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Calling Off the Hounds: Technology and the Visibility of Plagiarism

Calling Off the Hounds: Technology and the Visibility of Plagiarism Calling Off the Hounds: Technology and the Visibility of Plagiarism James P. Purdy Harvard’s much publicized decision in summer 2003 to deny admission to Blair Hornstine because of allegations of plagiarism (Green and Russell 2003; Kantrowitz and Scelfo 2003) reminds those of us in English studies not only of the negative social stigma accompanying accusations of plagiarism, but also of the drastic actions academic institutions will take to avoid being labeled as tolerating plagiarism—or any behavior closely akin to it. Hornstine, who had already been accepted to Harvard, was accused of having “information from sources that was not properly attributed” in fi ve articles published in Cherry Hill, New Jersey’s Courier-Post, including sections copied from President Bill Clinton and Supreme Court justices William Brennan and Potter Stewart (Osenenko 2003: n.p.). Harvard revoked admission because Hornstine’s actions were viewed as “behavior that brings into question . . . honesty, maturity, or moral character” (Green and Russell 2003). Without a doubt, plagiarism continues to be fraught with concerns ethical and moral. Now we must add technological. New technologies, such as the Inter- net, heralded simultaneously as promoting (e.g., see Kitalong 1998; DeVoss and Rosati 2002; Laird 2003) and thwarting (e.g., see http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy Duke University Press

Calling Off the Hounds: Technology and the Visibility of Plagiarism

Pedagogy , Volume 5 (2) – Apr 1, 2005

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Copyright
© 2005 Duke University Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-5-2-275
Publisher site
See Article on Publisher Site

Abstract

Calling Off the Hounds: Technology and the Visibility of Plagiarism James P. Purdy Harvard’s much publicized decision in summer 2003 to deny admission to Blair Hornstine because of allegations of plagiarism (Green and Russell 2003; Kantrowitz and Scelfo 2003) reminds those of us in English studies not only of the negative social stigma accompanying accusations of plagiarism, but also of the drastic actions academic institutions will take to avoid being labeled as tolerating plagiarism—or any behavior closely akin to it. Hornstine, who had already been accepted to Harvard, was accused of having “information from sources that was not properly attributed” in fi ve articles published in Cherry Hill, New Jersey’s Courier-Post, including sections copied from President Bill Clinton and Supreme Court justices William Brennan and Potter Stewart (Osenenko 2003: n.p.). Harvard revoked admission because Hornstine’s actions were viewed as “behavior that brings into question . . . honesty, maturity, or moral character” (Green and Russell 2003). Without a doubt, plagiarism continues to be fraught with concerns ethical and moral. Now we must add technological. New technologies, such as the Inter- net, heralded simultaneously as promoting (e.g., see Kitalong 1998; DeVoss and Rosati 2002; Laird 2003) and thwarting (e.g., see

Journal

PedagogyDuke University Press

Published: Apr 1, 2005

References