| |
| author |
Jane Hahn
| | title |
Reconceptualizing Patchwriting: Achieving Success through Understanding Failure
| | abstract |
This thesis questions the dominant social narratives and current understanding of
plagiarism and pedagogical influence in the United States education system. Specifically, this
thesis aims to function as a call to action to change the United States' education system's current
catch and punish approach to plagiarism to a new innovative teaching based approach that
focuses on skill building in reading and writing rather than solely relying upon the limited scope
of strict ethical training. I argue that a nuanced view of patchwriting can be used as an effective
pedagogical tool to prevent plagiarism and improve student reading, writing, and overall
learning. Beginning with a historical literature review that traces the current discourse of
plagiarism, I build on the Citation Project's research of patchwriting in student research papers
collected in the Citation Project's Source Based Writing Corpus. My research expanded the
number of patchwriting types, leading to a new understanding of both source-based writing, and
an in depth data-analysis. Through my discussion of this I developed pedagogical strategies and
explained them through the lens of narrative. Ultimately, this thesis is an addition to the
development of pedagogical strategies to help students and faculty achieve their goals in the
classroom and beyond.
| | school |
The College of Liberal Arts, Drew University
| | degree |
B.A. (2023)
|
| advisor |
Dr. Sandra Jamieson
|
| full text | JHahn.pdf |
| |
