Weaving strands of writer identity: Self as author and the NNES “plagiarist”

While plagiarism is often viewed in terms of ethical binaries, scholars in composition studies have recognized plagiarism as part of literacy practices governing identity construction. In this light, what is at stake is how writers construct identity by positioning stance-claims according to the standards of respective discourse communities. For nonnative English speaking (NNES) writers, this potentially presents a daunting task due to developing linguistic proficiency and culturally specific practices. Using Ivaničʹs (1994, 1997, 1998) “aspects of writer identity” and Hylandʹs (1999, 2005) notions of “stance” and “engagement,” this paper examines essay drafts written by Annie, an NNES writer identified as a “plagiarist,” analyzing how her choices construct identity in and through discourse. Further, the study considers Annieʹs journals, exploring how different aspects of identity shape her choices. Analysis reveals how Annie negotiates the competing demands of Ivaničʹs “autobiographical self,” “discoursal self,” and “self as author” in her writing—three strands of identity that prove essential to her development as a writer. These findings suggest that a developmental perspective is needed in understanding writers like Annie and provides for some pedagogical principles and practices that might facilitate acquisition of academic literacies in the ESL composition classroom