%0 Journal Article
%T Avoiding ¡®de
%A Stuart Wrigley
%J Active Learning in Higher Education
%@ 1741-2625
%D 2019
%R 10.1177/1469787417735611
%X This article discusses and challenges the increasing use of plagiarism detection services such as Turnitin and Grammarly by students, arguing that the increasingly online nature of composition is having a profound effect on student composition processes. This dependence on the Internet is leading to a strategy I term ¡®de-plagiarism¡¯, in which students copy/paste text into their essays and then ¡®cleanse¡¯ the text to avoid plagiarism detection. I then argue that this is being done in the context of an increasingly ¡®de-authored¡¯ writing environment, manifested by lack of formative writing development and anonymous marking, rendering the student invisible in the writing process. I then report on a phenomenon observed in class ¨C namely that students who handwrote an exercise produced better, more original writing than those who typed, leading me to explore the affordances ¨C via Bakhtinian notions of dialogicality and addressivity ¨C of handwriting as a means of ¡®re-authoring¡¯ the essay-writing process
%K authorship
%K handwriting
%K plagiarism
%K student composition
%K writing processes
%U https://journals.sagepub.com/doi/full/10.1177/1469787417735611