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Consider your goal. If a student has plagiarized, consider what the student should take away from the experience. In some cases, a failing grade on the paper, a failure in the course, aca­demic probation, or even expulsion might achieve those goals. In other cases, recreating the entire research process, from start to finish, might be equally effective.

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When assignments are highly generic and not classroom-specific, when there is no instruction on plagiarism and appropriate source attribution, and when students are not led through the iterative processes of writing and revising, teachers often find themselves playing an adversarial role as “plagiarism police” instead of a coaching role as educators. Just as students must live up to their responsibility to behave ethically and honestly as learners, teachers must recognize that they can encourage or discourage plagiarism not just by policy and admonition, but also in the way they structure assignments and in the processes they use to help students define and gain interest in topics developed for papers and projects.

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8. Require a metalearning essay. On the dayyou collect the papers,have students write an in-class essay about what they learned from theassignment. What problems did they face and how did they overcome them?What research strategy did they follow? Where did they locatemostof their sources? What is the most important thing they learned frominvestigatingthis subject? For most students, who actually did theresearch paper,this assignment will help them think about their own learning. It alsoprovides you with information about the students' knowledge of theirpapersand it gives you a writing sample to compare with the papers. If astudent'sknowledge of the paper and its process seems modest or if the in-classessay quality diverges strikingly from the writing ability shown in thepaper, further investigation is probably warranted.

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4. Require process steps for the paper. Seta series ofdue dates throughout the term for the various steps of the researchpaperprocess: topic or problem, preliminary bibliography, prospectus,researchmaterial (annotated photocopies of articles, for example), outline,roughdraft, final annotated bibliography, final draft. Some of these partscanbe reverse engineered by the determined cheater, but most studentsshouldrealize that doing the assignment honestly is easier than thealternative.

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Students from other cultures may not be familiar with the conventions governing attribu­tion and plagiarism in American colleges and universities.

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5. Make the penalties clear. If aninstitutional policy exists,quote it in your syllabus. If you have your own policy, specify thepenaltiesinvolved. For example, "Cheating on a paper will result in an F on thatpaper with no possibility of a makeup. A second act of cheating willresultin an F in the course regardless of the student's gradeotherwise." Ifyou teach at a university where the penalty for plagiarism is dismissalfrom the university or being reported to the Academic Dean or Dean ofStudents,you should make that clear as well. Even the penalties can bepresentedin a positive light. Penalties exist to reassure honeststudentsthat their efforts are respected and valued, so much so that those whowould escape the work by fakery will be punished substantially. Note:There are always a few students who will be caught plagiarizing andthen claim that no one cared or told them. When you point to thesection in your syllabus, they will say, "I thought it was a genericsyllabus so I didn't read it." The better idea, then, is to read theappropriate places from the syllabus to the class at the first meeting.