Table Of ContentStolen Language?
Plagiarism in Writing
Shelley Angélil-Carter
Real Language Series
Stolen Language?
Plagiarism in Writing
REAL LANGUAGE SERIES
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Shtlley AngtlilwCarte.r Stolen L:mguagt?P lagiarism iinll W\\'rriitriinngg
Stolen Language?
Plagiarism in Writing
Shelley Angelil-Carter
RO Routledge
U
TLE
DG Taylor & Francis Group
E
LONDON AND NEW YORK
First publishcd 2000 by Pcarson Education Limitcd
Published 2014 by Routledge
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Copyright <<J 2000, Taylor & Francis.
The right of Shelley Angelii-Carrer to be identified as author of
this work has been asserted by her in accordance with
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trcatn1cnt tnay bccornc ncccssary.
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such information or mcthods thcy should bc mindful of thcir own safcty and thc safcty of othcrs,
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ISBN 13: '178-0-582-31'199-!1 (pbk)
British Library• Catnloguing-in-Publication Data
A catalogue record for this hook is availahle from the British Lihrary
Lilnmy of Congnss Cataloging-in-Publication Data
Angelii-Carter, Shelley.
Stolen Language? : plagarism in writing I Shcllcy Angelii-Carter.-2nd ed.
p. cm. - (Real language series)
Includes bibliographical references and index.
ISBN 0-582-31998-6-ISBN 0-582-31999-4 (pbk.)
I. Plagiarism. 2. Imitation in literature. 3. Literary ethics. I. Title. II. Series.
PN167.A64 2000
808-dc21 99-087296
Set in 10/12pt Janson by 35
Contents
Acknowledgements ix
1 Introduction: an overture 1
Part I Dancing a Theoretical Stance 7
2 Discourses and access: dancers in the wings 9
3 Plagiarism, 'originality' and copyright: a striptease 15
4 Plagiarism and referencing across genres:
different moves to different tunes 30
5 The development of the student writer:
from mimic to master 34
Part 11 A Multivoiced Text: The Chorus 51
6 Introduction to Part 11 53
7 Plagiarism and referencing as communicated in a
departmental handbook: a discourse analysis 56
8 The role of referencing 61
9 Consequences of the practice of referencing and the
monitoring of plagiarism 73
VI CONTENTS
10 Plagiarism in the developing writer - what's really
happening? 93
11 Developing authorial voice using multiple sources -
difficulties and successes 104
Part III Conclusion: a finale 111
12 A pedagogy for plagiarism and referencing 113
Appendix Previouse ducationalw riting experience 133
References 136
Index ofa uthors 143
Index of te17tlS 145
For my parents,A rthur
and Roma Carter,
with love and gratitude
This pagei ntentionallyl eft blank
Acknowledgements
Although this work was authoredb y me, this is a multivoiced text, in that
there were many around me who helped me to think through the ideas
presentedh ere, and who gave me feedbacko n various drafts of this book.
Here I would like to thank Lucia Thesen, Rob Moore, Rochelle Kapp,
Moragh Paxton, Nadia Hartman, Cathy Hutchings, Tim Hughes, Suellen
Shay, Dr Hilary Janks and ProfessorP aul Waiters. Thanks also to Hilary
Janks and SarahM urray for their assistancea nd encouragemenitn getting
this book published. My thanks go to the editors of the Real Language
Seriesf or supportingt his book from the start, and particulart hanks to Euan
Reid for his gentle but insightful feedback, in guiding this book towards
publication.T he book would not have beenp ossiblew ithout the participation
of all the students,t utors and academics taff whom I interviewed, and I am
grateful to them for sharing their writing, thoughtsa nd ideas with me.
The work was supportedb y a grant from the University of CapeT own's
University ResearchC ommittee, for which I would like to express my
appreciation.
Special thanks are due to SarahM urray, for her always generouss haring
of her knowledge,f or her accessibilitya nd encouragementa, nd for generally
acting as a very supportivem idwife to this baby.
Finally I thank my husband,S erge Angelil, and my children, Raymond,
Oliver and Lauren, for dancingw ith me.
