I found this really interesting article about plagiarism which discusses the “war on plagiarism” and how creating this culture of fear among students about plagiarism isn’t necessarily the answer, but instead the focus should be on educating students on how not to plagiarize.
Author Jonathan Bailey describes the culture of fear created by educational institutions featuring the following anecdote:
“I remember when I was in college, one of my English classes had a very tense day. The instructor told the class that she could not return the papers from the previous week as plagiarism had been detected in one of them. The teacher invited to the student involved to come forward, assumedly to receive a lighter punishment.
The students, all 30 of us, wondered who it was but were more worried that it was us. Many of us began to talk openly about that fear saying things like “I didn’t plagiarize but… I hope it wasn’t me.” The conversation then shifted to specific quotes, missed citations and other mistakes, wondering if that triggered the alarm.”
In a former job of mine I had to sit on academic appeals for students who were charged with committing a plagiarism offense. In the vast majority of cases I sat on, there was a consistent defense among students — “I didn’t know I was plagiarizing.” This was particular evident with students who spoke English. It’s very easy to think that it’s just an excuse, but the repetition of this similar defense often made me question whether or not it’s possible that they didn’t. Bailey’s article inspired me to think back and recall my days in school and how course outlines or lectures by professors on plagiarism often tell you over and over again about what plagiarism is and all of the consequences for doing it. So, if you asked me whether or not I knew what plagiarism was, I was very much in understanding. But did I know how to not do it? That I’m not sure.
If we continue to just use fear-mongering tactics to eliminate plagiarism, we’re not targeting the actual problem: plagiarism education. By slapping students on the wrist every time they plagiarize, doesn’t stop them from plagiarizing, it forces them to be more creative with how they plagiarize so they don’t get caught next time.
“Strict plagiarism enforcement without solid plagiarism education doesn’t make better students, it makes better cheaters.”
The EDC has put together an instructional handout (check out the handout here) on how to create assignments that seek to limit plagiarism-potential. Plagiarism can result from procrastination, poor time management or just an inability to cite properly. It’s important that you take the time (regardless of how repetitive it is) to discuss not only what plagiarism is, but how to go about not doing it. Often times, citing material is a whole lot easier than students trying to cover up their digital-plagiarized-footprint.
In order to create plagiarism-free assignments, consider the following:

• create assignments that focus on students creating an original thought or require new research
• educate students on how not to plagiarize
• require students to submit an early draft of their assignment to ensure students aren’t waiting to the last minute to finish or start the assignment
• compile a restricted list of sources that students can use to complete an assignment; this will deter students from knowingly-plagiarizing if they know that you’ve selected the resources they can us.

In Bailey’s article, he compares plagiarism to a “disease” that has infected academia in this clever anecdote:
“If schools are going to deal with the epidemic of plagiarism, they need to treat it more like an actual infection and focus on all-around health rather than pumping in more quick fixes. The current path only makes cheaters more resistant to the methods that are used to catch them and creates a climate of fear that is both counter-productive for learning and can actually encourage cheating, since many students feel as if they are being treated as such anyway.”
So how can you educate students on how to not plagiarize? Consider checking out the resources in the library for some instruction or examples, provide students a sample poorly written bibliography vs. a properly written one, show students how to cite in-text, explain how plagiarism exists in not only copying words, but copying thoughts as well.