Cinnabar and Alabaster

keywords: author, authority, authorship, collaboration, cultural arbitrary, gatekeeping, hierarchy, individualism, juridical, mimesis, morality, originality, patchwriting, plagiarism, proprietorship, reader.

passages:
8: pw is plagiarism when students do it & ok for published authors
9: handbooks on source texts--don't collaborate
14: plagiarism rules as gatekeeping mechanisms
15: it's contradictory to crack down on students' authoring strategies by old theories while overhauling all our theories of authorship
20: no common definition of plagiarism
21: collaborative influence of tutors (co-authors?)= plagiarising
23: "The economy of plagiarism [authorship]...postulates three tiers of writers: those who are original; those who are derivative but have the intellect and decency to acknowledge it; and those who are derivative and either don't know it or won't acknowledge it. The label plagiarist marks and criminalizes this third category, a textual 'Other'..."
30: "harsh" (teacher-as-gatekeeper) & "humane" (teacher-as-facilitator) "punishments" for plagiarists both perpetuate the same "cultural system of textual purity"
31: b's articulation of the "how binaries are also good" position
33: b/c pw = author/text collaboration, criminalizing pw = criminalizing collaboration
34: source text shares agency w/the writer working with it
43-44: theory-talk (or "what happens when pedagogy is described by lacan, misha, bourdieu (& passeron), & others' work w/durkheim"): school works to "naturalize hierarchy" & changing only one aspect (allowing instances of authorship being collaborative--lunsford & ede) won't change that.
46: "Autonomy and agency are not synonymous terms. The issue of autonomy is an issue of whether the writer acts alone, whereas the issue of agency is one of whether the writer acts or is an action."
47: barthes, misha, & bakhtin positioned around the above.
53: def. "cultural arbitrary" (bourdieu)
58: 4 properties of the "true" authorship for the past century +: "autonomy, originality, proprietorship, and morality"; historically there was no overall creation of or "killing" of the autonomous author; rather authors have always been concieved of as both socially & individually determined, but the prevalence of each view changes in prominence.
64: authorial autonomy didn't only just emerge; it was in ancient rhet but not popular in medieval thought.
75: the modern period doesn't promote a new idea of autonomy but does introduce the idea of "accord[ing] outlaw status" to its conceptual opposite.
80: labor, locke, engels: literary property as property of the body
81: blame rené descartes (sing to the tune of "blame canada"?)
87: "one's ability to be original" = "high character" vs. the "absence of virtue" associated w/"authorship's opposite, plagiarism."
89: contamination, hygiene, literacy "for the masses" ("the great unwashed") vs. "for the [threatened] intellectuals"
91: "intellectual's opposite is the plagiarist"; "students become representatives of the masses, their teachers...of the intelligentsia"; student writers are "error-makers" & "low characters" who cheat & steal.
97: copyright vs. plagiarism (definitions & purviews)
103: what protects you from plagiarism accusations (what all students automatically lack): "political necessity, Teflon greatness, and great wit" plus "postmodern discourse challenge" (still perpetuated by the qualified).
126: readers' contributions to authorship/plagiarism binary (& p's ubiquity)
127: nod toward the influences [threat] of electronic media on authorship's conception
133: hypertext & other pedagogical possibilities
134: implications of intersecting/dischordant theories (as they're played out) are that "authorship 'means' something other than--or at least more complicated than--'autonomous' and 'originary'"
146: "voice-merging" & the necessity of students' (all writers'?) "intertextual" position--"they are never inventing a new language out of nothing, but patch together fragments of the multiple texts, the multiple voices...already available to them" (flannery--miller--bakhtin)
148: minock's "postmodern pedagogy of imitation" (inspired by mike rose & glinda hull)
150: contexts & consequences of resistance--if we just ask our students to do something outside the allowances of the larger system, we get screwed & screw them. there are ways of intersecting & teaching/studying the intersections.
156: proposed policy change that would more accurately reflect conceptions of authorship
164: case-by-case intentionality is the only way to adjudicate "infractions"--the judgments are passed against humans, not author-functions
165: what are the consequences of policies assigning authorship to individuals if identity is always in flux, if text is always combined rather than original, if meaning depends on readers?
166: final claims: how the policies should be divided

top 5: Seán Burke; Lunsford & Ede; Mark Rose; Susan Stewart; Woodmansee & Jaszi. plus, of course, the 3 musketeers of this stuff-according-to-b: bourdieu, barthes, & misha.

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yes, i spent considerably more than 10 minutes doing this. i'll get better at it. (i also know he was thinking more "pick one or 2" than "do 4 out of 5 of these things," but he was also talking seminar-course reading lists, not exam texts--let alone exam-texts written by the exam chair!)

1 down, 99 to go!