The discourse around plagiarism usually advocates a range of approaches from punitive to developmental. I argue, however, that the practice of plagiarism is a rational response to the complexity of learning academic discourse, and that it presents a student-owned learning asset that teachers should exploit. Instead of suppressing plagiarism as the first resort, its techniques should be taught as a platform for the acquisition of legitimate information literacy practices. I draw on studies which provide evidence of a developmental sequence in the acquisition of illegitimate skills of plagiarism, particularly located in the practice of patchwriting, and argue that this sequence should be positively exploited by teachers.

中文翻译：

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以低处得高：教学抄袭的教学价值

围绕抄袭的讨论通常提倡从惩罚性到发展性的一系列方法。然而，我认为剽窃的做法是对学习学术话语复杂性的一种理性回应，它提供了教师应该利用的学生拥有的学习资产。与其将抄袭作为第一手段，不如将其技术作为获得合法信息素养实践的平台来教授。我借鉴了一些研究，这些研究提供了获得非法剽窃技能的发展序列的证据，特别是在拼写实践中，并认为教师应该积极利用这一序列。