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Tag Archives: Council of Writing Program Administrators


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Hartwig, David W. Student Understanding of Plagiarism. TETYC, Sept. 2015. Posted 09/22/2015.

Hartwig, David W. “Student Plagiarism and First-Year Composition: A Study.” Teaching English in the Two-Year College 43.1 (2015): 38-56. Web. 10 Sept. 2015.

David W. Hartwig studied students’ comprehension of plagiarism after encountering it in various forms during his first appointment as a writing teacher at a community college. Of sixty-four students in his first-year classes, eight (12.5%) had committed “some form of apparent plagiarism”; only two were “egregious” and “intentional” (38). These experiences led Hartwig to examine attitudes and approaches to plagiarism in the composition literature and to design a study to better understand what students at his institution knew about plagiarism and how well they were able to apply their knowledge.

One student’s comment, on being told his paper had come from an online paper mill, that he didn’t “know how [his] paper got there” led Hartwig to examine contentions that students bring deliberate strategies for plagiarism from high school. This charge did not resonate with Hartwig’s experiences, which suggested that “lack of knowledge and skill” were more to blame (38), and inspired his concern that his teaching methods, although in line with those of his colleagues, might not be adequately informing students about the legitimate use of research materials (38-39).

Hartwig recounts claims that students participate in a culture in which writing and the standards for use of material are much different from those promoted by their college teachers. According to this view, students see public instances of plagiarism treated “light[ly]” and are more likely to be influenced by peer culture than by academic perceptions and rules (39). To gauge the prevalence of plagiarism, Hartwig presents studies encompassing the 1990s by Donald L. McCabe, Linda Klebe Treviño, and Kenneth D. Butterfield that show student mishandling of source material to be “a persistent problem” that can be somewhat ameliorated with honor codes (40).

Hartwig suggests that challenging the concept of the individual author has burdened scholars who hope to help students understand this abstract idea while simultaneously discouraging what continues to be seen as academic dishonesty (40-41). His review of current attitudes toward plagiarism among composition scholars focuses on the question of “intention” (41; emphasis original) as incorporated into the definition of plagiarism by the Council of Writing Program Administrators (41). Noting the WPA claim that many discussions of plagiarism fail to observe the distinctions in its definition and arguing that intention can be hard to discern in actual student behavior, Hartwig addresses Rebecca Moore Howard’s concept of “patchwriting,” in which students incompletely translate source material into their own words. Hartwig reports that Howard encourages compositionists to see patchwriting as “an essential part of the learning process” and to develop pedagogies that “strive to move [students] beyond” the practice rather than to punish it (41).

Concluding that students are confused about the correct use of sources and that faculty often “do not understand what students are attempting when they exhibit plagiarism-like writing,” Hartwig conducted a study to compare what students know about plagiarism upon entering a first-year-writing class with what they know after completing the class (42).

For the study, students anonymously completed a ten-question quiz at the beginning and end of the term. The quiz assessed “objective” knowledge by asking students to identify specific actions as plagiarism and to demonstrate a basic knowledge of what and how to cite. The final three questions addressed knowledge applied “in practice” by asking students to determine whether actual examples did exhibit plagiarism (42-45, 49). Clarifying that the results were not used to evaluate individual teaching and that data were not attached to individuals or sections, Hartwig notes that the questions included the “admittedly problematic” issue of “common knowledge,” but states that the question was refined through piloting so that only one correct answer was possible (43-44). Similarly, some participants noted that students might be confused by a question about citation format because many Internet sources do not include page numbers; Hartwig points to the widespread availability of pdfs with original pagination but urges future consideration of this concern (44).

Limitations included a drop-off in enrollment from students taking the pre-test, with only 68% taking the post-test. Technological limitations also prevented fine-grained demographic analysis and tracking of individual student improvement (45-46). Finally, faculty freedom in course design meant that “pedagogies varied widely,” and it was not possible to link any performance measure to particular teaching strategies (46). However, the results indicated very little divergence from the mean despite this diversity.

Hartwig’s findings reject claims that students come into college knowing little about plagiarism and that ongoing plagiarism can be attributed to “flawed teaching” in college classes (48). However, his study did support the contention that “student plagiarism was the result of students’ failure to fully understand the conventions of citing sources” (48). Students did quite well on the “objective” portions of the test both before and after the first-year classes, recognizing, for example, that working with tutors in the Writing Center is sanctioned but that providing a paper to another student to turn in as her own is not (43). Similarly, they knew that quotations, paraphrases, and other forms of borrowing were to be cited and knew basic MLA format (43). They had much more difficulty recognizing patchwriting and incorrect citation in actual passages; results showed inconsistent improvement on this portion across the terms tested (47-48).

Hartwig traces many problems to issues of reading. Quoting Shelley Angelie-Carter, Hartwig contends that students “‘trying on’ academic discourse” struggle with jargon and basic comprehension (49). In fact, he concludes, the three questions that asked students to apply their objective knowledge to actual passages “tested students almost as much on their close reading skills as on their knowledge of plagiarism” (50).

Hartwig recommends continuing to refine definitions, in particular involving students more actively in these discussions (51). He also urges “decriminaliz[ing] patchwriting” (51) because it is an indication of students’ comprehension, not their honesty. He argues for foregrounding critical reading in conjunction with writing and developing strategies for instructors to pay closer attention to students’ actual handling of sources while respecting that most writing instructors have massive workloads that preclude such practices as reading all sources (52-53). In Hartwig’s view, asking that faculty across campus share in helping students recognize best citation and synthesis practices as well as encouraging administrative efforts to treat instances of plagiarism as individual cases will also help writing instructors take a more proactive approach to the steps students must take—including patchwriting—toward effective use of sources (53-54).


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Sullivan, Patrick. Making Room for Creativity in the Composition Class. CCC, Sept. 2015. Posted 09/15/2015.

Sullivan, Patrick. “The UnEssay: Making Room for Creativity in the Composition Classroom.” College Composition and Communication 67.1 (2015): 6-34. Print.

Patrick Sullivan urges composition scholars to embrace creativity as a fundamental component of an enriched writing curriculum. In Sullivan’s view, although researchers and scholars outside of composition have steadily moved creativity to the core of their models of cognition and of the kinds of thinking they feel are needed to meet 21st-century challenges, writing scholars have tended to isolate “creativity” in creative-writing courses. Sullivan presents a “most essential question”: “Might there be some value in embracing creativity as an integral part of how we theorize writing?” (7).

A subset of questions includes such issues as current definitions of creativity, emerging views of its contribution in myriad contexts, and the relationship between creativity and important capacities like critical thinking (7).

Sullivan surveys works by educators, psychologists, neuroscientists, and others on the value of creativity and the ways it can be fostered. This work challenges the view that creativity is the special domain of a limited number of special people; rather, the research Sullivan presents considers it a “common and shared intellectual capacity” (12) responsible for the development of culture through ongoing innovation (9) as well as essential to the flexible thinking and problem-solving ability needed beyond the classroom (8-9, 15).

Scholars Sullivan cites position creativity as an antidote to the current focus on testing and accountability that promotes what Douglas Hesse calls the “extraordinarily narrow view of writing” that results from such initiatives as the Common Core Standards (qtd. in Sullivan 18). Sullivan draws on Ken Robinson, who contends that current models of schooling have “educated out” our natural creativity: “[M]ost children think they’re highly creative; most adults think they’re not” (qtd. in Sullivan 9).

Other scholars urging the elevation of creativity as central to cognition include intelligence researcher Robert J. Sternberg, for whom creativity entails three components: “synthetic ability (generating ideas), analytical ability (evaluating ideas, critical thinking), and practical ability (translating ideas into practice and products)” (10). Sullivan compares models of “habits of mind” developed by other scholars with the habits of mind incorporated into the “Framework for Success in Postsecondary Writing” collaboratively generated by the Council of Writing Program Administrators, the National Council of Teachers of English, and the National Writing Project; he notes that many such models, including the “Framework,” consider creativity “an essential twenty-first-century cognitive aptitude” (12). He recommends to composition scholars the international view that creativity is equal in importance to literacy, a view embodied in the Finnish educational system and in the Program for International Student Assessment (PISA), which would replace testing for memorization with testing for students’ ability “to think for themselves” (Amanda Ripley, qtd. in Sullivan 13).

Importantly, Sullivan argues, incorporating creativity into classrooms has crucial implications for overall cognitive development. According to the researchers Sullivan cites, expanding the kinds of activities and the kinds of writing students do enhances overall mental function (14), leading to the “rhetorical dexterity” (Shannon Carter, qtd. in Sullivan 20) essential to negotiating today’s rapidly changing rhetorical environments (21).

As further evidence of the consensus on the centrality of creativity to learning and cognition, Sullivan presents the 2001 revision of Bloom’s 1956 Taxonomy. This revision replaces “synthesis and evaluation” at the pinnacle of cognitive growth with “creating” (19). Discussing the revised Taxonomy to which they contributed, Lorin Anderson and David Krathwohl note that the acquisition of the “deep understanding” necessary to “construction and insight” demands the components inherent in “Create” (qtd. in Sullivan 19-20).

Such deep understanding, Sullivan argues, is the goal of the writing classroom: “[I]ts connection here to creativity links this luminous human capacity to our students’ cognitive development” (20). Similarly, concern about students’ transfer of the intellectual work of academic writing to other domains and a recognition of the importance of metacognition to deep learning link the work of creativity scholars to recent composition theory and applications (20). Sullivan suggests shifting from “critical thinking” to “creative and critical thinking” because “[a]ll good thinking . . . is creative in some way” (16).

Sullivan sees the increased focus within writing studies on multimodal and other diverse uses of writing as a move toward reframing public conceptions of academic writing; he presents “desegregat[ing] creative writing” as one way of “actively expanding our definition of academic writing” (21). He lists many ways of incorporating creativity into classrooms, then provides the unit on creativity that he has embedded in his first-year writing class (22). His goal is to “provide students with an authentic experience of the joys, challenges, and rewards of college-level reading, writing, and thinking” (22-23). To this end, the course explores what Paul Hirst calls “knowledge domains,” specifically, in Sullivan’s class, “traditional assignments” examining how knowledge functions in history and the human sciences (23-24), with the unit on creativity “[s]andwiched” between them (24).

In this unit, students consider the definition of creativity and then write poems and stories. The centerpiece is an individual project in which students produce “their own work of art” such as “a sculpture, a painting, a drawing, a photograph, a collage, or a song” (24). Sullivan furnishes examples of student work, including quotes illustrating the metacognitive understanding he hopes to inculcate: “that creativity, and the arts in particular, provide a unique and important way of looking at the world and producing knowledge” (25).

The final assignment is an “unessay,” which bans standard formats and invites students to “[i]nvent a new form!” (26). Sullivan shares examples of student responses to this assignment, many involving multimodal components that gesture toward a more inclusive embrace of what Kathleen Blake Yancey calls “what our students know as writing” (qtd. in Sullivan 28). Ultimately, Sullivan contends, such diverse, creatively rich pedagogy will realize David Russell’s hope of casting writing not as “a single elementary skill” but rather “as a complex rhetorical activity embedded in the differentiated practices of academic discourse communities” (qtd. in Sullivan 29), and, importantly, Douglas Hesse’s hope of communicating to students that writing is not an isolated academic exercise but rather “a life activity with many interconnected manifestations” (qtd. in Sullivan 18).