Abstract
Responding to cultural concerns about the ownership of writing and the nature of plagiarism, this article examines discourses about plagiarism by ESL students and argues for a plurality of approaches to understanding the ownership of language and textual appropriation. First, it uses speech act theory to explain the dynamics of plagiarism; second, it examines transnational political contexts for writing pedagogy; and third, it offers a Daoist understanding of language.
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