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Plagiarism: Morality and metaphor.
~
Barnes, Brandon Dulane.
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Plagiarism: Morality and metaphor.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Plagiarism: Morality and metaphor./
作者:
Barnes, Brandon Dulane.
面頁冊數:
285 p.
附註:
Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
Contained By:
Dissertation Abstracts International76-05A(E).
標題:
Rhetoric. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3668689
ISBN:
9781321439540
Plagiarism: Morality and metaphor.
Barnes, Brandon Dulane.
Plagiarism: Morality and metaphor.
- 285 p.
Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
Thesis (Ph.D.)--Texas A&M University - Commerce, 2014.
The purpose of this project is to analyze, in recent select plagiarism commentary both within and outside composition studies, the practical definitions of, proposed methods of preventing, and common ways of punishing or responding to plagiarism, bringing explicit attention to the moral reasoning that may justify or not justify each and devoting particular attention to metaphors that signal and advance such reasoning. My aim in this study is to encourage members of the composition field and other teachers of writing to approach plagiarism with critical, deliberate clarity, resulting in an enhanced ability to articulate to themselves and their relevant audiences (colleagues, students, public) why teachers and scholars approach plagiarism in the ways they do. I close this project with two recommendations for further inquiry which may help to resolve seemingly unnecessarily unresolved questions regarding instruction in citation conventions.
ISBN: 9781321439540Subjects--Topical Terms:
516647
Rhetoric.
Plagiarism: Morality and metaphor.
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The purpose of this project is to analyze, in recent select plagiarism commentary both within and outside composition studies, the practical definitions of, proposed methods of preventing, and common ways of punishing or responding to plagiarism, bringing explicit attention to the moral reasoning that may justify or not justify each and devoting particular attention to metaphors that signal and advance such reasoning. My aim in this study is to encourage members of the composition field and other teachers of writing to approach plagiarism with critical, deliberate clarity, resulting in an enhanced ability to articulate to themselves and their relevant audiences (colleagues, students, public) why teachers and scholars approach plagiarism in the ways they do. I close this project with two recommendations for further inquiry which may help to resolve seemingly unnecessarily unresolved questions regarding instruction in citation conventions.
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