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    Plagiarism, Intellectual Property and the Teaching of L2 Writing
    Unavailable
    Plagiarism, Intellectual Property and the Teaching of L2 Writing
    Unavailable
    Plagiarism, Intellectual Property and the Teaching of L2 Writing
    Ebook330 pages5 hours

    Plagiarism, Intellectual Property and the Teaching of L2 Writing

    By Joel Bloch

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    About this ebook

    Plagiarism and intellectual property law are two issues that affect every student and every teacher throughout the world. Both concepts are concerned with how we use texts - print, digital, visual, and aural - in the creation of new texts. And both have been viewed in strongly moral terms, often as acts of 'theft'. However, they also reflect the contradictory views behind norms and values and therefore are essential to understand when using all forms of texts both inside and outside the classroom. This book discusses the current and historical relationship between these concepts and how they can be explicitly taught in an academic writing classroom.

    LanguageEnglish
    PublisherMultilingual Matters
    Release dateMar 23, 2012
    ISBN9781847696540
    Unavailable
    Plagiarism, Intellectual Property and the Teaching of L2 Writing
    Author

    Joel Bloch

    Joel Bloch has published widely on academic writing and the use of technology in multilingual writing classrooms, including Plagiarism, Intellectual Property and the Teaching of L2 Writing (Multilingual Matters, 2012).

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    • 4/5
      An interesting take on how to teach the issues plagiarism in an L2 setting. The first three chapters review the concepts of authorship, intellectual property, and plagiarism in general, meaning they can be skipped over pretty easily. Chapters 5 and 6 are where the real meat of the content is. Chapter 5 introduces the idea of using a "game" metaphor to explain plagiarism, rather than the standard "stealing" metaphor. Bloch ties this new metaphor to game theory to try to sway those educators skeptical of that the perceived less serious connotations of the term "game." I am still not entirely convinced that "game" is the best term to use, but the ideas surrounding the metaphor, such as explaining the rules and how to avoid common errors is superior to just telling students that plagiarism is bad, giving a few examples, and then saying, "Don't do it." In Chapter 6, Bloch provides some pedagogical examples from courses he's taught on plagiarism, using texts and films (notably Finding Forrester) to engage students in discussing plagiarism and at the same time using those texts to help them begin writing and citing without plagiarizing. There are definitely some concepts that can be adapted.