Fostering Originality

Abstract

With the rapid increase in the number of international students from different academic backgrounds around the world, college and university educators in the West find it hard(er) to understand the many and complex reasons why these students plagiarize or use sources ineffectively. Reviewing the relevant literature, the author first makes a pedagogical analysis of student plagiarism then shows why educators should shift focus from traditional views about cultural difference toward a multidimensional understanding of plagiarism. The author concludes by recommending pedagogical strategies to help students to adjust to the new academic system rather than ‘policing' their activities and undermining their confidence.