摘要：For faculty teaching in academia, plagiarism is a common concern. With the ever-increasing availability of electronic information, many worry that it is becoming a greater problem than ever before. To manage the problem, instructors often seek ways to detect plagiarism once it has already occurred in student work. Unfortunately, this process often involves considerable time and effort, and instructors may feel they are compromising their roles as educator and mentor by instead becoming “plagiarism police”. At the same time, efforts at detection may not meet with success – if discovering that a student has plagiarized can be called a success – because it is not always easy, or even possible, to identify plagiarized work.
