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Student attitudes toward intellectual property.
Abstract
This article discusses the tensions that exist for students in writing classrooms between collaborative workshopping of papers and individual notions of intellectual property ownership. In order to adjust to students' confusion, this article suggests that teachers give more graded weight to metawritings, in which students discuss their writing processes and those who contributed to them, rather that putting sole focus on the writings themselves. By focusing students' energies and anxieties on the processes by which they create writing, teachers can better address issues of intellectual property in the classroom.
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