This article gives detailed practical suggestions for helping nonnative English speaking students recognize and avoid plagiarism, use paraphrasing and summarizing effectively, incorporate direct quotes into their writing, and cite sources.

Traditionally, assessing student writing ability has often been product-focused. Advocates of child-centered process-oriented classrooms, however, suggest that teachers should also focus on understanding children's writing behaviors in the context of meaningful communicative tasks. In such an approach, writing conferences are one way in which…