Re: Grading, Plagiarism, Webbed Writing and ...

Michael J. Salvo (
Mon, 5 Aug 1996 15:45:10 -0600

good point: did the student evaluate answers or simply re-present them?
silly me, i assumed the student *did* something -- like contetualize
response. if not ... then i' really not sure.

mick referred to the essay in kairos (1:1) by lunsford, et al, and what
wasn't said there or here was the qualitative and quantitative differences
of collaborative production. like KRS-1 says, "you call my name, i don't
think about suein' ya" -- in effect, you give me proper credit, i won't say

clearly, mick's student didn't think she/he was getting away with anything
-- they would have used schoolsux ;-) but there is a difference between
constructively using an extant text for linkage, for illustration, and/or
for explication ... and plagerizing (or is there?!) -- like the difference
between snoop and dr. dre using a 70s paliament song as a prime referent and
refrain and vanilla ice *stealing* david bowie's bass and lead guitar.

hmm, curioser and curioser ...

... mick, did this student comment on the
answers collected? did he/she offers answers of his/her own? i think it
makes a difference ... and is it a difference that should be considered
should you take it to the class to decide?



At 01:30 PM 8/5/96 -0700, Kenneth Robert Wright wrote:
>One question, will you reward me with a Ph.D. in rhetoric if I write a
>dissertation that is merely a set of links to a large number of
>theorists? Probably not because there is no original thinking involved.
>So should where is that student's original thinking or at least the
>promotion of such.
>Kenneth R Wright
>On Mon, 5 Aug 1996, Dean Rehberger wrote:
>> I agree with Chris. The student has learned a great lesson of the Web.
>> The idea of linking discourses is as old as rhetoric and I would argue
>> central to the history of rhetoric. It is only a function of the rise of
>> the middle class (to use a cheap functionalist argument that we all know
>> can be made more complex with just about any theorist from Jameson to
>> Foucault) and the focus on originality and independent thinking (a cover
>> for the continual linking of discourses).
>> Or you could argue that the student has shown independent thinking if you
>> want to use our old saws. But eiher way, it makes a great point for a
>> great class discussion (and the student should be rewareded).
>> >I think this student should get an A for the quiz and likely the course.
>> >After all, if he only linked to the other students' pages, then he
>> >illustrated part of what using the Web is all about. Grades, schmades...
>> >the students who responded negatively are still getting the grades they
>> >earned-- just as they would if the student in question spontaneously
>> >combusted. The comparison has little value, but the value of his thinking
>> >does. After all, when we approach a problem regarding the web or
>> >utilizing a web, creation of original content is one of the last ways to go.
>> >
>> >c
>> >
>> >--
>> >Chris Lott
>> >
>> Dean Rehberger
>> American Thought and Language/Michigan State University
>> e-mail:
>> Office: (517) 432-2568/Home: (517) 332-2865/Fax: (517) 353-5250