In today’s academic culture students are taught that intertextuality, or interpreting text from previous knowledge, is perfectly acceptable; where as five years ago, or even last year for some students, intertextuality was referred to as plagiarism and was completely unacceptable. When interpreting the difference between intertextuality and plagiarism, they are not incredibly different— they both take information from another source, quotes can be used, and it is not the writer’s sole knowledge creating the point. Due to these similarities, intertextuality and plagiarism are dually the same concept, which can be hard for students coming from a strict anti-plagiarism culture to learn. As this modern academic culture has set in, new educational goals have formed to make students use knowledge from previous sources to help them support their topics. In this essay, common education goals such as: the learning of intertextuality and its importance will be discussed, as well as modern academic culture supporting, accepting, and espousing intertextuality, opposed to an academic culture that does not incorporate intertextuality.
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John Swales would agree with the teaching of intertext because he too believes that it only strengthens knowledge and an argument. When teaching intertext however, professors need to be aware that students have never put a name to the concept before, so students will make errors and mistakes throughout their learning process, “overlooking vital facets of discourse production” (Porter, 403). It is very common for students to be misguided into believing that they do not have to properly cite a source after using intertext. If professors would focus more on the meaning of intertext and the mechanics of using it, students would be more successful in the long run with the argumentative
Palmer, William. "Rhetorical Analysis." Discovering Arguments: An Introduction to Critical Thinking, Writing, and Style. Boston: Pearson Prentice Hall, 2012. 268-69. Print.
In the introduction of Thomas C. Foster’s How to Read Literature Like a Professor, Foster sets the scene for the upcoming chapters by pointing out crucial literary devices. Through several references, it is further explained how memories, symbols and patterns help to create broader understandings throughout literary texts. Foster continues by stating that the usage of these devices establishes the advanced readers from “the rest of the crowd” (xxvii).
Ramage, John D., John C. Bean, and June Johnson. Writing Arguments: A Rhetoric with Readings. 9th ed. Boston: Pearson Education, 2012. Print.
Rose writes of other students he tried to help as they sat in front of him with eyes that were both sad and confused. From young, jocks, to a twenty-eight year old mother, and an insecure girl that was so afraid to use her own ideas, she turned to plagiarism. Rose explains this situation in great detail. “Students were coming to college with limited exposure to certain kinds of writing and reading and with conceptions and beliefs that were dissonant with those in the lower-division curriculum they encountered. Rose places great blame on the professors who assume that these students are culturally prepared to address, and analyze, ideas and concepts that they have never even heard of before.
In How to Read Literature like a Professor one of the new literary skills I learned was intertextuality. Intertextuality is a connection between different literary sources, such as “the ongoing interactions between poems and stories” (Foster 29). Similar to intertextuality, the
“This Course prepares students for reading, research, and writing in college classes by teaching students to consider the rhetorical situation of any piece of writing while integrating reading, research, and writing in the academic genres of analysis and argument. This course is said to teach students to develop analyses and arguments using research-based content with effective organization, and appropriate expression and mechanics”. (1)
The title highlights what is believed to be academic writing, thus the purpose in academic writing becomes lost, since exaggerated analysis containing complicated and elaborate sentences still occur. Though the title states a problem in academic writing, indicating the function placed upon academic writing being at fault, the article itself counter-argues. It says, “…bullshit does not necessarily involve a misrepresentation of facts, but must involve a misrepresentation of the self – one's feelings, thoughts, or attitudes.” (Eubanks and Schaeffer 2008, 375) suggesting the problem is the writer’s incapability to writing properly, resulting in a disconnect between the coherence in the paper and its readers, either because the skills for academic writing were not achieved or a to comprehend its importance. This can be supported by AW, as it notes, “…writing as a thinking tool in the processes of, for instance, verbalising, discovering, understanding, and communicating ideas...” (Björk and Räisänen 2003, 16) meaning conveying thoughts and ideas are means to develop a deeper understanding of information thus gaining implements to a concise language and coherence. AW goes on by stating, “…it will help you not only to learn new things, but to discover things you did not know you knew. Writing also presents an opportunity for critical thinking…”(Björk and Räisänen 2003, 16), thus it illustrates how writing, in general, needs to be seen as a method to relay knowledge as much as a process to receive
The academic population deals with the plagiarism and explaining its reasons. Both Suzn D. Blum, a professor of anthropology at the University of Notre Dame and Dr. Rebecca Moore Howard, have researched this subject and pointed out on the need to change the perception of the academic world considering plagiarism reasons.
In Brent Staples essay, “Cutting and Pasting: A Senior Thesis by (Insert Name),” (2010), the author argues that plagiarism is a big problem in colleges and he wants people who plagiarize to know why it's wrong. Staples supports his claim about plagiarism by revealing stories of professors who have had students who plagiarized and by the professors giving their thoughts and opinions on plagiarism. Staples purpose in using the professors stories with cheating is to get people to understand that plagiarism is common in order for there to be more original. Staples want parents, teachers, and policy makers to preserve the methods through which education at its best teaches people to think critically and originally.
Without the proper use of digital technology, students are prone to commit plagiarism that can detrimental to their future. I say, there are many positives to the digital age and that if the conversation of plagiarism started
The main purpose of using references is to give credit to other writers’ ideas as well as lend more credibility to our work. We use references to demonstrate that we obtained specific information from credible sources. We also reference in order to position our work in the right context, and to demonstrate both professional and academic credibility.
She insists that people tend to only look at how something is presented, not necessarily the actual content. In addition she maintains that people do not think critically as often, merely taking information as it is presented. When addressing this claim Turkle applies combination of ethos and logos. She establishes once again her credibility as a professor in addition to including cited a sources. In Turkle’s use of these appeals, she strengthens her case by both relating it to the audience, as well as improving her credibility by citing another source. , She employs these appeals skillfully and builds a strong argument that is supported by evidence and elevated by her professional opinion. However, her argument could still be improved upon by adding direction quotations or additional cited sources. Even so, Turkle’s argument is presented eloquently and enhanced by her skillful use of
The rise in technology, societal image of perfection, and fear of improper work, are all factors that have led to the increase in cheating and plagiarism all over the United States. In the first place, technology has really changed the face of cheating. Kellie B. Gormly states, “ Plagiarizing is easier than ever for students, who can just copy something from a website, change the font and electronically paste it into their papers”. Dissertations, essays and term papers can be found on nearly one hundred and fifty different websites. All of which are available for kids to take and use, and turn in as their own. In like manner, the societal image of perfection in terms of school has made cheating a relevant problem. A conference Board
When creating a text, authors choose what their text’s purpose will be. Every text has some value or significance that may be displayed blatantly or be hidden in between the lines. Some authors write with the sole purpose of instructing others. Other authors use sensationalism for the intention of entertaining their readers. There are also a number of texts that are written with a mix of both instructive and entertainment value. Regardless of the author’s intention to either inform their readers about a subject or merely try to amuse them, all text have some significance or instructive worth.
Through new technologies including computers, World Wide Web, and email, we have seen many changes the way we think about and carry out the process of writing. While most seem to welcome new technologies others like Sven Birkets believe these new technologies are hurting the learning process. He writes, “Many educators say that our students are less and less able to read, or analyze, or write with clarity and purpose. Who can blame the students? Everything they meet with in the world around them gives the signal: That was then, and electronic communications are now (63). This “cyberculture” that we are a part of has truly changed the way we currently live our lives. If we use new technologies to enhance learning and not it’s primary source we as a culture, a “cyberculture” will be able to make even greater advances than previously anticipated. Presently the need for actual printed textbooks is on the decline and is sure to continue as we move further into the future.