Are we encouraging patchwriting? Reconsidering the role of the pedagogical context in ESL student writers’ transgressive intertextuality

Research has increasingly pointed to a range of cognitive and social reasons behind ESL students’ transgressive textual appropriation, defined as students’ source use that contravenes acceptable borrowing practices. However, one aspect that has received little attention is the role of the immediate pedagogical context in this type of textual appropriation by students. Drawing on the social literacies perspective (Barton, Hamilton, & Ivanič,...