Digital Plagiarism in Second Language Writing: Re-Thinking Relationality in Internet-Mediated Writing

Abstract

This paper explores the complexity of digitally-mediated source-based second language writing, more specifically, complicating the presumed causality between technology and student plagiarism. Building on, and extending the existing scholarship, this discussion draws on the Deleuzian concepts of becoming, assemblage, and affect to re-think the relationality and transformations that occur when internet technology and plagiarism meet in the process of second language writers composing a major source-based research paper. Methodologically, this paper draws on interview data collected over the course of eight-weeks documenting the experiences and challenges faced by a  student writer composing a term paper as part of an EAP course requirement. Rhizoanalysis is deployed to map connections between the multiple elements operating with the student writer’s assemblage and highlighting the how all elements -plagiarism, technology, literacy skills, linguistic proficiency and academic pressure- work in tandem to shape the final product, a paper submitted to evaluation.