Abstract
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 Writing, a five-year longitudinal cohort study that examined students’ writing, writing development, and attitudes toward writing throughout their college years and one year beyond. Drawing in particular from interview data, we trace relationships between students’ complex and creative negotiations with intellectual property and shaping tensions within the academy, arguing for renewed pedagogical approaches that affirm students’ writerly agency as consumers and producers of intellectual property.