Repeat key words Though typically,in the context of higher education,student plagiarism is associated with cheating and dishonesty;educators who work with developing writers argue that,for many students,plagiarism represents not an intention to deceive,but rather their developing competence in text-responsible writing;In these cases,most educators agree that instances of student copying should be addressed through pedagogy,rather than through disciplinary actions.Some have even questioned whether such instances of textual borrowing should be labeled as a type of"plagiarism":Students,language teachers,and university professors have all been found to disagree about what counts as textual plagiarism,and,in recent years,the idea of authorial ownership (and thus plagiarism itself)has been challenged.Nevertheless,most agree it is important to consider why students might copy from source texts when completing academic assignments,as such investigations may help us to better understand not only students'attitudes about textual borrowing,but also the role that such borrowing might play in their academic developmentRepeat key words Though typically, in the context of higher education, student plagiarism is associated with cheating and dishonesty; educators who work with developing writers argue that, for many students, plagiarism represents not an intention to deceive, but rather their developing competence in text-responsible writing; In these cases, most educators agree that instances of student copying should be addressed through pedagogy, rather than through disciplinary actions. Some have even questioned whether such instances of textual borrowing should be labeled as a type of ‘‘plagiarism’’: Students, language teachers, and university professors have all been found to disagree about what counts as textual plagiarism, and, in recent years, the idea of authorial ownership (and thus plagiarism itself) has been challenged. Nevertheless, most agree it is important to consider why students might copy from source texts when completing academic assignments, as such investigations may help us to better understand not only students’ attitudes about textual borrowing, but also the role that such borrowing might play in their academic development