So what should we do?

This conclusion presents some closing thoughts on the concepts covered in the preceding chapters of this book. The book have suggested many possible ways in which appropriate intertextuality can be fostered in higher education. Plagiarism enters a teacher's field of vision as a distraction. The everyday tasks of planning and delivering instruction and assessing its outcomes have to be put on hold while the plagiarism is dealt with. University teachers are frequently concerned that their students should be able to produce writing of high quality. The demands of the academic discipline, the teaching context, the size of the student group and many other factors affect the nature of assessment writing tasks. Students are often extremely worried about the formatting of references, with their attention focused on commas and italics. Automated plagiarism detection is something many teachers would like to see because the task of identifying plagiarism in a large number of texts is both laborious and haphazard.