This paper discusses four strategies used by the author in college English courses to discourage fraud yet to allow students enough freedom to conduct original research. The strategies include generating "topic lists," in hope of beating term paper "clearinghouses," which must certainly have a time-lag on the topics in their collections; an "oversight" strategy, which requires students to present evidence of research progress at two or three junctures between project assignment and final presentation; a "rigid form" method, which prescribes a formula for writing the argumentative essay, thus freeing the student to think about collecting evidence and presenting the final paper, and providing the teacher with an opportunity to catch papers that don't follow the rules; and a "level of research quality" strategy, which requires students to generate their own primary evidence by interviewing, constructing and implementing surveys, or some other form of personal involvement. While all the strategies have advantages and drawbacks--teachers may want to combine strategies for maximum positive effects--their use encourages students to attempt scholarly research and to produce competent, original research papers. (RL)