Yes, thanks for raising this issue, Tania. It probably won't surprise anybody that I have some responses to it. I skimmed the McDermid paper, too, on Tania's recommendation, and was struck, as she was, that it ends before it gets to the good part. But my feeling is that there really is not going to be a good part, because there isn't any solution to the problem, at least not that involves > ...carefully designing our rubrics and arguments about > evaluation in order to reduce the potential reward for > undetected plagiarism and increase the potential reward for > honest research writing. I'd argue that the problem here is the rewards themselves, and that changing the arguments for or conditions around them is something we've all thought of, and which hasn't worked for any of us. Defining the issue as one of ethics and exhorting people to "be good" won't work as long as we've structured the whole thing as a game, to be won or lost in order to gain rewards. McDermid refers to the purpose of writing as "demonstrating knowledge." That, I'd contend, (along with "demonstrating skill"), is a rhetorically catastrophic motive for writing, and one that promotes a divorcing of the text from any dialogic situation. If you have authentic rhetorical motives for writing, plagiarism would be beside the point (even the excessively well documented examples of scholarly plagiarism are almost all wreckage from the tenure and promotion wars, where the point of writing is to get published and score points, or to be regarded as a Writer). I'm not arguing that it's easy to make the rhetorical situations of student writers into ones which don't invite plagiarism, but I would argue that it's conceivable -- and that constructing a rubric for evaluation that will effectively discourage it simply isn't. Tania says, > Yet I do wish we could get more field research that would > analyze (not just theorize) whether or not certain ways of > evaluating writing, and talking to students about our > evaluation strategies, really can reduce the motive to > plagiarize. I'd be interested in such field research, too, but my prediction is that if we did it we'd find that the answer is "no," as long as what we're focally concerned with is evaluating writing. -- Russ St. Thomas University http://www.stu.ca/~hunt/ -=-=-=-=-=-=-=-=-=- To leave the list, send a SIGNOFF CASLL command to [log in to unmask] or, if you experience difficulties, write to Russ Hunt at [log in to unmask] For the list archives and information about the organization, its newsletter, and the annual conference, go to http://www.stu.ca/inkshed/ -=-=-=-=-=-=-=-=-=-