When, why, and how do college students come to value their writing as intellectual property? How do their conceptions of intellectual property reflect broader understandings and personal engagements with concepts of authorship, collaboration, identification, and capital? We address these questions based on findings from the Stanford Study of…

Asserts that, if "social epistemic" rhetoric is to realize any of its potential, it must create a new pedagogy that will resist unexamined masculinist assumptions, construct new academic forms of selfhood and intellectual property, and bring students to interrogate any status quo including that with which they are most comfortable. (PRA)

Sketches in the traditional contours of intellectual property in the digital age and its institutionalization. Surveys the forces, intellectual and technological, that are challenging that tradition. Shows how composition studies has been informed by models that do not participate in these challenges. Suggests how composition studies may move…

Considers the complex roles encompassed in the job of college English professor, including researcher and teacher. Discusses three basic schools of writing traditions. Proposes a model of writing based on collaborative principles blurring disciplinary boundaries, resulting in intellectual property as literacy. (HB)