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Abstract

Four faculty members from UMass Boston's English Department explore possible ways of addressing the issue of plagiarism with their students as easy access to materials on the Internet is making it easier then ever to draw on others’ words, with or without appropriate documentation. Approaching faculty concerns from four complementary perspectives, the authors make the case for 1) recasting our understanding of plagiarism in terms of influence, borrowing, and remixing of the sort that is central to musical and artistic creation, 2) examining how students might develop greater awareness of the ways in which they are working with sources in their writing and why, 3) proactively using specific teaching strategies to guide students in working with Internet materials, and 4) understanding the capabilities and limitations of antiplagiarism software and finding ways to use such tools constructively and creatively to contribute to students’ learning.

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