledged use of another's words, it is not as into the Google search engine. Sure enough, the first web- just an encroachment on someone else's property, but on site recommended by the search engine had the entire re- someone else's labor and craft--a labor and craft that de- port and code there, provided by a student at a different col- mands full and honest acknowledgment. lege who had worked on the identical research report. (I was Marie La Torre, Tutor, QC Writing Center not aware that another professor had assigned the problem I wanted my student to work on.) Once a student came to me at the Writing Center nearly On the day of the final, when the student completed her in tears because she was accused of plagiarism. She examination, I asked the student to meet with me on a differ- wrote a paper on cloning for English 110 and did not cite ent day. She did, and I spent an afternoon discussing with sources, because she knew all of the information from her the importance of being honest and that it was immoral biology courses she had taken in China. I explained to to submit or even claim work that was not hers. She told me her why her essay did not fit the parameters of the as- that she fully understood and gave me her word that she signment. But was it plagiarism? Certainly, the facts would never do this again. We agreed on a grade for the stated in the paper were “common knowledge,” and the course and left the matter at that. opinions were her own informed opinions. The next year I offered a different high-level course. The Everyday, we are influenced, even persuaded by the same student registered for that class. I expected that she ideas of others. In fact, most of the knowledge we gain would keep her word and, as such, I required for that class cannot be readily attributed to sources. For example, also, a final project with a programming and a writing com- where and from whom did you learn the concept of shar- ponent. I said to myself that perhaps she purposely regis- ing? This student had absorbed knowledge and could not tered for my class to prove to me that she had learned her distinguish where that information came from. The situa- lesson. The last day of class, she submitted her report and I tion I’ve described seemed more like a miscommunica- was very anxious to read it. I was once again amazed to tion than a misrepresentation. I wonder if other factors read an excellent report written in perfect English. were at play. Is the difference in culture the cause? How "No way!" I said to myself. "She must have studied how could this situation have been avoided? This student’s to write properly over the year." Well, my quandary ended experience relates to a more complex question: why when I completed the report. A note was attached: "Dear does simply writing something down give the author own- Professor, I want to inform you that I copied all of the above ership, and can we really “own” ideas?

report and code from Professor ... of the University of ... If you don't believe me, here is a link to his website." I guess Vol. 2, No. 1, Fall 2004/Spring 2005 Page 5

Melanie N. Lee, Tutor, QC Writing Center Jonathan Schulhof, Student

Recently, my tutee’s professor had told him to rewrite a Plagiarism is very serious. To avoid it, citations should paragraph that the student had lifted nearly verbatim from be used even for remote references. However, it is OK his art history book. My tutee asked me for synonyms. I re- to use someone’s text in order to kick start one’s own plied that writing “in your own words” was not exchanging creative thinking. Of course this then draws a very fine one word for another. Putting his source book and term pa- line. If I were to take the ideas presented by someone per aside, I had him write what he recalled about that para- else in their essay and then repeated them in my own, graph’s topic. Next, I had him reread the passage in the that, of course, would constitute plagiarism. On the other book. Then, I put the book aside, and asked him, again, to hand, if I read someone’s take on a subject and it got me write “in your own words.” thinking on my own, and let’s say, I decide on the reverse I encourage my tutees to discover what they truly want argument, I do not think this constitutes plagiarism. This to say about a topic. Each college student, joining the dis- creates a very gray area and I think that clearer parame- course of written discussion, must recognize and release his ters have to be defined. Maybe every source you ever or her own unique contribution. I often tell them that, in work- saw that influenced you should be cited, but that is ridicu- ing on a research project, it is not about finding the one cor- lous. At what point is knowledge your own? rect answer, but choosing a viewpoint or statement, and John Troynaski, Director, QC Writing Center backing that up with data. In college, we must distinguish our ideas from someone I first learned about citation in high school when my his- else’s—and, indeed, have our own thoughts to contribute. tory teacher assigned a term paper “on an aspect of the The higher we climb on the academic scale, the sharper and American Revolution.” “The bookstore has copies of Kate more original our ideas must be, and the more important it is Turabian’s manual,” he said: “read it, and follow her to credit our resources. guidelines or run the risk of getting an ‘F’ for plagiarism.” When I became a college writing instructor, I vowed I Sharon Mandel, Teaching Assistant and Student would not follow such an offhand, fear inspired method of Plagiarism is a very tricky thing. Memes, a term coined by “instruction.” Richard Dawkins to refer to a unit of culture, have a much Over the years, I tried diverse methods to help stu- higher rate of change than the genes which they so other- dents understand the importance of correct documenta- wise resemble in terms of behavior. A meme—for example, tion. As soon as I assigned the research paper, I would a quote or slogan—almost by its very definition, is constantly try different techniques to acclimate students to the intri- changing; every time it is transferred from one brain to the cacies of MLA’s documentation style, from short, small next, it is altered subtly by the new host’s ideas and views. group research projects, to in-class practice of writing Sometimes the transformation is very obvious, in the form of citations and bibliographic entries, to practice summariz- a changed word; other times, it is the context that is shifted. ing, paraphrasing, and quoting. To my exasperation, the But that is what makes culture so unique—that it contains subsequent papers I received too often displayed prob- bits of everyone it touches, in the form of changes wrought lems that some would rank as plagiarism. The students on it. And if we attempt to stifle that process, by rigorously just didn’t seem to care. imposing rules of when and where and how something can As a Writing Center director, every semester I hear be used, are we not attempting to stifle it? After all, when a my tutors trying to help their clients understand that they person posts, or publishes, or announces on television—is need to attribute information in their research papers or he not tacitly agreeing to contribute his words to the vast sea put quotation marks around borrowed language. In staff of culture? Has he not just made his thoughts public, so that meetings, tutors express their frustrations in these at- they now no longer belong strictly to him, but to humanity as tempts. They experience what I did as a writing instruc- a whole? So why can we not make free use of this offering? tor, but from a different perspective. As I reflect on those experiences, I conclude that by Victoria Pitts, Sociology the time an instructor spends class time on only how to Difficult, theoretical, or abstract writing is often the most diffi- cite references and write bibliographical entries or by the cult for us to put in our own words. My students sometimes time students find themselves at the Writing Center trying 'adopt' the phrasing of the author they're reading for a few to “polish” a research paper draft, it is already too late. I reasons that have nothing to do with wanting to 'steal' some- think the way to succeed with our students is first some- one else's ideas: a) they are intimidated by the writing and how to make them feel that they are part of the scholarly compare it to their own, and they cannot think of how to put endeavor so that they feel they have a stake in it. Only it in their own words and sound as 'sophisticated', and b) when they feel that their thoughts, efforts, and language they may not fully understand the passage enough to are respected will they take great care with the ideas and 'translate' it into their own words. It is important for students language of others: that they have more to lose than a to feel comfortable with their own writing, and to feel com- grade if they don’t carefully reference their findings as fortable 'translating' passages into their own voice. Thus, they make new knowledge. comprehension is very important. This is something that writing brings out: our level of comfort with, and comprehen- sion of, the texts we read.

Page 6 Revisions: A Zine on Writing at Queens College

had a point of entrée into faculty per- Some Observations ceptions about what a good essay is “If inadequate quota- and what it should accomplish. It is in on Quotation and this context that faculty frequently tion and the acknowl- Plagiarism at make the point that students should edgement of author- be able to quote and provide proper Queens College evidence from textual sources. Some ship in the use of a By Roberto Abadie, Writing Fellow, faculty recognize the apparent text is not a moral Queens College, CUNY schizophrenia in academic writing: students should be original but at the failure on the part of Since I arrived at Queen’s College last same time should be able to quote year, I have had the opportunity to con- from the work of others and build on the students, then duct seminars in classrooms on how to it. Students very often fail to quote or write an essay. I have also worked with to use quotes in the way intended by how do we explain it students who came to my office hours faculty. Sometimes students present and what can be during which we discussed strategies ideas from others without giving the for writing in their classes. In doing so, author proper credit for them. Usu- done about it?” I have had an opportunity to explore ally, plagiarism is discussed in the faculty and students’ perceptions and classroom by faculty, in terms of practices in writing, and in particular, “giving proper credit to the author” for of quotation in structuring a text and in perceptions of quotation and plagia- his/her contributions. Failure in doing advancing an argument. To be fair, rism. so –faculty suggest- would be a case some faculty are aware of the rhetori- In this space, I will advance some of “academic dishonesty.” cal functions played by quotation in interpretations to account for student’s While there is little question that structuring an argument and in provid- use -or misuse- of quotations and pos- sometimes plagiarism is rooted in ing evidence for it. However, despite sible consequences, namely plagia- students’ cynical, utilitarian approach faculty intentions, their advice on quo- rism, in the classroom. One of the to academic education, I suggest tation sounds frequently like an entry benefits of being able to observe writ- that the understanding of plagiarism for a receipt in a cooking book: “not too ing practices in the classroom –even at needs to transcend the ideology of many quotes” or “you need to quote such a small scale as I did- is that blaming the victim, that is, the stu- more.” While I am not denying an ele- these observations afford me the op- dent for their shortcomings. I am ment of malice, cynicism or utilitarism portunity to move the discussion of aware that this position goes against in relation to student’s plagiarizing, my plagiarism and quotation beyond the deeply embedded notions and inter- argument is that plagiarism is very of- normative or moralistic tone in which ests in academia. The blaming the ten not the result of a conscious choice the issues are frequently discussed in victim approach resonates with legal by the student but instead the product academic discourse. I approach the and property right ideologies deeply of his or her misunderstanding of how issue of plagiarism in the classroom as embedded in liberal bourgeois ide- to quote and, more importantly, for a social practice, paying attention to ologies. Furthermore, this allocation what purpose. It would be very helpful the particular context in which a text is of blame, to a relatively powerless if faculty were more forthcoming in ar- produced. In this sense, it becomes group, is also functional to the main- ticulating for the students the concrete clear that plagiarism can not be sepa- tenance of the status quo in aca- ways in which this end might be rated from quotation practices in the demic life. Since “blaming the victim” achieved. It’s not enough to explain to classroom. is almost a common-sensical posi- the students how to make a proper I’ve done workshops in writing- tion in relation to plagiarism in aca- quotation, or to let them know that they intensive courses at all levels of the demic writing, this approach might should advance an interpretation or undergraduate curriculum. As a result leave social and structural processes argument in their writing. It is neces- of my collaboration with faculty I have that produce and reinforce plagiarism sary to convey the idea to the students unanalyzed and untouched. that writing is related to ways of think- “...the understanding If inadequate quotation and the ing and of producing knowledge. I fear acknowledgement of authorship in that this project is not structured in the of plagiarism needs the use of a text is not a moral failure academic curricula. Instead of adopting on the part of the students, then how an ideology of blame, I suggest that as to transcend the ide- do we explain it and what can be a community of practice it would be ology of blaming done about it? I’ve observed in my more constructive to focus on finding interactions with students that fre- ways to increase students’ awareness the...student for their quently students do not know how to of their potential for authorship and properly quote. Very often students knowledge making. shortcomings…” don’t have a clear notion of the use Page 7 Revisions: A Zine on Writing at Queens College

The Natural Sciences. Annotations Example taken from: By Sean Egan, Writing Fellow, Plant, Nathaniel G., K. Todd Holland, Jack A. Puleo, and Edith L. Galla- Queens College, CUNY gher. “Prediction Skill of Nearshore Profile Evolution Models” Journal of Geophysical Research 109 (2004), doi:10.1029/2003JC001995.

The reference for the journal appears after the Abstract and includes two code numbers that specifically identify the article. One is a citation number (C01006) which is used in citation databases compiled by Thompson ISI, which publishes data- base search tools like Web of Knowledge that allow research- ers to determine how often an article like this is cited. The other number is the doi number, which stands for digital object identifier. This number allows an article (or any kind of digital object) to be specified in the open, standard-based doi system, which is assessable through the web.

These id numbers highlight two differences between the sci- ences and the humanities. One somewhat obvious difference is the greater use of technology by researchers in the sci- Cited authors’ names appear in the text ences; the other is the much greater tendency in the sciences in italics, a feature of the journal’s house to treat the article as the basic unit of intellectual currency style for citation. Also, as is common in (where in the humanities it is more likely to be the book). the sciences, no page numbers are given.

Studies, as opposed to authors, are the object of discussion. The italicized au- thors’ names refer to the works cited not to the people who wrote them.

Citation number given on each page. Note that this takes the place of a page number or volume number. The pages numbers in the corners apply to this article only. Vol. 2, No. 1, Fall 2004/Spring 2005 Page 8 Social Sciences. Example taken from: Behrens, Angela, Christopher Uggen, and Jeff Manza. “Ballot Manipula- tion and the ‘Menace of Negro Domination’: Racial Threat and Felon Disenfranchisement in the United States, 1850-2002” American Jour- nal of Sociology 109.3 (November 2003), 559-605. Even when specific language from the literature is quoted, the page numbers are not always necessary. In this case, the quoted terms describe the overall thesis of the study to which it refers. Authors cited parentheti- cally with year and with- out page numbers. Often citations of literature in the field refer to the con- clusions of the studies as a whole. In this para- graph, most citations are books.

Court cases are cited according to legal citation standards and even appear in a separate section of the bibliography from all other sources. This division of the citation systems illustrates the inter- disciplinary nature of this sort of research.

Exact language is quoted and page number are given in cases where the language is being consid- ered as evidence or pri- mary source material in the study.

The page numbers for the article indicate its place in the journal’s annual volume, referring to the physical artifact even though the article is published electroni- cally either through the journal’s website or a reference database. Page 9 Revisions: A Zine on Writing at Queens College Humanities. Example taken from: As in the sociology article, quotations are Federico, Annette R. “David Copperfield and the Pursuit of Happiness” cited as evidence for the piece’s argu- Victorian Studies. 46.1 (Autumn 2003), 69-95. ment and the citations include the page number. In this case only the page num- bers appear since it is obvious from the context that the text referred to is David Copperfield. The bibliography of this pa- per indicates that the page numbers are those of the 1990 Norton Critical Edition of David Copperfield. The issue of multi- ple editions (and even texts) of the same work is one that citation systems in the humanities have to deal with more often than those in other fields.

In this sentence the lan- guage of two sources is adapted to fit into the writer’s language, with quo- Critical source cited for tations, brackets and cita- its concepts and termi- tions used to indicate ex- nology (which get spe- actly what is being bor- cific page citations). Con- rowed. This is a common trasts with most science enough practice in literary papers in which, to differ- studies but would rarely ent degrees, sources are appear in a work like the cited for their findings geophysics paper on the and results. In this case previous page. the other critic, Hardy, is cited not for establishing any facts but for offering a provocative or intrigu- ing concept.

All sources cited on this page in the article are single-author, as is usu- ally the case in the humanities. This affects how the sources are cited; in the sciences, the work they cite is less likely to be seen as a personal or individual production—even though the authors’ names are used, the references are to the work not the individuals.

Quote from Dickens is taken from John- This paper follows the practice of son, a standard biography of Dickens. most writing in the humanities, which Indirect quotation is usually avoided and refers to the writers and not to the used only when primary sources are not texts being cited—so we see “Hardy available. (In this case, the sources may argues” instead of “Hardy’s book be unpublished or inaccessible letters.) argues.” This is the case, to a lesser Contrasts with the sciences where re- extent, even when the words of fic- searchers expect primary source material tional characters are quoted. (data) to be publicly available. Page 10 Revisions: A Zine on Writing at Queens College

They were all in agreement in for example Dr. Seuss. In Mexico, chil- Plagio: A View of Pla- seeing that attitudes towards the use dren are mainly raised—in part due to giarism from Abroad of information began in childhood the limited access to books, but also By Mehmet Kucukozer, Writing Fellow, and elementary school. Paula ex- due to the importance of religion in the Queens College, CUNY plained that, in the first place, it has family, the ongoing presence of the to do with a lack of resources, both extended family, the strong linkages Upon completing a Masters in Transla- in terms of the disposable income of between the city and the small town, tion and Interpretation at a well-known rural, working, and lower middle- and the greater communal quality of university in Guadalajara, Mexico, I got class families (the majority of the social life—on stories from the Bible, or hired on as an instructor there. I population) and what public schools from legends and anecdotal oral histo- taught English as a foreign language to and communities can provide. ries that grandparents and relatives tell students majoring in professional pro- Books are expensive relative to in- about life in the village or pueblo. grams such as tourism, accounting, come. Few households have books Lulu then tied things together. Be- finance, business administration, and and public libraries are a rarity. cause people do not have a sense of a marketing. When students have to write about, book culture, they tend to view infor- Although most of the course levels for example, an important historical mation as communal property that can emphasized informal styles of writing, figure, there is only one source to be appropriated freely without rules. in level six Business English I assigned which students can turn to get any The Bible belongs to everyone; oral a short, more formal expository essay detail beyond the little found in the histories and legends are retold in the on the history of a successful company state-allocated textbooks. This same exact manner for generations, of the students’ choosing. In and the school system, for preparing for the assignment, “Because people do not have a political reasons, also con- I spoke about the proper tributes to this informal atti- forms of citation and about sense of a book culture, they tend to tude towards the ownership plagiarism . I discovered the view information as communal prop- of information. Government- students did not know what published textbooks, from the term “plagiarism” (plagio erty that can be appropriated freely elementary school through in Spanish) was, nor why high school, present an offi- copying was a problem and without rules...the school system, for cial history of Mexico, one why sources of information political reasons, also contributes to of fact that cannot be chal- and ideas had to be cited. lenged. Excluding the pos- This lack of shared knowl- this informal attitude towards the sibility of differing interpre- edge particularly surprised ownership of information.” tations and ideas means me, considering that level six that the state’s version of consisted of mainly upper- history is everyone’s to be classmen. source was a laminated information retold communally. Since divergent I could understand that perhaps card available at the local stationary views do not exist, there is no one to schools failed to teach the term store for about 1.5 cents (15 cen- attribute them to. This then translates “plagiarism,” but why were the students tavos). Kids copy verbatim the infor- into a general attitude towards the con- apparently unaware of and unmoved mation provided on the card and tent of books. by the concept—that is, seeing the then, because of the nice illustration My friends’ comments made a lot transgression in copying and appropri- on the cards, paste it on to their of sense. Mexico, similar to other ating other people's ideas and work, homework sheet. Ultimately, teach- countries that experienced nationalist when they didn't signal their citations ers willingly accept this, and even revolutions in the twentieth century, with some shared convention for doing promote it, because it is a way of instituted a corporatist-style state em- so? My curiosity led me to the fourth guaranteeing that students are read- phasizing a particular nationalist iden- floor of the Humanities Building to ing. In the process, however, chil- tity in the name of social control, and speak with friends in the Linguistics dren learn to transmit knowledge the schools were one of the primary and Language Education Department. rather than reflect on it by looking up organs by which to carry this out. They were a group of five who often information in books and determining Moreover, high degrees of social ine- hung out there in between taking what is important for their home- quality and recent urbanization (within classes and teaching Spanish to ex- work—the latter practice being one living generations) have meant limited change students from the US, Canada, of the essential elements of what access to books and the continuity of Europe, and East Asia. I figured they Paula called a “book culture.” oral histories for many. Together, might have some answers for me. At this point, Araceli chimed in. these structure how the public per- Upon broaching the subject, brain- She had some familiarity with the US ceives information and utilizes it. In storming and discussion quickly en- because of family and noted that Mexico’s case, the dissemination of sued. Effectively, I had a small focus “over there” kids connect famous various kinds of knowledge tends to be group on my hands. children’s stories with their authors, (Continued on page 13) Vol. 2, No. 1, Fall 2004/Spring 2005 Page 11

dent. However, Mark Lewis of Forbes.com (the same Lessons from Leo online journal that discovered The New Republic’s Ste- By Angelique Harris, Writing Fellow, Queens College, CUNY ven Glass’s fabrication), discovered a number of cases of

I plagiarized a passage on Leonardo da Vinci that I found in “faulty citation” committed by Ambrose. Many of his an obscure encyclopedia series that my parents purchased books contained several sentences copied word for word when they found out my mother was pregnant with me. Al- without properly quoting his sources. Ultimately, these though I knew all about Leonardo in high school, I wanted accusations didn’t hurt Ambrose’s career much, as he extra credit in my junior year art history class, so I copied a went on to publish other books before his death at the three-page biography on Leonardo and handed it in as my age of 66 from lung cancer. In fact, recently, plans were own. I never really thought about the incident as plagiarism. made to name a highway after him in Louisiana. Cheating, yes, but plagiarism, no. In fact, I don’t think I put Plagiarism and citation within the academy raise that much thought into it; it was simply a clever way to get more questions than answers. What example does extra credit. On the other hand, I did know that it was Ambrose give to the academy concerning plagiarism and "wrong," and that was the only time I have ever plagiarized citation, especially noting the response to his plagiarism anything. However, my perception of the incident has by the general public? Is it ok for professors or profes- changed drastically since I have begun to teach. sional academics to simply say they forgot to cite some- Chances are that my admission of academic dishonesty thing and all is forgiven? Do universities have different while in high school is not particularly shocking (well, maybe standards for students than they do for professors in it is in that I am a Writing Fellow, and am admitting to it in terms of plagiarism, citation, and the ownership of knowl- such a public forum). Schools edge? (Well, I don’t know why anticipate that their students “...should professors let the stu- I just asked that question be- will cheat and plagiarize work. cause though it is not explic- For example, there are hun- dents know that their lecture will itly stated, they do. Check out dreds of thousands of new be coming from McGraw-Hill? the November 24, 2004, New websites and software dedi- York Times article entitled, cated to plagiarism and some Where does the line surrounding “When Plagiarism’s Shadow of their goals are to help Falls on Admired Scholars” by schools detect plagiarism plagiarism and citation get Sara Rimer. ) However, when among their students. How- drawn…?” you think about it, how often ever, when more “prominent” do professors display knowl- people plagiarize, controversy edge that is THEIR OWN to always ensues. From Martin Luther King Jr.’s dissertation students anyway? It is acceptable for professors to take and some of his speeches, to articles by Ruth Shalit of The someone else’s syllabus and pass it along to students as New Republic, accusations of plagiarism have always lead their own. They will use lecture notes from colleagues or to much debate. However, never is the concept of plagia- from the publisher of the textbook being used, in addition rism and improper citation more disturbing than when the to tests already made up. Thus, if professors utilize all of accused are among the upper echelons of the academy. these tools, how much of the actual course is their own? Colleges, universities, publishers, etc., have placed so much Why do some professors do that? Well, the easy answer focus on plagiarism in student work that “professional intel- is to save time; they are too busy. What kind of example lectuals” often slip through the cracks and are rarely per- is this setting for students ? Yet, although that is accept- ceived as plagiarists themselves. able to do, most professors wouldn’t dream of taking In October 2002, acclaimed historian Stephen Ambrose someone else’s words for their own for a piece that would died. Ambrose was author of over 30 books and a retired be published. So, is it ok not to cite lecture notes if their history professor at the University of New Orleans. His cele- content is considered common knowledge within a field? brated book, Band of Brothers, was made into an award win- What if this common knowledge is taken word for word ning HBO mini-series. He also served as the history con- from the publishing company or a teaching assistant or a sultant for Steven Spielberg’s Saving Private Ryan. colleague? Ambrose’s work dealt with the American soldier and was When I was a high school student, copying the biog- written in a way that the layperson could read, understand, raphy of Leonardo was unacceptable. However, would it and appreciate. Ambrose was one of the most influential have been acceptable if I copied that passage and read it historians in the US. Unfortunately, towards the end of his in an art history course as part of my lecture notes? Be- life, his career was filled with accusations of plagiarism. fore you decide, consider this: Senator Joseph Biden of Ambrose was charged with plagiarism after it was dis- Delaware had to give up his bid for a presidential nomi- covered that his best seller, The Wild Blue, was filled with nation in 1988 amid allegations that he plagiarized por- lines taken from Thomas Childers’s work; though footnoted, tions of his speech (basically, a lecture). If that is the the actual lines weren’t quoted. Childers forgave Ambrose, case, should professors let the students know that their who often wrote more than one book a year. For these rea- lecture will be coming from McGraw-Hill? Where does sons many believed that his plagiarism was a mere acci- the line surrounding plagiarism and citation get drawn, and does it simply depend on who crosses it? Page 12 Revisions: A Zine on Writing at Queens College

see if a more manageable number of you still must give the author credit in a Policing Plagiarism hits could be obtained. Again, as note.” A handout from the Online Writ- Online: What a Table 1 below shows, this also ing Lab at Purdue University (http:// proved to be revealing. owl.english.purdue.edu/handouts/ Google™ Search research/r_plagiar.html) describes what Representation of citation and pla- one must cite, and what can go without Can Tell Us giarism a citation. All three of these examples, By Maddalena Romano, Writing The language of most of these web- however, are problematic, and rife with Fellow, Queens College, CUNY sites reads like a police report or le- contradiction. Some, like the handout

The Internet has changed many gal document. Words such as from Purdue, acknowledge an inherent things for many people. One of these “cheating,” “fraud,” “dishonesty,” contradiction between the citation of changes is the increased access for “prevention,” and “detection” pre- background information and the crea- students to online paper mills that sell vail—all of which harbor highly nega- tion of original ideas, and even go so far term papers. The Inter- as to acknowledge that other net also provides instruc- Table 1 Websites hit on Google search (approximate) cultures are not as zealous in their documentation of sources tors with resources that Keyword Hits as is the US (this same docu- “detect and prevent” pla- Plagiarism 2,170,00 giarism, and a forum to --and Detect 47,300 ment continues to say that one should cite that which is not discuss and share these --and Prevent 165,000 resources with other in- common knowledge, but it also structors. In fact, search- --and Avoid 311,000 states that it is up to the writer ing the Internet reveals --and Fraud 98,200 to determine if this is informa- tion that the readers already many websites dedicated --and Academic dishonesty 181,000 to this purpose, as evi- know or can find in general --and Discourage 27,000 denced in Table 1 below. reference sources). In his arti- More interesting, how- --and Helping student avoid 116,000 cle, Harris simultaneously stresses that instructors should ever, is the dichotomy --and Citation 202,000 between detecting plagia- do more to educate their stu- --and Borrowing 47,200 rism and about plagia- dents about plagiarism, while rism. Many academic --and Resemblance 13,200 providing for instructors “strategies for detection of pla- articles have discussed --and Influence 185,000 this particular topic. This giarism” in the body of its text. --and Infringement (copyright) 53,200 article, however, deals The handout from Indiana Uni- with how some Internet --and Detection tools 34,500 versity almost goes as far as to say, “cite everything” in its list sites represent plagia- --and Prevention tools 36,300 of what to document, without rism, and as such, infor- --and Cheating 321,000 mally highlights a few clearly defining paraphrasing. websites that discuss ci- Teaching Writing Citation 413,000 tation and plagiarism. Target audience The framework for the description and The target audience seems to evaluation of the websites that I am tive connotations. Furthermore, vary depending on site content, but presenting in this article is based on there seems to be no clear way of could be divided into three categories: the following set of questions: communicating how to properly cite 1) instructor, 2) student and 3) instructor sources. For instance, a pamphlet and student. In many of the examples from the University of Indiana (http:// above, the electronically distributed • How does this site represent cita- www.indiana.edu/~wts/pamphlets/ pamphlet and the handout address stu- tion and plagiarism? plagiarism.shtml) says that to avoid dents, while the article addresses • What is the target audience? plagiarizing, one must credit direct teachers. In texts directed to students, • How are the views articulated in quotes, theories, diagrams, and the language is that of avoidance, and this site connected to knowledge- paraphrases of another’s words. An the handouts stress techniques that, making? article by Robert Harris, entitled Anti- when used while writing, may help re- Plagiarism Strategies for Research duce the instances of accidental plagia- In beginning this survey, it was at first Papers (http://www.virtualsalt.com/ rism. In texts directed at instructors, useful to perform a Google™ search antiplag.htm) also defines plagiarism tips for detection are provided, which (http://www.google.com) on the word as the (intentional or accidental) reinforces the role of policing for instruc- “plagiarism.” This proved enlighten- omission of citation of sources. He tors, while simultaneously raising the ing, since over 2,170,000 websites states: “He states: ‘Even if [you re- larger context of citation. This larger were found. From that point forward, vise or paraphrase] the words of context of citation seems largely absent one additional keyword was added to someone else or just use their ideas, in the texts addressing students. Vol. 2, No. 1, Fall 2004/Spring 2005 Page 13

Knowledge-making in which the student is writing, then a (Continued from page 10) There was very little discussion in student can easily jump to the con- these examples about creating knowl- clusion that what they are writing is less rule-driven and thus more infor- edge or writing to learn. The article common knowledge. If a student mal. In the final analysis, if we are to by Harris tells the instructor to edu- assumes that a source, if found in effectively deal with the matter of pla- cate the student on how plagiarism the library, or on the Internet, is eas- giarism, we cannot simply moralize can be a form of stealing, but it also ily accessible to others and thus the issue and disembed it from the states, in discussing the benefits of common knowledge, then it may social, cultural, and political context citation, that the student be made very well go uncited. If a student is from which people originate. In order aware that they will be creating new schooled in the thoughts and theo- to connect with our students, we knowledge, and should therefore ries of others, and then is told to must speak to their realities. Our credit the intellectual property of oth- “write in your own words,” it is highly realities, after all, determine how we ers as they would want their own possible that the student has now use language. Only then, can a ideas credited. The Purdue handout incorporated as his/her own words genuine cognitive shift occur. mentioned above acknowledges that that which he/she read from sources Interestingly, I recently spoke academic writing gives mixed signals, for so many years. In rare cases, a with my friend Lulu who finished her wanting the student, for example, to student can come up with a theory Masters in intercultural communica- incorporate others’ ideas while simul- that they believe to be entirely their tion from a major public university taneously creating new ideas, or to own, only to discover later that it pre- here in the US last spring. She told find their own voice while assimilating viously had been written (as has me that upon entering her program the words of others in their field into happened to the writer of this article, she was given an information booklet their own articulation. though luckily for this writer she was on citation and plagiarism. She de- In sum, it appears the Internet able to discover her unfortunate co- scribed the American attitude on the can be a useful tool in the dissemina- incidence and cite her source prior to subject embodied in the packet as tion of information about the avoid- handing in the paper). What the “ muy exagerado” (“overly- ance and detection of plagiarism to Internet reflects, then, is the lack of exaggerated”). In other words, I be- both students and teachers. How- focus on guiding students to create lieve she sees the American ap- ever, the Internet also serves as a new knowledge. Academia appears proach to citation as an overzealous mirror of the problems faced by to emphasize adherence to the com- adherence to rules, the reasons for teacher and student alike. For exam- mandment of “Thou shalt not steal” which were never made completely ple, if it is left up to the student to de- without allowing for the possibility clear to her. Somehow, her reaction termine what is common knowledge, that the process of making knowl- did not surprise me. and the student assumes that the edge requires more than being told teacher is knowledgeable in the field what not to do. Vol. 2, No. 1, Fall 2004/Spring 2005 Page 14

the 18th and 19th centuries about However, this is not the primary rea- Plagiarism, Property which individuals or institutions right- son that Martin gives for a shift in our fully owned ideas. Then as literacy emphasis. Rather, he argues for the Rights, and Power rates grew within a growing middle shift for two reasons. First, he posits By Rhona Cohen, Writing Fellow, class, and the demand for secular that by questioning the practice of Queens College, CUNY reading materials increased, legal institutional plagiarism we are also Much has been written on the subject of arguments were promoted on both calling into question the system of intellectual property rights, plagiarism, sides of the debate. The authors and hierarchy and the power differentials and fraud in the academy over the last their legal publishers argued their that we have in place. Secondly, he twenty-five years. Each discipline has “natural rights,” while pirate publish- asserts that institutional plagiarism its own concerns, altering the terrain of ers invoked “utilitarian doctrines” for reduces accountability on all levels. the discussion and introducing different the public good. Hesse uses for ex- Martin claims it is impossible to de- conceptual frameworks to the debate. I amples cases that span the globe, mand an honest and passionate present below three articles addressing but she focuses on American legal quest for the truth in policy making, the issue of intellectual property rights doctrine and its transformation from the media, and in politics if the sys- th th from three different disciplinary per- the 18 to the 20 centuries to pre- tems by which these institutions run spectives, history, science, and English sent an apt example of the manner in are based, in part, on claiming credit literature, in order to explore the multi- which modern conceptions of copy- for someone else’s work. By imagin- ple ways that power is contested or right change over time. After eman- ing a space where hierarchies of wielded in our encounters with plagia- cipation from England, the American power don’t operate (“self-managed rism and plagiarists. I chose these publishing system grew because of societies”), Martin theorizes plagia- three articles because, in all three in- pirate publishing of English texts. rism would no longer function to main- stances, the power dynamics that are at She suggests that, as America be- tain the system. “Claims to exclusive play are made apparent. For all three came a hegemonic power, as we credit for originality, as well as to own- authors, however, the contexts are very developed our own literature desired ership of intellectual property, are different. Carla Hesse looks at a global by countries abroad, legal doctrine characteristic of the system of capital- picture, while Brian Martin explores po- changed to more securely protect the ist individualism. The myth of the litical issues and Peter Shaw analyses “property rights” of the few over the autonomous creator would be much the psychological dimensions of this greater public good. As ideas be- harder to sustain under self- practice. Using different types of proof come a national product, for sale management.” (Martin, 1994, fourth or evidence privileges different contexts internationally, the rights of the indi- section, "Plagiarism in a self- and complicates, in interesting and vidual as exporter are protected by a managed society") Martin concludes thought-provoking ways, our percep- state that gains power through offer- that competitive plagiarism is too oft tions of plagiarism here at Queens Col- ing this protection and copyrighting at the center of our conversations lege today. and monopolizing those ideas and about intellectual property rights. If Carla Hesse, Professor of History at their products. the discussion is left there – plagia- the University of California at Berkeley, Brian Martin, Associate Profes- rism as a central moral problem -- in argues in “The Rise of Intellectual Prop- sor of Science, Technology, and So- the worst case scenarios, scurrilous erty, 700 B.C. – 2000 A.D.: An Idea in ciety at the University of Wollongong, attacks on student and scholar are the Balance,” that globally, until the 18th New South Wales, Australia, looks at possible while leaving unaddressed century, there was no recognition of institutionalized plagiarism as op- the power inequities of contemporary intellectual property rights. Authors, posed to competitive plagiarism and societies. scientists, inventors -- all human makes a case for the reevaluation of Finally, Peter Shaw (1936-1996; thought and its outcomes – were divine our accepted emphasis on the latter, then Professor Emeritus at the State gifts, and the bearer of those gifts must, in his article, “Plagiarism: A Mis- University of New York at Stonybrook in return, give them “freely” to the pub- placed Emphasis.” He defines com- and chairman of the National Associa- lic. Then, in the 18th century, as author- petitive plagiarism as the practice of tion of Scholars) in “Plagiary,” looks ship and human ownership of ideas be- claiming someone else’s ideas or at some of those more famous literary came possible with Enlightenment phi- words to gain status and wealth from figures, such as Samuel Taylor Col- losophy and law, a complex system de- them. Institutional plagiarism takes eridge and Edgar Allan Poe, whose veloped in which publishing monopolies many forms; from hiring a ghost reputations have weathered accusa- were granted to individuals by church writer, to administrative, corporate, or tions of plagiarism to some cases that and state. Private patronage, state bureaucratic fiat of the words and have occurred in the very recent past. sponsorship and censorship developed work of underlings. Within a system He notes that accusations only sur- with the emergence of a bourgeois that unquestioningly condones the face for works where multiple plagia- class that had a growing sense of, and many forms of institutional plagia- risms within a single work are found. emphasis on, private property. In re- rism, it becomes difficult as a teacher He points out that this is a common sponse to this, legal arguments arose in or college administrator to argue aspect of plagiarism and that other against the competitive variety. literary or extraliterary mistakes, in- Vol. 2, No. 1, Fall 2004/Spring 2005 Page 15

From the walls of Powdermaker Hall. Above: Quote from John Dewey (top) and the original text (bottom). Below: Quote from Paulo Freire (top) and the original text (bottom). Photographs by Sean Egan.

correct data collection or erroneous serts that the public’s reaction to both moral act and attempts instead to reports of the data, take place in kleptomania and to plagiarism is the show how the plagiarist who steals many of these texts. Proper citation reaction of a person encountering the and the audience that condones it act and then improper or no citation of the “uncanny,” seeing in oneself the possi- complicitly for complex psychological same source is the usual pattern in bility of the crime. He ends by exhort- reasons. In all three instances, we cases of established scholars. ing professionals in the literary field to see some of the broader implications Shaw’s examination takes a psycho- take up the responsibility of acknowl- of plagiarism in relation to social and analytic turn. He argues that the act edging that plagiarism exists and that it textual power. My hope is that, armed of plagiarism is not unconscious, is detectable. His call is to end relativ- with these implications, we might be though this is the most common ex- istic apologies for the act so that the better equipped to cope with those planation and excuse proffered by literary world might regain its position instances of plagiarism that we en- plagiarists and their apologists, but on the moral high ground once again. counter in the classroom: claiming that the desire to be caught might be. I have presented here three differ- them as instances for teaching and Shaw describes the psychology of ent conceptual frameworks from three discussion rather than for punishment. plagiarism and compares it to the authors working in different disciplines. “social crime” of kleptomania. In both In all three instances, power dynamics Works Cited instances, the thief takes material that are invoked in their discussions. In the Hesse, Carla. “The Rise of Intellectual he or she doesn’t need. Plagiarists case of Hesse, we learn about the his- Property, 700 B.C. – A.D. 2000: like Poe and Coleridge are capable tory not only of the terms and concepts An Idea in the Balance.” Dae - writers, but seem compelled to steal of copyright but of the publishing insti- dalus, Vol. 131, No. 2, Spring and to be caught. Furthermore, tutions globally and the economics of 2002 pp. 26-45. Shaw shows that plagiarists are tradi- those institutions that are intrinsic to Martin, Brian. “Plagiarism: A Mis- tionally unequivocating in their atti- issues of intellectual property and own- placed Emphasis.” Journal of In- tude toward the crime and feel certain ership. Martin’s discussion turns to formation Ethics, Vol. 3, No. 2, they have been victims of plagiarism politics and the inequity of systems Fall 1994, pp. 36-47. Read themselves. Interestingly, Shaw pro- built on hierarchies. Shaw’s article 5/17/05, http://www.uow.edu.au/ vides many examples of plagiarisms brings terms of individual morality into arts/sts/bmartin/pubs/94jie.html, that come from texts that are plagia- the discussion, but he seems less in- Shaw, Peter. “Plagiary.” American risms themselves. Finally, Shaw as- tent on exposing plagiarism as an im- Scholar, Vol. 51, No. 3, Summer 1982, pp. 325-337. To find out more about Writing Across the Curriculum at Queens College, contact:

Professor Hugh A. English, Coordinator, College Writing Programs Office of College Writing Programs, Queens College

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Phone: 718-997-4695 Fax: 718-997-4698 Email: [email protected]

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Revisions: A Zine on Writing at Queens College

Office of College Writing Programs, Queens College, CUNY 65-30 Kissena Boulevard Delany Hall Rm 220 Flushing, NY 11367