Recent cases have demonstrated that plagiarism is a hot-button issue. It is also pervasive, occurring in universities, four-year colleges, community colleges, secondary schools, graduate programs, international classrooms, multicultural classrooms, writing centers, writing-across-the-curriculum programs, scholarly publications and the popular media. This book offers multiple responses to a literacy practice that is simultaneously abhorred and omnipresent in the lives of both beginning and advanced writers, students, and Pulitzer Prize winners. Contributors view plagiarism as a practice that does not take place in universalized realms of good and bad, but in specific contexts in which students' cultural backgrounds often play a role. Teachers are urged to address the issue in the classroom as part of writing pedagogy and not just as a matter for punishment and prohibition. Following an introduction by the authors, the book includes 10 chapters: (1) Man Bites Dog: The Public, the Press, and Plagiarism (Michele Eodice); (2) Situating Plagiarism as a Form of Authorship: The Politics of Writing in a First-Year Writing Course (Amy E. Robillard); (3) Time Is Not on Our Side: Plagiarism and Workload in the Community College (Kami Day); (4) Where There's Smoke, Is There Fire? Understanding Coauthorship in the Writing Center (Tracy Hamler Carrick); (5) One Size Does Not Fit All: Plagiarism Across the Curriculum (Sandra Jamieson); (6) Plagiarizing (from) Graduate Students (Rebecca Moore Howard); (7) "Thou Shalt Not Plagiarize"? Appealing to Textual Authority and Community at Religiously Affiliated and Secular Colleges (T. Kenny Fountain and Lauren Fitzgerald); (8) Intertextuality in the Transcultural Contact Zone (Celia Thompson and Alastair Pennycook); (9) We Never Wanted to Be Cops: Plagiarism, Institutional Paranoia, and Shared Responsibility (Chris M. Anson); and (10) Beyond Plagiarism (Kathleen Blake Yancey). The book also includes Afterword: Plagiarism, Difference, and Power (Bruce Horner).