This paper explores the complexity of digitally-mediated source-based second language writing, more specifically, complicating the presumed causality between technology and student plagiarism. Building on, and extending the existing scholarship, this discussion draws on the Deleuzian concepts of becoming, assemblage, and affect to re-think the relationality and transformations that occur when internet technology and plagiarism meet in the process of second language writers composing a major source-based research paper. Methodologically, this paper draws on interview data collected over the course ofeight-weeks documenting the experiences and challenges faced by a student writer composing a term paper as part of an EAP course requirement. Rhizoanalysis is deployed to map connections between the multiple elements operating with the student writer’s assemblage and highlighting the how all elements -plagiarism, technology, literacy skills, linguistic proficiency and academic pressure- work in tandem to shape the final product, a paper submitted to evaluation.

Les chercheurs doivent citer ce travail comme suit :

• Vasilopoulos, E. G., (2025), "Digital Plagiarism in Second Language Writing: Re-Thinking Relationality in Internet-Mediated Writing", HSSCommons: (DOI: )

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1. Discourse and Writing/Rédactologie

Original publication: Vasilopoulos, Eugenia Gene. "Digital Plagiarism in Second Language Writing: Re-Thinking Relationality in Internet-Mediated Writing." Discourse and Writing/Rédactologie, vol. 29, 2019, pp. 81-106. This material has been re-published in an unmodified form on the Canadian HSS Commons with the permission of Discourse and Writing/Rédactologie. Copyright © the author(s). Work published in DW/R is licensed under the Creative Commons CC BY-SA license