“I recognize that when students plagiarize they often do so not because they have some nefarious agenda but because they feel enormous pressure to succeed or are confused, uncertain, forgetful, exhausted, or pressed for time. But I am optimistic that at least some students walked away from the class feeling empowered as scholars and thinkers, that they began to see citation as a means of bringing different voices to bear on critical conversations from which they’ve been consciously or unconsciously excluded, and that they carried this knowledge to other classes and spaces where the representation of voices is not always equitable or even. Most simply, I wanted them to leave as active participants in an ongoing conversation about plagiarism and citation rather than as passive onlookers.”