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Developing Conceptions of Authorship: a Study Of DEVELOPING CONCEPTIONS OF AUTHORSHIP: A STUDY OF TEXTUAL PRACTICES AMONG STUDENTS IN A FIRST-YEAR WRITING PROGRAM by CHRISTIE LAMON BURNEY A DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of English in the Graduate School of The University of Alabama TUSCALOOSA, ALABAMA 2010 Copyright Christie Lamon Burney 2010 ALL RIGHTS RESERVED ABSTRACT Much of the scholarship in composition studies focuses on plagiarism as an epidemic, students’ dwindling ethics and lack of dedication to their academic careers. A few scholars, however, look beyond the personal or moral “flaws” of the individual learner and explore how students perceive and respond to the work of the writing classroom, the very context in which and from which students compose. I build on their body of work by grounding this study with Stuart Greene’s insightful characterization of authorship as a “relational term. situated within a broad sociocultural landscape” (“Making Sense of My Own Ideas” 213). I turn to Robert Kegan’s influential work in The Evolving Self to unpack what it means to understand authorship as a “relational term” and to illuminate the complex interactions—the relational interactions— among student learners, the development of authorship, and the instructional environment of the writing classroom. This study uses survey research to examine students’ understanding and attitudes toward authorship and plagiarism. Participants included approximately 150 students enrolled in First- Year Writing (101, 102, and/ 103) and/or sophomore literature during the spring-fall semesters, 2009. Two areas of interest were: to learn about students’ beliefs and understanding of authorship and plagiarism at different points in their writing experiences; and, to explore relationships between students’ views of authorship and plagiarism and Kegan’s theory of psychological development. After analyzing students’ responses to survey questions, I argue that students’ understanding of authorship and plagiarism correspond to Kegan’s theory. I use Kegan’s work to build upon our knowledge of students, explain authorship as a manifestation of ii who students are psychologically, and describe students’ perceptions and responses to the writing classroom. This study is not only timely and relevant in the field of composition, but it is also necessary as those of us in education attempt to teach a generation of students with varying commitments to and interests in the values of academia. This study should provide a foundation to begin looking at students’ textual practices, but more importantly, this study may speak to a larger issue: student resistance toward discussing the topic of plagiarism. iii DEDICATION I dedicate this book to the most beautiful people I know: Brent, Schyler Brenton, Ezra, Mother and Daddy. I also dedicate this book to my late grandfather James Alton Richards. iv ACKNOWLEDGMENTS I must first and foremost thank the chair of my committee Dr. Carolyn Handa for her support, guidance, and patient spirit. I could not have completed this project without your belief in me and my work. Dr. Handa, I would also like to thank you for revitalizing this program with your energy and humor. Thank you to Dr. Ralph Voss who worked so very hard to support me during my time and work at the University of Alabama. For a brief time, Dr. Voss, you carried many students, and the CRES program alone, and I thank you for your commitment. Thank you Dr. Amy Dayton-Wood for your enthusiasm and ideas as I learned my way around the Institutional Review Board. I would like to offer a special thank you to Dr. Luke Niiler. Dr. Niiler did not know me prior to joining my committee, yet his service offered more support, respect, and insight than I could have imagined. Thank you for being such a pleasure to work with. I would also like to thank Dr. Lisa Scherff. Without your perspective and contributions, I would have never attempted such a project. Your voice and wisdom helped me get through some difficult times. I would also like to thank the English Department’s most amazing graduate guide Carol Appling for always assisting me at a moment’s notice! Thank you to my beautiful mother and father. I aspire to love as you love and give as you give. Thank you to my most favorite person. Words cannot express my love, friendship, and respect. Brent, this would mean nothing without you. Thank you to my beautiful children, Schyler Brenton and Ezra. You have walked this road with me at such young ages. This is for you. Above all, thank you to the Most High. I finally shut up and listened. v CONTENTS ABSTRACT ................................................................................................ ii DEDICATION ........................................................................................... iv ACKNOWLEDGMENTS ...........................................................................v LIST OF TABLES .................................................................................... vii LIST OF FIGURES ................................................................................. viii 1. INTRODUCTION ...................................................................................1 2. LITERATURE REVIEW ......................................................................30 3. METHODOLOGY ...............................................................................66 4. FINDINGS .............................................................................................83 5. CONCLUSION AND IMPLICATIONS FOR FURTHER RESEARCH .............................................................................................107 REFERENCES ........................................................................................132 APPENDIX A ..........................................................................................138 APPENDIX B ..........................................................................................139 APPENDIX C ..........................................................................................140 APPENDIX D ..........................................................................................148 vi LIST OF TABLES 4.1 Number of First-Time New Freshman Students during the Fall, 2009 .............................................................................70 4.2 Overview of Survey Instruments .........................................................78 4.3 Pilot Survey/Fall Survey Respondents, Completed Survey, Female/ Male Respondents ...............................................................................84 4.4 A Graph Comparing Respondents’ Ethnicity ......................................85 4.5 Pilot Survey/Fall Survey Respondents by Course Enrollment ............87 4.6 Pilot Survey/Fall Survey Comparison Graph of Extracurricular Act ..89 4.7 Pilot Survey/Fall Survey Respondents Education Goals ....................92 4.8 Fall Survey Breakdown: What Do You Consider a Text ...................96 4.9 Is there a Difference in a Student who Plagiarizes and a Student who Cheats? ...............................................................................................104 4.10 Which of the Following Behaviors Constitutes Plagiarism? ...........105 5.11 The Evolution of Authorship ...........................................................111 vii LIST OF FIGURES 1.1 Kegan’s Helix of Evolutionary Truces ................................................13 2.2 Enlightenment Elements Defining Modern Authorship ......................51 4.3 Fall Survey Respondents Classified by School/College ......................86 4.4 The Three Most Important Features of a Piece of Writing ..................98 4.5 Fall Survey: Two Most Important Characteristics of an Author ........99 4.6 Are Freshman/Sophomore Students Authors? ...................................100 5.7 Authorship as Process ........................................................................113 viii CHAPTER 1 INTRODUCTION My experiences as an adjunct instructor at a local two-year community college and as a graduate teaching assistant at a state university have no doubt influenced my perspectives on the theory and teaching of writing. These experiences have helped shape each semester and allowed me to build on material and teaching strategies as I plan each term for a new group of students. However, while these two academic institutions differ greatly in multiple ways, one experience is consistently the same: first-year writing students exhibit the same struggles in both settings when it comes to issues of authorship, struggles that take shape in various forms: from trouble with basic textual production, cut and paste essays, poor documentation, weak integration of research, to blatant plagiarism. Moreover, these struggles seem to persist even after classroom discussions, instructions, workshops, and student-teacher conferences. Students' frustrations tend to manifest into one seemingly simple request: "just tell me what you want" in the paper. Unlike other pedagogical experiences in the writing classroom, these struggles with authorship have not left me with a deeper understanding of my students, nor have I discovered effective strategies to alter my classroom practice. I have not been able to make sense of why academic authorship is often so difficult for students to grasp; why some students choose to forego their own authority and plagiarize; why students struggle to articulate the reasons they plagiarize; and why
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