Abstract
The discourse around plagiarism usually advocates a range of approaches from punitive to developmental. I argue, however, that the practice of plagiarism is a rational response to the complexity of learning academic discourse, and that it presents a student-owned learning asset that teachers should exploit. Instead of suppressing plagiarism as the first resort, its techniques should be taught as a platform for the acquisition of legitimate information literacy practices. I draw on studies which provide evidence of a developmental sequence in the acquisition of illegitimate skills of plagiarism, particularly located in the practice of patchwriting, and argue that this sequence should be positively exploited by teachers.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Current Writing: Text and Reception in Southern Africa
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
